EDEC3008 EDE332 Early Childhood Literacies OpenUnis SP 2,...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: EDEC3008

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: EDUC2004 (v.0) EDC231 Teaching Language and Literacy in Junior Primary or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Jane MerewetherPhone: +61 8 9266 2254Email: [email protected]: Building: 501 - Room: Level 4Consultation times: Please email for an appointment

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 9266 7590Email: [email protected]: Building: - Building 501, Bentley Campus Monday to

Friday 8:30am - 4:30pm (WST)

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDEC3008 EDE332 Early Childhood Literacies OpenUnis SP 2, 2016

DVC EducationOUA Programs

EDEC3008 EDE332 Early Childhood LiteraciesOUA 20 May 2016 OUA Programs, DVC Education

Page: 1 of 19CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus This unit is premised on an image of young children as social beings and competent communicators from birth. Students analyse theoretical perspectives underpinning teaching and learning of languages and literacy in the years from birth to age 5. Students learn approaches to establishing relationships between the literacy practices of the home and early childhood settings. The unit features a strong focus on linguistic and cultural diversity: students consider how early childhood settings can value children’s individual, social, and cultural ways of knowing to facilitate harmonious transitions and continuity of learning. Students apply observation, interpretation and assessment to documentation of children’s early communications. Students design a learning environment that enables children to access a wide range of materials and situations for communication.

Introduction Welcome to the unit Early Childhood Literacies.

This unit contributes to your experience of becoming a teacher by developing your knowledge and skills in appreciating

and enhancing children’s competencies in communication. The unit is premised on an image of young children as

social beings and competent communicators from birth. By studying this unit, you will become able to: critique

perspectives on teaching and learning of language and literacy in the early years; interpret children’s learning in

language and literacy events; appraise the value of multi-literacies in sustaining children’s communications; analyse

the relationship between home literacy practices and the practices of early childhood settings; and design a literacy-

rich environment for learning.

Over the course of the 12 study topics, you will analyse theoretical perspectives underpinning teaching and learning of

languages and literacy in the years from birth to age 5 and you will learn approaches to establishing relationships

between the literacy practices of the home and early childhood settings. The unit features a strong focus on linguistic

and cultural diversity: you will therefore be encouraged to consider how early childhood settings can value children’s

individual, social, and cultural ways of knowing to facilitate harmonious transitions and continuity of learning.

The assessment tasks are designed to engage strongly with the content and learning experiences of the unit and will

afford you opportunities to document children’s early communications and to design a learning environment that

enables children to access a wide range of materials and situations for communication. We hope that you will view

these highly practical tasks as a valuable learning opportunity and beneficial preparation for your encounters with

children in early childhood settings.

We are delighted to support your learning in this unit and we look forward to enriched discussions about young

children, their learning, and the welcoming and rich learning environments that you can provide for them and with them

in your experience as an early childhood teacher.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

DVC Education OUA Programs




Curtin's Graduate Attributes

Learning Activities

The readings and learning experiences are carefully selected and curated to strike a balance between theoretical depth and practical applications: you will be exposed to rigorous theory, while being guided to understand how to apply the theory in encounters with young children and their families in homes and learning settings. The unit includes a rich selection of visual material (in the readings and online learning tasks) to enable you to observe and interpret children’s behaviour and learning. You will also have the opportunity to work with children in a home or early childhood setting for one of your assessment tasks, better preparing you for the observation and planning processes required during your professional experiences. You should complete all the required weekly readings and, whenever possible, refer to the extended reading list to follow up particular areas of interest and to enhance your performance on assessment tasks. You should respond to weekly focus questions to assess your understanding of the readings; you should view all the videos and follow all online links, and where possible you should engage with the activities for each weekly topic to consolidate your understanding of the content and apply your knowledge in preparation for assessment tasks and the professional placement.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?EDEC3008

Essential texts

The required textbook(s) for this unit are:

l McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in early childhood and primary education: Issues, challenges and solutions . Port Melbourne, VIC: Cambridge

On successful completion of this unit students can: Graduate Attributes addressed

1 Critique perspectives on teaching and learning of language and literacy in the early years

2 Interpret children’s learning in language and literacy events

3 Appraise the value of multi-literacies in sustaining children’s communications

4 Analyse the relationship between home literacy practices and the practices of early childhood settings

5 Design a literacy-rich environment for learning

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://link.library.curtin.edu.au/primo/course?EDEC3008

http://ctl.curtin.edu.au/

University Press.

