Units
Early Childhood Language, Literacies and Communication 3
Unit code: EAB010
Credit points: 12
Information about fees and unit costs
This unit focuses on enabling students to build competencies in planning classroom discourses and learning programs that will enable young children to establish confident use of a repertoire of language, literacy and communications understandings and practices as a basis for ongoing learning and cultural participation.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 2 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
This unit builds on the content of earlier units Language, Literacies and Communication 1 (EAB008) and 2 (EAB009).
In the early years of school, young children establish confident use of a repertoire of language, literacy and communication understandings and practices as a basis for ongoing learning and cultural participation. Their literacy learning takes place in a range of contexts and settings. Since effective use of communication and literacy skills are essential to life-long learning, these are also an essential component of a balanced, effective and appropriate curriculum. In an increasingly information dominated age, it is crucial that children and adults adopt a critical approach to the purposes and uses of these modes of representation and communication. Teachers must plan for and implement high quality and high equity programs for literacy in and across all areas of the curriculum and monitor all aspects of their program to ensure students' progress in using the full range of literate practices. This unit takes a specific focus on English and investigates curriculum, policy and practice relavant to English, literacy and language in the early years of school.
Aims
The aim of this unit is for you to build on the attitudes, knowledge and skills developed in Language, Literacies and Communication I and II. This unit focuses on enabling you to build your competencies in planning teaching and assessing in ways that will enable students in the early years of schooling to establish confident use of a comprehensive repertoire of language, literacy and English understandings and practices as a basis for ongoing learning across the curriculum and specifically in English as a school subject.
Objectives
On completion of this unit, you should be able to:
1. understand the attitudes, knowledge, skills and technologies associated with language and literacy learning for everyday situations and using contemporary modes of communication whilst also developing an ability to understand and critique contemporary theories that underpin approaches utilised to support young children's literacy and English learning. [Standard 2]
2. interpret, critique and use policies and documents related to English and to language, literacy and communication. [Standard 2]
3. develop classroom strategies for assessing, monitoring and evaluating students' language, literacy and communication skills as a basis for designing learning programs, reporting to parents and caregivers and reviewing strategies and resources. [Standard 2]
4. reflect on and reveal well developed personal language and literacy competencies that underpin the capacity to teach literacy and English within the early years of schooling. Use appropriate language literacy and communication conventions and technologies in order to meet unit participation and assessment requirements and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [Standard 2]
Content
This unit will cover the following topics:
- theoretical and practical knowledge and skills essential for planning, teaching and assessing appropriate and effective classroom literacy programs that take a balanced approach and work effectively across a variety of modes, texts and technologies;
- appropriate pedagogies and learning experiences for integrating language and literacies across the curriculum with a specific focus on English;
- classroom procedures for effectively teaching a diverse range of students;
- study of pertinent curriculum policies, documents and systemic requirements.
Approaches to Teaching and Learning
The approach to this unit situates the student as an emerging professional, who reflects and builds on prior learning. Students are encouraged to become reflective and collaborative practitioners, becoming increasingly able to take responsibility for participating in lifelong professional and personal development in the area of language, literacy and communication. This unit will be studied through lectures, tutorials, and web-based learning materials and activities, personal research, reading, writing, observation and collaborative learning activities. Students will be expected to discuss, question and problem-solve. As well, email and web-based activities will be used to communicate about relevant topics, including discussion groups and other online activities and resources.
Assessment
Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions (internal students) and discussion forums (external students) and through written comments on assignment work.
There are two summative assessment items.Feedback will be provided to students on assessment items within three weeks of submission of assignments. Students should make an appointment to speak with their tutor, lecturer, or unit co-ordinator as appropriate if they would like to discuss their assessment work throughout the semester.
Assessment name:
Plan Learning Experiences
Description:
Plan language and literacy learning experiences appropriate for children in the early years of school that demonstrate your understanding of English and literacy teaching and learning in current times.
Length: Equivalent to 2500 words
Relates to objectives:
1, 3 & 4.
Weight:
50%
Internal or external:
Both
Group or individual:
Individual
Due date:
Mid-Semester
Assessment name:
Essay
Description:
A critical argument which interprets a current policy initiative relevant to our current literacy education context.
Length: 2000 words
Relates to objectives:
1, 2 & 4.
Weight:
50%
Internal or external:
Both
Group or individual:
Individual
Due date:
Late-Semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Texts
There is no set text for this unit. Students will be provided with readings through CMD on the unit's blackboard site. Students are also expected to research and read widely as they develop their skills as independent life long learners.
References
Harris, P., Turbill, J., Fitzsimmons, P., & McKenzie, B. (2006). Reading in the primary school years (2nd ed). South Melbourne, VIC: Thomson.
Harris, P., McKenzie, B., Fitzsimmons, P., & Turbill, J. (2003). Writing in the primary school years. South Melbourne, VIC: Thomson.
Education Queensland (2000). Why wait: A way into teaching critical literacies in the early years. Brisbane, QLD: Curriculum Corporation.
Risk assessment statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 18-May-2012
