ASSIGNMENT OVERVIEW
Addressing the needs of language and literacy development in the early childhood and primary years requires the integration of a number of different areas of knowledge, including an awareness of theories, appropriate teaching methods, the features of the learning environment, and the Australian educational context.
This assignment will allow you to demonstrate your understanding in these areas through the design of a presentation that describes approaches to the teaching of speaking and listening skills through which children’s language and literacy development are supported.
Your presentation should be supported by at least 5 references. The references will be combined into one reference list. Your work should demonstrate a relevant link made to either the Early Years Learning Framework (EYLF) or the Australian Curriculum (or a state equivalent), the set-text Fellowes and Oakley (2019), and other relevant scholarly and professional sources. You can refer to the learning materials for additional sources and conduct an independent search using the Swinburne library online database for relevant sources to support your work.
ASSIGNMENT DETAILS
For this assignment, you are required to produce a 5 minute video presentation using Canvas Studio that addresses the following components:
Identify a specific link to a sub-outcome under Outcome 5 from the EYLF or a content description from the Australian curriculum: English (or a state equivalent) that you think will promote children’s speaking and listening skills.Identify a specific age group within the early years that you would like to focus on for this assignment. For example, 3 year olds in a pre-kindergarten room or 6-7 year olds in Year 1. It must be within either an early childhood setting (birth to 5 years of age), or an early years primary school setting (5 to 8 years of age).Describe a learning experience or an activity that educators can use to support your chosen age group’s speaking and listening skills. Identify or use a prop in your presentation to provide further context e.g. a book, a puppet, visual aids etc.Explain how the learning experience or activity can support children’s speaking and listening skills for your chosen age group.Explain how your learning experience or activity will promote the learning of your chosen age group and support them in achieving the sub-outcome.Present a rationale to explain why it is important for educators to include the teaching of speaking and listening skills in their literacy program. In your rationale, you must make a specific reference to a relevant theory to help support your statements.Your audience
The imagined audience for your presentation will be the board or committee of an early childhood centre or a primary school. With this in mind, consider this as a formal presentation. A suggested structure for your presentation is as follows:
An introduction: Introduce yourself and present your topic.The components of your presentation: Address all of the components (1–7) of your presentation.A conclusion: Highlight the key points of your presentation and thank the imagined audience for their time.
In your descriptions and explanations, you must demonstrate an awareness of a relevant theory, an understanding of appropriate teaching approaches. In addition, you should make a relevant link to either the Early Years Learning Framework (EYLF) or the Australian Curriculum (or state equivalents), the set-text Fellowes and Oakley (2019), and other relevant scholarly and professional sources. You can refer to the learning materials for additional sources and conduct an independent search using the Swinburne library online database for relevant sources to support your work.
Preparing your presentation
You are strongly advised to engage with all resources provided in Weeks 1–7, and participate in the collaborative activities. These will help you build your understanding of the key concepts and theories related to this presentation, and practise and develop your presentation skills.
Last Completed Projects
| topic title | academic level | Writer | delivered |
|---|