EUB202 English, Literacies and Language 2
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: | EUB202 |
|---|---|
| Prerequisite(s): | EUB109 or EAB510 |
| Equivalent(s): | EAB534 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB109 or EAB510 |
| Equivalent: | EAB534 |
| Coordinator: | Stacey Campbell | stacey.campbell@qut.edu.au |
Overview
This unit further develops your knowledge, skills and application for teaching English curriculum and literacy to young children. The unit focuses on the importance of children's early oral language development, phonological and phonemic awareness, phonics, vocabulary, fluency and comprehension for the teaching of reading and writing in the early years of school. Current research-informed early years literacy practices are addressed. This unit links to the work previously undertaken in EUB109 English, Literacies and Language 1 and supports the development of understanding that will be crucial for your future studies in EUB304 English, Literacies and Language 3.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design lesson plans aligned to curriculum that draw on early years literacy teaching strategies and a range of resources, including ICTs.
- Analyse and interpret children's reading and writing assessments, and provide feedback on student learning to inform teaching practice.
- Discuss the application of early years reading and writing theories to teaching and planning for learning.
- Plan for differentiated teaching practices to meet the specific learning needs of students across the full range of abilities, including students with a disability and Aboriginal and Torres Strait Islander students.
- Demonstrate effective oral and written communication skills using the conventions of English.
Content
The unit will address key topics related to teaching literacy and English with a particular focus on the early years of schooling. These include:
- Literacy as a social practice
- Children's phonemic awareness, phonological awareness, phonics, oral language, alphabetic principle, comprehension, and mark making
- Understanding early reading and writing processes
- Strategies for planning and teaching literacy and English to young children
- Literacy learning processes in transition to school
- Enabling contemporary practices and early childhood pedagogies
- Using the Australian Curriculum and The Early Years Learning Framework to design learning and lesson plans,
- Using assessment and reporting knowledge to design learning and lesson plans
- Assessment strategies, including informal and formal, diagnostic and formative approaches to assess children's reading and writing
- Interpreting assessment data to evaluate learning and modify teaching approaches
- The purpose of providing timely and appropriate feedback to children about their learning
- Understand the ways children and teachers build knowledge and skills with reading and writing through strong oral foundations, and
- Planning English, literacy and language programs to cater for a range of diverse learners.
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 in this unit:
- Group micro-teaching demonstration, accompanied by a lesson plan and an individual reflection - This task connects English and literacy theories to planning, practice and classroom resources.
- Examination (written) - This task draws on early reading and writing theories and practices.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Demonstration
You will work with a group of peers to develop a lesson plan (to be submitted) and present this as a micro-teaching demonstration. The lesson must consider early reading principles, including phonological awareness, phonemic awareness, phonics, vocabulary, oral language, fluency and comprehension.
You will also reflect on early years reading and writing literacy theories to write an individual essay as it relates to the group lesson plan's English/literacy focus. You will consider the role of multiliteracies in lesson planning.
Assessment: Examination (written)
You will draw on on early reading and writing theories and practices to complete an online examination. The examination will specifically address phonological awareness, phonemic awareness, phonics, vocabulary, oral language, fluency,comprehension, assessment, teaching spelling and planning. The examination will include a mix of multiple choice questions, short answer responses and extended answer responses.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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)
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020) Literacy: Reading, writing and children's literature (6th ed.). 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 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
- Physical, social and intellectual development and characteristics of students
Relates to: Examination (written) - Understand how students learn
Relates to: Demonstration, Examination (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Demonstration, Examination (written) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Demonstration - Strategies to support full participation of students with disability
Relates to: Demonstration
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Demonstration, Examination (written) - Content selection and organisation
Relates to: Demonstration, Examination (written) - Curriculum, assessment and reporting
Relates to: Demonstration, Examination (written) - Literacy and numeracy strategies
Relates to: Demonstration, Examination (written) - Information and Communication Technology (ICT)
Relates to: Demonstration
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Demonstration, Examination (written) - Plan, structure and sequence learning programs
Relates to: Demonstration, Examination (written) - Use teaching strategies
Relates to: Demonstration, Examination (written) - Select and use resources
Relates to: Demonstration, Examination (written) - Use effective classroom communication
Relates to: Demonstration - Evaluate and improve teaching programs
Relates to: Examination (written)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Demonstration, Examination (written) - Manage classroom activities
Relates to: Demonstration
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Demonstration, Examination (written) - Provide feedback to students on their learning
Relates to: Examination (written) - Interpret student data
Relates to: Examination (written)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Demonstration, Examination (written) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Demonstration, Examination (written) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Demonstration, Examination (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Demonstration, Examination (written)
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB109 or EAB510 |
| Equivalent: | EAB534 |
Overview
This unit further develops your knowledge, skills and application for teaching English curriculum and literacy to young children. The unit focuses on the importance of children's early oral language development, phonological and phonemic awareness, phonics, vocabulary, fluency and comprehension for the teaching of reading and writing in the early years of school. Current research-informed early years literacy practices are addressed. This unit links to the work previously undertaken in EUB109 English, Literacies and Language 1 and supports the development of understanding that will be crucial for your future studies in EUB304 English, Literacies and Language 3.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design lesson plans aligned to curriculum that draw on early years literacy teaching strategies and a range of resources, including ICTs.
