101803 LITERACY IN THE EARLY YEARS 代写 Education

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101803 LITERACY IN THE EARLY YEARS 代写 Education

School of Education

101803 LITERACY IN THE EARLY YEARS

Credit Points: 10

1783

MASTER OF TEACHING (BIRTH-5 YEARS / BIRTH-12 YEARS)

WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS

With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their

traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also

historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its

work in their lands (Greater Western Sydney and beyond).

UNIT COORDINATOR: JANENE ROX

1H/Autumn 2017

H OW TO USE THIS L EARNING G UIDE

This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help

you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant

sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting

out of the resources available and provide guidance on teaching activities and class preparation.

The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective

learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus

on developing the habits and tools of a successful university student. As an adult learner you need to take control

of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve

this.

ICON KEY

 Reading

 Activity

 Important Information

 Deadline

 Online Activity

 Warning

Hint

 Toolkit

 Checklist

A standard set of icons is used throughout the learning guide to

make navigation easier. Use the icons to quickly identify important

information, things you need to do and hints for doing them.

S TAFF C ONTACTS

Unit Coordinator

Name: Janene Rox (sessional staff member)

Campus: Bankstown

Hot Office Building 19 Email:

j.rox@westernsydney.edu.au

Mail: School of Education

Western Sydney University

Locked Bag 1797

Penrith NSW 2751

Tutors

Name: Runia Bejjani (sessional staff member)

Campus: Bankstown

Hot Office Building 19

Email: r.bejjani@westernsydney.edu.au

Director of Academic

Program

Name: Kumara Ward

Phone: 02 9772 6329

Campus: Bankstown

Building 04, Room 4.G.19

Email: k.ward@westernsydney.edu.au

Administration Support

Officer

Name: Vanessa Lane

Phone: 9772 6561

Campus: Bankstown

Building: 1

Room: 1.1.180 (Admin. Office)

Email:ecenquiries@westernsydney.edu.au

C ONSULTATION A RRANGEMENTS

vUWS Use vUWS to contact your Unit Coordinator.

Phone Phone your Tutor or Unit Coordinator or Administration Officer.

On Campus

By appointment with the Tutor or Unit Coordinator during the semester. Full-time

teaching staff display their schedule on/next to their office door.

T HIS L EARNING G UIDE IS DESIGNED TO SUPPORT YOUR LEARNING .

It should be read in conjunction with the Unit Outline.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

T ABLE OF C ONTENTS

How to use this Learning Guide ...................................................................................................... 2

Student feedback and improvements to the unit ........................................................................... 4

Special Requirements ...................................................................................................................... 4

Course learning outcomes and how this unit relates to your course .............................................. 4

How this unit relates to your Learning Portfolio ............................................................................. 5

Unit Learning Outcomes ................................................................................................................. 6

Learning and Teaching Schedule .................................................................................................... 7

Assessment Summary ................................................................................................................... 12

Assignment 2: CASE STUDY ........................................................................................................... 17

Assignment 2b: CASE STUDY ......................................................................................................... 22

Assignment Submission Details .................................................................................................... 28

Learning Resources ....................................................................................................................... 29

Academic literacy support for assignment preparation ............................................................... 31

You and This Unit .......................................................................................................................... 32

Links to Key Policies and Student Information .............................................................................. 34

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

S TUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT

The University values student feedback in order to improve the quality of its educational programs. As a

result of students’ feedback on this Unit, the following key areas of good practice have been identified:

1.Good variety of examples from birth to early years of school in lectures, tutorials and readings;

2. Helpful feedback and new information given in tutorials; and

3. Expo tip sheet useful for Expo assignment planning and preparation.

Based on student feedback the following changes and improvements to this unit have been made:

 Review and changes to assignment 2 to ensure adequate opportunity for students to express

their knowledge and research

 Provide greater time in tutorials for assignment discussion and questions

S PECIAL R EQUIREMENTS

You need to have access to a computer/mobile device where the Internet can be used to logon to e-

learning (vUWS) and with access to Adobe Acrobat Reader downloadable from

http://www.adobe.com/products/acrobat/readstep2.html. Computer labs are located on each campus

for student use and there are provisions for students to access online materials at each campus library.

C OURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE

This unit explores Literacy Learning, Development, Assessment and Planning in the Early Years

Literacy in the Early Years is a core unit for students in the MASTER OF TEACHING (BIRTH-5 YEARS /

BIRTH-12 YEARS). This unit is offered in a blended learning mode with five on-campus session

throughout the semester, and online activities during the semester as well.

This unit contributes most prominently to the following Western Sydney University graduate attributes:

1. Commands multiple skills and literacies to enable adaptable lifelong learning

2. “Indigenous Australian Knowledge” – Demonstrates knowledge of Indigenous Australia through

cultural competency and professional capacity.

3. Demonstrates comprehensive, coherent and connected knowledge

4. Applies knowledge through intellectual inquiry in professional or applied contexts

5. Brings knowledge to life through responsible engagement & appreciation of diversity in an

evolving world

This unit supports the following course outcomes

1. Demonstrate mastery of theories, principles, and concepts of childhood, family, community and

education and their application in diverse contexts.

2. Demonstrate knowledge of theories of leadership and management, relevant legislative, and

administrative and organisational policies and processes.

3. Critically analyse, synthesize and reflect on complex information and theories and apply these

understandings within diverse childhood and education contexts.

4. Apply knowledge of educational research principles and methods to design, conduct and evaluate

research that investigates and contributes to understandings of theory and practice in

childhood and education studies.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

5. Interpret and communicate current research findings and theoretical propositions to colleagues

and other professionals, families and community members.

6. Justify pedagogical practices and provide professional advice that is informed by established

research.

7. Integrate knowledge of curriculum content, concepts and processes and a repertoire of

pedagogies to design innovative and inclusive educational environments that extend children’s

learning.

8. Conduct substantial research that fosters professional and collegial learning and strengthens

community connections.

9. Collaborate with families, colleagues, and other professionals to create a community of learners.

H OW THIS UNIT RELATES TO YOUR L EARNING P ORTFOLIO

The development of a learning portfolio, highlighting evidence of your learning, has been embedded

into the Master of Teaching (Birth – 5 Years / Birth – 12 Years). The approach requires you to capture

and gather artefacts from each of your units, reflect on them in relation to your learning progress and

professional development, and store them in your Weebly Learning Portfolio. The learning portfolio will

have seven key components for you to focus upon: planning, teaching, assessment, reflection,

relationships, teaching philosophy and professional identity. As you progress through your course, your

learning portfolio will develop into a rich source of evidence for you to demonstrate your successful

achievement of the Graduate Professional Standards for Teachers.

The key components of the learning portfolio relevant to this unit are: teaching, planning and

assessment. Teaching, Planning and Assessment are introduced in other units and further developed in

this unit. They are assured in later units in the Master of Teaching (Birth – 5 Years) and Master of

Teaching (Birth – 12 Years) courses as outlined below.

Unit Number Unit Name Learning Portfolio Key Component/s

102104 Theorising Play Assessment

102105 Creative Teaching and Learning Planning

102106 People, Place and Pedagogy Planning

101803 Literacy in the Early Years Planning

Teaching

Assessment

101105 Prosocial Learning Environments Planning

102109 Professional Experience Birth - 2 Years Assessment

Planning

Teaching

101802 Investigating with Mathematics, Science and

Technology

Assessment

Planning

102110 Professional Experience 3 - 5 Years Assessment

Planning

Teaching

Students can exit here with Master of Teaching (Birth – 5 Years)

101580 Primary Mathematics and Numeracy 1 Planning

101583 Primary Science & Technology Planning

101586 Primary English and Literacy 2 Assessment

Planning

102111 Professional Experience K - 6 Assessment

Planning

Teaching

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

U NIT L EARNING O UTCOMES

The following unit learning outcomes are aligned to the course learning outcomes (CLO) above and the

Australian Professional Standards for Teachers (APST) (see vUWS site). On successful completion of this

unit, you should be able to:

1.Demonstrate a sound knowledge of language development as it occurs from birth, with consideration

of cultural, developmental and linguistic differences. (APST 1.4; ACECQA 1.2)

2. Explain the processes of speaking, listening, reading, writing and representing and the role of the

educator in extending children’s language and literacy learning. (APST1.1, 2.1; ACECQA 2.4)

3. Demonstrate a sound understanding of first and second language learning and effective strategies for

supporting children who are learning English as an additional language. (APST 1.3; ACECQA 2.5, 3.6)

4. Demonstrate a sound knowledge of Aboriginal English and effective strategies for supporting children

learning Standard Australian English as an additional dialect. (APST 1.4, 2.4; ACECQA 2.5, 4.3, 4.5)

5. Explain the key processes in learning to read, i.e., phonological and phonemic awareness,

letter/sound relationships, concepts of print, semantic and syntactical cues, the four literacy resources,

contextual information and wide reading. (APST 2.5)

6. Implement effective teaching strategies that support children’s early reading and writing.

7. Assess children’s language and literacy using the Early Years Learning Framework, NSW Education

Standards Authority (NESA) syllabus documents and the Continuum of the Critical Aspects of Early

Literacy and set appropriate learning goals. (APST 2.3, 3.1, 5.1; ACECQA 2.1, 2.2)

8. Plan, implement and evaluate culturally responsive and innovative play-based learning centres and

projects that utilise a range of paper-based and digital resources and everyday texts to extend children’s

literacy learning. (APST2.6, 3.2, 3.4, 3.6, 5.4; ACECQA 3.2, 3.6, 4.1, 4.3,)

9. Implement effective teaching strategies that support children’s early literacy. (ACECQA 3.4)

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

L EARNING AND T EACHING S CHEDULE

Unit Calendar – 1H 2017

Date



Topic



Learning

Activities



Reading and other Preparations

Links to

Outcomes

Week 1

20/2/17

ON CAMPUS

Oral Language

Organisation of reading groups

Observing and assessing oral

language

**Download and read the Learning Guide

ALL READ

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian

curriculum. Sydney, Australia: Author. pages: 31-32,40-41,53-54,63-63,75-76,84-85,98-99

McNaught, M. & Arthur, L. (2014). Literacies prior to compulsory schooling, in L. Arthur, J. Ashton& B.

