Students

ECH 231 – Young Children's Language, Literature and Literacy

2018 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor/Lecturer/Tutor
Aliza Salvador
Contact via via iLearn
29WW, TBC
Appointments via email
Tutor
Rowena Lee
Contact via via iLearn
Tutor
Dr Catherine Martin
Contact via via iLearn
Tutor
Elizabeth Arrabalde
Contact via via iLearn
Guest Lecturer
Dr Emilia Djonov
Guest Lecturer
Clare Britt
Credit points Credit points
3
Prerequisites Prerequisites
ECHP122 or ((12cp at 100 level or above) and admission to BTeach(ECS))
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit focuses on children's language and literacy development as they move from home to prior-to-school settings and into the first years of school, and the ways it can be fostered through children's literature. It introduces students to the theory and practice of early reading and writing, multimodal and critical literacy development, and to research on the literacy experiences of children from diverse contexts and with different abilities. Students are given opportunities to develop and apply their understanding of the role of teachers in planning and evaluating experiences that support young children's literacy development within prior-to-school and early primary school settings.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Understanding of young children’s language and literacy development and the ways it can be enhanced through literature
  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

General Assessment Information

Full assignment instructions

This Unit Guide provides a brief description only of each required assessment piece. Full instructions, assessment criteria and detailed assessment rubrics are provided via the ECH231 ESSENTIALS document, which will be available on the iLearn site from Day 1 of Session 2.

Assignment extensions and late penalties

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

Requesting a remark of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark.  To request a re-mark you need to contact  the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note: Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

 

Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.

  • Please type all assignments using 12-point font and 1.5 spacing.

  • All assessments must be submitted through Turnitin in .doc or .pdf format

  • It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.

  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.

  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.

  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.

  • Generally, one Originality Report is generated every 24 hours up to the due date.

 

Please note:

  • Students should regularly save a copy of all assignments before submission,

  • Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

 

University policy on grading

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Requesting a remark of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark.  To request a re-mark you need to contact  the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note: Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.

  • Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

 

Academic Honesty Guidelines

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Department of Educational Studies, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2017) and on the university's library website at https://libguides.mq.edu.au/referencing/APA .

The following guide can be purchased from the Co-op Bookshop. This is a recommended text. A copy is also available in Reserve in the Library:

Perrin, R. (2017). Pocket guide to APA style (6th ed.). Boston, MA: Cengage Learning.

 

Units with Submissions of Family & Children’s Records

Family and Children’s Records at Department of Educational Studies (EC)

Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to ethical practices and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery. Please note that submitted records can only be used once for assessment purposes.

Confidentiality

Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.

Assessment Tasks

Name Weighting Hurdle Due
Literacy Assignment 1 50% No 2 October 2018
Literacy Assignment 2 45% No 12 November 2018
ASSET Survey 5% No Various

Literacy Assignment 1

Due: 2 October 2018
Weighting: 50%

Literacy Assignment 1. Planned literacy experience for birth-4-year-olds, based on a literacy profile of a focus child

Each student has to find a child aged 6 months to 5 years who has not yet started school and on the basis of information about the child’s previous language, literacy and literature experiences and two observations of the child’s interactions and engagement with picture books, design, engage the child in and evaluate a literacy experience that integrates children’s literature. Students complete and submit:

  • a completed literacy experience plan (1-2 pages)
  • a 1200-word paper that includes a language- and literacy profile of the child and a justification of the student’s choice of literature for the child.

On successful completion you will be able to:
  • Understanding of young children’s language and literacy development and the ways it can be enhanced through literature
  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

Literacy Assignment 2

Due: 12 November 2018
Weighting: 45%

Literacy Assignment 2. Literacy planning for the early grades of primary school (5-8-year-old children)

Students choose one of 3 scenarios provided and complete and submit:

  • a sequence of 3 completed lesson plans for the class in the selected scenario based on the NSW K-10 English Syllabus (1-2 pages each)
  • 1 summary paragraph for the school newsletter (250-300 words)
  • 1 analytic reflection on one’s own learning (800 words).

