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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM5010 Literacy Learning in the Early Years

Semester 2, 2019 Online
Short Description: Literacy Learn Early Years
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070103 - Teacher Education: Primary
Grading basis : Graded

Staffing

Examiner: Nicole Green

Requisites

Pre-requisite: Students must be enrolled in the MOLT

Rationale

Literacy forms the basis for learning in all curriculum areas across early childhood and primary contexts, as well as the ability to function as an active citizen in an increasingly global community. Teachers of literacy should be familiar with historical and current theories of literacy, along with research based strategies for planning a balanced approach to literacy teaching and learning. Literacy approaches must acknowledge the needs of diverse groups of learners by using a wide range of texts including children’s literature and culturally diverse, digital and context appropriate materials. Knowledge of how to carefully scaffold learning and assessment tasks and to investigate the how, why and what of literacy learning are essential components of a pre-service educator's learning journey.

Synopsis

The teaching of reading and writing in the early years is central to this course. The importance of oral language experiences and development of the knowledge and understanding of skills and resources required for effective literacy teaching and learning will be explored. This course focuses on curriculum and pedagogy for literacies learning, and the English curriculum in particular, by studying a variety of balanced approaches, including appropriate play-based approaches, to the teaching of reading and writing. Children's literature will be explored in order to develop a flexible repertoire of practices and resources that assist planning. Pre-service educators will learn to design and plan integrated and inclusive learning opportunities, authentic assessment tasks and use of data to challenge and support a diverse range of literacy learners. The use of resources from diverse disciplines will ensure that the learning of literacies is embedded into learning across the curriculum. It is a requirement within this course for pre-service educators to spend time within a school to engage in authentic literacy investigation.

Objectives

On successful completion of this course students should be able to:

  1. understand, reflect on and represent contemporary features of language acquisition, oral language development and language learning. (Australian Professional Standards for Teachers (APST) 1.2, 2.5) (Assignment 1)
  2. demonstrate integrated understandings of the major concepts, principles, theories and interrelationships in the learning of literacies in the early years and the relevant English curriculum documents, and critically reflect on the same. (APST 2.5, 5.1) (Assignments 1 & 2)
  3. investigate, analyse and synthesise critical approaches to the teaching and learning of reading and writing with reference to current and historical theories and approaches to literacies pedagogies. (APST 2.5) (Assignments 1 & 2)
  4. demonstrate the application of knowledge and skills in the practice of literacy learning to design, implement, evaluate and critically assess. (APST 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5) (Assignments 1 & 2)
  5. demonstrate the ability to implement teaching strategies for using ICT to expand curriculum learning opportunities for students (APST 2.6) (Assignment 2)
  6. monitor and assess literacy progress of children (Assignment 2) (APST 5.1, 5.2, 5.4, 5.5)
  7. demonstrate expert cognitive, literacy and communication skills (All assignments).

Topics

Description Weighting(%)
1. An introduction to language: Role, purpose and function of language 10.00
2. Oral language development: connecting oral and written language 15.00
3. The teaching of Reading 15.00
4. The teaching of Writing 15.00
5. Literacy learning through play 10.00
6. Constructing and evaluating data sets 10.00
7. Children's Literature 10.00
8. Professional Educator. 15.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDM5010)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Fellowes, J & Oakley, G 2014, Language, literacy and early childhood education, Oxford University Press, South Melbourne, VIC.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Winch, G 2014, Literacy: reading, writing and children's literature, 5th edn, Oxford University Press, South Melbourne, VIC.
Wing, J 2016, Write ways: modelling writing forms, 4th edn, Oxford University Press, South Melbourne, VIC.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 35 35 26 Aug 2019
ASSIGNMENT 2 65 65 21 Oct 2019

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the:
• internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
• professional accreditation standards of the Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF)

Other requirements

  1. Computer, e-mail and Internet access: Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.