Beecher (Eds.). Diverse literacies in early childhood education: A social justice approach (pp. 212-232).

Camberwell, Vic: ACER Press.

Outcome

1 and 2

Week 2

27/2/17

Interactive Nature

of Literacy

Learning

The role of peers, families and

educators in literacy learning

ALL READ

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for

engagement. Milton, Qld: Wiley.

Chapter 4

Cox, R. (Ed.). (2012). Oral language. In Primary English teaching: An introduction to language, literacy

and learning (pp. 13-22). Moorabbin, Vic: Hawker Brownlow.

Chapter 2, pp. 131-22

Hill, S. (2006). Developing early literacy (pp. 20-49). Vic: Eleanor Curtain Publishing.

Chapter 2, pp. 20-49

ANALYSE

What do the readings mean in relation to your role as an educator?

Outcome

Week 3

6/3/17

ON CAMPUS

First and Second

Language Learning

Sharing of readings for weeks

1-3 – bring summaries of the

“All” readings and the reading

for your allocated group.

Share ‘draft questions’ for your

parent survey for assignment

Communicative Experiences -

Practical hands on language

READING GROUPS

1. Jones Diaz, C. (2014). Languages and literacies in early childhood bilingualism: Building on cultural

and linguistic capital in early childhood education, in L. Arthur, J. Ashton& B. Beecher (Eds.). Diverse

literacies in early childhood education: A social justice approach (pp. 106-125). Camberwell, Vic: ACER

Press.

2. Hertzberg, M. (2012). Teaching English language learners in mainstream classes (pp. 29-47).

Marrickville, Australia: Primary English Teaching Association.

Chapter 3, pp. 29-47

Outcome

101803 LITERACY IN THE EARLY YEARS 代写 Education

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

experiences for children 2-12

years

Tutorial Task: Confirm with

Tutor if you are enrolled in PE

Birth-2.

If you are NOT on

placement this semester you must

confirm your focus child for

assignment 2 this week by showing

the signed parent consent form to

your Tutor.

3. Gibbons, P. (2002). Scaffolding language: Scaffolding learning: Teaching second language learners

in the mainstream classroom (pp. 40- 50). Portsmouth: NH: Heinemann.

Chapter 4, pp. 40-50

4. Siraj-Blatchford, I. & Clarke, P. (2000). Supporting identity, diversity and language in the early years

(pp. 42-65). Buckingham: Open University Press.

Chapter 3, pp. 42-65

ANALYSE

How do the readings relate to Assignment 1?

Week 4

13/3/17

Assessing Literacy

Observations and analysis

ALL READ

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for

engagement. Milton, Qld: Wiley.

Chapter 9

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian

curriculum. Sydney, Australia: Author. (Assessment- pages 13-24,182-183 & Glossary-

pages184-218)

READING GROUPS:

1. 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 (pp. 183-199). Sydney: Elsevier.

2. Harris, P. (2009). Language learning in the baby and toddler years (pp. 100 – 116). Terrigal, N.S.W.:

David Barlow.

Chapter 7, pp. 100-116

3. Winch, G., Ross Johnson, R., Holliday, M., Ljungdahl, L., & March, P. (2014). Literacy: Reading,

writing and children’s literature (4th ed). Melbourne: Oxford University Press.

4. Barnes, S. (2012) Provocations on assessment in early childhood education. Children’s Services

Central, http://cscentral.org.au/publications/learning-frameworks-publications.html

ANALYSE

What information about family funds of knowledge will your family questionnaire provide?

How will you observe and assess children’s literacy?

Outcome

Week 5

ON CAMPUS

Sharing of summaries of

readings for weeks 4 and 5.

ALL READ

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for

Outcomes

1, 2, 5 and

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

20/3/17

Pedagogy of

Reading

Observing and planning for

reading, viewing and critical

literacy

Pedagogy of reading – a

balanced approach including

phonemic awareness, phonics,

concepts of print, semantic and

syntactic cues, the four literacy

resources model

Strategies for teaching

beginning readers

engagement. Milton, Qld: Wiley.

Chapter 6

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian

curriculum. Sydney, Australia: Author. (Reading- pages: 37-38,44-45,5258-59,66-67,72-74,80-

81,88-89,92-97,102-103, 110-115)

READING GROUPS

1. Callow, J. (2013). The shape of texts to come: how image and text work (pp. 99-127). Sydney,

Australia: primary English Teaching Association Australia.

pp. 99-127

2. Holliday, M. (2008). Strategies for reading success (pp. pp 6-18). Sydney, Australia. Primary English

Teaching Association Australia.

pp. 6-18

3. Vukelich, C., Christie, J., & Enz, B. (2012). Helping young children learn language and literacy ( 3rd

ed, pp 146-168 ). Boston, MA: Pearson.

Chapter 7, pp. 146-168

4. NSW Department of Education and Training (2009a). An introduction to quality literacy teaching.

Sydney: Author.

ANALYSE

What is your definition of reading?

Discuss Assignment 2 and focus child with Director and obtain family consent

Begin literacy observations

Week 6-

Week7

27/3/17-

3/4/17

Independent Study or *PE Birth-2 Block 2Weeks

Students not doing any formal placement should use this time to visit their chosen focus child

Week 8

10/4/17

Intra-session break

*Assignment 1 due 9am 10/4

Week 9

This is Easter

Monday. On

Campus will

be 24/4

ON CAMPUS

Representation:

Drawing/Writing

/Spelling

Sharing and Analysis of

drawing/writing/spelling work

samples

OBSERVE/DO

How does your PE setting/ work setting use the EYLF and other documents to assess literacy learning?

ALL READ

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for

engagement. Milton, Qld: Wiley.

Chapters 7 & 8

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian

Outcomes

1, 2, 6 and

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

curriculum. Sydney, Australia: Author. (Pages 36-36,39,42-43,46-51,55-57,60-61,64.-65,68-

71,77-79,82-83,86-87,90-91,100-101,104-109)

Makin, L. & Spedding, S. (2012). Learning literacies birth – three: Positive approaches for early

childhood educators. Castle Hill, NSW: Pademelon Press.

Chapter 4

Week 10

24/4/17

Assessing and

Planning for

Literacy Learning

Pedagogy of

Reading (Guided,

Modelled and

Independent

Reading)

Sharing of readings for weeks

10 and 11

Integrated experiences and

projects

ALL READ

Arthur, L. & Beecher, B. (2014). Pedagogies for extending literacy, in L. Arthur, J. Ashton& B. Beecher

(Eds.). Diverse literacies in early childhood education: A social justice approach (pp. 166-191).

Camberwell, Vic: ACER Press.

READING GROUPS

1. Harden, D. L. & Verdeyen, T. B. (2007). The baby project. Early Childhood Research and Practice, 9

(2). http://www.ecrp.uiuc.edu/v9n2/harden.html

2. Yuen, L. H. (2010). A valuable experience for children: The dim sum and Chinese restaurant project.

Early Childhood Research and Practice, 12 (1). http://www.ecrp.uiuc.edu/v12n1/yuen.html

3. Sanchez, X. (2007). The hospital project, Early Childhood Research and Practice, 9 (1).

http://www.ecrp.uiuc.edu/v9n1/sanchez.html

4. Brewer, R. (2010). The Canada Goose project: A first project with children under 3, Early Childhood

Research and Practice 12(1). http://www.ecrp.uiuc.edu/v12n1/index.html

Outcomes

6, 7, 8 and

Week 11

1/5/17

ON CAMPUS

Planning Literacy

Sessions

Planning to extend literacy

learning

Using a range of texts: factual

and literary texts, paper and

digital texts, range of text types

to support investigation and

literacy learning

Guided, modelled and

independent reading strategies

Oral Presentations for

Assignment 2B

*Assignment 2A due 9am 1/5:

2minute Oral Presentation in

OBSERVE

What ICTs /digital literacy tools does your PE /work setting use?

ALL READ

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for

engagement. Milton, Qld: Wiley.

Chapters 5 & 11

GROUP READINGS

1. Harris, P., Turbill, J., Fitzsimmons, P, & McKenzie, B. (2006). Readers as text analysts. In Reading in

the primary school years (2nd ed., pp. 195-230). South Melbourne, Australia: Thomson Social Science.

Chapter 8, pp. 195-230

2. Fellowes, J. & Oakley, G. (2014). Language literacy and early childhood education (pp. 271-294).

South Melbourne, Australia: Oxford.

pp. 271-294

3. McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L. & Ohi, S. (2013). Literacy in early

childhood and primary education: Issues, challenges and solutions (pp. 121 – 139). Port Melbourne:

Australia.

Outcomes

6, 8 and 9

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

tutorial and 600word report

(submit to Turnitin and a bring

a hard copy)

pp. 121 - 139

4. Vasquez, V. (2015) Using the everyday to engage in critical literacy with young children. In K.

Winograd (Ed.). Critical literacies and young learners: Connecting classroom practice for the common

core (pp. 44-53). New York, Routledge. Available online

ANALYSE

What ICT opportunities are provided to your focus child at home, within the broader community and

at the EC setting? How are you integrating ICT, factual and literary texts in your experiences?