(ISBN/ISSN: 9781107671010 )

l Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press. (ISBN/ISSN: 9781876138349 )

Other resources

Adoniou, M. (2013). Lost for words: Why the best literacy approaches are not reaching the classroom. The Conversation . Aldridge, D. (2014). Phonics is not a fix-all drug that will get all children reading. The Conversation. Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. South Melbourne, VIC: Cengage. Birckmayer, J., Kennedy, A., & Stonehouse, A. (2008). From lullabies to literature: Stories in the lives of infants and toddlers. Washington, DC: NAEYC. Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press. Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. Donnelly, K. (2013). Phonics proven path to literacy. The Australian. Duncan, R. (Ed.). (2011). Early Years Learning Framework in action: Belonging, being and becoming. Osborne Park, Western Australia: Association of Independent Schools Western Australia. Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.). South Melbourne, VIC: Oxford University Press. Fleet, A., & Torr, J. (2007). Literacy assessment: understanding and recording meaningful data. In L. Makin, C. Jones Diaz & C. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. Marrickville, NSW: Elsevier. Giamminuti, S. (2013). Dancing with Reggio Emilia: Metaphors for quality . Mt Victoria, NSW: Pademelon Press. Greenman, J. (2005). Caring spaces, learning places: Children's environments that work .Redmond, WA: Exchange Press. Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, VIC: Oxford University Press. Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11 (1), 49-76. Hiatt, B. (2013). Fight looms over reading lessons. The West Australian. Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children's minds: The project approach (3rd ed.). Santa Barbara, CAL: Praeger. Louden, B. (2014). Direct instruction and the teaching of reading. The Conversation. Makin, L., Jones Diaz, C., & McLachlan, C. (2007). Literacies in childhood: changing views, challenging practice . Marrickville, NSW: Elsevier. Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press. Marsh, J., & Hallet, E. (Eds.). (2008). Desirable literacies: approaches to language and literacy in the early





years (2nd ed.). London: Sage. McDonagh, J., & McDonagh, S. (2008). Learning to talk, taking to learn. In J. Marsh & E. Hallet (Eds.), Desirable literacies: approaches to language and literacy in the early years (2nd ed.). London: Sage. McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in early childhood and primary education: Issues, challenges and solutions . Port Melbourne, VIC: Cambridge University Press. Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning

Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press. Otto, B. (2010). Language development in early childhood (3rd ed.). Upper Saddle River, NJ: Merrill. Pope Edwards, C., Cline, K., Gandini, L., Giacomelli, A., Giovannini, D., & Galardini, A. (2014). Books, stories and imagination at "The Nursery Rhyme": A qualitative case study of a preschool learning environment in Pistoia, Italy. Journal of Research in Early Childhood Education, 28 (1), 18-42. Riddle, S. (2013). My first ideology: Teaching reading falls victim to the culture wars. The Conversation . Riddle, S. (2015). A balanced approach is best for teaching kids how to read. The Conversation . Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in early education: The international Reggio exchange, 11 (1). Roseman, M. (2008). Early language development and adult/child relationships. In M. Renck Jalongo (Ed.), Enduring bonds: The significance of interpersonal relationships in young children's lives. NY: Springer. Shagoury, R. (2009). Raising writers: Understanding and nurturing young children's writing development. Boston: Pearson. Simpson, A., White, S., Freebody, P., & Comber, B. (2013). Language, literacy and literature. South Melbourne, VIC: Oxford University Press. Snow, P. (2015). The way we teach most children to read sets them up to fail. The Conversation.

