EUB109 English, Literacies and Language 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB109 |
|---|---|
| Equivalent(s): | EAB510 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUB109 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
| Coordinator: | Elizabeth Heck | elizabeth.heck@qut.edu.au |
Overview
This unit will develop your ability to teach English curriculum, literacy and language acquisition to young children, from birth to year 6. This unit develops your understanding of the effective use of children's literature in literacy teaching in prior-to-school and primary school settings. Early years literacy teaching and learning, including play-based pedagogies will be explored, with particular focus on birth to Year 3. The Early Years Learning Framework, Queensland Kindergarten Learning Guideline, and The Australian Curriculum will be used to explore the ways teachers assist children to build knowledge and skills with English, language and literacy as they transition from prior-to-school to formal school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the concepts and principles of how children learn about English and literacy, including those from diverse backgrounds.
- Draw on curriculum, frameworks and children's literature and digital texts to plan lesson ideas.
- Reflect on how English and literacy theories inform contemporary early years classroom practices.
- Describe the principles of selecting and using resources, including ICT, in innovative ways to engage students in their learning.
- Communicate in a written manner using the conventions of English.
Content
This unit will address key topics related to teaching literacy and English with a focus on prior-to-school and the early primary years. These include:
- Literacy as a social practice;
- Understanding the theories of English, literacy and language programs;
- Strategies to support inclusive student participation and engagement in English, literacy and language programs;
- Responding to the learning strengths and needs of students from diverse linguistic, cultural, religious and soico-economic backgrounds, including Aboriginal and Torres Strait Islander students;
- Strategies for planning and teaching young children using children's literature, including ICT;
- Literacy teaching strategies and their application in teaching areas; and
- Understanding language acquisition and classroom interaction processes.
Learning Approaches
In this unit, you will learn through engaging in
- multi-modal lectures
- online study materials
- workshops and
- online discussion forums/discussion sessions.
These activities will encourage you to discuss, question and problem-solve. You are also expected to undertake personal research, reading, writing, observation and collaborative learning activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers during group discussions;
- Ongoing formative feedback on learning activities (e.g., tutorial exercises and discussion forums);
- comments and a completed criteria sheet for the summative assessment;
- an exam mark and the option to seek verbal feedback if required.
Assessment
Overview
You will complete two pieces of assessment:
- Annotated bibliography and learning experiences - This will draw on your understanding of the place of children's literature across the English curriculum and prior to school frameworks.
- Essay - This will enable you to connect all that you have learnt in the unit including literacy, becoming a reader (including phonics), multiliteracies, digital texts, play and literacy, and English learning for diverse backgrounds.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated bibliography, development and presentation of learning experiences
Part A: Annotated bibliography - This task requires you to select a range of books/texts that fit within the category of children's literature for children birth-8 years. You will then write an annotated bibliography for each of the selected texts according to predefined categories.
Part B: Development of learning experiences and presentation - You will then select 5 of these texts to develop learning experience ideas that satisfy textual themes, curriculum and student diversity.
Part C: Presentation - You will present one of your chosen texts and learning experience ideas at a role-played staff meeting (to be held in tutorial time).
This task aims to support you in learning how to apply your knowledge, skills and understanding of the use of children's literature to plan and teach effective literacy and English lessons with young children.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Multi-modal presentation
Multi-modal presentation - You will create a multimedia presentation that explores the place of literacy teaching and learning in the early years e.g., children's literature, multiliteracies, digital texts, play-based learning, diverse learners and literacy pedagogies. Your presentation will reflect on what each of these means for your future teaching practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Woods, A., & Exley, B. (2019) Literacies in early childhood: Foundations for equity and quality. Docklands, VIC: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Multi-modal presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Multi-modal presentation - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Multi-modal presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Curriculum, assessment and reporting
Relates to: Annotated bibliography, development and presentation of learning experiences - Literacy and numeracy strategies
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Annotated bibliography, development and presentation of learning experiences - Select and use resources
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Multi-modal presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, ULO4, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Annotated bibliography, development and presentation of learning experiences - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB109 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
Overview
This unit will develop your ability to teach English curriculum, literacy and language acquisition to young children, from birth to year 6. This unit develops your understanding of the effective use of children's literature in literacy teaching in prior-to-school and primary school settings. Early years literacy teaching and learning, including play-based pedagogies will be explored, with particular focus on birth to Year 3. The Early Years Learning Framework, Queensland Kindergarten Learning Guideline, and The Australian Curriculum will be used to explore the ways teachers assist children to build knowledge and skills with English, language and literacy as they transition from prior-to-school to formal school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the concepts and principles of how children learn about English and literacy, including those from diverse backgrounds.