Week 12

8/5/17

Aboriginal English

Strategies for supporting

Aboriginal learners

Strategies for supporting

children learning Standard

Australian English as an

additional dialect

ALL READ

1. Hanlen, W. (2010). Aboriginal students: Cultural insights for teaching literacy. NSW Department of

Education and Training. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/ab_studs_cult.pdf

2. Eades, D. (2013). Aboriginal ways of using English (pp. 76-92). Canberra, Australia. Aboriginal

Studies Press.

) Chapter 5, pp. 76-92

3. Haig, Y., Konigsberg, P. & Collard, G. (2005). Teaching students who speak Aboriginal English, PEN

No. 150. Sydney, Australia: Primary English Teaching Association.

4. Mitchell, K. & Fleet, A. (2014). Aboriginal families and communities: Embracing literacy in the early

childhood years, in L. Arthur, J. Ashton& B. Beecher (Eds.). Diverse literacies in early childhood

education: A social justice approach (pp. 126-145). Camberwell, Vic: ACER Press.

ANALYSE

How do the readings relate to Assignment 2?

Outcome

Week 13/14

15&22/5/17

Independent Study or *PE2 Block 2Weeks

Students not doing any formal placement should use this time to visit their chosen focus child

Week 15

29/5/17

Independent Study and Expo Preparation

Week 16-

Week 17

5/6/17 -

12/6/17

*Assignment 2B due 9am 5/6

Expo Presentations (Days and times TBA, announcement and lists will be posted on vUWS when finalised)

A SSESSMENT S UMMARY

 Assessment for this unit will be based on the following components:

A SSIGNMENT I TEM D UE D ATE W EIGHTING

L INK TO U NIT

L EARNING

O UTCOMES

LINK TO

LEARNING

PORTFOLIO

Assignment 1 – Report on

teaching beginning readers

that includes a continuum

of learning for children

birth to 8, the role of oral

language, assessment

strategies and pedagogies,

including strategies for

students with English as an

additional language or

dialect

Word Limit – 2000 words

Draft Due to Turnitin:

WEEK 7: 3/4/17 9AM

Final date for submission to

Turnitin: Week 8 10/4/17

9AM

50% 1,2,3,4,5

Teaching

Planning

Assessment

Assignment 2 Case

Study

Assignment 2a –

Professional task:

Literacy assessment of a

case study child

Word Limit – 600 words

+ 2 minute oral

presentation

Assignment 2a

Draft Due to Turnitin:

Week 10 24/4/17 9AM

Final date for submission to

Turnitin: Week11 1/5/17

9AM

20%

Planning

Assessment

Assignment 2b -

EXPO Presentation of

planning for the case

study child in

Assignment 2a and

reflections on learning

Word Limit – 1000 words

+ 5 minute oral

presentation

Assignment 2b

Draft Due to Turnitin:

Week 16 01/06/17 9AM

Final date for submission to

Turnitin: Week 16 5/6/17

9AM

30%

6,8,9

Teaching

Planning

Assessment

Please note, word/time limits are +/- 10% of the total listed.

All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the

unit.

A SSIGNMENT 1: R EPORT ON TEACHING BEGINNING READERS

The purpose of this assignment is to write a report on teaching beginning readers. You need to

demonstrate your knowledge of children and how they learn in the area of language and literacy

development, with a particular focus on reading and the links between oral language and reading

development. This report also needs to demonstrate your understanding of the continuums of learning

in the area of reading for children birth to 8 years, the role of oral language in the development of

reading, strategies for assessing children’s reading and appropriate pedagogies to support beginning

readers, including strategies for students with English as an additional language or dialect.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

Due date: Week 8 10/04/17 9AM

L ENGTH : 2000 WORDS

Please note, word/time limits are +/- 10% of the total listed.

A SSIGNMENT 1 D ETAILS

In this assignment you will write a report on teaching beginning readers. You are required to produce an

individual reporte based on academic research, professional readings and analysis of this information.

In order to complete this assignment,

 You need to demonstrate your knowledge of children and how they learn in the area of language

and literacy development, with a particular focus on reading and the links between oral

language and reading development.

 You will demonstrate your understanding of the Australian curriculum content in the area of

English by explaining the key processes in learning to read.

 You will also demonstrate your understandings of assessing and planning for children’s learning in

the area of reading, including strategies for supporting children learning Standard Australian

English as an additional language or dialect.

 You will write a report that includes the following, supported by reference to relevant readings: A

definition of reading that includes the key understandings, knowledge, skills, attitudes, and

values. This definition should be in your own words (not a dictionary definition) , referring to a

range of references. (approximately 200words) An outline of how reading develops from birth

and into the early years of school (Early Stage 1 and Stage 1), including the relationship between

oral language and reading. Outline the general patterns or continuums of learning in the area of

reading for children from birth to eight years of age and link to relevant theories of learning and

development. (450 words)A discussion of ways in which the diversity of children, families, and

communities’ influences children’s pathways of reading development, including the impact of

differences in socio-economic circumstances, language, and culture. Identify 2-3 issues you need

to be aware of for children learning Standard Australian English as an additional language or

dialect (that is children who are bilingual or who speak Aboriginal English) and approx. 3-5

strategies (with examples) for working with families to support their understanding of children’s

emerging literacy. (450 words)An outline of a range of assessment strategies, including different

methods of observation and criteria you will look for when observing and analysing children’s

reading development. This section needs to address attitudes, values, and dispositions as well

as knowledge, understandings and skills. Include a discussion of resources you could draw upon

to analyse your observations. You should include a range of informal, diagnostic, and formative

approaches to assessing student learning as well as more formal and summative approaches.

Links to theory would also be useful. (450 words)

 An outline of the role of the educator in supporting children’s reading development. Use a table

format to provide specific examples of resources and pedagogies you would use with children

prior to school and in the early years of school. Include specific pedagogies for supporting

children’s phonological and phonemic awareness, letter/sound relationships, concepts of print,

and use of a range of resources and cues when decoding print. Include specific strategies for

supporting children learning Standard Australian English as an additional language or dialect.

(450 words)

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

W HAT DO I NEED TO SUBMIT ?

 Assignment – 2000 word report

 S UBMISSION DETAILS

 Submit a draft of your assignment (not a PDF) to Turnitin by 3/4/17 so you have time to review

your Originality Report and edit your work.

 Submit an electronic copy of your final assignment to Turnitin by Week 8 10/4/17 at 9AM (include

your reference list).

 Assignments submitted after the due date and time, without an approved extension, will be

penalised 10% per day for late submission.

You must keep a copy of your assignment.

E XAMPLES OF ASSIGNMENT 1

Past excerpts of assignments identified as a distinction/credit/pass can be found in the assessment

folder on the Unit’s vUWS site.

A SSESSMENT CRITERIA

 Clear, comprehensive definition of reading and overview of continuums of learning

 Sound understanding of diverse contexts

 Sound understanding of assessment strategies

 Sound understanding of pedagogies for teaching reading

 Effective integration of academic literature and professional presentation of work

 Presents work professionally, with clear academic writing and within the word/time limit

 Uses the APA referencing style correctly for both in-text citations and reference list

A SSESSMENT S TANDARDS

The assessment standards outline what is expected for each of these criteria in order to pass this

assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these

standards when assessing your work and you are strongly advised to use them to self-assess prior to

submitting your assignment.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

Student Name Student Number Marker

/50

Assessment Standards for Report on Teaching Beginning Reading Assignment 1

Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

0-24.5 / 50 25 – 32 / 50 32.5 – 37 / 50 37.5 – 42 / 50 42.5 – 50 / 50

US 0-2.4/5 or 0-4.5/10 2.5-3/5 or 5-6/10 3.5/5 or 6.5-7/10 4/5 or 7.5-8/10 4.5-5/5 or 8.5-10/10

Clear, comprehensive

definition of reading

and overview of

continuums of learning

/10

No/ unclear definition.

No or vague continuum of learning.

No links to theory

Definition included but only covers some

aspects.

Very general discussion of continuums of

learning.

Limited reference to theory.

Generally clear definition that shows basic

understandings of key processes and

concepts of reading.

Some understanding of continuums of

learning and the inter-related nature of

literacy learning.

Some general links to theory.

Clear definition of reading that

demonstrates good understanding of key

concepts and processes as well as

attitudes and values. Clear understanding

of continuums and relationships between

different aspects of literacy, with some

examples. Clear links to theories.

Clear comprehensive definition. Strong

understanding of key knowledge, skills and

understandings as well as attitudes and

values in relation to reading and the inter-

related nature of literacy. Strong analysis

of theories.

All of D+ Comprehensive coverage with

strong critical analysis of different

theoretical perspectives.

Sound understanding

of diverse contexts

/10

No/unclear consideration of diverse

contexts.

Some consideration of diverse social and

cultural contexts, but no specific

discussion of children with Standard

Australian English as an additional

language or dialect.

Some consideration of diverse social and

cultural contexts, including children with

Standard Australian English as an

additional language or dialect and diverse

socio-economic contexts, with some links

to theory. Some strategies for working

collaboratively with families.

Clear respectful discussion of diverse

social and cultural contexts, including

children with Standard Australian English

as an additional language or dialect and

diverse socio-economic contexts, with

clear specific links to theory.

Clear specific strategies for working with

families.

Strong understanding of diverse contexts

and collaborative partnerships.

Strong links to theory.

Range of examples with clear, specific

details.

Comprehensive understanding of diverse

contexts with strong analysis of different

theoretical perspectives and supported by

a range of highly relevant examples.

Sound understanding

of assessment

strategies

/10

No/unclear strategies.

Some discussion of assessment strategies

but lacks detail or does not cover all

contexts for birth to eight years.

Some discussion of assessment strategies

with some examples of methods of

observation and criteria for

analysis/assessment, including informal

and formal, diagnostic, formative and

summative approaches to assessing

student learning.

