This unit (EEC1110) considers how language and literacy in Early Childhood and the Primary years, in relation to the Australian curriculum, is learned and taught in a range of educational settings. The unit is informed by a range of theoretical perspectives to consider and interrogate the development of language and literacy in childhood across different social and cultural contexts. This unit articulates the intrinsic relationship between social context, meaning and language and literacy development in Early Childhood and Primary years. Students will be taught to understand how children, as readers and writers, speakers and listeners, use and modify language and literacy for different purposes in a range of contexts. Students will learn how language and literacy does not occur as isolated skills, rather as part of how young children express themselves and they are unique to each child. The unit embeds the development of personal literacies, and addresses skills, knowledge and understandings of the concepts and structure of English. In this unit students will develop knowledge of the language and literacy continuum in Early Childhood and Primary years. The unit links with the course intentions of strengthening the connection between theory and practice and guaranteeing deep and connected understandings of professional content knowledge and pedagogical approaches for language and literacy learning.

Unit details

Online Real Time
Study level:
Credit points:
Unit code:


This unit is only for students undertaking courses EBEC and EBST.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Articulate and reflect on the learning and teaching of language literacy across the continuum in Early Years and Primary settings;  
  2. Explain language and literacy learning of diverse student cohorts;  
  3. Explain how literacy relates to different dimensions of communication and social action in educational settings;  
  4. Analyse diverse issues and contrasting beliefs relating to language and literacy education;  
  5. Articulate an emerging understanding of the core competencies in language and literacy pedagogies;  
  6. Review skills, knowledge and understanding of the English and literacy content, substance and structure required for teaching of English; and  
  7. Develop a self-assessment plan to address the ongoing development of their personal literacies throughout the course.  


Assessment type Description Grade
Exercise Assessment of personal literacy. (600 words) 20%
Essay Identify and discuss contemporary issues in language and literacy education. (1000 words) 40%
Presentation Poster presentation related to language and literacy learning. (1400 words) 40%

Required reading

Literacy in Australia. Pedagogies for Engagement. 2nd
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2017).
Milton, Queensland: John Wiley & Sons.

Further links to recommended readings and resources for this unit will be provided to students via the Learning Management System (VU Collaborate)

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.