The definition of literacy in the Australian curriculum is informed by a social view of language that considers how language works to construct meaning in different social and cultural contexts. This unit articulates the intrinsic and interdependent relationship between social context, meaning and language and developing pedagogic knowledge and skills across the Literacy continuum of language, literature and literacy. You will learn the pedagogies, practices and principles for teaching and assessing listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. The unit takes a praxis inquiry approach to developing literacy with enhanced placement experiences linked to readings and reflections on the key concepts for literacy in Australian classrooms. The unit embeds the development of your personal literacies, and addresses your skills, knowledge and understandings of the concepts, substance and structure of English. This unit links with the course intentions of strengthening the connection between theory and practice throughout the course and guaranteeing that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum. This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.

Unit details

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This unit is only for Education students undertaking the courses EBED, ABED and HBED.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Articulate observations of the literacy curriculum in theory and practice and reflect on the learning and teaching of literacy across the continuum in the primary curriculum;  
  2. Assess current practices for teaching and assessing literacy, including the use of ICT and responsive pedagogies linked to learning strengths of diverse student cohorts;  
  3. Explain how literacy relates to different dimensions of communication and social action in classroom settings;  
  4. Analyse and assess diverse issues and contrasting beliefs relating to literacy education;  
  5. Articulate the core competencies in language and literacy pedagogies; and  
  6. Review the skills and knowledge required for teaching English in primary school and develop a self-assessment plan to address the ongoing development of their personal literacies throughout the course.  


Assessment type Description Grade
Exercise Reflection on personal literacy in the context of literacy education 15%
Case Study Commentary on observations of students classroom literacy practices. 35%
Review Prepare a review of the English content knowledge that is required to support the teaching of the English curriculum in the Primary school 50%
Effective word limit of 3000 words in total, or equivalent.

Required reading

Literacy in Australia. Pedagogies for Engagement. 3rd
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014).
Wiley, Milton & Sons.

Further links to recommended readings and resources for this unit will be provided to students via the Learning Management System (VU Collaborate)

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.