i was unable to offer a link but a etext important to this is Language, Literacy And Early Childhood Education eBook, 3rd Edition with refrences on (visual literacy)chapter 23 (critical literacy) chapter 23 (Digital technologies) chapter 24
i have also offered allot of content essecially collab videos.
The purpose of this assignment is for you to gather information to demonstrate your understanding of the importance of connecting and developing partnerships with families of the children in your centre or class/school, and the implications that children’s culture and home language have on the teaching and learning of English language and literacy.
Partnerships is one of five key principles outlined in the Early Years Learning Framework (DEEWR, 2009) as underpinning good early childhood education. Partnerships involve educators creating a welcoming environment where families are respected and encouraged to collaborate with educators about curriculum decisions. When early childhood educators work in partnership with families, learning outcomes are most likely to be achieved (DEEWR, 2009, p. 12). When educators show a genuine interest in getting to know each child and their family as individuals then a sense of belonging and partnership begins to develop and it strengthens over time. Belonging is as important for family members as it is for children.
There are various ways in which centres and primary schools can connect and develop partnerships with families. Among them is the creation and distribution of newsletters. This assignment will allow you to demonstrate your understanding of the importance of building home-school partnerships by creating a newsletter with a focus on teaching an aspect of emerging or early literacy. In addition, you will also be able to demonstrate your understanding of the implications that culture and home language has for teaching and learning.
To complete this assignment, you are required to respond to the following scenario. Please note that in addition to responding to the provided scenario, you are required to use a minimum of 5 scholarly and professional sources to inform the content of your newsletter.
Scenario
You are a newly appointed educator either at an early childhood centre or at a primary school. You have been tasked with the job of creating a newsletter for parents/caregivers of the children in your room/centre or class/school that reflects the teaching of one aspect of emerging or early literacy. You have been given 3 options to choose from as a topic of focus for your newsletter:
- Visual literacy
- Critical literacy
- Digital technologies in English language and literacy teaching and learning
- Visual literacy – i have also added activities in saved files
- https://padlet.com/redirect?url=https%3A%2F%2Freadingaustralia.com.au%2F2016%2F11%2Funpacking-visual-literacy-for-early-years-learners%2F
- https://padlet.com/redirect?url=https%3A%2F%2Freadingaustralia.com.au%2F2016%2F11%2Funpacking-visual-literacy-for-early-years-learners%2F
- https://padlet.com/redirect?url=https%3A%2F%2Freadingaustralia.com.au%2Flevel%2Fprimary%2F%3Fpost_type%3Dbook
- You could use a wordless text such as Hug by Jez Alborough. This is one of my favourite books! You can find more information about this on p. 541 in Fellowes and Oakley.When teaching Visual Literacy in the early years, I usually begin by modelling how to read the pictures by using these prompts “I see…” and “I think…”.As the story progresses, the educator will ask the children to contribute. There are some great questions in Fellowes and Oakley on p. 542. Then the children are encouraged to unpack a page by turning and talking with a partner. This enables children to rehearse their ideas before they share. This simple process acts as a scaffold.https://youtu.be/ybraU-fIrac
- Critical literacy –
i have also added activities in saved files
- examining critical literacy – in uploaded files
- https://padlet.com/redirect?url=https%3A%2F%2Fwww.readingrockets.org%2Farticle%2Fusing-read-alouds-critical-literacy-literature-k-3-classrooms
- https://padlet.com/redirect?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyuamzeQX6c4
- https://padlet.com/redirect?url=https%3A%2F%2Fliteracyleader.weebly.com%2Fcritical-literacy.html
- Digital technologies in English language and literacy teaching and learning –
i have also added activities in saved files
- https://padlet.com/redirect?url=https%3A%2F%2Fwww.australiancurriculum.edu.au%2Ff-10-curriculum%2Ftechnologies%2Fdigital-technologies%2F%3Fyear%3D12983%26strand%3DDigital%2BTechnologies%2BKnowledge%2Band%2BUnderstanding%26strand%3DDigital%2BTechnologies%2BProcesses%2Band%2BProduction%2BSkills%26capability%3Dignore%26capability%3DLiteracy%26capability%3DNumeracy%26capability%3DInformation%2Band%2BCommunication%2BTechnology%2B%2528ICT%2529%2BCapability%26capability%3DCritical%2Band%2BCreative%2BThinking%26capability%3DPersonal%2Band%2BSocial%2BCapability%26capability%3DEthical%2BUnderstanding%26capability%3DIntercultural%2BUnderstanding%26priority%3Dignore%26priority%3DAboriginal%2Band%2BTorres%2BStrait%2BIslander%2BHistories%2Band%2BCultures%26priority%3DAsia%2Band%2BAustralia%25E2%2580%2599s%2BEngagement%2Bwith%2BAsia%26priority%3DSustainability%26elaborations%3Dtrue%26elaborations%3Dfalse%26scotterms%3Dfalse%26isFirstPageLoad%3Dfalse
- https://padlet.com/redirect?url=https%3A%2F%2Fwww.education.vic.gov.au%2Fschool%2Fteachers%2Fteachingresources%2Fdiscipline%2Fenglish%2Fliteracy%2FPages%2Fintroduction-to-literacy-in-digital-technologies.aspx
- https://padlet.com/redirect?url=https%3A%2F%2Fwww.education.vic.gov.au%2Fschool%2Fteachers%2Fteachingresources%2Fdigital%2FPages%2Ftools.aspx
https://padlet.com/redirect?url=https%3A%2F%2Fyoutu.be%2FjKYLGnyY7uM
https://padlet.com/redirect?url=https%3A%2F%2Fyoutu.be%2FwPYbgquL6wk
https://padlet.com/redirect?url=https%3A%2F%2Fyoutu.be%2FwPYbgquL6wk
This would be for children aged 3-5 years in preschool.
