Literacy in the Early Years

Subject EDUC90400 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 25-Jul-2016 to 23-Sep-2016
Assessment Period End 18-Nov-2016
Last date to Self-Enrol 05-Aug-2016
Census Date 19-Aug-2016
Last date to Withdraw without fail 07-Oct-2016

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

170 hours


Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)



Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support:


Mrs Martina Tassone


Subject Overview:

This subject will build on teacher candidates’ knowledge of school students’ language acquisition and emergent literacy in early childhood to support understandings of literacy development in the early years of schooling. Teacher candidates’ will be introduced to the scope and sequence of language and literacy learning in the early years with attention given to the diverse nature of children’s language and literacy experiences in the prior-to school and school years.

Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing.

The focus here will be on the development of school students’ language with particular attention given to aspects of the English language such as phonology, vocabulary and grammar related to early reading and writing; theories of reading acquisition that inform the teaching reading; the development of writing; curriculum frameworks and assessment tools; strategies to support whole, small group and individualised instruction in relation to print-based texts and the use of multi-modal texts to support literacy learning.

Learning Outcomes:

On completion of this subject teacher candidates will be able to:

  • Demonstrate understanding of the impact of school students’ diversity on the design of language and literacy curriculum in the first and subsequent years of schooling;
  • Use their knowledge of contemporary theories of literacy learning and current professional perspectives to teach early reading and writing;
  • Design literacy curriculum to support students’ diverse language learning needs and emergent literacy practices in educational contexts;
  • Implement assessment strategies to monitor school students’ development and to plan effective literacy programs.

There are 2 assessment tasks:

  • An analysis and critique of teaching practice (2000 words) due mid semester, 50%
  • A literature review (2000 words) due end of the semester, 50%

Hurdle requirements:

  • One hurdle task submitted in class mid semester.
  • This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

Prescribed Texts:

Collection of readings.

Hill, S. (2012) Developing early literacy: assessment and teaching. South Yarra: Eleanor Curtin Publishing

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

This subject encompasses particular generic skills. On completion of the subject, students should:

  • Understand the significance of developing their practice on the basis of research and evidence;
  • Be able to critique, creatively plan, implement and evaluate mandated curriculum;
  • Have the ability and confidence to participate effectively in collaborative learning contexts, while respecting individual differences;
  • Be confident and willing to use advanced communication technologies to support their own learning and research and the learning of their students.

Links to further information:
Related Course(s): Master of Teaching (Early Childhood)
Master of Teaching (Early Years)

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