- Analyse and interpret children's reading and writing assessments, and provide feedback on student learning to inform teaching practice.
- Discuss the application of early years reading and writing theories to teaching and planning for learning.
- Plan for differentiated teaching practices to meet the specific learning needs of students across the full range of abilities, including students with a disability and Aboriginal and Torres Strait Islander students.
- Demonstrate effective oral and written communication skills using the conventions of English.
Content
The unit will address key topics related to teaching literacy and English with a particular focus on the early years of schooling. These include:
- Literacy as a social practice
- Children's phonemic awareness, phonological awareness, phonics, oral language, alphabetic principle, comprehension, and mark making
- Understanding early reading and writing processes
- Strategies for planning and teaching literacy and English to young children
- Literacy learning processes in transition to school
- Enabling contemporary practices and early childhood pedagogies
- Using the Australian Curriculum and The Early Years Learning Framework to design learning and lesson plans,
- Using assessment and reporting knowledge to design learning and lesson plans
- Assessment strategies, including informal and formal, diagnostic and formative approaches to assess children's reading and writing
- Interpreting assessment data to evaluate learning and modify teaching approaches
- The purpose of providing timely and appropriate feedback to children about their learning
- Understand the ways children and teachers build knowledge and skills with reading and writing through strong oral foundations, and
- Planning English, literacy and language programs to cater for a range of diverse learners.
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 in this unit:
- Group micro-teaching demonstration, accompanied by a lesson plan and an individual reflection - This task connects English and literacy theories to planning, practice and classroom resources.
- Examination (written) - This task draws on early reading and writing theories and practices.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Demonstration
You will work with a group of peers to develop a lesson plan (to be submitted) and present this as a micro-teaching demonstration. The lesson must consider early reading principles, including phonological awareness, phonemic awareness, phonics, vocabulary, oral language, fluency and comprehension.
You will also reflect on early years reading and writing literacy theories to write an individual essay as it relates to the group lesson plan's English/literacy focus. You will consider the role of multiliteracies in lesson planning.
Assessment: Examination (written)
You will draw on on early reading and writing theories and practices to complete an online examination. The examination will specifically address phonological awareness, phonemic awareness, phonics, vocabulary, oral language, fluency,comprehension, assessment, teaching spelling and planning. The examination will include a mix of multiple choice questions, short answer responses and extended answer responses.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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)
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020) Literacy: Reading, writing and children's literature (6th ed.). 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 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
- Physical, social and intellectual development and characteristics of students
Relates to: Examination (written) - Understand how students learn
Relates to: Demonstration, Examination (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Demonstration, Examination (written) - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Demonstration - Strategies to support full participation of students with disability
Relates to: Demonstration
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Demonstration, Examination (written) - Content selection and organisation
Relates to: Demonstration, Examination (written) - Curriculum, assessment and reporting
Relates to: Demonstration, Examination (written) - Literacy and numeracy strategies
Relates to: Demonstration, Examination (written) - Information and Communication Technology (ICT)
Relates to: Demonstration
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Demonstration, Examination (written) - Plan, structure and sequence learning programs
Relates to: Demonstration, Examination (written) - Use teaching strategies
Relates to: Demonstration, Examination (written) - Select and use resources
Relates to: Demonstration, Examination (written) - Use effective classroom communication
Relates to: Demonstration - Evaluate and improve teaching programs
Relates to: Examination (written)
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Demonstration, Examination (written) - Manage classroom activities
Relates to: Demonstration
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Demonstration, Examination (written) - Provide feedback to students on their learning
Relates to: Examination (written) - Interpret student data
Relates to: Examination (written)
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: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Demonstration, Examination (written) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Demonstration, Examination (written) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Demonstration, Examination (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Demonstration, Examination (written)