On successful completion you will be able to:
  • Understanding of young children’s language and literacy development and the ways it can be enhanced through literature
  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

ASSET Survey

Due: Various
Weighting: 5%

ASSET Survey

Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The ASSET will provide the Department of Educational Studies with a detailed understanding of our students and their experiences; including, who they are, their attitudes and beliefs about education, and how prepared they feel to work as teachers. In addition, as part of the registration of the Department of Educational Studies teacher preparation programs with the NSW Education Standards Authority, we are specifically required to collect impact data on programs. The proposed annual survey will serve the purpose of providing part of these mandatory data.  Further, it will provide the Department of Educational Studies with valuable information to revise and improve the programs offered to students. Finally, you may elect to make your de-identified data available to researchers in the Department if you choose.

Please note that identifying data will only be held by the Department of Educational Studies Research Administrator, Mridul Sood, and will not be released to the unit convenor or any academic staff in the Department. Full information is available when you open the survey.

The survey is in 5 parts and you will be awarded 1% for completion of each part. An automated emailed confirmation of completion will be sent to the email address you nominate. Please make sure you ensure this is received and retained as it is the only evidence of completion that will be accepted in case of dispute. If you have any difficulties accessing the survey or questions regarding participation marks, please contact the Department of Educational Studies Research Administrator, Mridul Sood, at des.research@mq.edu.au.

You may complete the surveys any time before the final date for completion. Final dates for completion of each part are provided below and links to the surveys will be available on the iLearn sites:

Part 1:  1 September  Link: https://mqedu.qualtrics.com/jfe/form/SV_d5qX9S1egyDecEl

Part 2:  15 September Link:  https://mqedu.qualtrics.com/jfe/form/SV_86a7m7fEtCmfKLP

Part 3:  1 October   Link: https://mqedu.qualtrics.com/jfe/form/SV_72RaWQ5kzZeaFTf

Part 4:  15 October   Link: https://mqedu.qualtrics.com/jfe/form/SV_dbrGl5svQ8yFOrb

Part 5:  1 November Link: https://mqedu.qualtrics.com/jfe/form/SV_9GqW4aW3fn60JWR


On successful completion you will be able to:
  • Constructive engagement with educational research

Delivery and Resources

1. About this unit

This unit focuses on children's language and literacy development as they move from home to prior-to-school settings and into the first years of school, and the ways it can be fostered through children's literature. It introduces students to the theory and practice of early reading and writing, multimodal and critical literacy development, and to research on the literacy experiences of children from diverse contexts and with different abilities. Students are given opportunities to develop and apply their understanding of the role of teachers in planning and evaluating experiences that support young children's literacy development within prior-to-school and early primary school settings. 

Relation between assessment task and learning outcomes

Assessment Task

Unit Outcomes

Graduate Teaching Standards

ACECQA Standards

MQ Graduate Capabilities

Literacy Assignment 1

Planned literacy experience for birth-4-year-olds

Value: 50%

1, 2, 3, 4, 6, 8

 

 

1.1, 1.2, 1.3

2.1, 2.3, 2.5

3.3, 3.5

5.1, 5.4

1.1, 1.2, 1.6

2.1, 2.2, 2.4

3.1, 3.4

4.1, 4.5

1-5, 7, 8

 

Literacy Assignment 2

Literacy planning for the early years of primary school, 5-8 year olds

Value: 45%

1, 4, 5, 6, 7, 8

1.1, 1.2, 1.3, 1.4, 1.5, 1.6

2.1, 2.2, 2.3, 2.5, 2.6

3.1, 3.2, 3.3, 3.4, 3.5, 3.6

4.2, 4.5

5.5

7.2, 7.4

1.1, 1.2, 1.6, 1.8

2.1, 2.2, 2.4, 2.5, 2.6, 2.7

3.1, 3.2, 3.4, 3.5, 3.9

4.1, 4.3, 4.4, 4.5

1-9

ASSET Survey 8     5, 8, 9

 

 

ACECQA Standards

The Australian Children’s Education and Care Quality Authority (ACECQA) standards addressed in ECH231 are:

1. Psychology and child development

1.1 Learning, development and care

1.2. Language development

1.6. Diversity, difference and inclusivity

1.8. Transitions and continuity of learning (including

transition to school).

2. Teaching Pedagogies

2.1. Alternative pedagogies and curriculum approaches

2.2. Play-based pedagogies

2.4. Teaching methods and strategies

2.5. Children with diverse needs and backgrounds

2.6. Working with children who speak languages other than, or in addition to, English

2.7. Contemporary society and pedagogy

3. Education and curriculum studies

3.1. Early Years Learning Framework

3.2. The Australian Curriculum

3.4. Language and literacy

3.5. English as an additional language

3.9. Curriculum planning, programming and evaluation

4. Family and community contexts

4.1. Developing family and community partnerships

4.3. ATSI perspectives

4.4. Socially inclusive practice

4.5. Culture, diversity and inclusion

2. Student workload and requirements

Before commencing ECH231, please read this document very carefully and ensure that you can meet all requirements, including workload requirements, attendance requirements, and assessment submission requirements.

