Viewing Unit History

The information below is relevant from 09/03/2015 to 10/07/2016
Click Here to view current information

EDCU20036 - Literacy Learning

General Information

Unit Synopsis

Effective language and literacy instruction is central to primary school students' learning in English and in all other areas of the school curriculum. This course aims to develop knowledge, skills and attitudes that contribute to successful teaching and learning of language and literacy in primary schools. The course addresses the broad areas of early literacy learning and the middle years of schooling. The approach is grounded in theoretical perspectives that seek to provide balanced and explicit instruction about language and literacy practices, and knowledge of texts that are central to those. Specifically, students in the course will be required to demonstrate effective assessment and instruction of language and literacy, planning of literacy lessons, and development of a unit of work that addresses the diversity of needs of primary school students in 21st Century classrooms.


Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2015

Term 1 - 2021 Profile
Term 1 - 2022 Profile

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 30%
2. Portfolio 30%
3. Online Test 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.7 (on a 5 point Likert scale), based on a 52% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student feedback: Moodle site
Assessments were practical and based on tasks implemented in classroom settings.
Retain the design and structure of the current assessment tasks.
Action Taken
The design and structure of the assessment tasks remained the same.
Source: Student feedback: Moodle site
Students found the content insightful, informative and engaging.
Continue to implement the unit as designed.
Action Taken
The content in moodle remained the same.
Source: evaluations
Although the unit was heavy in content it was necessary content. The way the topics were set out was practical and easy to navigate.
Keep the content structured so it is meaningful and practical.
Action Taken
Source: evaluations
The assessment task weighting did not reflect the time and effort put into the different tasks.
With the new accreditation modifications commencing in 2022, weighting of the assessment tasks will more accurately reflect the time students should put into each task.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction
  2. Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning
  3. Determine and teach purpose, structure and features of a range of texts including print-based and digital
  4. Conduct assessment activities to determine specific language and literacy learning needs of a diverse range of learners and to monitor their progress
  5. Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice
  6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers
  7. Apply personal competence in literacy

Successful completion of this course provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

5.1 Assess student learning

5.4 Interpret student data

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Portfolio
3 - Online Test
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Portfolio
3 - Online Test