Clear specific discussion that Includes a

range of strategies for assessment of

children’s attitudes, values and

dispositions as well as knowledge,

understandings and skills in the area of

reading.

Some examples of assessment

resources.

Clear specific discussion that

demonstrates strong understanding of

assessment.

Range of examples of assessment

methods and resources.

Comprehensive understanding of

assessment with extensive range of

examples of assessment methods and

resources.

Sound understanding

of pedagogies for

teaching reading

/10

No or general pedagogies not specifically

related to teaching reading.

Some consideration of the role of the

educator in teaching reading, but no

specific resources or strategies.

Generally clear understanding of

pedagogies with some relevant strategies

for supporting children’s phonological and

phonemic awareness, letter/sound

relationships, concepts of print, and use of

a range of resources and cues when

decoding print.

Strategies included for working with

children with Standard Australian English

as an additional language or dialect.

Sound understanding of the role of the

educator in guiding children’s reading, with

clear examples of resources and specific

strategies that demonstrate sound

understanding of all aspects of reading.

Sound understanding of strategies for

working with children with Standard

Australian English as an additional

language or dialect.

Well supported by theory.

Strong understanding of the role of the

educator including consideration of

diversity.

Strong links to theory.

Strong, specific examples of resources

and strategies.

Comprehensive understanding of

educator’s role with strong analysis of the

implications of different theoretical

perspectives and range of highly relevant

examples.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1

Presents work

professionally, with

clear academic writing

and within the word

limit

Work lacks structure; little evidence paper

has been edited; terminology

inappropriate; frequent spelling/

typographic errors. Poor paraphrasing or

overreliance on quotes. Submitted to

Turnitin; originality report detects some

insignificant matches. Significantly below

or above the word/time limit.

Generally clear; paper/presentation has

introduction, body and conclusion;

developed with student’s voice; sentences

coherent and grammatically correct; within

word/time limit; some typographic and /or

spelling errors.

Some appropriate use of evidence but

needs to be better integrated; submitted to

Turnitin; originality report detects some

insignificant matches.

Well structured and coherent text; effective

grammatical expression; adheres to

word/time limit; uses appropriate

terminology; minor typographic and /or

spelling errors.

Analysis well developed with student’s

voice and supported by literature and

research.

Clear and concise structure; strengthened

by relevant research; grammar and syntax

mostly correct; cohesive text within

word/time limit; discriminating use of

appropriate vocabulary; few typographic or

spelling errors.

Well structured paper or innovative

presentation within the word/time limit;

explicitly identifies the key issues;

cohesive, grammatically correct structure;

very few typographic or spelling errors.

With competent integration of evidence,

submitted to Turnitin; original work with

insignificant matches.

Uses the APA

referencing style

correctly for both in-text

citations and reference

list

Reference list is missing or mostly

incorrect. In-text citations omitted or used

incorrectly.

The 4 elements of the APA referencing

style are present in most reference list,

(creator, copyright date, title of work and

source).

Some attempt at appropriate in-text citation,

formatting and punctuation has been

demonstrated.

All cited sources are included in the

reference list.

As for pass, and at least half of the

reference list and in-text citations are

correctly formatted (Italics, capitalisation,

regular text and spacing) and/or

punctuated (alphabetically ordered, double

spaced hanging indents, full stops and

commas correctly positioned). In-text

citations for direct quotes include page

numbers.

As for pass, and more than half of the

reference list is correct formatted and/or

punctuated, including complex citations or

unusual source materials.

The reference list and in-text citations are

correctly formatted and punctuated

throughout. See the Library APA Guide

and APA style guide to electronic

references.

Comments:

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H 2 0 1 7

A SSIGNMENT 2: CASE STUDY

The purpose of this assignment is to present evidence, through a Case Study, of the literacy learning

and development of one focus child, including the implementation and evaluation of a sequence of

literacy experiences or a project with your focus child.

You will need to also present your assessment of your focus child’s literacy learning at the beginning in

Assignment 2A and a summative assessment at the end of the series of experiences in Assignment 2B,

as well as your reflections on your own learnings about literacy learning and teaching and your

professional goals as a literacy educator.

It requires you to produce an individual report and presentation based on research, observation,

professional experience, analysis and reflection.

This assignment will be presented in two parts.

Assignment 2A Case Study Initial Report

D UE D ATE : 1/ 5/ 17

L ENGTH : 600 WORDS +2 MIN ORAL PRESENTATION

A SSIGNMENT 2 A D ETAILS

This assignment links the theory of Literacy in the Early Years to practice. You will be able to work

collaboratively with families and early childhood professionals to plan and implement experiences that

include a literacy focus and reflect on your learning as you put theory into practice. This assignment will

enable you to draw upon all unit learning outcomes, with a particular focus on outcomes 6, 7 8 and 9.

In order to complete this assignment you need to:

1. Discuss your assignment with the Director at the early childhood setting and in discussion with the

Director, select one child within your field placement to focus on for this assignment. We highly

recommend that you select this child on your first visit to provide enough time to gather information to

complete the assignment. (Note: if you are NOT doing a PE Placement this semester you MUST find

your own focus child. Please confirm this with Tutor by Week3 tutorial)

2. Obtain consent from the child’s parent/carer (with approval from your centre). The consent form will

be available in the Assessment Folder on vUWS.

3. Investigate the centre’s communication strategies and decide on the strategies you will use to

develop your relationship and obtain information from the family.

4. Develop a series of interview and or survey questions to gather information about the child’s family

and community context. Bring your draft questions to the week 3 tutorial for discussion and feedback

and show to the Director and obtain signed approval by the Director before implementing.

5. Collect information from the family about the child’s experiences and interests and the family’s hopes

and aspirations. This may require a number of different strategies – think about what is most

appropriate for the particular family.

6. Undertake 5-8 observations, and document and analyse these in order to find out about the child’s

interests, dispositions, learning processes, strengths and emerging development in language and

literacy. It is recommended you use a range of observation methods. Use the observation template

provided on vUWS. Each observation, including analysis is to be no more than 2 A4 pages single sided

(or 1 page double sided)

7. Collate the information collected from the family and your observations into a 600word

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

Summative Assessment of the child’s funds of knowledge, dispositions and learning processes, interests

and strengths and emerging development of the child’s literacy learning and development. This may be

in a table and /or dot point format.

Include two (2) suggestions for future literacy learning opportunities for this child.

Include in the appendix (this is NOT included in your word count):

a) Signed timesheet for at least 5 visits

b) Consent form

c) Transcript of interview and or completed survey

d) Copies of analysed observations

The Oral Presentation

A 2minute overview of your initial analytical summary including a rationale and the 2 suggestions for

the child’s future literacy learning opportunities (please note NO visual presentation such as powerpoint

is required for the oral presentation, this is a verbal report only).

You may like to use the following as a guide;

 outline the values, attitudes and disposition your focus child shows towards language and literacy

learning and development (30 seconds)

 outline your focus child’s learning and development in each aspect of language and literacy

(including oral, writing/drawing, visual, critical, reading) (1minute)

 rational and brief detail of 2 suggestions for the focus child’s future language and literacy learning

and development (30 seconds)

 PLEASE bring a hard copy of your assignment and marking sheet to the Tutorial presentation.

 PLEASE do not ‘read’ your presentation, small palm cards with dot point reminders are acceptable.

See ‘Tips for Oral Presentations’ in the assignment folder on vUWS.

W HAT DO I NEED TO SUBMIT ?

Assignment 2A

Written Report

600 word Summative Assessment Report including rational and 2 suggestions for future language

ad literacy learning for your focus child (not in essay style)

Appendix items (not included in the word count)

1. Timesheet

2. Consent form

3. Parent Interview Transcript or completed Parent Survey

4. 5-8 detailed observations on your focus child’s literacy learning and development. A range of

observations such as learning stories, anecdotes, language transcripts, time samples, running

records etc need to be used {if using jottings or checklists these are to be in addition to the 8

detailed observations}. Each observation, including analysis is to be no more than 2 A4 pages

single sided (or 1 page double sided)

 S UBMISSION DETAILS

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

 Submit a draft of your assignment (not a PDF) to Turnitin by 24/04/17 so you have time to review

your Originality Report and edit your work.

 Submit an electronic copy of your final assignment to Turnitin by 01/05/2017 9am (include your

reference list and Appendix).

 Assignments submitted after the due date and time, without an approved extension, will be

penalised 10% per day for late submission.

Y OU MUST KEEP A COPY OF YOUR ASSIGNMENT .

ASSESSMENT CRITERIA

 Clear analytical initial assessment of focus child’s literacy learning

 Clear relevant suggestions for the child’s further learning

 Clear and informative oral presentation

Effective integration of academic literature and professional presentation of work

E XAMPLES OF ASSIGNMENT 2 A

P LEASE NOTE THAT 2 A IS A NEW ELEMENT OF THE ASSIGNMENT EXEMPLARS ARE NOT CURRENTLY AVAILABLE HOWEVER

TIME WILL BE PROVIDED IN TUTORIALS AND ON THE V UWS DISCUSSION BOARD REGARDING AND QUESTIONS

A SSESSMENT S TANDARDS

The assessment standards outline what is expected for each of these criteria in order to pass this

assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these

standards when assessing your work and you are strongly advised to use them to self-assess prior to

submitting your assignment.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

1 H 2 0 1 7

Student Name Student Number Marker

/20

Assessment Standards for

Literacy in the Early Years Assignment 2

Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

0-10/20 25 11-13/20– 32 / 50 3213-15.5/20.5 – 37 / 50 16-17.5/20 18-20/10

US 0-2.4/5 2.5-3/ 3.5/5 4/5 4.5-5/5

Clear analytical

overview of the

child and family

Little/no family information

or inappropriate and

unprofessional.

