SPCH12002 - Language and Literacy in Early Childhood

General Information

Unit Synopsis

In this unit you will investigate language and literacy development, assessment and intervention for children in the first five years of life. You will develop knowledge in how to support language and literacy needs for children who are culturally or linguistically diverse, have hearing loss or a disability. The International Classification of Functioning, Disability and Health framework, and the principles of evidence-based, and interprofessional practice will be applied throughout the unit. In this unit you will engage in a work integrated learning experience to develop professional speech pathology skills.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

  • ALLH11001 - Introduction to Allied Health Practice
  • SPCH11001 - Introduction to Communication and Swallowing
  • SPCH12006 - Linguistics
  • PSYC11010 - Fundamentals of Psychology
  • ALLH11006 - Life Course Development for Health Professionals
  • SPCH12008 Phonetics

 

 

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 1 - 2024

Term 1 - 2024 Profile
Rockhampton
Term 1 - 2025 Profile
Rockhampton

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 Undergraduate 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. Case Study 50%
2. Oral Examination 50%
3. Professional Practice Placement 0%

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

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Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 46.67% 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: SUTE comments
Feedback
Students would like more feedback on assessment task 1 to support their learning.
Recommendation
It is recommended that the unit coordinator ensure that specific and constructive feedback is provided to students for assessment task 1.
Action Taken
To ensure a high-level of feedback was provided, the amount and type of feedback provided on assessment tasks was revised by the speech pathology team.
Source: SUTE comments
Feedback
Students enjoyed the use of real-life case studies to generalise their learning to the real world.
Recommendation
It is recommended that the unit coordinator continues to use real-life case studies as part of this unit.
Action Taken
Real-life case studies were used throughout the unit to support students to generalise theory to practice.
Source: SUTE comments
Feedback
A student commented that weekly quizzes would be good to review content.
Recommendation
It is recommended that the unit coordinator ensures weekly quizzes are included in all face-to-face tutorials i.e., every week.
Action Taken
In Progress
Source: SUTE comments In-class comments
Feedback
Students commented that they would like more support to prepare for the viva examination.
Recommendation
It is recommended that the unit coordinator offer an optional viva preparation session for students.
Action Taken
In Progress
Source: SUTE comments In-class comments
Feedback
Students commented that they would like to apply assessment feedback between speech pathology units however this was difficult due to the timing of assessment due dates.
Recommendation
It is recommended the unit coordinator reviews the timing of assessment due dates in relation to adjacent units.
Action Taken
In Progress
Unit learning Outcomes

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

  1. Discuss the development of children’s language and literacy skills in the first five years of life
  2. Examine children’s language and literacy skills using informal and formal assessment measures and strategies
  3. Describe the impact of language and literacy difficulties for children with diverse needs within the context of the International Classification of Functioning, Disability and Health framework using clear and concise language
  4. Apply principles of evidence-based and interprofessional practice when planning prevention and management strategies for young children with various language and literacy needs at an individual, family and community level.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Case Study • •
2 - Oral Examination • • •
3 - Professional Practice Placement •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication • • • •
2 - Problem Solving • • •
3 - Critical Thinking • • • •
4 - Information Literacy • • • •
7 - Cross Cultural Competence • • •
8 - Ethical practice • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10