On successful completion of this unit, you will be able to:
- Explain socio-cultural theories of literacy, language learning and meaning making.
- Evaluate the diverse communicative backgrounds of children and the impact this diversity has on learning.
- Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds.
- Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners.
- Plan developmentally appropriate evidence-informed language and literacy learning activities that are responsive to students from diverse backgrounds.
- Evaluate activities and teaching strategies from multiple expressive and interpretive modes on their suitability for supporting language and literacy development, imagination, creativity and knowledge of the world for a wide range of learners.
This unit is one of the minimum 16 units required by the accrediting body that focus on content, pedagogy, or curriculum knowledge underpinning the core subjects in the Australian curriculum. Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 1.5, 2.5, 3.3, 3.4 and 4.1. Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCFC506A: 1, 2, 3 and 4 and CHCFC508A: 1, 2, 3 and 4 are also taught and assessed in the Multiliteracies unit.
Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.