In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
The development of skilled reading is fundamental to children’s learning across the curriculum at school and to their participation in a wide range of social situations in everyday life. In this unit, you will acquire knowledge and understanding of content in the Australian Curriculum English as the basis for effective planning, teaching and assessment in reading. Unit content includes an emphasis on the skills of phonemic awareness, phonics, fluency, vocabulary, oral language and comprehension as the foundation for early reading instruction. You will apply this knowledge to interpret assessment data, select resources and plan activities and learning experiences for learners in early childhood education and care settings and the early years of primary school using evidence-based, balanced approaches to reading pedagogy. In addition, your engagement with the learning materials in this unit will enhance your knowledge of the technical aspects of print-based texts and the grammatical content that comprises the Language strand of the English Curriculum as the basis for demonstrating and reflecting on your personal and professional literacy competence.
Details
Pre-requisites or Co-requisites
Completion of 72 credit points in CA10 or CG72 OR Admission to CM43 or CC45
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).
Offerings For Term 1 - 2025
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).
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.
Class Timetable
Assessment Overview
Assessment Grading
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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.
Feedback from SUTE
Navigation
Improve navigation of the Moodle site.
- Illustrate teaching strategies that support explicit and balanced instruction in the knowledge and skills for early reading
- Align teaching, learning and assessment with curriculum content descriptions and achievement standards and evidence-based approaches to reading pedagogy
- Select and justify print-based, multimodal and digital texts that provide a focus for early reading instruction
- Use assessment strategies to collect information on students’ reading knowledge and skills and determine a focus for feedback and explicit instruction in phonemic awareness, phonics, fluency, vocabulary, oral language and/or comprehension
- Interpret assessment data to set learning goals that provide achievable challenges for students with varying characteristics and abilities in reading
- Plan learning experiences in reading that are responsive to the strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds
- Develop reading programs that bridge home and school literacy practices for students from diverse backgrounds including EAL/D and Aboriginal and Torres Strait Islander learners
- Apply personal competence in literacy appropriate for performing the professional work of teachers
- Identify, describe and evaluate the ways in which personal and professional literacy competence address the Australian Professional Standards for Teachers and support the ability to have a positive impact on student learning.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
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
5.2 Provide feedback to students on their 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 | 8 | 9 | |
| 1 - Written Assessment - 50% | |||||||||
| 2 - Portfolio - 50% | |||||||||
| 3 - Online Test - 0% | |||||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Knowledge | |||||||||
| 2 - Communication | |||||||||
| 3 - Cognitive, technical and creative skills | |||||||||
| 4 - Research | |||||||||
| 5 - Self-management | |||||||||
| 6 - Ethical and Professional Responsibility | |||||||||
| 7 - Leadership | |||||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||||