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century: A balanced approach. Boston: Pearson. Vecchi, V., Cavallini, I., Filippini, T., & Trancossi, L. (2011). The wonder of learning: The hundred languages of children . Reggio Emilia, Italy: Reggio Children. Whitehead, M. R. (2007). Developing language and literacy with young children (3rd ed.). Thousand Oaks, CAL: Sage.





Assessment Assessment schedule

Detailed information on assessment tasks

1.

Assessment 1

Case study: Documentation of children’s literacy learning

2500 words (+/- 10%)

Partner task - 60%

With a partner, create a PowerPoint presentation or PDF that documents your observation and interpretation of a child’s literacy learning.

In order to successfully complete this task you should:

l Select a partner to work with. You will submit ONE assignment and will each earn the same mark. Therefore, you are advised to select your partner carefully and to ensure you both have similar expectations for your achievement in the unit. Collaborative work can be both rewarding and challenging: if you experience any tensions or difficulties with your partner please ensure you advise your lecturer promptly and well in advance of the assignment due date.

l Identify a child aged birth – 5 years who will be the focus of your observations for this assignment. The child can be: your own; a friend’s; related to you in some manner; in an early childhood setting; in your care. Only one member of the partnership needs to work directly with a child, but this encounter needs to be videoed so it can be shared with the other partner.

l Gain signed parental consent to observe and analyse the child’s communications. The consent letter must be signed before you begin your assessment task and you will need to specify in your letter to the families that you will be using photos and video-recording equipment (refer to and adapt the sample consent letter available on the unit Blackboard site). The signed consent letter must be submitted with your assignment as an appendix: if it is not, your assignment will not be marked. The assignment also requires you to speak briefly with a family member about home literacy practices, so you should gain the consent of the family member to participate as well as the child.

l In consultation with your partner, plan some appropriate, creative and engaging literacy learning experiences to share with the child. Provide the child with materials and experiences that are: a) concrete and play-based (e.g. drawing, painting or working with other special materials, reading a favourite picture book, or enacting a dramatic play scenario); b) safe, enjoyable and exciting for the child; c) related to everyday events and to the child’s interests (e.g. creating a shopping list or recipe, cooking from a recipe). You should bring materials with you to the encounters with the child, but also be willing to work with the materials available in the setting where you are (e.g. preferred toys and books). Ensure family members feel welcome to participate and be present while you engage with the

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Case Study 60 percent Week: . Day: Wednesday, 13 July Time: 23:59

1,2,4

2

Essay 40 percent Week: . Day: Friday, 19 August Time: 23:59

3,5





child. l In consultation with your partner, choose appropriate methods to document your experiences with the

child. Your focus for this task is on the process of learning rather than on the finished product; therefore, photographs, audio-recordings, and/or video-recordings are the best option to capture the experiences. You MUST include at least one visual sample (photo or audio-recording) that shows you or your partner engaged in this experience with the child: this is to ensure the integrity of the task and if this sample is not included your assignment will not be marked.

l Ensure that the breadth of experiences observed and recorded allows you to respond to the demands of the task. As a rough guide, you should aim to record six experiences (for example, writing a recipe and then cooking would be considered two experiences) – discuss the requirements further with your lecturer if you are unsure. You could also ask the child’s family to view any other relevant samples (for example drawings or paintings or family video-recordings) that may be relevant to your understanding of the child’s competencies, and with permission you can use these as well.

l In consultation with your partner, use the relevant First Steps continuums (Overview - Map of Development) to analyse each sample and locate it within the continuum. Note if the sample shows features belonging to different phases of the continuum. Note progression between different works samples and make inferences about why this may occur. Note relationships between work samples. Observe the child’s strengths and interests and develop interpretations of their learning based on these observations. Note anything exceptional, surprising, or exciting and think about how this might be further supported/scaffolded. Note how each sample relates to The Early Years Learning Framework for Australia (Outcome 5), and to information from your readings.

