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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. Students need to pass the competency Assessment in this Course and reach a total passing Mark of 50% to be awarded a passing Grade in this course. Failure of the Professional Experience component will result in a fail grade for the course, regardless of the graded mark. Full details of the Professional Experience particulars can be found on the Professional Experience website and in the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. evaluate the integrated understandings of major concepts, principles, theories and interrelationships in the learning of literacies in the early years of school and the relevant English curriculum documents (Australian Curriculum), with a focus on children’s literature (APST 1.2, 2.5);
2. 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 multiliterate pedagogies (APST 2.5);
3. observe, assess and analyse literacy progress of children using evidenced–based approaches to inform planning (APST 3.1, 5.1, 5.2, 5.4);
4. investigate and synthesise the development of oral language focusing broadly on phonology, grammar, morphology, vocabulary, discourse and pragmatics (APST 1.2);
5. design and plan an integrated unit of work and authentic summative assessment task to challenge and support a diverse range of literacy learners (APST 1.5, 2.5, 3.2, 3.3, 3.4, 5.1);
6. critically reflect on the impact of your practice through moderation of student work to inform feedback, future practice and planning (3.6, 5.2, 5.3, 5.5, 6.3);
7. seek and apply constructive feedback from their practicum placement supervisors and teachers to improve their teaching practices (APST 6.3, Professional Experience);
8. demonstrate professionalism during pre-service teacher placements through observation, practice and assessment of pre-service teacher professional practice (1.1, 1.3, 2.1, 2.2, 2.3, 2.6, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2, 7.4).