Outline

Overview

This unit continues on from CSCD5060 Language 1 - Developmental Disorders and introduces students to spoken and written reading, learning and language disorders in school-aged children and adolescents. Students will learn the principles and practices for assessment, diagnosis, planning, and intervention or service response for spoken and written reading, learning and language- based communication needs in school-aged children (K-6) and adolescents (Grade 7-12).

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5060
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Lauren Chaitow, lauren.chaitow@sydney.edu.au
Lecturer(s)	Kate Short, kate.short@sydney.edu.au
Lecturer(s)	Lauren Chaitow, lauren.chaitow@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
Out-of-class quiz	Cultural competence modules 2 and 3 Complete modules 2 and 3	0%	Week 04	1.5 hours	AI allowed
Outcomes assessed:
Presentation	Group school-based language intervention: Part A presentation Oral presentation	20%	Week 08 Due date: 24 Sep 2025 at 17:00	13 minute in-class presentation	AI allowed
Outcomes assessed:
Written work	Group school-based language intervention: Part B written component Written assignment	35%	Week 10 Due date: 19 Oct 2025 at 23:59	6 pages	AI allowed
Outcomes assessed:
Creative work	Poster for classroom teachers exploring assessment adaptations (individual) Develop a poster for high school/vocational teachers outlining assessment adaptations for learners with language and literacy disorders/differences	40%	Week 13 Due date: 09 Nov 2025 at 23:59	1x A2 poster (digital) + 2-page doc	AI allowed
Outcomes assessed:
Contribution	Discussion post about language/literacy and cultural competence Write a discussion post on Canvas	5%	Week 13	200 - 250 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Cultural competence modules: Two online modules to be completed. Students are then required to post a discussion on Canvas integrating knowledge from the online modules with lecture/tutorial content about language and literacy development and/or disorders.
Group presentation (Part A): Students are required to teach a school-aged, evidence-based language intervention (approach/program, techniques and outcome measures) to their peers and teaching team.
Group written assignment (Part B): Students will critically analyse the evidence behind their chosen language intervention. They will provide an evidence-based rationale for their outcome measurements and demonstrate application to clinical case studies.
Poster for teachers exploring classroom assessment adaptations: Students will develop a digital poster for high school/vocational teachers demonstrating how to adapt assessments for young people with language and literacy learning needs.

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:

All assessments tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. The faculty specifies the following penalty for late assignment submissions. • If your assignment is submitted after the due date and time it will be considered a late submission. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied. All submitted assignments must be submitted via Canvas.

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 02	Introduction to unit; Frameworks and the nature of school-age language and literacy disorders	Lecture (2 hr)
Week 02	Clinical application of the public health framework and multitiered system of support (MTSS) to promotion, prevention and intervention for language disorders.	Tutorial (1 hr)
Week 03	Assessment of language for learning	Lecture (2 hr)
Week 03	Assessing discourse	Tutorial (1 hr)
Week 04	Language for learning intervention: Techniques and procedures	Lecture (2 hr)
Week 04	Language for learning intervention: Practising techniques and procedures	Tutorial (1 hr)
Week 05	Language for learning intervention: Classrooms and collaborations-approaches and programmes (tier 1)	Lecture (2 hr)
Week 05	Language for learning intervention: Practising skills for collaboration in the classroom	Tutorial (1 hr)
Week 06	Evaluating research and creating practice based evidence	Lecture (2 hr)
Week 06	Appraising language intervention research	Tutorial (1 hr)
Week 07	Interaction of oral and written language	Lecture (2 hr)
Week 07	Moving from oral to written language: Different approaches to teaching reading	Tutorial (1 hr)
Week 08	Group School-based language intervention: Part A presentation	Lecture (2 hr)
Week 08	Group School-based language intervention: Part A presentation	Tutorial (1 hr)
Week 09	Advanced language in context	Lecture (2 hr)
Week 09	Identifying impacts of language disorders in high school context and beyond	Tutorial (1 hr)
Week 10	Assessment of advanced language	Lecture (2 hr)
Week 10	Design an assessment for an advanced language learner	Tutorial (1 hr)
Week 11	Intervention for advanced language	Lecture (2 hr)
Week 11	Intervention for advanced language: Practising techniques and procedures	Tutorial (1 hr)
Week 12	Language, cognition and social emotional well being	Lecture (2 hr)
Week 12	Integrating cognitive and social-emotional dimensions into goals and treatment techniques	Tutorial (1 hr)
Week 13	Literacy assessment and intervention	Lecture (2 hr)
Week 13	Designing literacy interventions for different reader profiles	Tutorial (1 hr)

Attendance and class requirements

Classes for CSCD5064 commence in Week 2 Semester 2. 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 the provided activities to consolidate learning and increase understanding.

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

The textbooks for this Unit of Study is available via the University library:

Ukrainetz, T. A. (Ed.). (2024). School-age language intervention: Evidence-based practices (2nd Edition) - E-Book. PRO-ED Australia

Paul, R., Norbury, C., & Gosse, C. (2024). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (6th ed.). Elsevier.

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. Consolidate knowledge of language and literacy development and describe the nature and prognosis of literacy and language impairments in school-aged children and in adolescents, resulting from a range of aetiologies in this age group.
LO2. Identify and plan culturally safe and responsive assessment approaches and strategies for school-aged children and adolescents with possible language impairments by considering the recommended E3BP (Dollaghan, 2007), NSW school curriculum, ICF (WHO, 2001), the activity and participation of the individual, as well as the environmental and personal contextual factors (e.g. developmental and cognitive abilities, mental health status, family context or involvement of other professionals).
LO3. Plan appropriate student and family- centred speech pathology intervention and service delivery for school-aged children and adolescents across different contexts, by considering the recommended E3BP, NSW school curriculum and the ICF (WHO, 2001) for culturally responsive speech pathology practices to address communication needs in this population.
LO4. Create innovative, engaging and culturally appropriate clinical, school or health resources for children and young people with developmental language disorder (DLD).
LO5. Appraise speech pathology practices for their provision of culturally responsive and safe services to multilingual children and young people with DLD.
LO6. Develop advocacy knowledge and strategies to support speech pathology services for school-aged children and adolescents with language disorder across a range of community and workplace contexts, reflecting appreciation for the social, health, educational, financial and environmental vulnerabilities that this population may experience.
LO7. Understand team roles including the role of a speech pathologist when working in a variety of workplace or community contexts including schools, clinics, and work effectively within learning and assessment tasks.

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 1.2. 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 1.2.a. We comply with government legislation, regulations and codes of conduct. 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 1.5. 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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) - 1.1. Provide ethical and evidence-based practice 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
1.3		Provide safe and quality services
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
2.1		Demonstrate self-awareness
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
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
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.

Review of lecture content from 2024 completed to ensure less dense & relevant topics are covered prior to assessments.

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

CSCD5064: Language 2: Literacy and Language

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