Little/no information about

the child or inappropriate and

unprofessional.

5 observations not included

Parent Survey/Transcript

not included/no suitable

No consent form

Some family information that is

documented and presented

professionally.

Generally clear information

about the child, that covers

most relevant areas,

documented and presented

professionally.

Some links to Early Years

Learning Framework (EYLF).

Appendix included. , included

at least 5 analysed

observations.

Clear analytical professional

family information that clearly

focuses on strengths.

Some examples from family

interview or survey.

Clear information about the

child’s interests, dispositions,

learning processes, strengths

and emerging development

with some examples from the

5-8 observations.

Range of observation methods

used, all appendix included

Clear specific links to EYLF.

Clear analytical professional

family information that clearly

focuses on strengths and

funds of knowledge.

Range of relevant examples

drawn from family interview

or survey.

Clear analytical information

about the child’s interests,

dispositions, learning

processes, strengths and

emerging development with

range of examples drawn

from the 8 observations and

clear specific links to EYLF

and other readings.

All of D + highly analytical.

Strong understanding of

theory of funds of knowledge.

Strong understanding of

documentation and

assessment.

Clear relevant

suggestions for

the child’s further

literacy learning

and development

Few/no suggestions for the

child’s future learning or

inappropriate.

Suggestions not relevant to

Language and Literacy Learning

Suggestions not meaningful to the

child / play based

Two relevant suggestions for

the child’s future learning with

some links to family

information or analysis of

observations.

Two relevant suggestions for

the child’s future learning with

specific links to family

information, analysis of

observations and readings.

Two relevant well thought-out

suggestions for the child’s

future learning with specific

links to family information,

analysis of observations and

range of readings. Includes

suggestions for experiences

and the role of the educator

All of D + highly analytical and

reflective with strong

understanding of the role of

the educator.

Clear and

Informative

Oral presentation

No oral presentation given

Oral presentation unclear / didn’t

cover all aspects

Oral presentation not within time

frame

Oral presentation included some

Of the child’s learning and

development in each aspect of

language and literacy (including oral,

writing/drawing, visual, critical,

Oral presentation included clear

knowledge of the child’s learning

and development in each aspect of

language and literacy (including oral,

writing/drawing, visual, critical,

reading)

Oral presentation included clear

knowledge and supported evidence

of the child’s learning and

development in each aspect of

language and literacy (including oral,

writing/drawing, visual, critical,

All of D plus suggestions are

innovative, meaningful, child lead

play based and link to EYLF

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S

1 H 2 0 1 7

reading)

Briefly outlined the values, attitudes

and disposition in relation to child’s

language and literacy learning and

development

Brief rational and brief detail of 2

suggestions for the focus child’s

future language and literacy learning

and development

Within time limit

Clear outline of the values, attitudes

and disposition in relation to child’s

language and literacy learning and

development

Clear rational and details of 2

suitable meaningful and play based

(child lead ) suggestions for the

focus child’s future language and

literacy learning and development

Within time limit

reading)

Specific details with evidence of the

values, attitudes and disposition in

relation to child’s language and

literacy learning and development

Indepth rational and details of 2

suitable meaningful and play based

(child lead) suggestions for the focus

child’s future language and literacy

learning and development

Within time limit

Presents work

professionally, with

clear academic writing

and within the word

limit

/2.5

Work lacks structure; little evidence paper

has been edited; terminology

inappropriate; frequent spelling/

typographic errors.

Poor paraphrasing or overreliance on

quotes. Submitted to Turnitin; originality

report detects some insignificant

matches.

Significantly below or above the

word/time limit.

Generally clear; paper/presentation has

introduction, body and conclusion;

developed with student’s voice; sentences

coherent and grammatically correct; within

word/time limit; some typographic and /or

spelling errors.

Some appropriate use of evidence but

needs to be better integrated; submitted to

Turnitin; originality report detects some

insignificant matches.

Well structured and coherent text; effective

grammatical expression; adheres to

word/time limit; uses appropriate

terminology; minor typographic and /or

spelling errors.

Analysis well developed with student’s

voice and supported by literature and

research.

Clear and concise structure; strengthened

by relevant research; grammar and syntax

mostly correct; cohesive text within

word/time limit; discriminating use of

appropriate vocabulary; few typographic or

spelling errors.

Well structured paper or innovative

presentation within the word/time limit;

explicitly identifies the key issues;

cohesive, grammatically correct structure;

very few typographic or spelling errors.

With competent integration of evidence,

submitted to Turnitin; original work with

insignificant matches.

Uses the APA

referencing style

correctly for both in-text

citations and reference

list

/2.5

Reference list is missing or mostly

incorrect. In-text citations omitted or used

incorrectly.

The 4 elements of the APA referencing

style are present in most reference list,

(creator, copyright date, title of work and

source).

Some attempt at appropriate in-text citation,

formatting and punctuation has been

demonstrated.

All cited sources are included in the

reference list.

As for pass, and at least half of the

reference list and in-text citations are

correctly formatted (Italics, capitalisation,

regular text and spacing) and/or

punctuated (alphabetically ordered, double

spaced hanging indents, full stops and

commas correctly positioned). In-text

citations for direct quotes include page

numbers.

As for pass, and more than half of the

reference list is correct formatted and/or

punctuated, including complex citations or

unusual source materials.

The reference list and in-text citations are

correctly formatted and punctuated

throughout. See the Library APA Guide

and APA style guide to electronic

references.

Comments:

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

A SSIGNMENT 2 B : CASE STUDY

The purpose of this assignment is present evidence, through a Case Study, of the lLiteracy

learning of one focus child, including the implementation and evaluation of a sequence of literacy

experiences or a project with your focus child.

This assignment links the theory of Literacy in the Early Years to practice. You will be able to work

collaboratively with families and early childhood professionals to plan and implement experiences

that include a literacy focus and reflect on your learning as you put theory into practice. This

assignment will enable you to draw upon all unit learning outcomes, with a particular focus on

outcomes 6, 7 8 and 9.

This could be a slide show or poster presentation that includes examples of the integration of

literacy into a series of planned experiences or a project with your focus child and other children.

Please note that the experiences that you select for Professional Experience Birth – 2 Years or

Professional Experience 3-5 Years and Literacy in the Early Years should be the same and will be

included in the one presentation for these units.

It requires you to produce an individual report and presentation based on research, observation,

professional experience, analysis and reflection.

This assignment will be presented in two parts.

Assignment 2B

Due Date: 1/5/17

L ENGTH : 1000 WRDS +5 MIN ORAL PRESENTATION

A SSIGNMENT 2 B D ETAILS

In order to complete this assignment you need to:

 Plan, implement and evaluate a sequence of literacy learning experiences.

 You will base the literacy experiences on the summative assessment of the focus child

completed in assignment 2A.

 Once you have implemented and evaluated the sequence of literacy experiences you will

write a second summative assessment.

 You will also provide a reflection on your own learning and teaching and your professional

goals as a literacy educator.

Presentation

You will be required to present a multimodal display of your literacy experiences or project

and speak to this in an oral presentation at the Professional Learning Expo.

The presentation could be a slide show or poster presentation that includes examples of the

integration of literacy into a series of planned experiences or a project with your focus child and

other children.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

The Expo Display:

Your display should be a narrative depiction of the project/series of experiences you undertook with

your focus child. Your display should showcase the child’s learning in a way that would encourage

children, families and community members to engage with the documentation. It may be presented

as a learning story that expresses what sparked the project, or series of experiences, the rationale,

how it progressed and the child’s literacy learning over the period of the project/experiences. It

should be no more than two posters OR 12 slides. THIS IS NOT JUST A DISPLAY OF YOUR SIX

EXPERIENCES.

The display needs to include the following:

 Final assessment of the child’s literacy learning.

T he ways that literacy was used as a tool for investigation (e.g. books, internet resources) and as

a resource for children’s representation and communication of new learning (e.g. writing and

drawing materials).

T he literacy learning focus in the project/experiences.

 Pedagogies used.

Your display may include photos, examples of resources used, project books and children’s portfolios

to share with others, however for this section lecturers will ONLY mark the two posters or the

PowerPoint slide show used to document the children’s learning journey. Documentation should be

presented professionally, and in a way, that provides the reader with a clear understanding the

literacy learning focus and outcomes. Therefore, it should capture the essence of the

project/experiences for children and families and be presented in a way that is accessible to families

and respectful of children.

The Oral Presentation:

The oral presentation requires you to narrate/present for 5 minutes (8 minutes if you are enrolled in

a Professional Experience or Professional Portfolio unit and Literacy in the Early Years). In addition to

this 2 minutes will be allocated to questions/discussion from peers and lecturers.

Your presentation must include each of the following areas (allow one minute for each):

An overview of the experiences/project and the literacy learning focus which must show how

you engaged children in meaningful play-based literacy learning.

The pedagogies/teaching strategies you implemented with links to your philosophical beliefs

about how children learn literacy and the role of the educator, and the theories that underpin your

beliefs.

One example of a specific experience to share in detail – that is the literacy focus, rationale,

pedagogies/teaching strategies, resources and evaluation. DO NOT TRY TO SHARE ALL 6

EXPERIENCES.

A summative assessment of the child’s learning in the specified literacy area at the end of the

series of experiences/project.

A critical evaluation of the appropriateness of the experiences and pedagogies you selected and

one significant learning, and related future goal, in relation to your understandings of literacy

learning and teaching (and a reflection and related goal for any other units that are part of your

presentation).

You should be prepared to answer questions related to your presentation from your peers or from

the marker.

