Pre-requisites

ES6100 Primary English: Foundations

Co-requisites

None.

Learning Outcomes

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

• Demonstrate and apply knowledge of early literacy curriculum requirements (cross curricular provisions), plan lessons and sequences of early literacy across the broader curriculum; critically evaluate strategies to target ATSI and other cultural perspectives/ contexts to early English learning and pedagogy.

• 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 to provide suitable feedback to students/parents and engage parents in learning.

• Critically analyse and review: theory, programs/practices; Early Reading (worldviews & identity formation), The big 6: Systemic Synthetic Phonics, Phonemic Awareness, Fluency, Oral Language and Vocabulary and Comprehension and Early Writing.

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

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

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

Unit Description

This unit is designed to increase the confidence and skills of Pre-service teachers in teaching early literacy. Preservice teachers will explore past theories of literacy learning application, and dive deep into the current research on effective literacy learning practices. While a focus on the science of learning will be maintained throughout the course, an exploration into various approaches within this methodology will be explored. Throughout the course, preservice teachers will view the learning and teaching of literacy from and through a Biblical perspective and explore effective ways to embed Biblical frameworks in the planning and application of literacy learning. Preservice teachers will explore the variety of factors that influence children’s effective learning of literacy in Australia, including educational policies. Developing understanding and effective approaches to work with students across all backgrounds and skills, will also be explored, with a focus on Aboriginal and Torre Strait Islander, EAL/D and diverse learning needs. Preservice teachers will 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

1. Literacy development theories 0-7 years old
2. State and Australian Curriculum and capabilities – Literacy requirements in F-2
3. Pedagogical approaches, e.g. HITS (spaced repeated exposures/retrieval of phonics/spelling), for teaching phonics and oral language skills
4. Aboriginal and Torres Strait Islander and other cultural perspectives/ contexts to Early English learning and pedagogies
5. Early Reading: Research, learning theories and programs including worldview and identity formation, the Big 6 of reading.
6. Phonics: Research, learning theories and programs, sequencing lesson in systemic synthetic phonic
7. Writing and Oral Language: Research, learning theories and programs
8. Feedback to students/ parents and engaging parents in the development of early Literacy
9. Children’s literature as starting point for sequences of broader curriculum
10. 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.