Section navigation
Main menu
- Overview
- Introduction
- Outcomes/Expectations
- Planning and programming
- Teaching and learning experiences
- Classroom practice
- Work samples
- Assessing and recording
- Outcomes achieved
- Assessing and reporting
- Ongoing evaluation
- Contacts
Modules
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Module one: Talking and listening 1
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Module two: Talking and listening 2
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Module three: Assessing reading
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Module four: Analysing reading assessment tasks
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Module five: Planning to teach reading
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Module six: Assessing writing
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Module seven: Analysing writing assessment
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Module eight: Planning to teach writing
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Module nine: Checking for progress
Introduction
Early Literacy Online is a professional learning program in literacy for Early Stage 1 and Stage 1 teachers. It is designed to provide a model of good practice for teachers to effectively address the early literacy needs of students.
The course is delivered on the Internet using a trained online facilitator to assist teachers with pedagogical understandings and classroom implementation.
Online does not mean alone. Teachers accepted into Early Literacy Online have the support of a course coordinator, a course mentor and an online collegial discussion board. Participants will also attend a one-day professional learning workshop which will be designed to support their understanding of course work.
The course does not require advanced technology skills. Participants will need to know how to connect to the Internet and send an email. Guidance will be provided in accessing the web site resources and using the WebBoard online discussion.
Early Literacy Online is divided into nine modules
- Talking and listening 1
- Talking and listening 2
- Assessing reading
- Analysing reading assessment tasks
- Planning to teach reading
- Assessing writing
- Analysing writing assessment tasks
- Planning to teach writing
- Checking for progress.
To complete a module, teachers are required to access information on the web site. This should take no more than an hour per session. Extra time is needed to contribute to the online discussion. By completing the module task teachers can practise what they are learning with a small group of students. .
The Course Timeline (pdf 25kb) indicates the time frames allocated to competing each module.
Course Certificate
Participants who successfully complete course expectations will receive a certificate.
To receive the certificate, participants will be required to:
- work with students to improve literacy levels
- keep a record of classroom literacy teaching and learning activities related to the course content
- reflect on student literacy learning, and teacher professional learning
- attend a one-day professional learning workshop
- participate regularly in online collegial discussion
- complete a course learning portfolio.
At the conclusion of the course, participants will be required to submit a learning portfolio containing details of the course work they have undertaken. The portfolio may be paper based, or submitted electronically.
Assembling the portfolio will not be an onerous task if it is done incrementally as the course unfolds. As data is collected from course work during each module (assessment information and teacher planning and programming), file it in a folder with plastic leaves, or in a specially designated file in the computer. At the end of the course, it will then only be a matter of reviewing the work before it is submitted for evaluation and certification.
More details about preparing the course portfolio will be available at the course workshops.
The completed course portfolio should be mailed to:
Curriculum Directorate
Private Bag 3
RYDE NSW 2112
Electronic portfolios should be emailed to the course co-ordinator.