|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||16 May 2022|
Pre-requisite: ECF3100 and Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BECH or BEED
Enrolment is not permitted in ECL2200 if EDX2170 has been previously completed
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. As a general capability, literacy enables children communication with, and meaning making of, their world. Literacy encompasses the capacity to read, write, speak and listen. Research shows that this capability is inextricably linked to oral language and enhanced through the use of quality literature as models for effective language and literacy capabilities. Teachers need a strong repertoire of literacy strategies and powerful practice to plan for inclusive and evidence-based teaching and learning.
The teaching of reading and writing in the early years is central to this course. So too is the understanding of the importance and impact of oral language on the development of literacy practices. A broad definition of oral language is utilised which includes phonology, grammar, morphology, vocabulary, discourse and pragmatics. A variety of approaches to the teaching of reading and writing are explored, including appropriate play-based methods. Children's literature will be explored in order to develop a flexible repertoire of practices and resources that assist planning.
Pre-service educators will consider research-based models of literacy pedagogy including play-based pedagogies for teaching and assessing reading and writing processes with an added focus on catering for the specific needs of individuals. The English Curriculum content knowledge in the strands of language, literature and literacy with a focus on the early years (ages 3.5 - 8) will be introduced to facilitate the planning of literacy experiences. Pre-service educators will also develop skills in the analysis of young children's literacy work samples to determine learners' strengths and needs and identify teaching priorities related to relevant syllabus documents.
Pre-Service Educators will learn to design and plan integrated and inclusive learning opportunities, authentic assessment tasks and use data to challenge and support a diverse range of literacy learners.
A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.