Key facts
UNE unit code: EDEC350
*You are viewing the 2025 version of this unit which may be subject to change in future.
- Trimester 1 - Online
- Armidale Campus
- Yes
- No
- No
- 6
Unit information
This unit focuses on teaching and learning literacy in the Early Years. You are introduced to a range of theoretical perspectives that underpin choices in early literacy pedagogy, and the importance of building a supportive literacy classroom environment.
You will explore Early Years experiences in literacy, including cultural variations in literacy practices and values, and diverse contexts for speaking, reading and writing, using print, multimodal and digital texts.
You will then design a literature-based teaching-learning sequence that incorporates speaking, reading and writing strategies appropriate for students aged 5-8 years.
Offerings
For further information about UNE's teaching periods, please go to Principal Dates.
Teaching period | Mode/location |
---|---|
Trimester 1 | Online |
*Offering is subject to availability
Intensive schools
There are no intensive schools required for this unit.
Enrolment rules
Notes
This unit addresses Australian Professional Standards for Teachers at the Graduate Stage, otherwise referred to as Graduate Teacher Standard Descriptors (GTSD).
This unit addresses ACECQA's Curriculum requirements, referred to as Curriculum Specifications (CS).
Please refer to the student handbook for current details on this unit.
Unit coordinator(s)
Learning outcomes
Upon completion of this unit, students will be able to:
- critically analyse diverse kinds of literacy experiences for children aged 5-8, according to various theoretical perspectives (GTSD 1.2.1) (CS 1.1, 1.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 3.9, 4.1, 4.5, 5.2);
- demonstrate understanding of how to build an effective learning environment, through an integrated approach to language and literacy that links to families and communities (GTSD 1.2.1, and 2.1.1) (CS 2.4, 2.5, 2.7, 3.1, 3.2, 4.1, 4.5);
- plan and assess meaningful literacy experiences based on knowledge of the English content area, of individual students, and of the relevant syllabus/curriculum goals (GTSD 1.2.1, 2.1.1, 4.1.1, 5.1.1) (CS 3.4);
- design a literature-based teaching-learning sequence, using a variety of instructional and assessment strategies that reflect the diverse backgrounds and needs of children, and that encourage active, engaged learning, positive interaction and self-motivation for all students (GTSD 1.3.1, 2.1.1, 3.2.1, 4.1.1 5.1.1) (CS 1.1, 2.4, 2.5, 3.1, 3.2, 3.5, 4.1, 4.5); and
- demonstrate knowledge of strategies for communicating about students’ literacy learning to parents/carers in the Early Years (GTSD 3.7.1, and 5.5.1) (CS 3.4, and 6.3).
Assessment information
Assessments are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Title | Must Complete | Weight | Offerings | Assessment Notes |
---|---|---|---|---|
Assessment 1 | Yes | 40% | All offerings | Essay. Relates to CS 1.1, 1.2, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.4, 3.9, 4.1, 4.5, 5.2 GTSD 1.2.1, 2.1.1 No. Words: 1600
|
Assessment 2 | Yes | 60% | All offerings | Portfolio. Relates to CS 1.1, 2.4, 2.5, 3.1, 3.2, 3.4, 3.5, 4.1, 4.5, 6.3, GTSD 1.2.1, 1.3.1, 2.1.1, 3.2.1, 3.7.1, 4.1.1, 5.1.1, 5.5.1 No. Words: 2400 (equivalent)
|
Learning resources
Textbooks are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Note: Students are expected to purchase prescribed material. Please note that textbook requirements may vary from one teaching period to the next.
NSW Syllabus for the Australian Curriculum: English K-10 Syllabus
NESA, NESA 2019
Text refers to: All offerings
Language and Literacy Development in Early Childhood
ISBN: 9781107578623
Ewing, R., Callow, J. and Rushton, K., Cambridte 1st ed. 2016
Text refers to: All offerings
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