EUB110 Primary English Curriculum Studies 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: | EUB110 |
|---|---|
| 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: | EUB110 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
| Coordinator: | Lynn Downes | l2.downes@qut.edu.au |
Overview
This unit provides an introduction to foundation understandings, skills and processes for studying Primary English Curriculum. In this unit, you will engage with current research about how educators teach children to learn about literature, including literacy theories, pedagogical models and assessment practices related to early reading. There will be a focus on the teaching of phonics, phonological awareness, vocabulary, speaking (oral language), listening, early reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents.
The unit supports the development of understanding that will be critical for further studies of language and literacies in EUB209 Primary English Curriculum Studies 2 and EUB306 Primary English Curriculum Studies 3. The units enable you to build informed professional practices for teaching listening, speaking, reading, and writing for the real world.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify and discuss the concepts, substance and structure of primary English curriculum, including assessment strategies (informal, formal, diagnostic, formative and summative)
- Organise content into learning activity plans that respond to the changing English curriculum policy and practice environments.
- Apply pedagogies and scholarly literature in relation to the teaching and assessing of reading.
- Plan for teaching primary English curriculum and early reading to learners from diverse backgrounds.
- Communicate using a high level of English literacy in professional and academic writing.
Content
This unit will focus on the knowledge and skills that provide a foundation for teaching primary English curriculum. Content and learning activities in this unit include:
- Children's literature;
- Teaching methods and strategies including the Continuum of Literacy Instruction;
- Literacy theory: The Four Resources Model;
- Reading comprehension - understanding reader factors and text factors;
- Vocabulary instruction for reading and writing;
- Phonemic awareness, phonological awareness and phonics - recognising, substituting, and manipulating sounds, phonemes, syllables, rhymes, onset-rimes, consonant diagraphs and blends, vowel diphthongs and blends, assessment;
- Oral language development;
- Reading fluency - understanding cueing, sight word recognition, strategies for teaching reading fluency;
- Assessing reading; and
- Knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds.
Some example activities you will participate in are:
Discussion with peers about delivering effective reading instruction through systematic and explicit teaching of phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language, the research supporting discipline-specific reading and writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies. The prescribed text Tompkins et al., (2019). Literacy for the 21st century : a balanced approach (3rd ed.) will be used as a key resource to support the discussion of research evidence that underpins the content and learning activities outlined in this unit.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures
- Workshops
- Online and blended learning materials
- Weekly academic/professional readings.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.
In the case of the assignment, you must also pass the personal literacy criterion on the assignment criteria sheet. This recognises that teachers of English language require a high level of literacy capability.
Feedback on Learning and Assessment
You will gain feedback from both peers and academics in this unit by participating in weekly discussions during workshops. You will also receive written formative feedback on your Assessment 1.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional plan - this assessment is designed to demonstrate your knowledge of how to plan a learning activity for diverse learners that incorporates theory and teaching strategies in planning for teaching reading and the English Curriculum.
- Authentic Text Showcase - this assessment will enable you to demonstrate the breadth of what you have learned across the unit with regards to teaching reading and English in the early and primary years.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will design a reading lesson which involves: (A) selecting and organising content from curriculum and planning learning activities for which you select and use appropriate resources; (B) rationale of your plan in the form of a discussion with tutor/unit coordinator/moderator.
This is an authentic assessment because in the real world you will be planning and conducting reading lessons and justifying decision making with stakeholders.
This assessment provides you the opportunity to demonstrate your knowledge of the effective teaching of literacy, including the ability to deliver effective reading instruction which attends to how the brain learns to read through systematic and explicit teaching.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on both assessment tasks combined, to successfully pass this unit.
Assessment: Authentic Text Showcase
Working in pairs you will source an authentic text that you would use in the primary school subject English classroom. You will design teaching and learning opportunities that outline how, by using this text, you will teach the 6 pillars of reading. You will present in a showcase format in weeks 12 and 13 during workshop times.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48 hour late submission period on the written component only.
