This course will further explore current national curriculum documents in the early childhood and primary educational contexts in terms of language, literacy and literature needs, birth to 12 years. It will critically analyse the ways preschool programs prepare children for school with a focus on language, literacy and literature learning. The course will critically examine the technological complexities of contemporary multimodal texts and their uses in birth to 12 years settings. Drawing on a detailed knowledge of metalanguage, it will further explore in depth the variety of text types that connect the classroom with the wider community. A range of strategies will be identified, discussed and applied in the teaching of literacy in the early childhood setting and within the English KLA, including ways to provide achievable challenges for students of various abilities and characteristics.
Availability2021 Course Timetables
- Semester 1 - 2021
- Semester 1 - 2021
On successful completion of the course students will be able to:
1. Engage and implement national curriculum documents in early childhood and primary schools pertaining to language, literacy and literature using sophisticated metalanguage.
2. Critically analyse the ways preschool programs prepare children for school, specifically the use of phonics and phonemic awareness programs.
3. Design a range of assessment tasks that address multiple text types referred to in BOS curriculum documents that connect students with the wider community.
4. Examine the impact of sophisticated technologies on language, literacy and literature birth to Year 6.
5. Construct activities and identify a detailed range of resources that take account of sociocultural diversity in Australia, including language, literate and literature practices that address the needs of Indigenous Peoples.
6. Identify and apply a range of teaching strategies in the teaching of literacy in the early childhood setting and within the English KLA, which include addressing the needs of students of various abilities and characteristics.
- The language, literacy and literature components of national curriculum documents in early childhood and primary schools.
- Application of a range of teaching strategies in the teaching of literacy across early childhood and primary sectors.
- The designing of activities and lesson plans for literacy learning in early childhood and primary schools, taking special account of social and cultural diversity in Australia, including Indigenous Peoples.
Enrolment in this course is dependent on meeting the teacher education admission milestone of successful completion of
- Three HSC band 5s (including one in English) or
- 80 units of UoN courses or
- Regulatory authority approved comparable pathways or
- Commencement in the program pre 2016
Students must also be active in one of the programs:
Bachelor of Teaching (Early Childhood and Primary) (Honours) 
Bachelor of Education (Early Childhood and Primary) 
Bachelor of Education (Early Childhood and Primary) (Honours) .
LING1100; EDUC2748; EDUC3075; and EDUC2066
Essay: Essays/Written Assignments 30%
Case Study / Problem Based Learning: Case Studies 40%
In Term Test: In Term Test 30%
Callaghan and Ourimbah
Face to Face On Campus 1 hour(s) per Week for Full Term
Face to Face On Campus 2 hour(s) per Week for 12 Weeks
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.