| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Literacy, Language and Literature 1 |
| Unit ID: | EDMAS6054 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit aims to develop a comprehensive understanding of literacy, language, and literature in the early years of primary education. It focuses on research-based explicit teaching, modelling, and scaffolding practices, alongside systematic reading instruction in key areas such as phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language. The unit integrates theory with current curriculum frameworks and emphasises the impact of explicit instruction on reading and writing across the curriculum. It also explores core teaching and assessment strategies while encouraging reflective practice in literacy education. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Investigate the role of literacy, language and literature in primary education with a specific focus on the early primary years and understand research into how explicit teaching, modelling, and scaffolding support literacy learning. |
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| K2. | Examine how phonological awareness, phonics, fluency, vocabulary, comprehension and oral language underpin the development of reading and writing. |
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| K3. | Investigate effective assessment practices and tools for measuring and supporting student literacy development. |
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| K4. | Understand current curriculum, teaching, learning and assessment frameworks for strategic literacy planning. |
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| K5. | Use a range of teaching strategies plus knowledge of how students learn along with curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
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| K6. | Understand the role of critically reflecting on personal beliefs and current research to enhance and align teaching practices with evidence-based literacy instruction. |
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| K7. | Demonstrate knowledge and understanding of common neuromyths and the impact of their perception. |
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| Skills: |
| S1. | Critically analyze and apply research findings to inform and improve classroom literacy instruction, ensuring that teaching practices are grounded in proven methodologies |
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| S2. | Implement explicit teaching and learning strategies for the teaching of reading, writing, spelling, grammar, oral language and visual literacies in the early primary years. |
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| S3. | Use assessment data to inform literacy teaching planning and practices by identifying student strengths and areas for improvement. |
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| S4. | Critically evaluate personal beliefs about literacy instruction in relation to current research, allowing for the refinement of teaching practices and alignment with evidence-based strategies. |
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| Application of knowledge and skills: |
| A1. | Critically analyse and reflect on classroom literacy instruction in alignment with contemporary literacy research. |
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| A2. | Analyse a writing sample against the curriculum framework, using effective assessment tools to design a targeted learning sequence that incorporates explicit teaching strategies to develop key literacy skills and advance the learner to the next level. |
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| Unit Content: |
Topics may include:
1. The nature and scope of language and literacy pedagogies in the early primary school context
2. The process involved in translating current theories and current curriculum frameworks into classroom practice
3. The design of appropriate practices to incorporate multimodal texts, multiliteracies and other digital technology into a range of classroom contexts
4. Effective and explicit teaching strategies to teach reading, writing, spelling, grammar, oral language and visual literacies to meet the learning needs of students across the full range of abilities
5. The diverse range of assessment strategies utilised in primary classrooms
6. Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
7. The recognition and planning for literacy experiences in literacy, language and literature across all areas of the curriculum
8. The inclusion of children's literature in the planning, teaching and learning processes
9. The development of effective teaching and learning strategies for Aboriginal and Torres Strait Islander students; students for whom English is not their first language; and students experiencing difficulties with their literacy development
10. The recognition of literacy as a social practice |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, A1 | Conduct an Interview with an experienced early years primary teacher to investigate how literacy, language, and literature are taught in the early primary years. The interview will focus on the teacher’s use of explicit teaching, modelling, and scaffolding practices to support literacy learning, followed by an analysis and reflection on the findings. | Interview and Analysis | 40-60% | | 2. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, A1, A2 | Analyse a writing sample from a specific year level (F-2) against the current curriculum framework and other relevant tools. Use the analysis to design a targeted learning sequence with explicit strategies to support the learner's progression to the next stage of development. | Extended analytical response and learning sequence | 40-60% | | 3. | K1, K6, K7, S4 | Create a personal literacy philosophy, that documents personal beliefs and values. Explore current research and evaluate how this personal literacy philosophy fits with current theories and practices. | Reflection & Evaluation | S/U |
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