ECL516: Early Years Literacy and English
Title: Assignment 2 Part A
Value: 40%
Length: 2,000 words
Learning/Unit Outcomes:
- Demonstrate your understanding of, and critically review the theory, principles, content and suggested teaching and assessment methodologies of literacy and approved literacy curricula.
- Demonstrate and justify a theoretical understanding of how children develop their awareness of literacy concepts, as well as skills and attitudes towards strands of literacy learning.
- Apply, analyse and critically reflect on these developing understandings through appropriate teaching approaches that recognise children’s knowledge, in order to effectively develop their skills and learning dispositions in a positive manner.
- Develop, analyse and apply theoretical understandings of the subject knowledge to demonstrate effective teaching and learning approaches.
- Demonstrate knowledge and application of professional literacies.
This is part A of a two part assignment. In this component the preservice teaching students will:
Investigate a literacy teaching and learning setting to develop and document a reflective analysis of their observations, informed by the literature, theories, the Australian English Curriculum, Early Years Learning Framework and the pedagogical approaches in place. This will include, inclusive approaches, diversity of learners, learning designs and assessment. This literacy situational analysis will build the foundations for Part B. An extensive reference list of materials from the unit and well-selected peer reviewed readings researched by the student is expected. This assignment Part A should enable the students to investigate and understand all the layers and details of how effective literacy programs are approached, supported, designed and delivered.
Title: Assignment 2 part B ePortfolio on effective literacy teaching & Learning – report, theorise and apply planning understandings in the setting investigated in Part A.
Value: 30%
Due: Week 12
Length: 1,500-2,000 Words
Learning Outcomes:
- Demonstrate your understanding of, and critically review the theory, principles, content and suggested teaching and assessment methodologies of literacy and approved literacy curricula.
- Demonstrate and justify a theoretical understanding of how children develop their awareness of literacy concepts, as well as skills and attitudes towards strands of literacy learning.
- Apply, analyse and critically reflect on these developing understandings through appropriate teaching approaches that recognise children’s knowledge, in order to effectively develop their skills and learning dispositions in a positive manner.
- Develop, analyse and apply theoretical understandings of the subject knowledge to demonstrate effective teaching and learning approaches.
- Demonstrate knowledge and application of professional literacies.
This is part B of a 2 part assignment. In this component the preservice teaching students will:
Part B is based on your investigation in the setting in part A. Develop an English ePortfolio in line with the 3 strands of the Australian English Curriculum: Language, Literature & Literacy. The ePortfolio will demonstrate the preservice teachers’ knowledge of theory applied to practice in planning for learning, pedagogical approaches and assessment strategies. Preservice teachers will apply the Australian English Curricula in early years of school, demonstrating their practice in line with the graduate teaching standards. A rationale underpinned by theory and a reflective analysis for their planning approaches will be included in their report and ePortfolio evidence. Developing children’s writing and reading should be included given attention in your planning as well as other aspects across the English curriculum strands. An extensive reference list of materials from the unit and well-selected peer reviewed readings researched by the student is expected.
