EUB209 Primary English Curriculum Studies 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: | EUB209 |
|---|---|
| Prerequisite(s): | EUB110 |
| Equivalent(s): | CRB005 |
| 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: | EUB209 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB110 |
| Equivalent: | CRB005 |
| Coordinator: | Lisa van Leent | lisa.vanleent@qut.edu.au |
Overview
This unit will deepen your understanding of, and skills and practices in, Primary English Curriculum. In this unit, you will practice and engage with current research about how educators teach children to learn about language, including knowledge of the English language and how it works, language models, and pedagogical models. In the context of a real world diverse class profile, you will study the writing cycle, a language in use model, and the teaching of genre, text types, grammar, punctuation, spelling, and handwriting.
The unit supports the development of understanding that will be critical for further studies of literacies in Primary English Curriculum Studies 3 (EUB306). 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:
- Analyse student writing for the purposes of informing teaching.
- Apply content and pedagogical knowledge to real world teaching and learning of Primary English Curriculum.
- Justify planning decisions using educational theory and academic literature.
- Plan for language learning that caters to the needs of diverse learners, including Aboriginal and Torres Strait Islanders.
- Communicate teaching and learning strategies clearly, concisely, and effectively.
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:
- Research-based explicit writing comprehension instruction;
- Grammar: technical skills and teaching practices;
- Classroom-based diagnosis for teaching language;
- Instructional strategies for teaching spelling, punctuation and handwriting.;
- Assessment practices, including analysing student writing and providing timely and appropriate feedback;
- Planning learning sequences drawing on knowledge of student learning, content and effective teaching strategies so that they become increasingly challenging and incorporate spacing and retrieval practice;
- How to develop and use worked examples and challenging problem-solving activities; and
- Coherent and deliberate planning and sequencing of content, tasks, and lessons for diverse learners, including Aboriginal and Torres Strait Islander children.
Some example activities you will participate in are:
Discussion with peers about why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, when to move from scaffolded to independent practice, and how to develop and use worked examples for students unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar.
Discussion with peers about the key features of coherent and deliberate planning and sequencing of tasks and lessons, including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area, the critical curriculum knowledge needed for students to progress, and how to incorporate spacing and retrieval practice to help students consolidate learning in long-term memory.
Discussion of the research supporting discipline-specific writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies. The prescribed text Wing Jan, L. (2001). Write ways : modelling writing forms (2nd ed.) will be used as a key resource to support the discussion of research evidence that underpins the content and activities outlined in this unit.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures
- Workshops
- Online and blended learning materials.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage practice, 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.
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 receive feedback from peers during workshops on classroom-based diagnosis knowledge and skills. You will also receive written feedback on your Assessment 1.
Assessment
Overview
There are two assessment tasks in this unit:
-
Lesson plans: English lesson plan - this assessment is designed to demonstrate your knowledge of how to plan for diverse learners that incorporates theory and teaching strategies in planning for teaching the English Curriculum.
- Face-to-face written examination during the central examination period - this assessment will enable you to demonstrate the breadth of what you have learned across the unit with regards to teaching language in the early and primary years.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Lesson Plans: English Lesson Plan
You will analyse student writing, design a literacy lesson sequence, justify your decision making which involves:
(1) providing an annotated analysis of a piece of student writing against criteria;
(2) developing a lesson sequence which identifies a learning need specific to the writing analysis, and demonstrates knowledge of and skill in planning and sequencing content with consideration for pedagogical sequencing of (i) spacing and retrieval practices, (ii) common progression in English language learning, (iii) how lessons build upon each other, and (iv) progression of skills;
(3) creating a rationale for your plan.
This is an authentic assessment because in the real world you will be planning and conducting writing lessons.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Examination (written)
You will undertake a face-to-face written examination during the central examination period. The exam will support the demonstration of outcomes related to English, language and literacy learning focusing on grammar, text structures and language features, and instructional strategies for teaching spelling, punctuation and handwriting. It will also focus on an understanding of professional practice.
The multiple choice and short answer quiz/test will be conducted in person on campus. You will be required to undertake the examination at an advised time upon release of the central examination times to avoid clashes. You will be provided a window of time to complete the exam and you must complete the exam within the two-hour timeframe.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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)
Wing Jan, L. (2016). Write Ways: Modelling writing forms. (3rd or 4th ed.). Melbourne: Oxford University Press.
Recommended text(s)
Exley, B., Kervin, L., Mantei, J., & Australian Literacy Educators' Association. (2015). Exploring with grammar in the primary years: Learning about language in the Australian Curriculum: English. Norwood, SA: Australian Literacy Educators' Association.
Tompkins, G., Campbell, R., & Green, D. (2012 or 2015 editions). Literacy for the 21st Century: A balanced approach. French’s Forest, NSW: Pearson.
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: Lesson Plans: English Lesson Plan, Examination (written) - Understand how students learn
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Lesson Plans: English Lesson Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Content selection and organisation
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Curriculum, assessment and reporting
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Literacy and numeracy strategies
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Use teaching strategies
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Select and use resources
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - 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: Lesson Plans: English Lesson Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Provide feedback to students on their learning
Relates to: Lesson Plans: English Lesson Plan - Interpret student data
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
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, Lesson Plans: English Lesson Plan, Examination (written) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Lesson Plans: English Lesson Plan, Examination (written) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Lesson Plans: English Lesson Plan, Examination (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Lesson Plans: English Lesson Plan, Examination (written)
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB209 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB110 |
| Equivalent: | CRB005 |
Overview
This unit will deepen your understanding of, and skills and practices in, Primary English Curriculum. In this unit, you will practice and engage with current research about how educators teach children to learn about language, including knowledge of the English language and how it works, language models, and pedagogical models. In the context of a real world diverse class profile, you will study the writing cycle, a language in use model, and the teaching of genre, text types, grammar, punctuation, spelling, and handwriting.