Credit points indicate the approximate hours per week that a student is expected to spend studying in order to pass a unit. One credit point equals 3 hours; thus, students are expected to spend approximately 9 hours per week (including the two weeks of session recess) studying ECH231 (i.e. approximately 135hr). Study includes attending or listening to lectures, attending tutorials, completing set readings and background readings, completing assignments, and using the unit’s iLearn site.

Independent study is strongly encouraged in this unit as is participation in online discussions and the completion of study tasks posted on iLearn.

Please ensure that you have sufficient time to dedicate to your studies before attempting this unit. We are sympathetic that students often have significant domestic and work-related responsibilities. To be fair to our staff and to other students, however, these cannot be used to justify incomplete work or extension requests.

The estimate provided in the following table is based on average student performance required to pass this unit. Students who are attempting to achieve high grades or who encounter problems in understanding the material and meeting unit requirements would need to spend more time on these tasks. See Unit Schedule below for more details on unit content.

Activity

Time allocation

Reading ECH231 Essentials document in week 1

1 hour

Internal students         

 

 

 

 

 

 

~ 30 hours

  • attendance and participation in tutorials in teaching weeks

10 x 1.5 hours

External students

 

  • attendance and participation in compulsory on-campus session

2 x 7 hours

 

 

Attending/Listening to lectures

16 x 1 hour

Weekly reading

(including engagement with children’s literature)

12 x 3 hours

36 hours

ASSET Survey

 

2 hours

Literacy Assignment 1

 

30 hours

Literacy Assignment 2

 

25 hours approx.

Miscellaneous study skills and activities

(e.g. participating in online discussions, engaging with children’s literature, library and iLearn training, improving academic writing skills, etc.)

 

8-10 hours approx.

TOTAL (for 15 weeks of semester)

135 hours approx.

Note: To give yourself the best chance of completing the unit successfully, please allow yourself minimum the amount of study time specified in the table above.

3.   Classes and attendance

All students are expected to:

  • Attend and/or watch and listen to all lectures (note that there are both live and pre-recorded lectures; see unit schedule for details)
  • Be familiar with relevant lectures and complete the specified reading preparation before their Tutorials (internal) or On Campus Session (external)
  • Actively contribute to tutorials and/or online and on-campus session discussions
  • Complete and submit all assignments.

Attendance at all internal seminars or on campus days is expected of all students enrolled in ECH231. Attendance will be recorded. Activities completed during seminars (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet ACECQA and the AITSL Graduate Teacher Standards.

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Internal students

To successfully complete the unit, internal students are expected to:

  • Attend or watch and listen to the lecture/s each teaching week; live lectures will take place in 17 Wally’s Walk, Collaborative Forum,  Wednesdays, 12-1 in weeks 1-9 & 13
  • Attend, prepare for and actively participate in one 1.5 hr tutorial in weeks 1-9 & 13. See Unit Schedule for details

External students

In order to complete this unit, external students are expected to:

  • watch and listen to all the lectures in the unit
  • actively contribute to discussions online and at the on-campus session
  • attend a two-day compulsory on-campus session (OCS) on:

25 September 2018 (Tuesday)            9-5pm

and

26 September 2018 (Wednesday)    9-5pm

Attendance at All on-campus sessions is compulsory. Punctuality is expected: please arrive on time in the correct tutorial room! If you foresee problems in attending all or part of the OCS, it is essential to let the Unit Convener know as soon as possible as non-attendance can lead to exclusion from the Unit.

Please do not enrol in external mode if you cannot attend all of these days.

 

The timetable for classes can be found on the University website at: http://www.timetables.mq.edu.au

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.

Special Considerations

The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.

The University classifies a circumstance as serious and unavoidable if it:

  • could not have reasonably been anticipated, avoided or guarded against by the student; and
  • was beyond the student's control; and
  • caused substantial disruption to the student's capacity for effective study and/or completion of required work; and
  • occurred during an event critical study period and was at least three (3) consecutive days duration, and/or
  • prevented completion of an assessment task scheduled for a specific date (e.g. final examination, in class test/quiz, in class presentation).

