Provides a theoretical and research-based understanding of the development of children’s (reading, writing, talking and listening) skills in the early childhood and primary classroom. Students will develop the practical skills necessary for the role of teacher as assessor, planner and facilitator of the development of literacy skills. In particular students will learn to design assessment, teaching and learning strategies that maximise student engagement and inclusivity; employ ICTs; and integrate English with other KLAs. The unit also focuses on key transition points between early childhood, primary and secondary settings.
Curriculum, scope and sequence:
Scope and sequence of English curriculum (Early Childhood- Primary curriculum) for language teaching and learning and support resources for Early Childhood and Primary literacy and English teaching (early years to 12).
Understanding of transitional stages of education (home- Early Childhood, Primary, Primary- Secondary).
Multi-literacies and other literacies across and within the English curriculum and the teaching of literacy (visual, multi-literacies, critical and techno-literacies).
Research evidence related to teaching reading, writing, speaking, listening
Models of pedagogy for teaching English Language (reading and viewing, writing and responding, speaking and listening) including; reading, phonemic awareness, phonics, fluency, vocabulary knowledge, text comprehension, concepts of print, grammar, punctuation, spelling, writing and handwriting.
Inclusive pedagogies for teaching literacy to students from EAL and/or Aboriginal and Torres Strait Islander backgrounds including ICT pedagogies and strategies.
Linking assessment to language acquisition and literacy development across Early Childhood and Primary education contexts and settings (early years-12) including assessment for and of learning.
Range of assessment strategies and types of assessment; diagnostic, formative and summative assessment appropriate to stages of learning and literacy areas.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||review academic literature including research which examines literacy learning and link this to current literacy pedagogies and curriculum||Intellectual rigour|
|2||demonstrate a sound knowledge of the relevant national and state English syllabuses, and relevant early childhood curriculum requirements||Intellectual rigour||Knowledge of a discipline|
|3||design teaching and learning strategies that may employ ICTs to maximise student engagement and inclusivity||Knowledge of a discipline|
|4||incorporate literacy assessment into teaching and learning and interpret student assessment data to evaluate student learning and modify teaching practice||Knowledge of a discipline|
|5||demonstrate knowledge of the ways in which English can be integrated across other KLAs||Knowledge of a discipline|
- This text is required. It is used extensively for the weekly readings and is a compulsory text. : Winch, G, Ross Johnston, R, March, P, Ljungdahl, L & Holliday, M, 2014, Literacy Reading, Writing and Children’s Literature, 5th edn, Oxford University Press, South Melbourne, Victoria, Australia. ISBN: 9780195521160.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2018 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.