Additional Supporting Documentation (may be collected at the Expo for further marking)

Section 1: Six planned and evaluated literacy learning experiences (2 pages for each = 12 pages)

This needs to be a series of connected experiences. You need to clearly identify a literacy learning

focus in each experience. This can be the same focus for each experience, or a different literacy

focus, and must include specific details of the relevant concepts and processes (for example

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

directionality of print, not reading). These should be the same experiences that you have for your

Professional Experience unit and may include additional learning foci related to creativity, science,

maths or human society to demonstrate integrated curriculum.

The experiences need to promote meaningful play-based learning and extend understandings of

literacy concepts and processes. Documentation of each experience must include the literacy

learning focus, rationale, teaching strategies, resources and evaluation. The rationales for these

experiences must be linked to family information, observations and/or evaluations so that they

clearly build on the focus child’s literacy experiences and understandings.

Section 2:

Assignment 2A: Include a copy of your 600-word Summative Assessment of the child’s ‘initial

literacy learning’

PLUS

A summative assessment of your focus child’s literacy learning at the end of the series of

experiences/investigation/project (1-2 pages)

You need to provide a summative assessment that compiles your analysis from evaluations and

observations that you have collected and compares the child’s understandings at the beginning and

end of the series of experiences or project, particularly in the selected aspect/s of literacy that were

the focus of the learning.

Include specific examples (such as excerpts from samples, language transcripts, anecdotes) to

support your assessment and include the full, clearly dated and analysed, observations in the

appendices. Your assessment of the child’s literacy understandings needs to be supported by

reference to specific continuums or guides to literacy learning (for example, Outcome 5 of the Early

Years Learning Framework, Continuum of Critical Aspects of Literacy, First Steps, Eclipse).

Section 3: An overall evaluation and critical reflection on the strategies you used to support the

focus child’s literacy learning (1-2 pages)

Some questions for reflection and evaluation include: Why or why not were the strategies

successful? What have you learnt about literacy pedagogies? Your reflections must be supported by

reference to the strategies you used in the experiences displayed in Section 1 and readings relevant

to literacy learning and teaching. You need to identify:

Your three most significant learnings in relation to the role of the educator in children’s literacy

learning.

Three goals for yourself as an early childhood professional that are specific to literacy learning and

teaching.

ASSESSMENT CRITERIA

 Clear, professional documentation demonstrating the ability to plan, implement and evaluate

meaningful play-based literacy experiences, using appropriate resources and strategies

 Clear analytical comparative assessment of focus child’s literacy learning

 Clear critical analysis of literacy teaching strategies and identification of significant learnings and

goals

 Effective integration of academic literature and professional presentation of work

E XAMPLES OF WHAT IS EXPECTED

Photos of previous students’ Expo displays will be shared on vUWS and discussed in the final lecture.

A SSESSMENT S TANDARDS

The assessment standards are included below. You are advised to use these to self-assess your work.

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W HAT DO I NEED TO SUBMIT ?

EXPO DISPLAY

Multimodal Display – 2 posters or 12 PowerPoint slides or equivalent

Examples of resources, photos of implementation of experiences and examples of children’s

representations

SUPPORTING DOCUMENTATION (may be collected at the completion of the Expo Day)

Assignment Cover Sheet

A hard copy of Sections 1, 2, and 3 (with each section clearly identified and labelled, including

appendices and reference list)

Final Report for ALL Sections from TurnitIn

Signed consent form (family names removed)

Marking Sheet for Literacy with your name CLEARLY identified

Please note that you do one display for the following units:

101803: Literacy in the Early Years

102109 Professional Experience Birth – 2 Years OR 102110 Professional Experience 3-5 Years

 S UBMISSION DETAILS

 Submit a draft of your assignment (not a PDF) to Turnitin by 01/06/17 so you have time to

review your Originality Report and edit your work.

 Submit an electronic copy of your final assignment to Turnitin by 5/6/17 9am (include your

reference list).

 Assignments submitted after the due date and time, without an approved extension, will be

penalised 10% per day for late submission.

Y OU MUST KEEP A COPY OF YOUR ASSIGNMENT .

ASSESSMENT CRITERIA

 Clear, professional documentation demonstrating the ability to plan, implement and evaluate

meaningful play-based literacy experiences, using appropriate resources and strategies

 Clear analytical comparative assessment of focus child’s literacy learning

 Clear critical analysis of literacy teaching strategies and identification of significant learnings and

goals

 Effective integration of academic literature and professional presentation of work

E XAMPLES OF ASSIGNMENT 2 B

Past excerpts of assignments can be found in the assessment folder on the Unit’s vUWS site.

Photos of previous students’ Expo displays will be shared on vUWS and discussed in the final lecture.

A SSESSMENT S TANDARDS

The assessment standards outline what is expected for each of these criteria in order to pass this

assignment, and to gain higher grades of credit, distinction and high distinction. All markers use

these standards when assessing your work and you are strongly advised to use them to self-assess

prior to submitting your assignment.

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Student Name Student Number Marker

/30

Assessment Standards for

Literay in the Early Years Assignment 2b

Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

0-14/30 15-19/202 20-24/30 325-27/30 28-30/30

US 0-2.4/5 or 0-4.5/10 2.5-3/5 or 5-6/10 3.5/5 or 6.5-7/10 4/5 or 7.5-8/10 4.5-5/5 or 8.5-10/10

Section 1:

Experiences:

Clear,

professional

documentation

demonstrating

the ability to plan,

implement and

evaluate

meaningful, play-

based literacy

experiences,

using appropriate

resources and

strategies

/10

No/Little evidence of ways in

which literacy was integrated

into experiences or project/s.

Documentation and/or

presentation not

professional.

No/Few examples of literacy

resources.

No/Few specific literacy

strategies.

Evaluations do not focus on

literacy learning.

Little understanding of

meaningful play-based

Experiences were too

teacher ‘directed’/

’instructed’ / ‘lead’

Some experiences integrate

specific aspects of literacy.

Professional presentation and

documentation – e.g. clearly

presented, maintains

confidentiality, sensitive to

cultural and linguistic diversity.

Some examples of specific

literacy resources and

strategies.

Some evaluation and links

across experiences.

Some understanding of

meaningful play-based

literacy curriculum.

Sound evidence of ways in

which specific aspects of

literacy were integrated into

project/s or experiences.

Professional presentation and

documentation.

Range of appropriate literacy

resources used and some

examples provided.

Clear, specific and appropriate

strategies linked to literacy

focus.

Clear specific evaluations and

links across experiences.

Clear understanding and

implementation of

meaningful play-based

literacy curriculum.

Strong evidence of planning

for specific aspects of literacy

with clear and specific

strategies.

Professional presentation and

documentation.

Effective use of literacy as a

tool for investigations and for

representation of children’s

ideas.

Range of print and digital and

factual and literary texts used,

with examples.

Insightful evaluations and

follow through.

Perceptive understanding of

meaningful play-based

literacy curriculum.

All of D + innovative and

insightful documentation and

presentation.

Innovative resources and

teaching strategies with clear

specific literacy focus.

Assessment of

Literacy Learning:

Clear analytical

comparative

assessment of

focus child’s

literacy learning

No/Limited analysis of child’s

literacy learning at the end of

the series of

experiences/project.

No use of continuums or

guides.

Some analysis of child’s literacy

learning documented or

presented verbally but little

reference to continuums or

guides.

Minor connections/

comparisons.

Clear analysis of specified

literacy learning verbally and

in writing, using a recognised

and relevant continuum or

guide. Specific examples used

to support analysis with full

documentation in appendices.

Clear comparisons.

Strong analysis of child’s

literacy learning integrating a

range of relevant recognised

continuums and/or guides.

Extensive use of examples to

support analysis.

Explicit analytical

comparisons.

All of D + highly analytical and

well supported by extensive

readings.

Thorough analytical

documentation and oral

presentation.

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Critical

Reflections: Clear

critical analysis of

literacy teaching

strategies and

identification of

significant

learnings and

goals

No/Little evaluation of

teaching strategies.

No/Little understanding of

the role of the literacy

educator.

No/Little reflection on

learnings in relation to

engaging young children in

literacy experiences.

None/Only one significant

learning identified.

None/Only one relevant goal

Little evidence of reading.

Some evaluation of teaching

strategies but may tend to

describe not analyse.

Some understanding of the

role of the literacy educator.

Some reflection on learnings in

relation to engaging young

children in literacy

experiences, with some use of

readings.

Some goals and one relevant

literacy reflection and related

goal shared.

Clear evaluation of teaching

strategies with some critical

analysis of own role showing

clear understanding of the role

of the literacy educator.

Clear identification of three

most significant learnings in

relation to literacy learning

and teaching, with strong

evidence of reflection and

wide range of readings.

Three relevant goals and one

reflection and related goal

shared.

Strong evaluation of teaching

strategies with detailed critical

analysis of own role,

demonstrating strong

understanding of the role of

the literacy educator and

evidence of wide reading that

includes and goes beyond the

weekly readings.

Strong analytical reflections,

with evidence of

incorporating feedback, and

three highly relevant goals,

with one reflection and goal

shared.

All of D + Highly insightful

reflections demonstrating

outstanding understanding of

the role of the educator in

supporting literacy learning,

supported by extensive range

of references and with

evidence of strong, ongoing

collaboration with other EC

professionals.

Presents work

professionally, with

clear academic writing

and within the word

limit

Work lacks structure; little evidence paper

has been edited; terminology

inappropriate; frequent spelling/

typographic errors.

Poor paraphrasing or overreliance on

quotes. Submitted to Turnitin; originality

report detects some insignificant

matches.

Significantly below or above the

word/time limit.

Generally clear; paper/presentation has

introduction, body and conclusion;

developed with student’s voice; sentences

coherent and grammatically correct; within

word/time limit; some typographic and /or

spelling errors.

Some appropriate use of evidence but

needs to be better integrated; submitted to

Turnitin; originality report detects some

insignificant matches.