The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.

https://students.mq.edu.au/study/my-study-program/special-consideration

General unit expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials.
  • Students are expected to listen to/attend weekly lectures before completing tasks and attending tutorials.
  • Students are expected to complete online activities as required.

The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/

4.   Required texts

There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study of ECH231.

There is one textbook for the unit, which is available from the Macquarie Co-op Bookshop on campus (Ph: (02) 8986 4000).  The details are:

Fellowes, J. & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.). South Melbourne: Oxford. ISBN: 9780195521177

If you already own a copy of the first edition you may use this:

Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne: Oxford. ISBN: 9780195566284

You can also purchase the book online from http://www.coop-bookshop.com.au/bookshop/home/homepage.html.

There are also two required curriculum documents:

  1. Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being, becoming: The Early Years Learning Framework for Australia. Barton, ACT: Commonwealth of Australia. Retrieved from: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
  2. NSW Board of Studies. (2012). English K-10 Syllabus.  Sydney: NSW Board of Studies. Retrieved from: https://syllabus.nesa.nsw.edu.au/english/english-k10/

NOTE: There are also other required readings that will be available through the library’s e-reserve collection and/or the unit’s iLearn website. All required and recommended readings are listed in the ECH231 ESSENTIALS document on iLearn.

 

 

Unit Schedule

For a complete list of required and recommended readings, please see the ECH231 ESSENTIALS document provided on iLearn.

Week

Topic

Required reading

Tutorial/On-Campus Preparation

Week 1

30 July

Lecture 1: Introduction to the unit. Perspectives on language and literacy development. Literacy as social and cultural practice (AS)

  • Fellowes & Oakley – Chapter 1 & 2
  • Read carefully the complete ECH231 Essentials document

Bring a hard or electronic copy of the ECH213 Essentials document and a favourite picture book of yours, ideally one you enjoyed as a child.

Week 2

6 August

 

 

Lecture 2 (pre-recorded): Babies and toddlers: Oral language, literacy and literature in the first 3 years (ED)

  • Fellowes & Oakley – Chapter 3
  • Schickedanz & Collins, 2013 – Chapter 2
  • Nemeth & Endorsi, 2012

Lecture 3: Threes and Fours: Oral language, literacy and literature for preschool children (CM)

  • Fellowes & Oakley – Chapter 4 & 5
  • Torr, 2005

Bring questions you may like to include in a questionnaire for families that aims to find out more about children’s language and literacy experiences at home.

Week 3

13 August

Lecture 4: Emergent literacy, reading and writing prior to school (EA)

  • Fellowes & Oakley – Chapter 9, 10 & 11
  • Jalongo, 2014 – Chapter 9
  • Dwyer & Neuman, 2008

Lecture 5: Language, literacy and culture 1: bilingualism & bidialectalism (ED)

  • Macrory, 2006
  • Gillanders & Castro, 2011
  • Magruder et al., 2013
  • Ewing, Callow & Rushton, 2016 – Chapter 6

Week 4

20 August

 

Lecture 6: (pre-recorded): Language, literacy and culture 2: socio-economic status & gender (ED)

  • Hart & Riesley, 2003
  • Millard & Bhojwani, 2013
  • Wolter, Braun & Hannover, 2015

Bring your initial notes about the language, literacy and literature (LLL) experiences of the focus child you have found for Literacy Assignment 1.

Lecture 7:  Language and literacy in the EYLF and planning literacy-rich experiences (AS)

  • Early Years Learning Framework
  • Fellowes & Oakley – Chapter 25 & 26

Whorrall & Cabell, 2015

Week 5

27 August

Lecture 8: Seeing children as literacy learners in prior to school settings: observation and record keeping (EA)

  • Arthur & Beecher, 2014

Bring a hard or electronic copy of the EYLF: Outcome 5.

Week 6

3 September

Lecture 9: Language and literacy in the transition to school and the role of children’s literature (CM)

  • Fellowes & Oakley – Chapter 15
  • Fellowes & Oakley – Chapter 22

Lecture 10 (pre-recorded): Teaching strategies: reading and writing (CB)

  • Fellowes & Oakley – Chapter 6
  • Fellowes & Oakley – Chapter 12 & 13
  • Fellowes & Oakley – Chapters 19 & 20

As essential preparation for Literacy Assignment 1, you should prepare and bring:

  1. your notes about the LLL experiences of your focus child for Literacy Assignment 1
  2. a suitable high-quality picture book for that child (not from the list provided for Literacy Assignment 1 on iLearn) that you will share with your peers in class
  3. a written justification (200-300 words) of the LLL features of that book that make it suitable for that child
  4. 1 self- and 2 peer- evaluation sheets (to be provided on iLearn by week 4).

