12 x 1-hour lectures per semester
1 x 2-hour workshop weekly
1 9 units of Level 2 EDUC topics
2 Admission into MTS-Master of Teaching (Secondary)
2a Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
2b Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2c Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
Must Satisfy: ((1) or ((2 or 2a or 2b or 2c)))
Enrolment not permitted
EDUC2302 has been successfully completed
Topic description

This topic supports pre-service teachers to think about their role as a literacy teacher. The topic begins with a focus on how socio-cultural background shapes students' textual practices. Preservice teachers will then consider place-based educational considerations and definitions of literacy. Against this background, pre-service teachers will examine their responsibility to teach literacy in their specialist teaching areas. Current frameworks for thinking about literacy will be introduced, and classroom strategies which support student learning will be explored.

Educational aims

This topic aims to:

  • Understand some of the factors that impinge on teachers' work as literacy teachers (policy, place, student needs)
  • Develop understandings, knowledge and skills appropriate for beginning middle and secondary schooling literacy teachers
  • Develop a positive disposition toward literacy
  • Understand the responsibilities associated with teaching literacy in the middle and secondary years in content area classrooms
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Build a familiarity with a range of written, oral and visual texts, be able to select appropriate texts and ways of dealing with texts for middle school students
  2. Understand that a text is influenced by who wrote it; when, where and under what circumstances it was written; its intended audience and purpose: these are contextual understandings
  3. Know the language structures and features of different text types, why they are significant, and ways of teaching them in classrooms
  4. Understand a range of teaching strategies that support students' literacy development and be able to use these strategies effectively
  5. Embed literacy teaching in their teaching content areas
  6. Develop their own language proficiency and literacy competence to the point where they can confidently teach students and use metalanguage that is clear and precise
  7. Understand a range of currently held views about literacy learning and teaching and how they influence classroom decision making
  8. Articulate an informed and defensible personal view of literacy so that they can interrogate their classroom practice for consistency with this view

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.