Topics to be covered include: • Theories and pedagogies underpinning children’s developing language and literacy • Understanding literacy in prior to school • The social contexts of children's early literacy learning • The child's developing semantic, syntactic, phonological and orthographic awareness • The development of representational abilities • Language experiences in care routines and incidental moments • The role of the family in literacy development • Storytelling including with books and/or props • Selecting literature and picture books • Popular culture, influences of new media and digital technology • Working with differences in children's pathways to literacy • The impact of sociocultural differences on children's literacy development • Aboriginal and Torres Strait Islander literacies • Bilingual identities and literacy practices
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| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, S3, A1, A2 |
Create resources and plan play-based language and literacy experiences informed by understanding of theory and pedagogy. |
Portfolio - Planning |
40%-60% |
APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 2.5 3.2, 3.3, 3.4, 5.1 |
| 2. |
K1, K3, S1, S2, S3, A1, A2, A3 |
PSTs will critically reflect on implementation of planned experiences. The reflection will assess children’s learning, note modifications and evaluate the effectiveness of resource and experience. PSTs will seek feedback from colleagues and critically reflect to identify how their personal views, beliefs and literacy skills impacted on teaching and develop goals for enhancing personal literacy skills. |
Reflective practice |
40%-60% |
APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 2.5, 3.2, 3.3, 3.4, 5.1, 5.4, 5.5, 6.1, 6.2, 6.3 |
| 3. |
K1, K2, K3, S1, S2, S3, A1, A2, A3 |
10 days professional experience with children aged from birth -2 years. |
Placement. Not available for supplementary assessment. |
S/U |
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.2, 3.3, 3.4, 5.1, 5.4, 5.5, 6.1, 6.2, 6.3 |
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