EUB304 English, Literacies and Language 3
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: | EUB304 |
|---|---|
| Prerequisite(s): | EUB202 or EAB534 |
| Equivalent(s): | EAB535 |
| 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, Online
| Unit code: | EUB304 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB202 or EAB534 |
| Equivalent: | EAB535 |
Overview
This unit builds on the content of earlier units, English, Literacies and Language 1 and 2 and is at the mastery stage of your course. It focuses on broadening knowledge and understanding about the current context of education in relation to literacy and English in prior to school and primary school settings. The unit provides opportunities to build informed opinions about important issues, and to practice articulating these opinions professionally and confidently. A secondary focus is on the further development of knowledge and skill in planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval. You will demonstrate your ability to plan an appropriate sequence of learning for a group of young children that has a foundation in critical literacy.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse recent developments in the field of early childhood and primary English curriculum, teaching, and learning.
- Reflect critically on the ways in which educational and literacy research inform early childhood and primary English curriculum.
- Draw on scholarly literature to examine the place of critical literacy in literacy pedagogy for the early years settings.
- Design innovative learning sequences and assessment aligned to curriculum that draw on early years literacy teaching strategies.
- Express a position on an English/literacy topic through effective written communication.
Content
The unit will address key topics related to teaching literacy and English with a particular focus on the early years of schooling.
Content and learning activities in this unit include:
- Study of pertinent curriculum policies for prior to school and school contexts, documents and systemic requirements, and public debates about English and literacy teaching.
- Theoretical and practical knowledge and skills essential for planning, teaching, and assessing appropriate and effective classroom literacy programs that work effectively across a variety of modes, texts and technologies;
- Plan a sequence of lessons that build upon each other and become increasingly challenging and incorporate spacing and retrieval practice.
- Sequence tasks that meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory and help them understand the progression of skills needed to attain mastery;
- Incorporate 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 and the critical curriculum knowledge needed for students to progress.
- Use observation and analysis to determine children's current skills and knowledge, and plan how you would use appropriate teaching strategies, such as scaffolding, to create a sequence of tasks within a lesson to develop their literacy.
- Design curriculum-aligned learning experiences that include clear learning objectives and well-defined literacy indicators to demonstrate your understanding of where the learning experience fits within the broader progression of early literacy development.
- Discuss and apply principles of cognitive science to literacy teaching by planning a sequence of lessons that incorporates spacing and retrieval practice to support long-term memory retention, and respond to young learners' developmental stages.
CC: 2.1, 2.1.1, 2.1.2, 2.1.3
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 during the semester:
- Professional presentation - This task asks you to prepare and present a conference poster to report on a on current document/policy/initiative/debate relevant to the current Australian literacy/English education context, with a specific focus on learning and teaching literacy in the early years.
- Professional plan and critique - This task asks you to generate, redesign and critique a sequence of learning experiences, a summative assessment task and a marking rubric that you have generated using GenAI. Your critique will discuss the place of critical literacy and socio-cultural messages in the early years.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional presentation
You will investigate a current document/policy/initiative/debate relevant to the current Australian literacy/English education context with a specific focus on learning and teaching literacy in early childhood birth-to-eight years contexts.
You will present your findings to your peers as a poster session that could be presented at a teacher conference. You will engage with your audience in a professional manner as part of peer feedback and questions.
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: Professional plan and critique
You will use a specified GenAI tool to generate, redesign and critique a sequence of literacy learning experiences, a summative assessment task and a marking rubric that are appropriate for students in the early years of school and apply knowledge of student learning, content and effective teaching strategies. The learning sequence must draw on a critical literacy teaching resource.
Your lesson sequence will demonstrate knowledge of and skill in planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.
You will then write a critique of your plan with respect to the place of critical literacy in the early years. Your critique must show an understanding of how students learn literacy, including the strengths and needs of students from diverse linguistic, cultural, religious or socioeconomic backgrounds (Aboriginal and Torres Strait Islander histories, culture and languages), and the implications this has for responsive teaching strategies in prior-to-school or early years of school settings.
This assignment is eligible for the 48-hour late submission period and assignment extension.
TEEP 2.1
Threshold Assessment:
You must achieve a passing grade (4) 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.
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 presentation, Professional plan and critique - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional presentation, Professional plan and critique - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional plan and critique
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional plan and critique - Content selection and organisation
Relates to: Professional plan and critique - Curriculum, assessment and reporting
Relates to: Professional plan and critique - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Professional plan and critique - Literacy and numeracy strategies
Relates to: Professional presentation, Professional plan and critique
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional plan and critique - Plan, structure and sequence learning programs
Relates to: Professional plan and critique - Use teaching strategies
Relates to: Professional plan and critique - Select and use resources
Relates to: Professional plan and critique
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional presentation, Professional plan and critique - Manage classroom activities
Relates to: Professional plan and critique
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional plan and critique - Make consistent and comparable judgements
Relates to: Professional plan and critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Professional 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, ULO4, Professional presentation, Professional plan and critique - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, ULO3, Professional presentation, Professional plan and critique - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Professional plan and critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Professional presentation, Professional plan and critique