• Thu 9 Dec 10:30 AM AEDT - 11:30 AM AEDT

    • $55.00 incl. GST
    Sounds, Speaking, Songs and Stories – promoting emergent literacy skills
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Sounds, Speaking, Songs and Stories – promoting emergent literacy skills


What is phonological awareness? What are emergent literacy skills? Why do they matter? How do we intentionally support the development of children’s language and literacy? This session will consider how language and literacy are related and what this means for inclusive planning and programming. We will explore ideas for your setting on modelling language, fostering concepts of print, selecting and using quality resources and utilising environmental print. We will also discuss how we create rich, engaging, literacy promoting environments; reflecting on everyday opportunities (play, routines, transitions, relationships with children and their families/caregivers) to promote language and early literacy experiences for all learners and having fun doing it!

Completing Sounds, Speaking, Songs and Stories – promoting emergent literacy skills will contribute one hour of PD addressing the following Australian Professional Standards for Teachers and aligns with the NESA criteria for Elective PD.

NESA Elective PD:

  • Enhanced teaching practice to effect positive change and impact on student/child learning progress and achievements
  • Involved opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practices of others
  • Research based and evidence based

Alignment with Australian Professional Standards for Teachers

Professional Knowledge
APST 1: Know children and how they learn
Professional Practice
APST 3:  Plan for and implement effective teaching and learning
Professional Engagement
APST 6: Engage in professional learning
APST 7: Engage professionally with colleagues, parents/carers and the community

For information regarding teacher registration and accreditation, contact the teacher registration board/institute in your state.

This webinar also aligns with:

Alignment with the Early Years Learning Framework

Early Years Learning Framework – Principles
Secure respectful and reciprocal relationships
Partnerships with families
Respect for diversity
Early Years Learning Framework – Practices
Responsiveness to children
Planning and implementing learning through play
Intentional teaching
Creating physical and social learning environments that have a positive impact on children’s learning
Cultural competence – valuing the cultural and social context of children and their families
The EYLF Learning Outcomes 
Outcome 2: Children are connected and contribute to their world
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

Alignment with the National Quality Standards

QA 1: Educational program and practice
QA 3: Physical environment
QA 5: Relationships with children
QA 6: Collaborative partnerships with families and communities