Language and Literacy

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What is Language and Literacy - A close study, ACARA & NESA

The relationship between ACARA English F-10 curriculum and NESA English K-10 Syllabus (Stages 1-3), knowledge of their aims, rationale and sequential development with particular focus on the general capabilities and cross-curriculum priorities and the value of other resources and /support documents in developing effective teaching and learning programs which demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

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Understanding Language and Literacy - Language and its Development

Child Language and literacy development from child to adolescent (brain development, adult role in language acquisition; Vygotsky, Bruner, Piaget, Clay, Cambourne); language benchmarks for age levels, (e.g. First Steps Continuums, OECD, National Benchmarks, NSW English continua and syllabus outcomes and indicators from Early Stage 1, and Stages 1, 2, 3, and link between 3 and 4); children’s contexts either Christian and/or alternate worldview perspectives demonstrating knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

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Understanding Language and Literacy - Literacy and its Development

Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school: behaviours and dispositions assist students to become effective learners; students managing their own learning to be self-sufficient; working harmoniously with others; knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts; supporting parents/carers in cultivating literacy at home.

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Critical analysis of teaching Practices - Language and Literacy Development – EALD

Strategies to engage students in multicultural and multilingual classrooms to read and compose texts more effectively and value English literacy acquisition. Different theoretical frameworks for teaching EALD students and 1st phase learners; culturally inclusive curriculum; use of interpreters, collaborating with bilingual families and agencies; the use of curriculum, assessment data and reporting to parents/carers and other professionals to demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of language and literacy development.

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Addressing Challenges and Opportunities - Meaning Making Language and Literacy

Meaning-making through language and literacy acquisition and development. Oral Language: the relationship between context and text, language structures and features (text structure, grammar and conventions); contributing skills and strategies (interaction skills, presentation skills, listening skills, contextual and semantic, grammatical, graphological, phonological). Demonstrating understanding of a range of strategies for reporting to students and parents/carers, and the purpose of keeping accurate and reliable records of student achievement in literacy K-6.

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Proposing Strategies for Effective Instruction - 1

Culturally Responsive Pedagogy: Incorporate diverse texts and perspectives that reflect students' linguistic and cultural backgrounds, fostering a sense of belonging and promoting cross-cultural understanding.

Explicit Instruction: Provide clear and structured instruction in language and literacy skills, scaffolding learning experiences to support students at various proficiency levels.

Authentic Assessment: Implement authentic assessment tasks that reflect real-world contexts and require students to apply their language and literacy skills in meaningful ways.

Collaborative Learning: Foster collaborative learning environments where students can engage in peer interactions, discuss texts, and co-construct knowledge through dialogue and reflection.

Digital Literacy Integration: Integrate digital technologies judiciously to enhance language and literacy instruction, while also promoting critical thinking and responsible digital citizenship.

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Proposing Strategies for Effective Instruction – 2

Using Picture Books to develop language and literacy

In today's diverse educational landscape, fostering language and literacy skills among young learners is paramount. Delve into innovative strategies tailored to cultivate a rich linguistic environment that nurtures both fluency and comprehension. Through an interdisciplinary lens, explore the dynamic role of picture books as potent tools for language development and literacy acquisition. From honing phonemic awareness to fostering critical thinking, these colourful narratives serve as gateways to a world of linguistic exploration. Guided by cutting-edge research and best practices, discover how to seamlessly integrate picture books into instructional repertoire. From interactive read-aloud sessions to scaffolded literacy activities, this comprehensive toolkit will engage and inspire young minds while demonstrating broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

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Proposing strategies for effective Instruction – 3

Developing a Rich vocabulary. Verbal and non-verbal communication

In the ever-evolving landscape of education, fostering robust vocabulary and effective communication skills is essential for student success. Be equipped with innovative strategies for cultivating a rich lexicon and enhancing both verbal and non-verbal communication abilities among young learners. Through a blend of theory and practice, explore dynamic approaches to vocabulary development, drawing from research-backed methodologies and practical classroom applications. From leveraging context clues to employing mnemonic devices, educators will learn how to scaffold vocabulary acquisition in ways that resonate with diverse learning styles and abilities. Delve into the intricacies of verbal and non-verbal communication, empowering educators to facilitate meaningful interactions and foster interpersonal skills among students. From active listening techniques to body language cues, participants will discover how to cultivate an environment where every voice is heard and valued.

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Assessment and Reporting

In the dynamic landscape of education, assessment serves as a cornerstone for understanding student progress and informing instructional decisions. Developing a comprehensive toolkit for effectively assessing and reporting on language and literacy skills through a blend of theoretical foundations and practical applications, participants will explore a variety of assessment methods, including formative, summative, and diagnostic approaches. From analysing student work samples to implementing performance tasks, educators will gain insights into meaningful assessment practices that capture the multifaceted nature of language and literacy development. In addition to assessment techniques, students will be equipped with strategies for communicating assessment results in a clear, meaningful, and culturally responsive manner. Participants will learn how to engage stakeholders, foster collaborative partnerships with families, and utilise assessment data to drive instructional planning and decision-making for reporting purposes while understanding strategies for working effectively, sensitively and confidentially with parents/carers.

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Naplan Test Years 3 and 5

Preparing students for success in NAPLAN assessments for Years 3 and 5. Delve into targeted strategies designed to enhance language and literacy skills, ensuring students are equipped to excel in this pivotal standardised testing. Offering a comprehensive exploration of the NAPLAN test framework, providing educators with insights into the assessment criteria and expectations for language and literacy proficiency. Participants will gain practical tools and techniques to effectively prepare students for each component of the test, from reading comprehension to writing conventions. Through engaging instructional methods and real-world examples, educators will learn how to scaffold instruction, differentiate learning experiences, and cultivate a supportive testing environment. By honing students' critical thinking, analytical, and communication skills, educators will empower them to approach the NAPLAN assessments with confidence and competence.

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Taxonomies

Exploring the intersection of language and literacy within the framework of taxonomies offers a nuanced understanding of how individuals acquire, interpret, and apply knowledge across diverse educational contexts. Taxonomies, such as those developed by Gagne, Bloom, and Krathwohl, provide conceptual frameworks for categorising and sequencing learning objectives, cognitive processes, and affective outcomes within instructional design and assessment practices. The role of the home language is particularly salient in the development of second language proficiency and sociocultural intellectual development. Research highlights the significance of leveraging learners' home languages as a foundation for acquiring second language proficiency and fostering cognitive and socioemotional growth. By honouring and integrating students' home languages into instruction, educators can create inclusive learning environments that support multilingualism and promote equitable access to educational opportunities.

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Negotiating the curriculum in terms of language and literacy

Negotiating the curriculum through the lens of language and literacy entails a multifaceted exploration of how students engage with, interpret, and construct knowledge within educational contexts. Recognising that language and literacy serve as pivotal vehicles for both the transmission and interpretation of curriculum content, shaping students' comprehension, expression, and critical engagement with academic material. Negotiating the curriculum in terms of language and literacy also requires attention to the socio-cultural and linguistic diversity inherent within educational settings. Recognising and valuing linguistic diversity entails embracing students' diverse linguistic backgrounds, dialects, and communicative practices as valuable resources for learning. Moreover, it involves fostering inclusive learning environments where students feel empowered to express themselves authentically and engage with curriculum content in meaningful ways.