Well structured and coherent text; effective

grammatical expression; adheres to

word/time limit; uses appropriate

terminology; minor typographic and /or

spelling errors.

Analysis well developed with student’s

voice and supported by literature and

research.

Clear and concise structure; strengthened

by relevant research; grammar and syntax

mostly correct; cohesive text within

word/time limit; discriminating use of

appropriate vocabulary; few typographic or

spelling errors.

Well structured paper or innovative

presentation within the word/time limit;

explicitly identifies the key issues;

cohesive, grammatically correct structure;

very few typographic or spelling errors.

With competent integration of evidence,

submitted to Turnitin; original work with

insignificant matches.

Uses the APA

referencing style

correctly for both in-text

citations and reference

list

Reference list is missing or mostly

incorrect. In-text citations omitted or used

incorrectly.

The 4 elements of the APA referencing

style are present in most reference list,

(creator, copyright date, title of work and

source).

Some attempt at appropriate in-text citation,

formatting and punctuation has been

demonstrated.

All cited sources are included in the

reference list.

As for pass, and at least half of the

reference list and in-text citations are

correctly formatted (Italics, capitalisation,

regular text and spacing) and/or

punctuated (alphabetically ordered, double

spaced hanging indents, full stops and

commas correctly positioned). In-text

citations for direct quotes include page

numbers.

As for pass, and more than half of the

reference list is correct formatted and/or

punctuated, including complex citations or

unusual source materials.

The reference list and in-text citations are

correctly formatted and punctuated

throughout. See the Library APA Guide

and APA style guide to electronic

references.

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A SSIGNMENT S UBMISSION D ETAILS

C OVER S HEET

When submitting your assignment through Turnitin, you do not need to submit a signed cover sheet.

You agree to the declaration on the cover sheet as part of the online submission process.

T URNITIN

Assignments must be submitted to Turnitin. Include your reference list in your submission. After the

due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date

and time).

What is Turnitin?

Turnitin is an online web-based text-matching software that identifies and reports on similarities

between documents. It is widely utilised as a tool to improve academic writing skills. Help with

Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at:

http://library.westernsydney.edu.au/uws_library/guides/turnitin

Why Turnitin?

Turnitin supports the development of your academic writing and referencing skills. You will find the

Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's

work and plagiarism. Students in the past have found it has helped them refine their skills; however

you do need to provide yourself with enough time to consider the Originality Report and to edit your

work.

E XTENSION OF A SSESSMENT D UE D ATE

If you need to apply for an extension of time to complete an assessment task, then please contact

the Unit Coordinator with a Request for Extension form, which is available from the WSU website or

Student Central.

Where special consideration is sought for misadventure or extenuating circumstances during a

teaching period, you should complete a Special Consideration online application, which will be

processed by the Unit Coordinator.

You may apply for an Extension up to two days after the assignment is due. Applications must be

submitted no later than 5.00pm on the second working day after the due date of the assessment

 Remember to submit your assignment one week prior to the due date

to give yourself time to check referencing through Turnitin.

 Originality Check Reports may take 24 hours or longer to be returned,

usually longer closer to the due date, therefore do not leave this

important step to the last minute.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

task. If the extension is not approved late penalties will apply. You will need to provide documentary

evidence to explain your situation when requesting an assignment extension (e.g. a medical

certificate or letter from a counsellor). An extension will not be granted if you have not provided this

evidence. You may be asked to show evidence that you have completed a draft of your assignment.

L ATE S UBMISSION OF A SSIGNMENTS

A student who submits an assessment late without approval for an extension will be penalised by

10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a

“flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark

of 50, the student’s awarded mark will have 5 marks deducted for each late day; Saturday and

Sunday each count as one day. Assessments will not be accepted after the marked assessment task

has been returned to students who submitted the task on time.

R ETURN OF A SSIGNMENTS

 Your marks and feedback on your assignments will be available on the unit’s vUWS site as

assignments in this unit are marked online.

L EARNING R ESOURCES

 P RESCRIBED T EXT

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian curriculum.

Sydney, Australia: Author.

Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement.

Milton, Qld: Wiley.

 E SSENTIAL R EADINGS

American Psychological Association, (2010). Publication manual of the American Psychological

Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page.

Arthur, L. & Beecher, B. (2014). Pedagogies for extending literacy, in L. Arthur, J. Ashton& B. Beecher (Eds.).

Diverse literacies in early childhood education: A social justice approach (pp. 166-191). Camberwell, Vic: ACER

Press.

Barnes, S. (2012) Provocations on assessment in early childhood education. Children’s Services Central,

http://cscentral.org.au/publications/learning-frameworks-publications.html

Barratt-Pugh, C., Rivalland, J., Hamer, J. & Adams, P. (2006). Literacy learning in Australia: Practical ideas for

early childhood educators. Victoria: Cengage.

Brewer, R. (2010). The Canada Goose project: A first project with children under 3, Early Childhood Research

and Practice 12(1). http://www.ecrp.uiuc.edu/v12n1/index.html

Callow, J. (2013). The shape of texts to come: how image and text work (pp. 99-127). Sydney, Australia: primary

English Teaching Association Australia.

Cox, R. (Ed.). (2012). Oral language. In Primary English teaching: An introduction to language, literacy and

learning (pp. 13-22). Moorabbin, Vic: Hawker Brownlow.

Department of Education Employment and Workplace Relations (DEEWR) (2009). Belonging, being and

becoming: The early years learning framework for Australia. Canberra: Author.

Department of Education Employment and Workplace Relations (DEEWR) (2010). Educators belonging, being

and becoming: Educators’ guide to the early years learning framework. Canberra: Author.

Eades, D. (2013). Aboriginal ways of using English (pp. 76-92). Canberra, Australia. Aboriginal Studies Press.

Fellowes, J. & Oakley, G. (2014). Language literacy and early childhood education (pp. 271-294). South

Melbourne, Australia: Oxford.

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 (pp. 183-199).

Sydney: Elsevier.

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Gibbons, P. (2002). Scaffolding language: Scaffolding learning: Teaching second language learners in the

mainstream classroom (pp. 40- 50). Portsmouth: NH: Heinemann.

Haig, Y., Konigsberg, P. & Collard, G. (2005). Teaching students who speak Aboriginal English, PEN No. 150.

Sydney, Australia: Primary English Teaching Association.

Hanlen, W. (2010). Aboriginal students: Cultural insights for teaching literacy. NSW Department of Education

and Training. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/ab_studs_cult.pdf

Harden, D. L. & Verdeyen, T. B. (2007). The baby project. Early Childhood Research and Practice, 9 (2).

http://www.ecrp.uiuc.edu/v9n2/harden.html

Harris, P. (2009). Language learning in the baby and toddler years (pp. 100 – 116). Terrigal, N.S.W.: David

Barlow.

Harris, P., Turbill, J., Fitzsimmons, P, & McKenzie, B. (2006). Readers as text analysts. In Reading in the primary

school years (2nd ed., pp. 195-230). South Melbourne, Australia: Thomson Social Science.

Hertzberg, M. (2012). Teaching English language learners in mainstream classes (pp. 29-47). Marrickville,

Australia: Primary English Teaching Association.

Hill, S. (2006). Developing early literacy (pp. 20-49). Vic: Eleanor Curtain Publishing.

Holliday, M. (2008). Strategies for reading success (pp. pp 6-18). Sydney, Australia. Primary English Teaching

Association Australia.

Jones Diaz, C. (2014). Languages and literacies in early childhood bilingualism: Building on cultural and

linguistic capital in early childhood education, in L. Arthur, J. Ashton& B. Beecher (Eds.). Diverse literacies in

early childhood education: A social justice approach (pp. 106-125). Camberwell, Vic: ACER Press.

Makin, L. (2013). Live, love and learn (pp. 20-57). Camberwell, Vic: ACER.

Makin, L. & Spedding, S. (2012). Learning literacies birth – three: Positive approaches for early childhood

educators. Castle Hill, NSW: Pademelon Press.

McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L. & Ohi, S. (2013). Literacy in early childhood and

primary education: Issues, challenges and solutions (pp. 121 – 139). Port Melbourne: Australia.

McNaught, M. & Arthur, L. (2014). Literacies prior to compulsory schooling, in L. Arthur, J. Ashton& B. Beecher

(Eds.). Diverse literacies in early childhood education: A social justice approach (pp. 212-232). Camberwell, Vic:

ACER Press.

Mitchell, K. & Fleet, A. (2014). Aboriginal families and communities: Embracing literacy in the early childhood

years, in L. Arthur, J. Ashton& B. Beecher (Eds.). Diverse literacies in early childhood education: A social justice

approach (pp. 126-145). Camberwell, Vic: ACER Press.

NSW Department of Education and Training (2009a). An introduction to quality literacy teaching. Sydney:

Author.

NSW Department of Education and Training (2009b). Literacy teaching guide: Phonics. Sydney: Author.

NSW Department of Education and Training (2009c). Literacy teaching guide: Phonemic awareness. Sydney:

Author.

NSW Department of Education and Training (2010). A continuum of the critical aspects of early literacy

development. Sydney: Author.

Sanchez, X. (2007). The hospital project, Early Childhood Research and Practice, 9 (1).

http://www.ecrp.uiuc.edu/v9n1/sanchez.html

Siraj-Blatchford, I. & Clarke, P. (2000). Supporting identity, diversity and language in the early years (pp. 42-65).

Buckingham: Open University Press.

Vasquez, V. (2015) Using the everyday to engage in critical literacy with young children. In K. Winograd (Ed.).

Critical literacies and young learners: Connecting classroom practice for the common core (pp. 44-53). New

York, Routledge. Available online.

