EDF1084 · English and literacies 1

Overview

This unit explores young children’s language and literacy learning in the early years. You will develop an understanding of how to build children's communicative intentions, confidence, and capacity in literacy as a foundational skill for successful learning. In particular the influence of family and community contexts on children’s language and literacy development is examined including learners with English as an additional language. Topics covered in this unit include: adult interactions supporting young children’s communication and language development, practices to support reading and writing acquisition, and processes including a focus on phonological awareness, phonemic awareness and phonics. Digital technologies as a tool to support language and literacy learning will also be discussed. This unit introduces you to evidenced-based pedagogies to build rich language and literacy programmes in early childhood settings that support the continuity of children’s literacy learning from preschool to school.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate an understanding of what literacy is and what it means to be literate
2. explain the role of phonological awareness, phonemic awareness and phonics in early reading development
3. demonstrate an understanding of how early literacy is enacted in various cultural and social settings, particularly homes (inclusive of homes where English is an additional language) and school
4. apply knowledge of effective pedagogies for early years literacy learning, including building children’s communicative intentions, confidence and capacity in literacy
5. exhibit an understanding of the continuities and transitions in literacy learning from home to school
6. apply knowledge that supports the continuous development of your own personal English and literacy skills

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.