ED2094 - Early Childhood Language and Literacy 1
| Credit points: | 03 |
| Year: | 2017 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
Compulsory for all students enrolled in Bachelor of Education (Early Childhood Education)
The basis of this subject is teaching young children within the subject English across the areas of speaking, listening, reading, viewing, writing and designing, with particular reference to appropriate aspects of the Australian Curriculum - English and the Early Years Learning Framework (EYLF) outcome, Children are Effective Communicators. Topics include a critique of several models of instruction which influence teaching across the language/literacy area, with a view to maximising learning opportunities for young children in today's early years learning environments while also building awareness of the teaching of English in primary school classrooms and Communicating in prior to school settings; a review of relevant aspects of children's literature; investigation of a variety of text forms; issues of language diversity and learning styles and their impact on best teaching practice; and a variety of means for assessing and reporting such learning. There is a focus on meaning and relevance within schooling and other contexts, as the basis for selecting literacy instructional techniques and materials to be used. Consideration of the profound changes in literacy demands for young children today and the major role media and technology play are featured. Some of your learning will be developed from studies introduced in ED1421 and will be built further to an assured level in ED4590. Skills you learn in planning in ED2491 and ED2590 will be relevant to what you apply in this subject.
Learning Outcomes
- demonstrate an awareness of the diversity in young children's language backgrounds and demonstrate ways of accommodating such diversity in the educational settings;
- use materials in motivating young learners to build new knowledges in age-appropriate ways and contexts;
- use this knowledge to build on a personal theory of English language and literacy that will inform the future classroom praxis for the teacher, including planning, assessment and reporting strategies;
- demonstrate the Australian Professional Standards for Teachers at a Developed Level and, for B.Ed (ECE) students, relevant ACECQA standards;
- be familiar with the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline and Australian Curriculum (English) and a range of instructional models for achieving the outcomes set out for children in the prior to school and primary school years;
- highlight the use of children's literature and a variety of genres and text types, incorporating these in teaching across the five major elements of the subject English and the Early Years Learning Framework Outcome, Children are Effective Communicators.
| Assumed Knowledge: | Lesson planning skills are assumed knowledge in this subject. |
| Prerequisites: | 6 credit points of level 1 ED subjects including ED1421 |
| Inadmissible Subject Combinations: | ED2001 ED2092 |
Availabilities | |
| Townsville, Internal, Study Period 2 | |
| Census Date 24-Aug-2017 | |
| Coordinator: | Assoc. Professor Leanne Dalley-Trim |
| Contact hours: |
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| Assessment: | e-poster (15%); assignment - planning activities (35%); centrally-administered final exam (50%). |
| External, Study Period 2 | |
| Census Date 24-Aug-2017 | |
| Coordinator: | Assoc. Professor Leanne Dalley-Trim |
| Method of Delivery: | WWW - LearnJCU |
| Assessment: | e-poster (15%); assignment - planning activities (35%); centrally-administered final exam (50%). |
| Cairns, Internal, Study Period 2 | |
| Census Date 24-Aug-2017 | |
| Coordinator: | Assoc. Professor Leanne Dalley-Trim |
| Contact hours: |
|
| Assessment: | e-poster (15%); assignment - planning activies (35%); centrally-administered final exam (50%). |
| JCU Singapore, Internal, Study Period 52 | |
| Census Date 10-Aug-2017 | |
| Contact hours: |
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| Assessment: | e-poster (15%); assignment - planning activities (35%); centrally-administered final exam (50%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.