Outline

Overview

Students will acquire in-depth knowledge in the study of language and literacy as they relate to children and adolescents with communication needs. This unit will cover the interactions between phonology, language and literacy in both acquisition and impairment. Students will study older school age children/adolescent language and collaborative partnerships relating to individual and service level responses to language and literacy development in the primary and high school settings.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD2057 and CSCD2068 and (CSCD2066 or CSCD2067)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kimberley Docking, kimberley.docking@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Assessment plan Assessment and goal plan (group assignment)	30%	Week 08 Due date: 26 Sep 2025 at 23:59 Closing date: 10 Oct 2025	6 pages/2,000 words, with 12 pt. font	AI allowed
Outcomes assessed:
Written work	School Assessment Notification Modification assignment Modified assessment notification	35%	Week 11 Due date: 24 Oct 2025 at 23:59 Closing date: 28 Nov 2025	2 pages + appendix	AI allowed
Outcomes assessed:
Written work	Whole school assignment Whole school proposal assignment (group)	35%	Week 13 Due date: 07 Nov 2025 at 23:59 Closing date: 29 Nov 2024	10 slides (max 1500 words) + references	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

The primary school assignment is a small group, case-based assessment task. You will work in small groups and analyse and interpret the language and literacy results of a school-age child and any comorbid/co-occurring infomration. You will also provide a provisional diagnosis and intervention goals
As part of a SLP-teacher collaboration, you will be given an Assessment Notification provided to high school students and asked to modify the notification, taking into consideration the language and literacy abilities of those students and Universal Design and Learning principles.
The whole school assignment is a small group assessment task. You will work in groups to develop a whole of secondary school professional development proposal on language and literacy to the school leadership team.

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Overview of unit and overview of oral and written language disorders	Lecture (2 hr)
Week 01	Language Disorder classification processes and co-morbidities	Tutorial (1 hr)
Week 02	Literacy development: school-age and adolescent	Lecture (2 hr)
Week 02	From oral to written language and the alphabet code	Tutorial (1 hr)
Week 03	Language and literacy disorders: nature and impact	Lecture (2 hr)
Week 03	Linking language to literacy	Tutorial (1 hr)
Week 04	Literacy across the years: assessment and intervention	Lecture (2 hr)
Week 04	Literacy interventions: from reading accuracy to comprehension	Tutorial (1 hr)
Week 05	School-age language assessments	Lecture (2 hr)
Week 05	Identifying language difference and disorder in bilingual children	Tutorial (1 hr)
Week 06	School-age language intervention: Direct approaches	Lecture (2 hr)
Week 06	Oral language intervention programs	Tutorial (1 hr)
Week 07	Adolescent language assessments	Lecture (2 hr)
Week 07	Help desk: Assignment 1	Tutorial (1 hr)
Week 08	Adolescent direct intervention and measuring outcomes	Lecture (2 hr)
Week 08	Applying language intervention research (case studies)	Tutorial (1 hr)
Week 09	The collaborative approach: Teachers' written language	Lecture (2 hr)
Week 09	Practice in written language modifications	Tutorial (1 hr)
Week 10	The collaborative approach: Teachers’ oral language	Lecture (2 hr)
Week 10	Help desk: Assignment 2	Tutorial (1 hr)
Week 11	School-age and adolescent service delivery: collaborative model	Lecture (2 hr)
Week 11	Collaborative program implementation: A whole-school, collaborative approach	Tutorial (1 hr)
Week 12	Selective: Language and Literacy	Lecture (2 hr)
Week 12	Help desk: Assignment 3	Tutorial (1 hr)
Week 13	Advocacy and Social Media in Language Intervention	Lecture (2 hr)
Week 13	Using social media as an SLP to support EBP language intervention	Tutorial (1 hr)

Attendance and class requirements

Attendace: Students are expected to attend all lectures and tutorials for the duration of the semester. Students are also expected to actively participate in and prepare for weekly lectures and tutorials, and to complete activities that are provided to increase your understanding and consolidate your learning.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings for this unit will be available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. describe the development, nature, and relationship of spoken and written language impairments in school-age children and young people with or at-risk of Developmental Language Disorder (DLD) as well as associated neurodevelopmental conditions such as ADHD, intellectual disabilities and Autism.
LO2. integrate knowledge from CSCD 2068 Speech Sound Disorders with CSCD 2057 Child Language to develop written assessment and intervention of complex cases of concomitant phonological processing, language and literacy difficulties in primary school-age children and young people.
LO3. describe health information regarding DLD in terms understood by individuals, families and interprofessional staff.
LO4. exercise critical judgement in the interpretation of assessment results and select and justify evidence-based approaches related to a child’s language/communication needs, cultural and social practices, school curricular stages, health, and family centred practice.
LO5. consolidate knowledge of best practices for the provision of culturally responsive and safe services and modify or and create innovative, engaging and culturally safe and responsive resources to multilingual children with or at risk of with DLD, and their teachers.
LO6. identify factors for planning speech pathology services to optimise activity and participation for children and young people with DLD or language disorder associated with comorbid conditions such as ADHD and autism.
LO7. explain the importance of interprofessional team models, the speech pathologist’s role within those teams, and develop collaborative service delivery partnership plans for school settings and with families in relation to response to intervention models for children and young people at-risk or diagnosed with DLD.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.5. Maintain high standards of communication, information sharing and record keeping 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.2		Use critical reflection to inform professional development and practice
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response
3.6		Support development of the profession

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to feedback, a previous in-class quiz was removed from Week 6.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD3082: Phonology, Language and Literacy

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links