This unit focuses on making meaning through language and literacy when children (including children with English as an additional language) are viewed as capable. Through this perspective, children's approaches to learning are understood as complex, offering ways to build on children's experiences and understandings. Underpinning this unit is the recognition that language and literacy are a social act, representative of power in navigating life. Meaning making in regard to language and literacy includes experiences that hold purpose in rich, thoughtful environments and which include critical and multi-literacy experiences. Language and literacy does not occur as isolated skills, rather as part of how young children express themselves and they are unique to each child.   

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Determine that language and literacy are social acts.  
  2. Articulate the many ways in which multi-literacies are generated by capable young children and how they contribute to how young children construct their literacy language.  
  3. Devise a range of curriculum that supports complex meaning making in language and literacy in diverse early childhood contexts.  
  4. Present an understanding of expressive and receptive language for capable young children, including children with English as an additional language.  


Assessment type Description Grade
Assignment Create a podcast describing personal literacy language journey 30%
Essay Write an essay discussing current issues/debates/discussions in language and literacy including English as additional language 30%
Exercise Using the view of children as capable, create a sequence of language and literacy experiences for a range of ages in early childhood 40%
5000 words or equivalent

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