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Unit Summary
Unit type
UG Coursework Unit
Credit points
12
AQF level
Level of learning
Intermediate
Former School/College
Pre-requisites
EDU00401 - English Education I: Foundations AND TCH10134 - Pedagogy in Practice I: Basic Skills and Strategies
Anti-requisites
Unit aim
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 the teacher as assessor, planner and facilitator of the development of literacy skills.
Unit content
- Theoretical views on literacy learning (0–12 years)
- Connectedness of talking, listening and reading
- Planning for literacy-learning, using the four reader roles
- Critical and visual literacies
- Catering for special needs, cultural diversity and second language/dialect learners — including Aboriginal learners and Low-SE Background learners
- Assessment, planning and management in literacy sessions.
Learning outcomes
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.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | describe the theoretical foundations of children's literacy learning (0-12 years) | |||||||
| 2 | discuss research which examines literacy learning and locate relevant further research | |||||||
| 3 | demonstrate a sound knowledge of preparing suitable learning opportunities, for all students, including those of linguistically diverse backgrounds | |||||||
| 4 | apply their knowledge of literacy learning to a case study situation | |||||||
| 5 | evaluate educational software and web-based resources designed to support literacy learning and understand the range of ways that asynchronous and synchronous communication technologies can support learning through social networks. | |||||||
On completion of this unit, students should be able to:
-
describe the theoretical foundations of children's literacy learning (0-12 years)
- GA4:
-
discuss research which examines literacy learning and locate relevant further research
- GA4:
- GA5:
-
demonstrate a sound knowledge of preparing suitable learning opportunities, for all students, including those of linguistically diverse backgrounds
- GA4:
- GA5:
- GA7:
-
apply their knowledge of literacy learning to a case study situation
- GA4:
-
evaluate educational software and web-based resources designed to support literacy learning and understand the range of ways that asynchronous and synchronous communication technologies can support learning through social networks.
- GA5:
Prescribed texts
- This text will be used for the weekly readings and is a compulsory text for the unit: 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.