| 1. | Demonstrate the ability to plan for explicit teaching of phonological awareness and phonics instruction as part of a program to teach children to read English texts in the Early Years. |
| 2. | Critically review theories of English language and literacy development, the reading process, explicit instruction, and teaching discipline specific content across the curriculum, to demonstrate awareness and understanding of how young children learn to read and comprehend English texts used in Early years classrooms. |
| 3. | Critically examine and justify pedagogical practices for effective early literacy instruction, including evidenced-based approaches to how the brain learns to read through systematic and explicit teaching, assessing and reporting of student learning across the following components: phonological awareness, phonics, fluency, vocabulary, comprehension and oral language. |
| 4. | Develop a range of formative and summative assessment practices to analyse and interpret children¿s Literacy learning against year-level benchmarks (eg. Australian Curriculum Achievement Standards) to make informed judgments, and to plan for differentiated teaching and feedback strategies to scaffold the literacy needs of diverse learners. |
| 5. | Assess children¿s learning outcomes to make informed judgments about the impact of systematic and explicit teaching practices that attend to how the brain learns, on student learning and engagement and plan for differentiated teaching that addresses the English language and literacy learning needs of diverse learners. |
| 6. | Appraise texts such as stories, informational texts, rhymes and songs from multimodal sources for use in the classroom and to recommend for home reading. |