The children will work in pairs with the educator to retell the story using the Playschool Art Maker app
https://padlet.com/redirect?url=http%3A%2F%2Fwww.abc.net.au%2Fabcforkids%2Fgrownups%2Fpsartmaker.htm , which is free to download.
https://padlet.com/redirect?url=https%3A%2F%2Fswinburneonline.instructure.com%2Fgroups%2F34811%2Fdiscussion_topics%2F455540%23
Conclusion
Creating your newsletter
Using the provide scenario, you are required to create a newsletter for a selected age group (e.g. 3-4-year-olds in ECE or 6-7-year-olds in primary school) and expand on your selected topic. Your newsletter should include the following information:
- A definition of the selected topic and an explanation as to why the topic is important for the teaching and learning of emerging or early literacy.
- An outline of the benefits and potential risks associated with the chosen topic (dot points can be used for this section).
- A description of a learning experience for your selected age group which includes:
- a statement of the age group (e.g. 3-4-year-olds in ECE or 6-7-year-olds in primary school)
- a rationale of the learning experience (e.g. what the children already know, what they have been introduced to at the centre or class/school, and how this learning experience will help strengthen those skills)
- an expected learning outcome of the learning experience which includes a link to a specific sub-outcome under Outcome 5: Children are effective communicators from the EYLF or a content description under the Australian Curriculum: English (or a state equivalent e.g. Victorian Curriculum: English).
- a teaching strategy to support all children’s learning and development
- a teaching strategy to support children with English as an additional language or dialect (EAL/D)
- An example of how parents and/or caregivers can assist children with their learning about the selected topic at home.
- An invitation for parents/caregivers to share what they have done at home with their child(ren) and/or to provide feedback and suggestions.
Your newsletter should be written in layperson’s language. The tone should be professional, warm, welcoming and inviting. Ensure that your newsletter follows a logical order and it should be coherent and appealing for your target audience. In addition, your folio must be properly referenced with in-text citations and a reference list using the APA referencing style. The reference list will also not be included in the word count.
Note: Your newsletter can be created using a Word Document. When you go to create a new document within Word, you can search for newsletter templates. Assignment 4: School Newsletter template (DOCX 1.27 MB) Download Assignment 4: School Newsletter template (DOCX 1.27 MB)provided as a supporting resources section is an example of one of the Word document newsletter templates that you can use. However, feel free to choose a different template – there is a range to choose from.
Therefore, to give your newsletter a sense of originality, you can be as creative as you would like by including additional content such as the name of the ECE or primary school, identify yourself as the educator, use borders and/or images, include an upcoming centre/school event and/or a quote of the week/month and so forth. This additional content will not be included in the word count.
Preparing your presentation
Weeks 8, 9, 10 and 11 present topics related to teaching English language and literacy: building home-school partnerships, teaching critical literacy and visual literacy, teaching English language and literacy using digital technologies. The content covered across all these weeks will be relevant for this assignment.
References
All scholarly sources and other relevant sources referred to in your newsletter must be included in a reference list. Your reference list should start on a new page and it should be appropriately formatted in APA style. Note that the reference list will not be included in the word count.
- A definition of the selected topic and an explanation as to why the topic is important for the teaching and learning of emerging or early literacy.