Week 7

10 September

 

 

Lecture 11: School related curriculum documents (RL)

NSW K-10 English Syllabus

Lecture 12 (pre-recorded): Literacy planning and programming in the early primary school years (CB)

  • Fellowes & Oakley – Chapter 26 (revision)

Bring a hard or electronic copy of the NSW K-10 English Syllabus.

 

On-Campus Session 25th and 26th of September

External students should bring everything that is required for all the internal tutorials, and must complete all the tutorial preparation for Weeks 1-7.

 

Recess 17 September – 1 October 2018

If you are also completing ECHP223 or another professional experience block, aim to complete all the readings for the unit and as much of your Literacy Assignment 2 as possible during the university recess period.

 

Literacy Assignment 1 is due 2 October 2018 (Tuesday) by 11:55pm

 

Week 8

1 October

(Labour Day)

 

 

Lecture 13: Multimodal and critical literacy (pre-recorded) (ED)

 

  • Fellowes & Oakley – Chapter 23
  • Fellowes & Oakley – Chapter 24
  • McDonald, 2017 – Chapter 12

Lecture 14:   Children’s literature on TV and picture book apps and literacy (AS)

  • Hateley, 2014

Bring a favourite children’s picture book or an image (e.g. a print advertisement) showing a child or children to the tutorial.

Week 9

9 October

Lecture 15:  Inclusive literacy for diverse learners (AS)

  • Cologon & McNaught, 2014
  • Fletcher & Sampson, 2012
  • Flewitt, Nind, & Payler, 2009
  • Taylor & Oakley, 2007

ECHP223 Professional Experience Block

15 October – 2 November 2018

No ECH231 lectures and tutorials during this period.

Week 13

5 November

Lecture 16:  Evaluating teaching and learning in the early primary school years (RL)

  • Fellowes & Oakley – Chapter 8
  • Fellowes & Oakley – Chapter 21

Literacy Assignment 2 is due 12 November 2018 (Monday) by 11:55pm

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct​

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective

Assessment task

  • Literacy Assignment 2

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

Assessment tasks

  • Literacy Assignment 1
  • Literacy Assignment 2
  • ASSET Survey

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

Assessment tasks

  • Literacy Assignment 2
  • ASSET Survey

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Understanding of young children’s language and literacy development and the ways it can be enhanced through literature
  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs

Assessment tasks

  • Literacy Assignment 1
  • Literacy Assignment 2

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective

Assessment tasks

  • Literacy Assignment 1
  • Literacy Assignment 2

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs

Assessment tasks

  • Literacy Assignment 1
  • Literacy Assignment 2

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Understanding of young children’s language and literacy development and the ways it can be enhanced through literature
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Ability to design, engage in and critically evaluate rich and developmentally appropriate literacy experiences for young children prior-to-school and into the first years of primary school, and to integrate children’s literature in these experiences
  • Knowledge of children’s early reading and writing developmental processes and ability to develop and apply strategies for supporting and evaluating these processes from a broad and research-informed multiliteracies perspective
  • Constructive engagement with educational research

Assessment tasks

  • Literacy Assignment 1
  • Literacy Assignment 2
  • ASSET Survey

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Familiarity with the ways early literacy development is integrated in a continuum of learning in pedagogic practices in prior-to-school and school settings and related curriculum documents such as the Early Years Learning Framework, the NSW K-6 English Syllabus, and National Curriculum Documents
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs
  • Constructive engagement with educational research

Assessment task

  • Literacy Assignment 2

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Awareness of the influence of children's early oral language and literacy experiences on access and equity in early educational settings (birth-8) and on children’s transition to school
  • Understanding the important role adults and partnerships between home and educational settings play in young children’s language and literacy development
  • Growing understanding of and ability to support the language and literacy development of children from diverse backgrounds, including children learning English as an additional language (EAL), children from families with different socio-economic status, and children with special learning and literacy needs

Assessment task

  • Literacy Assignment 2