Language & Literacy: F to Year 2 (ECP) (EDUC91069)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

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Semester 2
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This subject uses the clinical teaching model to build on understandings developed through the subject Language and Literacy (Birth to 8 Years).  This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing. 

This subject, underpinned by the understanding of literacy as a social practice, introduces Teacher Candidates to theory, research and practice that informs the development of literacy in the early years of schooling (Foundation to Year 2). Focused attention will be given to aspects of the English language such as phonological development, including phonemic awareness, language and reading comprehension, vocabulary, reading fluency, grammar and oral language. Theories of reading acquisition and theories of early writing development, alongside curriculum frameworks and assessment tools will be related to pedagogical practices for diverse learners. Alongside print-based texts, multimedia texts which support literacy development and engagement will also be implemented.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

  • Critique theories of early reading and writing for children in the early years of schooling development.
  • Analyse, use and evaluate the pedagogical teaching strategies and programs that suit the needs of all early literacy learners at various stages of development.
  • Analyse the theoretical positioning between early years pedagogical practices and theories of early reading and writing.
  • Plan, structure, sequence and evaluate literacy learning programs that reflect the interrelatedness of oral language, early reading and writing.
  • Synthesise understandings of early years literacy development to plan and assess literacy learning that engages and challenges learners, thereby catering for their diverse learning needs.
  • Use a range of verbal and non-verbal communication strategies to manage literacy learning, participation and engagement in literacy learning.

Generic skills

This subject will develop the following set of key transferable skills:

  • Clinical reasoning and evidence-based practice.
  • Critical and creative thinking.
  • Creativity and innovation.
  • Learning to learn and metacognition.
  • Responsiveness to a changing knowledge base.
  • Reflection for continuous improvement.
  • Linking theory and practice.
  • Inquiry and research.
  • Ethical and intercultural understanding.

Last updated: 4 March 2025