EDF2049 · English and literacies 2

Overview

This unit develops your understanding of English and literacies learning in the Victorian and Australian curriculum. With emphasis on the early years, this unit focuses on the range of ways children encounter and use literacy in homes, communities and in a diverse social, cultural and technological world. The unit introduces theoretical perspectives for understanding and critiquing the processes of how children learn about literacy, with an emphasis on the role of phonological awareness, phonemic awareness, phonics and vocabulary. You will be introduced to a range of appropriate pedagogical practices and will explore classroom teaching approaches that enhance children's oral language, reading and writing, while also considering issues related to digital technology.

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. apply knowledge that supports the continuous development of your own English and literacy skills as a future classroom practitioner
2. demonstrate an understanding of theoretical perspectives relating to the development of young children’s literacy knowledge, skills and understanding
3. effectively plan, teach and assess learning experiences that develop young children's reading, writing, oral language and new literacies skills
4. identify and implement differentiated learning experiences that respond to and support children’s diverse learning needs
5. identify strategies that enable parents/carers to work effectively, sensitively and confidentially with children’s literacy learning.

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.