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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

• Unit Title

  Early Literacy 5-8 Years

• Unit Code

  LAN6130

• Year

  2020

• Enrolment Period

  2

• Version

  2

• 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 focuses on pedagogical and content knowledge that informs the learning and teaching of early literacy in the junior-primary context. This unit utilises an inquiry-based approach in which students collect, analyse and use evidence to reflect on, plan and justify their approach to early literacy teaching and learning. Students critically analyse research based approaches to inform their thinking and practice in relation to assessing, planning and monitoring early literacy learning. A range of approaches, strategies and resources are critiqued in order to design an effective early literacy learning environment. The unit highlights the importance of creating an engaging and differentiated early literacy curriculum that takes account of the diversity of children's needs. Making connections between children's social, cultural and linguistic experiences and school-based learning experiences is emphasised.

Prerequisite Rule

I81 students must have completed LAN6120 and ECE6140

Learning Outcomes

On completion of this unit students should be able to:

1. Expertly articulate the knowledge, understanding and skills that underpin early literacy learning.
2. Critically analyse early literacy literature to inform and evaluate their professional practice.
3. Critique and apply a range of appropriate teaching approaches, strategies and resources, including ICT to support the development of language and literacy.
4. Design, evaluate and modify sequences of learning through careful monitoring and assessment of early literacy learning outcomes.
5. Justify the use of observation, data collection and analysis to evaluate their own and their students' learning and teaching of early literacy.
6. Communicate effectively using written and visual ICT skills.

Unit Content

1. Inquiry based skills of observation, data collection, analysis and evaluation within professional learning contexts.
2. Evidence-based research and literature informing understanding of the multi-faceted nature of literacy and how children to become literate.
3. A range of pedagogical practices that relate to both explicit and implicit teaching and learning.
4. Core content knowledge and concepts of early literacy in relation to language, including relevant outcomes from the EYLF and Western Australian Curriculum.
5. Creating an effective early literacy environment.
6. The relationship between family and community experiences and school-based literacy learning.

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

A combination of lectures, workshops, guest speakers, videos, practicum, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, contributors in workshops and competent team members.

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.

Core Reading(s)

• Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (Third edition.). Docklands, Victoria: Oxford University Press. Retrieved from https://ecu.on.worldcat.org/oclc/1129025754

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