Vukelich, C., Christie, J., & Enz, B. (2012). Helping young children learn language and literacy ( 3rd ed, pp 146-

168 ). Boston, MA: Pearson.

Winch, G., Ross Johnson, R., Holliday, M., Ljungdahl, L., & March, P. (2014). Literacy: Reading, writing and

children’s literature (4th ed). Melbourne: Oxford University Press.

Yuen, L. H. (2010). A valuable experience for children: The dim sum and Chinese restaurant project. Early

Childhood Research and Practice, 12 (1). http://www.ecrp.uiuc.edu/v12n1/yuen.html

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

 R ECOMMENDED R EADINGS

Arthur, L., Ashton, J. & Beecher, B. (Eds.). (2014) Diverse literacies in early childhood education: A social justice

approach. Camberwell, Vic: ACER Press. (This is the text for Diverse Literacies)

K EY W EBLINKS

There is a comprehensive range of helpful web links on vUWS.

A CADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION

 F INDING I NFORMATION - S UCCESSFUL S EARCHING

The WSU library website provides online resources that will assist you with selecting relevant

readings for your assignments. Go to

http://library.westernsydney.edu.au/uws_library/guides/online-tutorials

It is strongly suggested that you complete the following two online modules if you have not done so

already: Successful Searching http://library.westernsydney.edu.au/uws_library/guides/online-

tutorials/successful-searching and Arts Information Basics

http://library.westernsydney.edu.au/uws_library/guides/online-tutorials/arts-info-basics..

 Make use of the library staff and the School of Education Liaison Librarian – they are there to

help you. Have you tried the online librarian? You can chat with a librarian from home. This facility

can be accessed from the library home page.

R EFERENCING

You are expected to use the American Psychological Association (APA) referencing style in all

Education assignments. The WSU library provides a range of citing resources. For APA see

http://library.westernsydney.edu.au/uws_library/sites/default/files/cite_APA.pdf. Use this as a

reference when preparing your assignment.

Following are other helpful APA resources:

 APA referencing guides are available to borrow at the library or purchase at the bookshop

 The library has a number of resources to help you with referencing including short video clips

http://library.uws.edu.au/uws_library/guides/referencing-citation

 APA has online tutorials to get you started http://www.apastyle.org/learn/index.aspx

 APA also has a Frequently Asked Questions section

http://www.apastyle.org/learn/faqs/index.aspx

A CADEMIC WRITING

The School of Education ‘Effective Communication at University’ vUWS site includes a folder titled

Academic Writing, which contains a comprehensive Academic Writing Guide. This resource is divided

into 12 chapters, including: understanding the task, reading and note-taking, essay writing, features

of academic writing, academic argument and using evidence, and grammar in academic writing

The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also

valuable in terms of understanding the expectations of your assignments. Additionally, the marking

rubrics provide guidance for writing your assignments and it is important that, as you write, you

consistently check your assignments against the criteria and standards.

1 0 1 8 0 3 L I T E R A C Y I N T H E E A R L Y Y E A R S 1 H / A U T U M N 2 0 1 7

The Library Study Smart website (www.westernsydney.edu.au/studysmart) provides support for

academic writing and reading, critical thinking, academic integrity, exams, numeracy, and using

technology to support your learning. You can also find the Library Study Smart vUWS site in your My

vUWS unit list.

The Library Study Smart service also includes Study Smart Advisors who are available in all campus

libraries to help you with your academic writing. Check the Study Smart Advisor hours:

http://library.westernsydney.edu.au/main/services/study_smart/location_time , and drop into your

campus library for a 30-minute consultation.

If a Study Smart Advisor is not available or you are not on campus, you can chat with an experienced

tutor online via the YourTutor service. Look for the YourTutor link in the left hand menu of any of

your unit vUWS sites.

Peer Assisted Study Sessions (PASS) is a free and voluntary student centred learning program offered

face to face or online. In PASS you will meet and work collaboratively with other students from your

unit to understand the unit content and develop study strategies to help improve your academic

performance. See www.westernsydney.edu.au/pass for timetable information.

N UMERACY

In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this

site, you will find resources designed to assist you with preparation for the Numeracy Assessment

Task.

For ongoing numeracy support, you may also access further learning materials from the

Mathematics Education Support Hub (MESH) (http://westernsydney.edu.au/mesh/mesh) or their

vUWS site at

http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1

Y OU AND T HIS U NIT

A TTENDANCE

On-campus sessions are designed to scaffold your learning and assist you to complete your

assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate

reason for an absence then the tutor should be emailed as a courtesy to explain the absence.

Attendance rolls will be taken to verify attendance.

Why attend the on-campus sessions?

Your learning is enhanced.

Your learning is scaffolded to assist you to complete assessment tasks.

You can get better marks because you know what is required in assignments.

You have the opportunity to ask questions and clarify your understandings.

You get to know your lecturers and they you.

You get to know your fellow students, allowing you to form support and study groups.

B LENDED L EARNING

This unit uses online learning to enable you, as an independent learner, to engage with the key

concepts and content in your own time and at your own pace. Your engagement with the online

materials, and independent study, is essential to your successful completion of this unit.

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W HAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT WSU

S TUDENT RESPONSIBILITIES AND CONDUCT

Student

Responsibilities

Familiarise yourself with University policies on assessment and examinations.

Familiarise yourself with the Inherent Requirements for your course:

http://www.uws.edu.au/ir/inherent_requirements/

inherent_requirements_for_teaching_courses_postgraduate

Ensure that you understand the requirements, including timetables, for examinations and

other assessments tasks.

Access the unit vUWS site at least weekly for learning activities, resources, information

discussions and assignment submission.

Ensure you read and understand the assessment requirements and note the submission dates,

and seek assistance from the lecturer and/or unit coordinator when needed.

Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior

to, or at the beginning of, the semester to have special requirements accommodated.

Submit your own individual and unassisted assessment work, except as otherwise permitted.

Cheating, plagiarism, fabrication or falsification of data will be severely dealt with.

Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly

disadvantage or advantage another student. Where group work is assigned, ensure that every

group member has the opportunity to contribute in a meaningful way to the assignment.

Allocate time for independent study when it suits you during each week to complete your

readings, research and assignment preparation. It is expected you will have completed the

nominated readings and any other required preparation prior to the on-campus tutorials.

Student Conduct

and Behaviour

Attend all on-campus sessions and complete all online activities– failure to attend is often the

main cause for low final grades.

Respect the needs of other students who are participating in any class activities.

Pay attention in lectures and tutorials – these provide key information for all examinable

material.

Do not use mobile phones to surf the web or check emails during the lecture and tutorials and

do not have ongoing conversations with fellow students during the lecture or if another

student is presenting work in the tutorials.

Use vUWS discussion boards constructively – they are there for interaction between the

students and between teaching staff and the students. Unfounded criticisms will be removed

from the relevant discussion board.

If you have a concern about this unit, other students or teaching staff, contact your Unit

lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the

unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are

advised to contact the Director of Academic Program responsible for the unit. Please note the

Director of Academic Program may refer your concern to a delegate to review and to respond

to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit

can provide you with advice on addressing your concerns within the School and, in some

circumstances, they may undertake an investigation. Concerns must be raised with the

Complaints Resolution Unit within a six-month timeframe.

http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re

solution

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W HAT YOU EXPECT FROM THE TEACHING TEAM

Staff

Responsibilities

Assess students' work fairly, objectively and consistently and when in doubt consult initially

with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program.

Provide students with appropriate, helpful and explanatory feedback on all work submitted

for assessment.

Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and

examinations for students with special requirements and to seek assistance from the Disability

Advisor and Counsellor where appropriate and needed.

Ensure deadlines for the submission of examination papers to the Academic Registrar are met.

Immediately report to the unit coordinator any instances of student cheating, collusion and/or

plagiarism.

L INKS TO K EY P OLICIES AND S TUDENT I NFORMATION

Refer to this web site for relevant WSU policies: http://policies.uws.edu.au/students.php

S TUDENT MISCONDUCT

Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious

penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and

vilification of a member of the University directly or by other means of communication; the

unreasonable disruption of staff or students or other WSU members from undertaking their normal

activities at the University; a failure to follow reasonable directions of an employee of the University;

or behaviour that is inappropriate in an activity.

Read the disclaimer before you upload your assignment to Turnitin for online submission. By

doing this you agree to the following:

 I hold a copy of this assignment if the original is lost or damaged.

 I hereby certify that no part of this assignment or product has been copied from any other

student’s work or from any other source except where due acknowledgement is made in

the assignment.

 I hereby certify that no part of this assignment or product has been submitted by me in

another (previous or current) assessment, except where appropriately referenced, and

with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.

 No part of the assignment/product has been written/ produced for me by any other person

except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator

concerned.

 I am aware that this work will be reproduced and submitted to plagiarism detection

software programs for the purpose of detecting possible plagiarism (which may retain a

copy on its database for future plagiarism checking).

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Student details

Student name: Student ID number:

Unit and tutorial details

Unit name: Unit number:

Tutorial group: Tutorial day and time:

Lecturer or Tutor name:

Assignment details

Title:

Length: Due date: Date submitted:

Home campus (where you are enrolled):

Declaration

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work

or from any other source except where due acknowledgement is made in the assignment.

I hereby certify that no part of this assignment or product has been submitted by me in another

(previous or current) assessment, except where appropriately referenced, and with prior permission

from the Lecturer / Tutor / Unit Coordinator for this unit.

No part of the assignment/product has been written/produced for me by any other person except

where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.

I am aware that this work will be reproduced and submitted to plagiarism detection software programs for

the purpose of detecting possible plagiarism (which may retain a copy on its database for future

plagiarism checking).

Student’s signature:

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has

not been signed.

Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration

has not been signed.

101803 LITERACY IN THE EARLY YEARS 代写 Education