l Refer substantially to unit readings to support your interpretations – any analysis should be supported by appropriate reference to theories about language and literacy development.

l As a conclusion, refer to your conversation with the family member and add a statement that highlights the relationship between home practices and the practices of the early childhood setting. Discuss, using unit readings, how the literacies of this family can be valued in the early childhood setting.

l Your documentation should not be simply a collection of analysed finished work samples: it should clearly, effectively, and authentically narrate the process of the child’s learning (refer to unit readings on Observation, Interpretation and Documentation for further information on how to narrate the process of learning). Your interpretations should be strong and related to unit readings. The care you take in creating and presenting your documentation will be part of the marking criteria: be creative and accurate. You must adhere to the conventions of academic writing (including referencing) in your documentation.

l Your documentation’s intended audience is fellow professionals (i.e. you are not writing for parents or other non-educator audiences) so you writing needs to be suitably technical.

l Include relevant photos, videos, audio-recordings and transcripts but you must compress the visual data to ensure the file size does not exceed 20MB - otherwise you will not be able to upload to the Blackboard submission point.

l One partner should submit the assessment with both students' names on the title page, header or footer, and the other should submit a 20-word Word document which states to the effect: "For this assessment I worked with (name / student number) and our assignment has been submitted under her/his name on (date)."

The word limit for this task is 2500 words. It does not include in-text or end-text references or First Steps / EYLF tables. Assignments that are more than 10% over the word count will have to be resubmitted.





2. Assessment 2 Design a literacy-rich environment for learning

2000 words (+/- 10%)

Individual Task – 40%

In order to successfully complete this task you should:

l Create a plan/sketch/drawing/ Computer Aided Design/animation of a literacy-rich early learning environment for children aged 2-4 years, making choices about spaces, materials, experiences, and any other relevant considerations. Justify each choice using appropriate theoretical perspectives and a wide range of unit readings. Your ‘environment’ should not be limited to a conventional ‘classroom’; rather it may include other spaces (e.g. outdoors).

l Address issues of diversity and include opportunities for exploring multiliteracies. l Briefly discuss how the environment might provide opportunities for connection between

the literacy practices of the home and early childhood settings (this can link to your discussion in Assignment 1).

l Ensure you address possibilities for sharing (a) oral language (b) writing (c) reading and (d) viewing.

l Clearly address how the environment would encourage children’s inquiry, connect with their prior knowledge, and provide opportunities for extension of knowledge. Give some examples, citing materials, spaces, planned experiences, your role as a teacher, how children might work in groups, etc.

l To conclude your assignment, compose a philosophical statement (approx. 500 words) on the teaching of phonics, and the role this would have in your literacy-rich environment. This is a contentious topic that has generated much debate in academia, in government, and in the media in Australia. You are likely to be affected by such debates over the course of your professional life as an early childhood teacher, and this assignment offers you the opportunity to develop an informed philosophical standpoint. You should critically review recent Australian perspectives on the teaching of phonics. The unit Blackboard site provides you with several links to relevant material under Topic 4, and you are encouraged to seek information from further reputable sources. Remember to refer to your required readings for the unit, as well as any other relevant articles you can source from peer-reviewed journals or from well-known media outlets. Once you have gathered a relevant body of information that presents different perspectives on the issue, develop your own opinion, provide a concise critical review of the material you have sourced (accurately referenced), and state your own philosophical standpoint on the issue, with implications for your practice as a teacher of early literacies, and for the design of your classroom environment.

You are free to choose the most appropriate way to represent your design in your assignment: there is not a set format for this assignment. Your creativity in design and presentation will be part of the marking criteria. You are encouraged to be creative: use images, models, and diagrams. Please ensure that you do not go over the word limit of 2000 words. References (in text and end text) are not part of the word limit. Assignments that are more than 10% over the word count will have to be resubmitted.





Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date. Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 17/10/2016 and 21/10/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information

Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual. Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date. Students will be notified of the outcome of their application for Assessment Extension within five working days of the application. For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay. If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Curtin School of Education Assessment Appeals

Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or Unit Co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.





http://students.curtin.edu.au/administration/forms.cfm

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission. Students should check their Curtin student email daily during the assessment marking period.

Student Support

OUA students will find that most information they need can be found on our dedicated student support website: www.soecurtin.org/wp/

Some specific services offered to Curtin OUA students are as below:

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements. To access Smarthinking: 1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555. Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

This website has been designed to support students whose first language is not English. The Curtin





http://www.soecurtin.org/wp/

http://www.open.edu.au/

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Assessments, including the marking rubrics, have been changed in response to student feedback and to prevent plagiarism.

2. Essential and recommended readings have been updated to ensure the unit reflects current knowledge in the field.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Topic Pre-readings Assessment

1. 30 May Literacy acquisition in the early years

McLachlan, C., Nicholson, T., Fielding- Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in early childhood and primary education: Issues, challenges and solutions. Port Melbourne, VIC: Cambridge University Press. [Chapters 1 & 2] [essential textbook]

Roseman, M. (2008). Early language development and adult/child relationships. In M. Renck Jalongo (Ed.), Enduring bonds: The significance of interpersonal relationships in young children's lives. NY: Springer. [available on e-reserve]

Identify potential participants and obtain signed informed consent letter (Assignment 1)

Select partner – Assignment 1

2. 6 June Sharing spoken language with children

birth – 5 years: Communication

Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press. [Chapter 1] [essential textbook]

McDonagh, J., & McDonagh, S. (2008). Learning to talk, taking to learn. In J. Marsh & E. Hallet (Eds.), Desirable literacies: approaches to language and literacy in the early years (2nd ed.). London:

Assignment 1 preparation

3. 13 June Storytelling experiences: Contexts,

strategies and resources for reading


McLachlan, C., Nicholson, T., Fielding- Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in early childhood and primary education: Issues, challenges and solutions. Port Melbourne, VIC: Cambridge University Press. [Chapter 3] [essential textbook]

Birckmayer, J., Kennedy, A., & Stonehouse, A. (2008). From lullabies to literature: Stories in the lives of infants and toddlers. Washington, DC: NAEYC. [Chapter 5] [available on e-reserve]

Assignment 1 data collection

4. 20 June Sound foundations for literacy learning: Perspectives and

approaches


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

Assignment 1 data collection





Press. [Chapter 10] [available on ereserve]

Adoniou, M. (2013). Lost for words: Why the best literacy approaches are not reaching the classroom. The Conversation.

Snow, P. (2015). The way we teach most children to read sets them up to fail. The Conversation.

Aldridge, D. (2014). Phonics is not a fix-all drug that will get all children reading. The Conversation.

Riddle, S. (2013). My first ideology: Teaching reading falls victim to the culture wars. The Conversation.

Riddle, S. (2015). A balanced approach is best for teaching kids how to read. The Conversation.

Louden, B. (2014). Direct instruction and the teaching of reading. The Conversation.

Donnelly, K. (2013). Phonics proven path to literacy. The Australian.

Hiatt, B. (2013). Fight looms over reading lessons. The West Australian.