- An outline of the benefits and potential risks associated with the chosen topic (dot points can be used for this section).
- A description of a learning experience for your selected age group which includes:
- a statement of the age group (e.g. 3-4-year-olds in ECE or 6-7-year-olds in primary school)
- a rationale of the learning experience (e.g. what the children already know, what they have been introduced to at the centre or class/school, and how this learning experience will help strengthen those skills)
- an expected learning outcome of the learning experience which includes a link to a specific sub-outcome under Outcome 5: Children are effective communicators from the EYLF or a content description under the Australian Curriculum: English (or a state equivalent e.g. Victorian Curriculum: English).
- a teaching strategy to support all children’s learning and development
- a teaching strategy to support children with English as an additional language or dialect (EAL/D)
- An example of how parents and/or caregivers can assist children with their learning about the selected topic at home.
- An invitation for parents/caregivers to share what they have done at home with their child(ren) and/or to provide feedback and suggestions.
Your newsletter should be written in layperson’s language. The tone should be professional, warm, welcoming and inviting. Ensure that your newsletter follows a logical order and it should be coherent and appealing for your target audience. In addition, your folio must be properly referenced with in-text citations and a reference list using the APA referencing style. The reference list will also not be included in the word count.
Checklist for A4
Have you used a template?
Note: Your newsletter can be created using a Word Document. When you go to create a new document within Word, you can search for newsletter templates. Assignment 4: School Newsletter template (DOCX 1.27 MB)Links to an external site. Download Assignment 4: School Newsletter template (DOCX 1.27 MB)Links to an external site.provided as a supporting resources section is an example of one of the Word document newsletter templates that you can use. However, feel free to choose a different template – there is a range to choose from.
To give your newsletter a sense of originality, you can be as creative as you would like by including additional content such as the name of the ECE or primary school, identify yourself as the educator, use borders and/or images, include an upcoming centre/school event and/or a quote of the week/month and so forth. This additional content will not be included in the word count.
Have you used relevant information and readings from Weeks 8, 9, 10 and 11 to prepare your newsletter?
Weeks 8, 9, 10 and 11 present topics related to teaching English language and literacy: building home-school partnerships, teaching critical literacy and visual literacy, teaching English language and literacy using digital technologies. The content covered across all these weeks will be relevant for this assignment.
Have you included in text citations and an APA style reference list in your newsletter?
All scholarly sources and other relevant sources referred to in your newsletter must be cited in text AND included in a reference list. Your reference list should include a minimum of five academic/professional resources.
The reference list should start on a new page and it should be appropriately formatted in APA style.
Note that the reference list will not be included in the word count.
- The depth and relevance of the content presented on the chosen topic (i.e. visual literacy or critical literacy or digital technologies).
- The depth and relevance of the learning experience including the teaching of children with English as an additional language or dialect (EAL/D).
- The depth and relevance of the approach taken to connect and develop a home-school partnership.
- The level of creativity and structure of the newsletter, including the use of relevant conventions of English: spelling, punctuation, grammar and syntax.
- The citations used and APA style.
Your work will be assessed using the following marking guide:
|
Criteria |
No Pass |
Pass |
Credit |
Distinction |
High Distinction |
|
The depth and relevance of the content presented on the selected topic (i.e. visual literacy or critical literacy or digital technologies). (30%) |
Did not meet the criterion. |
An appropriate definition of the selected topic was presented. In addition, a discussion as to why the topic is important for the teaching and learning of emerging or early literacy was offered. The outline of the benefits and potential risks of the selected topic was relevant. Some statements and discussions were supported by scholarly and professional sources. |
A clear definition of the selected topic was presented and this was linked to the discussion about its importance for the teaching and learning of emerging or early literacy within the Australian educational context (i.e. ECE or primary school). The benefits and potential risks of the selected topic were clear and were supported by relevant sources. Statements and discussions were clearly linked to relevant scholarly and professional sources. |
The definition of the selected topic was presented with added depth and supported by relevant scholarly and professional sources. In addition, evidence was synthesised and carefully integrated into the discussion about the need to teach the selected topic within the Australian educational context (i.e. ECE or primary school). There was a consistent engagement with the scholarly and professional sources throughout the newsletter. |
The content presented on the selected topic was synthesised and carefully constructed in a logical order. Attributes of critical reading and critical thinking were evident throughout the discussion about the selected topic and its importance within the Australian educational context (i.e. ECE or primary school). There was a high engagement with the scholarly and professional sources throughout this section of the newsletter. |
|
The depth and relevance of the learning experience including the teaching of children with English as an additional language or dialect (EAL/D). (30%) |
