精东传媒app

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 for children birth to eight (8) years. Literacy approaches must acknowledge the needs of diverse groups of learners by using a wide range of texts including children鈥檚 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 preservice teachers learning journey.

This is the first English curriculum course. 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. In addition, the teaching and learning of reading and writing through a variety of approaches, such as play-based pedagogies and phonemic awareness, in the early years (birth - 8) is a focus. Preservice teachers will investigate curriculum and pedagogy for literacies learning, and a variety of balanced approaches for the English curriculum and the Early Years Learning Framework (EYLF). The course will also introduce preservice teachers to literacy strategies for teaching Aboriginal and Torres Strait Islander students. Children's literature will be explored in order to develop a flexible repertoire of practices and resources that assist planning. Specific focus is given to children's literature and the use of literacy resources for promoting reconciliation between Indigenous and non-Indigenous Australians. The use of resources from diverse disciplines, including ICT, will ensure that the learning of literacies is embedded into learning across the curriculum. Preservice teachers 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. Within this course preservice teachers are to engage in an authentic literacy investigation with a learner.

On successful completion of this course preservice teachers should be able to:

1. interpret and demonstrate knowledge and understanding of education reforms and practices, contemporary research of children鈥檚 language acquisition, oral language development and language learning and the implications for teaching, including understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and play-based learning (Australian Professional Standards for Teachers (APST) 1.2, 1.4);
2. implement integrated understandings of the content substance, structure and concepts of literacy learning in the early years in relation to relevant curriculum documents and implications for teaching, inclusive of the literacy and numeracy teaching strategies and their application to literacy learning (APST 2.1, 2.5);
3. devise, rationalise and implement goal setting and experiences incorporating a range of teaching strategies and resources for students of varying abilities and characteristics including evidence of broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (APST 2.4, 3.1, 3.3);
4. evaluate, select and use ICT and other engaging teaching resources that support the development of multi-literacies, with a focus on phonics and reading and expand curriculum opportunities for young learners and engage them in their learning (APST 2.6, 3.4);
5. critically monitor and assess literacy progress of children through a range of informal and formal, diagnostic, formative and summative assessment strategies to support making judgements of student learning through moderation; and demonstrate understanding of purpose of providing timely and appropriate feedback to students; and strategies for reporting to students, parents/carers and key stakeholders; and the importance of maintaining effective records of student learning in this process (APST 5.1, 5.2, 5.3, 5.5);
6. demonstrate an understanding of and critically reflect on the rationale for continued professional learning and appraise the application of the Australian Professional Standards for Teachers and the National Quality Standard for identifying and guiding continued professional learning for literacy progress of children in early childhood contexts and implications for improved student learning (APST 6.1, 6.4);
7. exhibit expert cognitive, literacy and communication skills.