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
Recommended text(s)
Tompkins, G., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century : a balanced approach (3rd [Australian] edition.). Pearson Australia.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to 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: Professional Plan - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Plan - Content selection and organisation
Relates to: Professional Plan - Curriculum, assessment and reporting
Relates to: Professional Plan - Literacy and numeracy strategies
Relates to: Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Select and use resources
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Professional Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Professional Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Plan
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB110 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
Overview
This unit provides an introduction to foundation understandings, skills and processes for studying Primary English Curriculum. In this unit, you will engage with current research about how educators teach children to learn about literature, including literacy theories, pedagogical models and assessment practices related to early reading. There will be a focus on the teaching of phonics, phonological awareness, vocabulary, speaking (oral language), listening, early reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents.
The unit supports the development of understanding that will be critical for further studies of language and literacies in EUB209 Primary English Curriculum Studies 2 and EUB306 Primary English Curriculum Studies 3. The units enable you to build informed professional practices for teaching listening, speaking, reading, and writing for the real world.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify and discuss the concepts, substance and structure of primary English curriculum, including assessment strategies (informal, formal, diagnostic, formative and summative)
- Organise content into learning activity plans that respond to the changing English curriculum policy and practice environments.
- Apply pedagogies and scholarly literature in relation to the teaching and assessing of reading.
- Plan for teaching primary English curriculum and early reading to learners from diverse backgrounds.
- Communicate using a high level of English literacy in professional and academic writing.
Content
This unit will focus on the knowledge and skills that provide a foundation for teaching primary English curriculum. Content and learning activities in this unit include:
- Children's literature;
- Teaching methods and strategies including the Continuum of Literacy Instruction;
- Literacy theory: The Four Resources Model;
- Reading comprehension - understanding reader factors and text factors;
- Vocabulary instruction for reading and writing;
- Phonemic awareness, phonological awareness and phonics - recognising, substituting, and manipulating sounds, phonemes, syllables, rhymes, onset-rimes, consonant diagraphs and blends, vowel diphthongs and blends, assessment;
- Oral language development;
- Reading fluency - understanding cueing, sight word recognition, strategies for teaching reading fluency;
- Assessing reading; and
- Knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds.
Some example activities you will participate in are:
Discussion with peers about delivering effective reading instruction through systematic and explicit teaching of phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language, the research supporting discipline-specific reading and writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies. The prescribed text Tompkins et al., (2019). Literacy for the 21st century : a balanced approach (3rd ed.) will be used as a key resource to support the discussion of research evidence that underpins the content and learning activities outlined in this unit.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures
- Workshops
- Online and blended learning materials
- Weekly academic/professional readings.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.
In the case of the assignment, you must also pass the personal literacy criterion on the assignment criteria sheet. This recognises that teachers of English language require a high level of literacy capability.
Feedback on Learning and Assessment
You will gain feedback from both peers and academics in this unit by participating in weekly discussions during workshops. You will also receive written formative feedback on your Assessment 1.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional plan - this assessment is designed to demonstrate your knowledge of how to plan a learning activity for diverse learners that incorporates theory and teaching strategies in planning for teaching reading and the English Curriculum.
- Authentic Text Showcase - this assessment will enable you to demonstrate the breadth of what you have learned across the unit with regards to teaching reading and English in the early and primary years.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will design a reading lesson which involves: (A) selecting and organising content from curriculum and planning learning activities for which you select and use appropriate resources; (B) rationale of your plan in the form of a discussion with tutor/unit coordinator/moderator.
This is an authentic assessment because in the real world you will be planning and conducting reading lessons and justifying decision making with stakeholders.
This assessment provides you the opportunity to demonstrate your knowledge of the effective teaching of literacy, including the ability to deliver effective reading instruction which attends to how the brain learns to read through systematic and explicit teaching.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on both assessment tasks combined, to successfully pass this unit.
Assessment: Authentic Text Showcase
Working in pairs you will source an authentic text that you would use in the primary school subject English classroom. You will design teaching and learning opportunities that outline how, by using this text, you will teach the 6 pillars of reading. You will present in a showcase format in weeks 12 and 13 during workshop times.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48 hour late submission period on the written component only.
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
Recommended text(s)
Tompkins, G., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century : a balanced approach (3rd [Australian] edition.). Pearson Australia.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to 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: Professional Plan - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Plan - Content selection and organisation
Relates to: Professional Plan - Curriculum, assessment and reporting
Relates to: Professional Plan - Literacy and numeracy strategies
Relates to: Professional Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Plan - Use teaching strategies
Relates to: Professional Plan - Select and use resources
Relates to: Professional Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Professional Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Professional Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Professional Plan - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, Professional Plan - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional Plan