Foundations of Primary English unit (EMT511)

Hobart, Online

Introduction

This unit has a focus on contemporary approaches to the teaching of reading, including close attention to the teaching of phonemic awareness, phonics, word knowledge, and vocabulary instruction and reading comprehension of a wide range of texts. An emphasis of study will also be on teaching children writing, with a close study of text types and grammar. Throughout the unit there is also a strong focus on the pedagogical imperatives underpinning the English curriculum including explicit teaching, assessing student learning progress and catering for diverse learners. You will learn to apply this knowledge by developing a portfolio of lesson plans in reading and writing.

Summary

Unit name	Foundations of Primary English
Unit code	EMT511
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Mr David Shorter
Delivered By	University of Tasmania
Level	Postgraduate

Availability

Location	Study period	Attendance options		Available to
Hobart	Semester 1
Online	Semester 1

Note

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Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 1	22/2/2026	16/3/2026	19/4/2026	13/6/2026

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Apply theoretical knowledge about the English discipline which attends to structured literacy in the Lifting Literacy Strategy.
• Understand that reading instruction must attend to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.
• Design a sequence of lessons which deliver effective reading instruction that attends to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.

Fee Information

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
070105	$592.00	$592.00	not applicable	$2,562.00

• Available as a Commonwealth Supported Place
• HECS-HELP is available on this unit, depending on your eligibility³
• FEE-HELP is available on this unit, depending on your eligibility⁴

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Concurrent Prerequisites

EMT502

Teaching

Teaching Pattern	You are expected to dedicate around ten hours per week to this unit. This may be divided as follows: Weekly Lecture (1 hour); Weekly Readings (2 hours); Weekly Tutorial (2 hours); Weekly Discussion Boards (1 hour); Assessment (5 hours). Your progress in this unit depends on your engagement with weekly online tutorials and discussion boards.
Assessment	Phonic knowledge Assessment (20%)|Design a sequence of reading lessons (40%)|Vignette of practice – evaluation and reflection (40%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

Fellowes, J., & Oakley, G. (2023). Language, literacy and early childhood education (4th ed.). Oxford University Press. Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press. Perrin, R. (2020). Pocket guide to APA style (7th ed.). Cengage Learning*. *Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text. Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

Recommended

Department of Education Employment and Workplace Relations. (2009). The early years learning framework. https://www.education.gov.au/early-years-learningframework-0 Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2015). Language and learning: An introduction for teaching (6th ed.). Oxford University Press. Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). Eleanor Curtain. Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. PETAA. NSW Department of Education and Training. (2007). Writing and spelling strategies: Assisting students who have additional learning support needs. NSW Department of Education and Training. Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge. Oakley, G., & Fellowes, J. (2016). A closer look at spelling in the primary classroom. PETAA. University of Tasmania (2015). APA 7th edition. In Referencing guide. Retrieved from https://utas.libguides.com/referencing/APA7th

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