In this unit of study pre-service teachers will explore multidimensional aspects of literacy education and the acquisition of literacy skills by critically investigating the organisation of print literary and digital texts. The unit aims to develop a pedagogical understanding of how to teach: compositional techniques, forms of print based and digital representation for receiving and communicating meaning to different audiences and for differing purposes and contexts. Pre-service teachers will be guided to build their repertoire of knowledge of literacy pedagogies and concepts to enable them to integrate theory and practice when planning to teach literacy across the curriculum. Through the unit pre-service teachers will investigate models for developing and responding to students speaking, listening, reading, viewing, writing and creating. Pre-service teachers will also investigate curriculum and assessment rationale to include informal, formal diagnostic, formative, and summative approaches to assessing student learning from Primary years three to six. Pre-service teachers will be introduced to theoretical models of language and literacy to appraise literacy/language learning in the middle years of schooling when responding to diverse learners' needs and abilities.

Unit details

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Credit points:
Unit code:


ETP5001 - Language and Literacy in the Primary Years 1

Successful completion of LANTITE.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Appraise and critique key debates, principles, theories, approaches to literacy teaching and learning for 21st century and culturally and academically diverse learners;  
  2. Interrogate the knowledge and capability of students with diverse cultural and academic backgrounds;  
  3. Design and implement innovative teaching and learning strategies to develop the confidence and abilities with language and literacy of students with diverse cultural and academic backgrounds;  
  4. Design and evaluate assessment strategies for all students, including those from Aboriginal and Torres Strait Islander backgrounds, and provide appropriate feedback to students about their literacy learning.  
  5. Develop a reflective practice of building personal and professional literacy content knowledge, policy, and high-quality pedagogical skills to engage with the teaching community.  


Assessment type Description Grade
Presentation Examination of 21st Century Literacy 15%
Assignment Annotated Work Sample and Critical Analysis 55%
Presentation Modelled Pedagogy Approach & Peer Review 30%
All assessments, equivalent to 5000 words of written assessment in total, must be satisfactorily completed in order to complete the unit.

Required reading

Literacy in Australia: Pedagogies for Engagement 1
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K., Vicars, M
John Wiley and Sons Publishers.

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

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