All teachers, regardless of their discipline area, are responsible for the teaching of literacy and numeracy. Literacy and numeracy can be considered as language formats that enable users to understand, investigate and change their social worlds. While accepted structural conventions and grammars of literacy and numeracy are important, this unit explores what it means to be literate and numerate and engages with a range of discourses to re-consider what is meant by effective pedagogy from different standpoints and perspectives. The unit will consider the challenges and barriers experienced by students from the non-hegemonic mainstream. It will focus on the support and inclusion of students from diverse backgrounds across areas such as socio-economic background, cultural heritage, religious orientation, race, gender and students with additional needs.
Pre-service teachers will identify and document evidence of innovative pedagogical practices to support literacy and numeracy education across the curriculum within schools and other settings. In particular pre-service teachers will plan for and implement literacy and numeracy curriculum which caters for the learning of all students.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Analyse the learning needs of students across the full range of abilities to identify teaching strategies that are responsive to learning strengths and needs of student from diverse linguistic, cultural, religious and economic backgrounds, including students with disabilities and special learning needs;  
  2. Critically evaluate and discuss literacy and numeracy teaching strategies and the integration of these strategies into the secondary school curriculum;  
  3. Demonstrate their legislative, curriculum, assessment and reporting knowledge to develop teaching plans that promote student well-being, safety and inclusion catering for diversity of students including those with a disability,  
  4. Demonstrate their knowledge and application of a range of practices to promote inclusion including students with a disability,  


Assessment type Description Grade
Assignment Part 1: Autobiographical narrative on how you became literate (10%) Part 2: LANTITE diagnostic test (hurdle task) 40%
Presentation Development & presentation of a single period lesson plan. Peer Assessed. 10%
Essay Personal theorising around the importance of inclusive education in schools 50%

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