- Draw on curriculum, frameworks and children's literature and digital texts to plan lesson ideas.
- Reflect on how English and literacy theories inform contemporary early years classroom practices.
- Describe the principles of selecting and using resources, including ICT, in innovative ways to engage students in their learning.
- Communicate in a written manner using the conventions of English.
Content
This unit will address key topics related to teaching literacy and English with a focus on prior-to-school and the early primary years. These include:
- Literacy as a social practice;
- Understanding the theories of English, literacy and language programs;
- Strategies to support inclusive student participation and engagement in English, literacy and language programs;
- Responding to the learning strengths and needs of students from diverse linguistic, cultural, religious and soico-economic backgrounds, including Aboriginal and Torres Strait Islander students;
- Strategies for planning and teaching young children using children's literature, including ICT;
- Literacy teaching strategies and their application in teaching areas; and
- Understanding language acquisition and classroom interaction processes.
Learning Approaches
In this unit, you will learn through engaging in
- multi-modal lectures
- online study materials
- workshops and
- online discussion forums/discussion sessions.
These activities will encourage you to discuss, question and problem-solve. You are also expected to undertake personal research, reading, writing, observation and collaborative learning activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers during group discussions;
- Ongoing formative feedback on learning activities (e.g., tutorial exercises and discussion forums);
- comments and a completed criteria sheet for the summative assessment;
- an exam mark and the option to seek verbal feedback if required.
Assessment
Overview
You will complete two pieces of assessment:
- Annotated bibliography and learning experiences - This will draw on your understanding of the place of children's literature across the English curriculum and prior to school frameworks.
- Essay - This will enable you to connect all that you have learnt in the unit including literacy, becoming a reader (including phonics), multiliteracies, digital texts, play and literacy, and English learning for diverse backgrounds.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated bibliography, development and presentation of learning experiences
Part A: Annotated bibliography - This task requires you to select a range of books/texts that fit within the category of children's literature for children birth-8 years. You will then write an annotated bibliography for each of the selected texts according to predefined categories.
Part B: Development of learning experiences and presentation - You will then select 5 of these texts to develop learning experience ideas that satisfy textual themes, curriculum and student diversity.
Part C: Presentation - You will present one of your chosen texts and learning experience ideas at a role-played staff meeting (to be held in tutorial time).
This task aims to support you in learning how to apply your knowledge, skills and understanding of the use of children's literature to plan and teach effective literacy and English lessons with young children.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Multi-modal presentation
Multi-modal presentation - You will create a multimedia presentation that explores the place of literacy teaching and learning in the early years e.g., children's literature, multiliteracies, digital texts, play-based learning, diverse learners and literacy pedagogies. Your presentation will reflect on what each of these means for your future teaching practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Woods, A., & Exley, B. (2019) Literacies in early childhood: Foundations for equity and quality. Docklands, VIC: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Multi-modal presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Multi-modal presentation - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Multi-modal presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Curriculum, assessment and reporting
Relates to: Annotated bibliography, development and presentation of learning experiences - Literacy and numeracy strategies
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Annotated bibliography, development and presentation of learning experiences - Select and use resources
Relates to: Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Multi-modal presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, ULO4, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Annotated bibliography, development and presentation of learning experiences - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Annotated bibliography, development and presentation of learning experiences, Multi-modal presentation