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| 1. | Demonstrate planning for explicit teaching of word phonics, morphology, vocabulary and spelling, within early Literacy and Literature programs for meaningful sentence construction in whole texts, based on appropriate assessment strategies of learner¿s entry skills. |
| 2. | Critically analyse theories, models and frameworks relevant to teaching English Language, Literacy and Literature curriculum, across a continuum of writing achievement for learning to write and writing to learn. |
| 3. | Examine research evidence of effective pedagogic practices, that support the aligned teaching and learning and assessment of writing, and the integration of writing with reading and speaking, for the explicit and responsive teaching of early writing for different purposes and writer independence. |
| 4. | Analyse early writing examples for the assessment and reporting of year-level writing achievement standards, and to inform teaching responses to the writing needs of diverse learners, including student¿s physical, social and intellectual development and characteristics and how these affect learning. |
| 5. | Demonstrate conceptual and practical knowledge of designing positive learning environments to engage early learners with a range of texts (multimodal, digital, print, oral), selected to develop year-level writing, reading, and speaking capability. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
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| 1. | Online quizzes (2 x 10 questions) | 20% | |
| 2. | Portfolio (1,500 words or equivalent) | 40% | |
| 3. | Lesson plan (1,500 words or equivalent) | 40% | |
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