Did not meet the criterion. |
The learning experience is appropriate for the age group selected. A relevant sub-outcome or content description was presented. The rationale identifies useful information that relates to the teaching of the selected topic. The two teaching strategies were relevant for the context of the learning experience. The teaching strategy for children with English as an additional language or dialect (EAL/D) is appropriate. Some statements and discussions were supported by scholarly and professional sources. |
The learning experience is age-appropriate and supported by a clear link made to a relevant sub-outcome or content description. The rationale provides a discussion that informs the teaching of the selected topic. The two teaching strategies for the context of the learning experience were clear and cohesive. The teaching strategy for children with English as an additional language or dialect (EAL/D) considers the implications of culture and home language for teaching and learning. Statements and discussions were clearly linked to relevant scholarly and professional sources. |
The learning experience is age-appropriate and challenging enough to encourage an extension of learning. This is supported by a clear link made to a relevant sub-outcome or content description and relevant scholarly and professional sources. The two teaching strategies were aligned well within the learning experience. The implications that culture and home language has for teaching and learning are elaborated on and supported by relevant scholarly and professional sources. There was a consistent engagement with scholarly and professional sources which was demonstrated across the newsletter. |
The learning experience demonstrates attributes of critical reading and critical thinking. There was a cohesive alignment between the rationale, expected outcome and the teaching strategies. The learning experience was developmentally appropriate. The teaching strategy for children with English as an additional language or dialect (EAL/D) clearly demonstrates the implications of culture and home language for learning and teaching. There was a high engagement with scholarly and professional sources which was demonstrated across the newsletter. |
|
The depth and relevance of the approach taken to connect and develop a home-school partnership. (30%) |
Did not meet the criterion. |
The format and structure demonstrate a developing understanding of how to communicate with parents/caregivers. The recommended example provided for parents/caregivers to work on with their child(ren) at home was appropriate. An invitation for parents/caregivers to share what happens at home, and/or to provide feedback or suggestions was offered. |
The format and structure of the newsletter are clear and appropriate for parents/caregivers. The recommended example provided for parents/caregivers to work with their child(ren) on at home was clear and supported by scholarly and/or professional sources. The invitation for parents/caregivers to share what happens at home, and/or to provide feedback or suggestions was clear and concise. |
The format and structure of the newsletter are written in a way that is inviting and appealing to parents/caregivers. The recommended example provided for parents/caregivers to work with their child(ren) on at home was logical and cohesive and supported by scholarly and/or professional sources. The invitation for parents/caregivers to share what happens at home, and/or to provide feedback or suggestions was inviting and appealing for parents/caregivers. |
The format and structure of the newsletter are written in a way that is inviting and appealing to parents/caregivers, and it is free of jargon and ambiguity. The approach taken to connect and develop a home-school partnership demonstrates attributes of critical reading and critical thinking. There was a cohesive alignment between the recommended example and the other sections of the newsletter with relevant sources to support. The invitation for parents/caregivers to share what happens at home, and/or to provide feedback or suggestions included added depth. |
|
The level of creativity and structure including the use of relevant conventions of English: spelling, punctuation, grammar and syntax. (5%) |
Did not meet the criterion. |
There is evidence of creativity and originality across the newsletter. Errors in the use of relevant conventions of English are prevalent; however, they do not detract substantially from the communication of ideas. |
There is evidence of creativity and originality across the newsletter. There are some errors in the use of relevant conventions of English; however, they do not detract from the communication of ideas. |
There is evidence of creativity and originality across the newsletter. There are minor errors in the use of relevant conventions of English; however, they do not detract from the overall good quality of the submission, or the meaning communicated. |
There is evidence of creativity and originality across the newsletter. There is a high degree of structure and formality that is maintained throughout the work submitted. Therefore, there were no errors in the relevant English conventions that were found. |
|
The citations used and APA style. (5%) |
Did not meet the criterion. |
A minimum of 5 references was sourced to support the folio. The original work and others’ ideas have been cited in the folio and the reference list. However, the incorrect use of APA referencing conventions is prevalent. |
A minimum of 5 references was sourced to support the folio. The original work and others’ ideas have been cited in the folio and the reference list; however, with some incorrect APA referencing conentions |
A minimum of 5 references was sourced to support the folio. The original work and others’ ideas have been cited in the folio and the reference list; however, with minor errors APA referencing conventions. |
A minimum of 5 references was sourced to support the folio. The original work and others’ ideas have been cited in the folio and the reference list with the correct use of APA referencing conventions. |