Literacy Across the Continuum 2

Unit code: EEC4102 | Study level: Undergraduate
(One credit point is usually equivalent to one hour of study per week)
Footscray Park
Online Real Time
ECP3101 - Junior Secondary Curriculum and Pedagogy
ECP3102 - Secondary Specialisation Assessment and Reporting
ECP3103 - Senior Secondary Curriculum and Pedagogy
ECP3104 - Innovations in Secondary Curriculum and Pedagogy
EEC4110 - Curriculum and Assessment in Primary Literacy
(Or equivalent to be determined by unit coordinator)


The definition of literacy in the Australian Curriculum is informed by a social view of learning 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. Through this unit, you will demonstrate broad understanding of content, and a solid understanding of teaching practices to integrate theory and practice. This unit will prepare graduates with the knowledge of a diverse range of students, including Aboriginal and Torres Strait Islander students, and a range of appropriate literacy pedagogies and teaching practices needed to be classroom ready. The unit continues the development of personal literacies, and addresses understandings of the concepts, substance and structure of English language. The pedagogies underpinning teaching listening, reading, viewing, speaking, writing and will be evidenced across a range of contexts: oracy, print, visual and digital texts, using and modifying language for different purposes in a range of contexts. 

This unit links with the course intentions of 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 an 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.   

Learning Outcomes

On successful completion of this unit, students will be able to:

  1. Interrogate the knowledge and capability in the planning and teaching of a range of literacies, including mathematical literacy to diverse learners across the continuum in the primary curriculum areas;
  2. Identify key debates and principles in literacy education applied in practice as they relate to 21st century learning;
  3. Identify their own future professional learning needs related to the teaching of literacy to culturally and academically diverse learners including those from Aboriginal and Torres Strait Islander backgrounds; and
  4. Elucidate the skills, knowledge and understanding of the English and literacy content, substance and structure required for teaching English in primary school and evaluate their own: content knowledge, pedagogic skills, ability to use evidence based assessment data to meet student needs.


For Melbourne campuses

Assessment type: Assignment
Grade: 25%
Analysis of literacy lesson based on key principles
Assessment type: Project
Grade: 60%
Part a) Plan a literacy weekly overview and lesson drawing on professional literacy content and pedagogy connected to AITSL standard
Assessment type: Presentation
Grade: 15%
Demonstrate an effective literacy pedagogical approach.

Required reading

University students will be provided with an up-to-date reading list via the VU Collaborate system.

Literacy in Australia: pedagogies for engagement,
Seely Flint, AS, Kitson, L, Lowe, K, Shaw, K, Humphrey, S, Vicars, M & Rogers, J 2020, | John Wiley & Sons Australia, Milton, Queensland

As part of a course

This unit is studied as part of the following course(s):

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