The unit supports the development of understanding that will be critical for further studies of literacies in Primary English Curriculum Studies 3 (EUB306). 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:
- Analyse student writing for the purposes of informing teaching.
- Apply content and pedagogical knowledge to real world teaching and learning of Primary English Curriculum.
- Justify planning decisions using educational theory and academic literature.
- Plan for language learning that caters to the needs of diverse learners, including Aboriginal and Torres Strait Islanders.
- Communicate teaching and learning strategies clearly, concisely, and effectively.
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:
- Research-based explicit writing comprehension instruction;
- Grammar: technical skills and teaching practices;
- Classroom-based diagnosis for teaching language;
- Instructional strategies for teaching spelling, punctuation and handwriting.;
- Assessment practices, including analysing student writing and providing timely and appropriate feedback;
- Planning learning sequences drawing on knowledge of student learning, content and effective teaching strategies so that they become increasingly challenging and incorporate spacing and retrieval practice;
- How to develop and use worked examples and challenging problem-solving activities; and
- Coherent and deliberate planning and sequencing of content, tasks, and lessons for diverse learners, including Aboriginal and Torres Strait Islander children.
Some example activities you will participate in are:
Discussion with peers about why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, when to move from scaffolded to independent practice, and how to develop and use worked examples for students unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar.
Discussion with peers about the key features of coherent and deliberate planning and sequencing of tasks and lessons, including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area, the critical curriculum knowledge needed for students to progress, and how to incorporate spacing and retrieval practice to help students consolidate learning in long-term memory.
Discussion of the research supporting discipline-specific writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies. The prescribed text Wing Jan, L. (2001). Write ways : modelling writing forms (2nd ed.) will be used as a key resource to support the discussion of research evidence that underpins the content and activities outlined in this unit.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures
- Workshops
- Online and blended learning materials.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage practice, 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.
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 receive feedback from peers during workshops on classroom-based diagnosis knowledge and skills. You will also receive written feedback on your Assessment 1.
Assessment
Overview
There are two assessment tasks in this unit:
-
Lesson plans: English lesson plan - this assessment is designed to demonstrate your knowledge of how to plan for diverse learners that incorporates theory and teaching strategies in planning for teaching the English Curriculum.
- Face-to-face written examination during the central examination period - this assessment will enable you to demonstrate the breadth of what you have learned across the unit with regards to teaching language in the early and primary years.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Lesson Plans: English Lesson Plan
You will analyse student writing, design a literacy lesson sequence, justify your decision making which involves:
(1) providing an annotated analysis of a piece of student writing against criteria;
(2) developing a lesson sequence which identifies a learning need specific to the writing analysis, and demonstrates knowledge of and skill in planning and sequencing content with consideration for pedagogical sequencing of (i) spacing and retrieval practices, (ii) common progression in English language learning, (iii) how lessons build upon each other, and (iv) progression of skills;
(3) creating a rationale for your plan.
This is an authentic assessment because in the real world you will be planning and conducting writing lessons.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Examination (written)
You will undertake a face-to-face written examination during the central examination period. The exam will support the demonstration of outcomes related to English, language and literacy learning focusing on grammar, text structures and language features, and instructional strategies for teaching spelling, punctuation and handwriting. It will also focus on an understanding of professional practice.
The multiple choice and short answer quiz/test will be conducted in person on campus. You will be required to undertake the examination at an advised time upon release of the central examination times to avoid clashes. You will be provided a window of time to complete the exam and you must complete the exam within the two-hour timeframe.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
CC: 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.4.2
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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)
Wing Jan, L. (2016). Write Ways: Modelling writing forms. (3rd or 4th ed.). Melbourne: Oxford University Press.
Recommended text(s)
Exley, B., Kervin, L., Mantei, J., & Australian Literacy Educators' Association. (2015). Exploring with grammar in the primary years: Learning about language in the Australian Curriculum: English. Norwood, SA: Australian Literacy Educators' Association.
Tompkins, G., Campbell, R., & Green, D. (2012 or 2015 editions). Literacy for the 21st Century: A balanced approach. French’s Forest, NSW: Pearson.
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: Lesson Plans: English Lesson Plan, Examination (written) - Understand how students learn
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Lesson Plans: English Lesson Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Content selection and organisation
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Curriculum, assessment and reporting
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Literacy and numeracy strategies
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
3 Professional Practice: Plan for and implement effective teaching and learning
- Plan, structure and sequence learning programs
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Use teaching strategies
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Select and use resources
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - 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: Lesson Plans: English Lesson Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Lesson Plans: English Lesson Plan, Examination (written) - Provide feedback to students on their learning
Relates to: Lesson Plans: English Lesson Plan - Interpret student data
Relates to: Lesson Plans: English Lesson Plan, Examination (written)
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, Lesson Plans: English Lesson Plan, Examination (written) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO3, Lesson Plans: English Lesson Plan, Examination (written) - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Lesson Plans: English Lesson Plan, Examination (written) - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Lesson Plans: English Lesson Plan, Examination (written)