Unit rationale, description and aim

Proficiency in English is essential for international students to succeed across all areas of study at Australian universities. Effective communication and academic literacy are critical for engaging with course content, participating in discussions, and demonstrating understanding through high-quality academic work. This unit builds on the skills developed in Essential English at University, supporting students as they progress through their pathway studies and transition into undergraduate programs. The unit is designed to refine English language proficiency and enhance academic study skills, preparing students for the demands of undergraduate study. It focuses on fostering independent use of advanced academic and literacy skills, including the ability to construct complex sentence structures and produce sophisticated academic texts. Students will also develop critical evaluation skills, enabling them to distinguish between academic and non-academic sources effectively. The aim of this unit is to equip students with the English proficiency and academic skills necessary to confidently pursue further university studies. 

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

FSIE001 Essential English at University

Incompatible

FSAS003 - Academic Communications Skills 3, FSDE002 Skills for Academic Success , FSTL003 Tertiary Literacy

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Utilise a range of academic study skills to facili...

Learning Outcome 01

Utilise a range of academic study skills to facilitate and support learning
Relevant Graduate Capabilities: GC8, GC9, GC10

Demonstrate an appropriate level of English langua...

Learning Outcome 02

Demonstrate an appropriate level of English language proficiency, across a range of skills and tasks, to commence undergraduate studies
Relevant Graduate Capabilities: GC11, GC12

Create academic work independently and collaborati...

Learning Outcome 03

Create academic work independently and collaboratively that aligns with the level required for undergraduate commencement
Relevant Graduate Capabilities: GC11, GC12

Content

Topics will include:

  • Exploring support services available to students
  • Developing data collection techniques and recording methods
  • Interpreting and displaying data
  • Applying strategies for effective collaboration and group work
  • Critical use of appropriate processes, tools and services for university study
  • Developing Effective self-editing & peer review skills
  • Making impactful contributions to classroom discussions
  • Constructing shorter and longer pieces of text with a high-level of accuracy
  • Applying reflective practices that promote heightened learning and improved outcomes

Assessment strategy and rationale

A range of assessment procedures are used to enable achievement of the unit learning outcomes and as preparation for comparable assessment tasks in university degrees. Assessment tasks are broken down into easily manageable and understandable key tasks. This demystifies the university assessment process for students and develops their competence in understanding expectations of them in further study. To achieve this, all aspects of assessments from prompts to rubrics are explicitly taught in the classroom.  

The first assessment is an investigation of student support systems at ACU. This assessment has the dual purpose of developing primary and secondary research skills in a collaborative environment and using discovery-based learning principles to develop understanding of supports that are available to all students at the university. The second assessment provides a vehicle for students to demonstrate their written English proficiency and understanding of the academic skills and conventions taught in the unit. The final assessment is an English proficiency examination that assesses students’ readiness for the linguistic demands of university study.  

Overview of assessments

Assessment 1: Student support systems investigati...

Assessment 1: Student support systems investigation 

Students will investigate and summarise solutions to, and support systems for, common problems faced by students in their first year of university study.

Weighting

25%

Learning Outcomes LO1, LO2
Graduate Capabilities GC8, GC9, GC10, GC11, GC12

Assessment 2: Writing task  Students will w...

Assessment 2: Writing task 

Students will write about contemporary issues in professional contexts relevant to their intended field of study, utilising the academic strategies, conventions and language taught in the unit and sharing their ideas within a community of learners.

Weighting

35%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC8, GC9, GC10, GC11

Assessment 3: Examination  Students will de...

Assessment 3: Examination 

Students will demonstrate their level of academic language proficiency and understanding of the content covered in the unit.

Weighting

40%

Learning Outcomes LO2, LO3
Graduate Capabilities GC11, GC12

Learning and teaching strategy and rationale

This unit is delivered primarily through face-to-face workshop sessions, aligning with Foundation Programs standards, and providing students with comprehensive and individualised support. Classroom activities are designed to include explicit and scaffolded tasks, allowing time for assessment preparation and performance. This approach creates a cycle of learning that incorporates instruction, practice, assessment, review, and reflection. 

Students will begin by reviewing learning from their previous English studies before extending their academic communication skills in a supportive yet increasingly independent learning environment. They will be encouraged to work independently and in small groups to solve problems related to university study, including locating support services and utilising primary and secondary research to enhance their learning. The unit also introduces a range of tools and strategies to assist with English proficiency and academic skills, including online and ACU resources, as well as peer and self-review processes. Formative feedback will be provided regularly during workshop activities. 

By the end of the unit, students will have developed the competence and skills necessary to commence a range of university degrees at ACU.  

Representative texts and references

Representative texts and references

Australian Catholic University. (n.d.). Academic Skills Unit. https://www.acu.edu.au/student-life/student-services/academic-skills-development/academic-skills-unit

Bailey, S. (2015). Academic writing: a handbook for international students (4th ed.). Routledge.

Brick, J., Herke, M., & Wong, D. (2020). Academic culture: A student’s guide to studying at university (4th ed.). Macmillan International Higher Education.

Davis, C., Lawson, K. & Duffy, L. (2025). Academic literacy in enabling education programs in Australian universities: a shared pedagogy. Australian Educational Researcher, 52, 539–561. https://doi.org/10.1007/s13384-024-00729-w

Folse, K. S., Solomon, E. V., & Clabeaux, D. (2019). Great writing 3: From great paragraphs to great essays (5th ed.). National Geographic Learning/Cengage Learning. 

Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great writing 4: Great essays (5th ed.). Cengage Learning.

Grellier, J., Goerke, V., & Fielding, K. (2022). Communications toolkit (5th ed.). Cengage Learning Australia.

Hopkins, D., & Reid, T. (2018). The academic skills handbook: Your guide to success in writing, thinking and communicating at university. SAGE Publications

Kift, S. (2015). A decade of transition pedagogy: A quantum leap in conceptualising the first-year experience. HERDSA Review of Higher Education, 2, 51–86

Vicary, A., & University of Reading. (2014). English for academic study: Grammar for writing. Garnet Publishing Limited.

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