Assessment 2 Marking Criteria Part A & Part B (next page)
| Marking Criteria
Assignment 2 Part A 40% |
Unacceptable | Pass | Credit | Distinction | High Distinction |
| Ability of the student to engage with a range of sources to gather evidence for your learning using action learning principles | Unsatisfactory participation in action learning. Very limited sources used. Very limited evidence provided. | Satisfactory participation in action learning. Satisfactory sources used. Satisfactory evidence provided. | Clearly demonstrated participation in action learning. Good range of sources and evidence demonstrated. | Clear in depth understanding and engagement in action learning. Sound understanding and range of sources accessed. | Outstanding participation and depth of understanding in action learning. Outstanding evidence and range of sources provided. |
| Understanding of how educators provide quality programs for speaking, listening, reading, writing and viewing in early childhood settings and classrooms | No demonstrated understanding of the provision of effective programs and the application of literacy curriculum and approaches. | Some understanding of the provision of effective programs and the application of literacy curriculum and approaches. | Clear understanding of effective programs and the application of literacy curriculum and approaches. | Clear and in depth
understanding of provision of effective programs and the application of literacy curriculum and approaches. |
Outstanding and deep theoretical understanding of provision of effective programs and the application of literacy curriculum and approaches. |
| Demonstration & articulation theory applied to your depth of knowledge about the wider processes understood and practiced by teachers as literacy educators | No demonstrated understanding of knowledge and theory applied. | Some understanding of knowledge and theory applied. | Clear understanding knowledge and theory applied. | Clear and in-depth
understanding of knowledge and theory applied. |
Outstanding and deep theoretical understanding of knowledge and theory applied. |
| Student has worked effectively using a range of key text readings and understandings across unit materials in this unit | Set text and a range of materials not demonstrated | Some application of the set text and a range of materials not demonstrated | Clear application of the set text and a range of materials not demonstrated | Clear and in depth application of the set text and a range of materials not demonstrated | Outstanding and in depth application of the set text and a range of materials not demonstrated |
| Overall presentation is clear, ideas are presented coherently and English expression is of a professional standard, With correct APA referencing | Unacceptable standard of presentation is clear, ideas are presented coherently and English expression is of a professional standard, with correct APA referencing | Acceptable standard of presentation is clear, ideas are presented coherently and English expression is of a professional standard, with correct APA referencing | Clear standard of presentation is clear, ideas are presented coherently and English expression is of a professional standard, with correct APA referencing | Clearly articulated standard of presentation is clear, ideas are presented coherently and English expression is of a professional standard, with correct APA referencing | Outstanding standard of presentation is clear, ideas are presented coherently and English expression is of a professional standard,
with correct APA referencing articulated |
Unit Information
Assignment 2 Part B
| Marking Criteria
Assignment 2 part B 30% |
Unacceptable | Pass | Credit | Distinction | High Distinction |
| Discussion of teaching goals, informed by sound understandings of literacy learning, English curriculum EYLF and the situational analysis in which it is set(first year of school). | Not demonstrated | Satisfactory discussion of teaching
goals, informed by sound understandings of literacy learning, English curriculum & the EYLF in the setting investigated. |
Clear discussion of teaching goals, informed by sound understandings of literacy learning, English curriculum & the EYLF in the setting investigated. | Clear & in depth standard of teaching goals, informed by sound understandings of literacy learning, English curriculum & the EYLF in the setting investigated. | Outstanding in depth standard of teaching goals, informed by sound understandings of literacy learning, English curriculum & the EYLF in the setting investigated. |
| Planning and organisation of parts of the literacy session and how these have been informed (collaboration with educator and set text, theory readings),
Demonstration of your understanding of content (National Curriculum English), suggested teaching and assessment methodologies of Literacy and approved Literacy curricula |
Not demonstrated adequately. | Satisfactory planning & organisation of parts of a literacy session and how this is informed. | Clear planning & organisation of parts of literacy session and how this is formed. | Clear and in depth planning & organisation of parts of literacy session and how this is formed. | Outstanding and in depth planning & organisation of parts of literacy session and how this is formed. |
| Use of play approaches, time, space, resources and grouping and diversity in your plan. | Not considered adequately. | Satisfactory consideration of play approaches, time, space, resources and learner groupings and diversity in your plan. | Clear consideration of play approaches, time, space, resources and learner groupings and learner diversity. | Clear and articulated in depth consideration of play approaches, time, space, resources and learner groupings and consideration of learner diversity. | Outstanding and in depth consideration of play approaches, time, space, resources and learner groupings and consideration of learner diversity. |
| Critical reflection and evaluation of your plan, learner needs and consequent changes | Not adequately included | Satisfactory critical reflection and evaluation of your plan, learner needs and the consequent changes. | Clear critical reflection and evaluation of your plan, learner needs and the consequent changes. | Clear and in depth critical reflection and evaluation of your plan, learner needs and the consequent changes. | Outstanding and in depth critical reflection and evaluation of your plan, learner needs and the consequent changes. |
| Appropriate presentation, which includes 12pt font, double spaced format, the use of sub-headings, correct spelling, punctuation and sentence structure, and thorough proofreading. | Not adequately demonstrated | Satisfactory presentation, structure and referencing. | Clear presentation, structure and referencing. | Clear and well formulated presentation, structure and referencing. | Outstanding formulated presentation, structure and referencing. |