Learning about grammar is learning about how language works in a range of contexts and this informs the choices we make when speaking and writing. For many of us, language itself is not often the focus of the many events and encounters that make up our daily lives, as most often our exchanges, even our text messages, which are written versions of oral language, are exchanged in a familiar context with others whom we know well. Anyone speaking any language, dialect, creole or pidgin has learnt how to use the grammar of that language… and that includes you! However, for teachers it is not enough to just use the building blocks of language, the grammar, we need to be able to reflect on and talk about how language works and to help learners to do the same.

This chapter explores some of the possibilities and complexities of recognising the important communicative repertoires and resources that learners bring to the classroom, while supporting them to develop expertise in the literate practices that are embedded within schooling and other contexts. It provides an understanding of some of the perspectives, ideas and factors that may impact upon literacies learning, and that allow teachers to engage meaningfully with different options for literacies instruction and make informed decisions about their own teaching approaches. It is important to remember that there is no one way to think about literacies education and that different contexts may foreground different approaches (Freebody, 2007; Luke, 2000). In considering some of the possibilities and complexities of literacies learning, this chapter also refers to some of the related theories and approaches. This discussion is also intended to be read in connection with the other chapters of the book, which provide ideas about potential ways to implement different approaches to classroom instruction.

This chapter provides an introduction to some of the fundamental concepts of literacies, commencing with a brief exploration of changing understandings of text and what it means to be literate within the increasingly dynamic and complex communicative environments of the twenty-first century. The chapter will explore the importance of the early years in the development of literate practices, and the impact of literacies on lifelong patterns of educational inclusion and attainment, employment, and health and wellbeing. The significance of literate practices to identities and community connections will be considered, together with the need for responsive, carefully scaffolded learning experiences that value diverse literate repertoires while offering inclusion in the textual practices embedded within schooling. Overall, the chapter seeks to provide a context for the key strategies and instructional approaches presented in the remainder of the book.

This chapter will increase your knowledge and awareness of literacy as one of the seven general capabilities in the Australian Curriculum to support your understanding of the function of literacy across the curriculum areas, such as in Science and Humanities and Social Sciences (HASS). The chapter explores the literacy general capability and looks at how it is designed to be incorporated into planning and teaching. It then looks at the use of strategies for writing genres, including the teaching and learning cycle, tiered vocabulary for word knowledge and vocabulary development, as well as some reading strategies for use with technical non-fiction texts. A further consideration for planning and implementation at the school and classroom level is also presented.

Many of us may take the ability to spell for granted; however, it is important to remember that spelling is a valuable but not easily attained skill. The English writing system can be particularly challenging to learn. It is generally agreed across languages that learning to read is easier than learning to spell (Bosman & Van Orden, 1997, in Treiman, 2017a).

This chapter seeks to unpack the complexities of learning to spell, including the foundations of knowledge and brain development that must be acquired to support the learning of this skill.

This chapter initially defines the terms ‘reading’ and ‘viewing’ as social practices with meaning-making at their core and makes the point that viewing is defined in curriculum documents as an integral and important part of reading rather than separately. It includes a brief snapshot of the history of reading and the so-called ‘reading wars’. Building on the importance of the development of oral language as a precursor to literacy, as discussed in previous chapters, this chapter then focuses on how children learn to read before moving on to explore how teachers can help children with this learning. The centrality of explicit teacher modelling and scaffolding of the reading process are discussed. Early childhood and primary teachers need to develop a rich repertoire of reading strategies and provide a rich selection of texts and resources, coupled with explicit guidance and support, to enable them to meet children’s individual needs at different stages of their reading journey. A range of assessment strategies are also briefly introduced. Finally, a number of common myths about the reading process are considered in light of the ongoing debate about reading. Throughout the chapter the discussion will focus on the need for a balanced approach to learning to read with meaning-making at the centre of the process.

In this chapter we ask: What is children’s literature? We aim to challenge the traditional idea that children’s literature is simply print-based stories for learners. To do this, we look at what Australia’s English curriculum says about literature and literary texts. Then, we reflect deeply on practical ways we can aid learners to find joy in literature and use different literary texts to: read silently, read aloud and read with friends; talk about plot, characters and settings; examine word choices; reflect on visual elements in images; see different perspectives; perform readers theatre; and sing. But this is no easy feat. Therefore, to help teachers, the bulk of the chapter offers practical ways to do what evidence-based research tells us, which is to put our trust in literature, and submerge and soak learners in quality literature to best support their efforts to lead literate lives.

Children begin to make meaning from the moment they are born. Their emerging abilities to communicate are central to the development of their thinking and imaginations; expression of their feelings and emotions; access to their cultural heritage(s); and, growth of their own unique identities. Learning how to mean and becoming literate continues to be critically important in shaping children and young people’s life chances. Yet it does not follow the same pattern for all children and cannot be reduced to a simple, linear hierarchy of skills (Ewing, 2020) or a one-size-fits-all approach to teaching those skills. Perhaps, because of its centrality to our lives and learning, becoming literate remains a complex and challenging area in education, broadly, but particularly in the primary classroom, where it is riddled with controversy. This book is underpinned by research and practice and reflects our serious commitment to every child’s entitlement to a rich and creative English and literacies education in the primary classroom.

Throughout this chapter you will gain knowledge and understanding of literacies education in the Australian context. This includes insight into Australian education policy and research contexts via the Alice Springs (Mparntwe) Education Declaration and the Melbourne Declaration. With a lens on the context of curriculum in Australia and the Australian Curriculum, this chapter guides your knowledge around the policy drivers, including the basis of the Australian economic and international benchmarking test National Assessment Plan – Literacy and Numeracy (NAPLAN).

This chapter presents insights about literacies education in the Australian context and includes an historical perspective on education policy and the Australian Curriculum. The evolution of the national Declarations are discussed together with how the goals of education in Australia are defined. The education of young Australians in 21st century learning and the structure of the Australian Curriculum: English and the Australian Curriculum Literacy as a general capability are explored. The learning progressions designed to engage all Australians in lifelong learning through the developmental continuum of literacy from emergent to adult are also presented.

This chapter provides a brief history of handwriting development from ancient Egyptian hieroglyphics through to the role of technology and the relevance of handwriting in education in the twenty-first century. An introduction is given to the typical development of handwriting in the preschool and primary years, as well as the critical interrelationships that exist between oral language, reading and handwriting and keyboarding development. The cognitive and physical components involved to support the teaching of handwriting are also discussed. This is followed by key approaches and teaching strategies to support handwriting development. Finally, the chapter examines curriculum and assessment approaches and how the diverse needs of any classroom can be supported through differentiation.

Throughout the chapter, we engage with content that considers the benefits of fostering literacy engagement in the home and how effective parent and caregiver engagement will occur when a school culture is based on trust and open communication. The chapter discusses how school settings can go about developing a positive learning culture that supports all cohorts of parents and caregivers specific to a school context.

The chapter then explores the wider education department organisation of literacy support networks, including working with professionals such as speech pathologists and school-based literacy specialists. It considers the more recent English/literacy specialisation for graduate teachers. The content also considers the role of school-based libraries and other external community networks such as homework clubs.