Pre-requisites

ES610 Primary English

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Critical analysis and review of theory and programs/ practices; Early Reading (worldviews & identity formation), Early Writing, Phonics Speaking and Listening (Oral Language).

• Demonstrate and apply broad and coherent knowledge of early literacy curriculum requirements (cross curricular provisions), the capacity to plan lessons and sequences of early literacy across the broader curriculum with a focus on embedding early literacy skills and critically analyse literary needs and evaluate strategies to target ATSI and other cultural perspectives/ contexts to early English learning and pedagogy and

• Demonstrate an understanding and application of assessment of early literacy proficiencies and approaches across broader curriculum (cross curricular provisions), apply judgement to interpret and use early phonics and literacy data (4 example students) to provide for ATSI, EAL/D, G&T, other needs and demonstrate an understanding of the purposes and suitable provision of feedback to students/parents and engaging parents in learning.

• Analysis of effective teaching strategies (HITS) and resourcing (ICT, etc.) specific to early literacy.

• Integrate Children’s Literature as a starting point for sequences of broader curriculum (P-2).

• Demonstrate the capacity to articulate, embed and explicitly plan for a Christian perspective on Early Literacy.

Unit Description

This unit is designed to increase the confidence and skills of Pre-service Teachers in teaching early literacy, with a focus on reading, viewing, writing and oral language across a variety of text forms and purposes. There is a specific focus on the practical aspects of teaching explicit phonics within the context of a balanced literature program which incorporates rich children’s literature to support oral language and literacy development. Through the application of a biblical perspective to the teaching of the language arts, and how we construct ourselves as readers and writers, Pre-service Teachers will develop programs which can foster young children towards a view of literacy as a way of exploring identity formation, honouring God, caring for creation, and serving others. Students will explore the impact of educational policy and socio-political factors which have impacted the language development and identity of First Nations people. Students will explore current research and theory on effective literacy learning practices as well as participate in practical activities designed to increase their proficiency at assessing and identifying student literacy needs, analysis of assessment data, planning for literacy learning and incorporating high impact literacy strategies which support students’ oral language and literacy development within the diverse class context.

Topics

• Literacy development theories 0-7 years old
• State and Australian Curriculum and capabilities – Literacy requirements in F-2
• Pedagogical approaches, e.g. HITS, for teaching phonics and oral language skills in 3-6
• ATSI and other cultural perspectives/ contexts to Early English learning and pedagogies
• Early Reading: Research, learning theories and programs including worldview and identity formation
• Phonics: Research, learning theories and programs
• Writing and Oral Language: Research, learning theories and programs
• Feedback to students/ parents and engaging parents in the development of early Literacy
• Children’s literature as starting point for sequences of broader curriculum
• Planning lesson and sequences of Early Literacy across broader curriculum with a focus on embedding Early Literacy skills

Embedded throughout:
* Christian/ biblical framework
* Catering for diverse needs i.e. differentiation
* Assessment approaches

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Unit offerings

Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.