5. 27 June Emergent literacy: Signs, markings and

writing

Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press.[Chapter 4] [essential textbook]

Shagoury, R. (2009). Raising writers: Understanding and nurturing young children's writing development. Boston: Pearson. [Chapter 7] [available on ereserve]

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century: A balanced approach. Boston: Pearson. [Chapter 5] [available on ereserve]

Assignment 1 draft

6. 4 July Multiliteracies: Children as

communicators

Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press.[Chapters 3 & 5] [essential textbook]

Assignment 1 refine





https://theconversation.com/lost-for-words-why-the-best-literacy-approaches-are-not-reaching-the-classroom-19561

https://theconversation.com/the-way-we-teach-most-children-to-read-sets-them-up-to-fail-36946

https://theconversation.com/the-way-we-teach-most-children-to-read-sets-them-up-to-fail-36946

https://theconversation.com/phonics-is-not-a-fix-all-drug-that-will-get-all-children-reading-28868

https://theconversation.com/phonics-is-not-a-fix-all-drug-that-will-get-all-children-reading-28868

https://theconversation.com/my-first-ideology-teaching-reading-falls-victim-to-the-culture-wars-18741

https://theconversation.com/my-first-ideology-teaching-reading-falls-victim-to-the-culture-wars-18741

https://theconversation.com/a-balanced-approach-is-best-for-teaching-kids-how-to-read-37457

https://theconversation.com/a-balanced-approach-is-best-for-teaching-kids-how-to-read-37457

https://theconversation.com/direct-instruction-and-the-teaching-of-reading-29157

http://www.theaustralian.com.au/national-affairs/opinion/phonics-proven-path-to-literacy/story-e6frgd0x-1226731823107

https://au.news.yahoo.com/thewest/a/19570723/fight-looms-over-reading-lessons/


7. 11 July Observing and listening to children: Engaging in literacy

events

Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St Paul, MN: Redleaf Press. [Chapter 8] [Available on ereserve]

Giamminuti, S. (2013). Dancing with Reggio Emilia: Metaphors for quality. Mt Victoria, NSW: Pademelon Press. [Chapter 4] [Available on e-reserve]

Vecchi, V., Cavallini, I., Filippini, T., & Trancossi, L. (2011). The wonder of learning: The hundred languages of children. Reggio Emilia, Italy: Reggio Children. (pp.97-119)

Assignment 1 Due

Wednesday 13 July 11.59pm

8. 18 July Documenting children’s literacy learning: Authentic

assessment



Fleet, A., & Torr, J. (2007). Literacy assessment: understanding and recording meaningful data. In L. Makin, C. Jones Diaz & C. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. Marrickville, NSW: Elsevier. [available on ereserve]

Develop assignment 2

9. 25 July Literacies as a social practice: Families,

cultures and communities


Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49-76. [available on ereserve]

Otto, B. (2010). Language development in early childhood (3rd ed.). Upper Saddle River, NJ: Merrill. [Chapter 14] [available on ereserve]

Harrison, N. (2011). Teaching and learning in

Refine Assignment 2





Aboriginal education (2nd ed.). South Melbourne, VIC: Oxford University Press. [Chapter 5] [available on e-reserve]

10. 1 August

Creating literacy enriched early

childhood settings: Intentional teaching


Greenman, J. (2005). Caring spaces, learning places: Children's environments that work. Redmond, WA: Exchange Press. [Chapters 11 & 12] [available on e-reserve]

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapter 7] [available on e-reserve]

Refine Assignment 2

11. 8 August

Transitions to primary school: Communities

of readers and writers

McLachlan, C., Nicholson, T., Fielding- Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in early childhood and primary education: Issues, challenges and solutions. Port Melbourne, VIC: Cambridge University Press. [Chapters 10 & 11 & 13] [essential textbook]

Makin, L., & Spedding, S. (2012). Learning literacies birth to three: positive approaches for early childhood educators. Castle Hill, NSW: Pademelon Press. [Conclusion] [essential textbook]

Finalise Assignment 2

12. 15 August

Honouring diversity in language and literacy


Whitehead, M. R. (2007). Developing language and literacy with young children (3rd ed.). Thousand Oaks, CAL: Sage. [Chapter titled ‘Young Bilinguals’] [available on e-reserve]

Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, VIC: Oxford University Press. [Chapter 5 - revisit] [available on e-reserve]

Assignment 2 Due Friday 19 August

11.59pm

13. 22 August

Unit Review





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