Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  English 2: Literacy Learning in the Early Years

• Unit Code

  LAN2266

• Year

  2019

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Mrs Amelia Keziah RUSCOE

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Description

This unit introduces students to literacy teaching and learning in early childhood with a focus on developing an understanding of young children's learning and development in reading and writing. Students will examine different theoretical perspectives of reading and writing learning and development, as well as key practices, learning experiences and resources used in different early childhood settings. Also covered are methods for monitoring, assessing, and planning for literacy development and learning. The relationship between cultural, linguistic and family diversity and how these connect to literacy learning is investigated. Further, there is a focus on developing family and community partnerships to support ongoing language and literacy learning.

Equivalent Rule

Unit was previously coded LAN2265, LIT2110

Learning Outcomes

On completion of this unit students should be able to:

1. Define literacy and describe the different theoretical perspectives of reading and writing learning and development.
2. Demonstrate a repertoire of key practices and learning experiences for the teaching and learning of literacy for a range of early childhood settings.
3. Demonstrate an understanding of the use of texts and other resources for different teaching and learning purposes and settings.
4. Describe guidelines and principles for planning for early literacy learning using the Early Years Learning Framework, Australian Curriculum documents.
5. Describe the process of literacy learning in the early years.
6. Explain the skills, concepts and strategies that are important to literacy learning and how to assess them.
7. Outline the social and cultural factors that influence literacy learning.

Unit Content

1. Australian Curriculum: English and the Early Years Learning Framework.
2. Childrens literature, reading materials and resources for the inclusive classroom (inc. the use of ICT).
3. Definitions and theoretical perspectives of literacy learning and development.
4. Family and community literacy practcies and strategies for developing partnerships.
5. Formal and informal literacy assessments, including concepts about print; phonological awareness; graphophonic knowledge; alphabet knowledge; vocabulary; comprehension, motivation, family literacy.
6. Guidelines and principles for planning.
7. Key practices and learning experiences, with emphasis on: modelled, shared, guided and independent strategies, Language Experience Approach and reciprocal teaching.
8. Learning to read / phases and progression to literacy competency and the factors that influence learning to read from a global and cross cultural perspective.
9. Play and learning to read.
10. The reading and writing processes and the skills, concepts and strategies, with emphasis on: phonological awareness; phonemic awareness; graphophonics; word recognition and decoding; print and text concepts; comprehension; oral language, and; vocabulary.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

Lectures, workshops, workplace experiences and independent learning modules and activities, online learning

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

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