Unit rationale, description and aim

Teachers must support K–6 students in understanding, using, and producing increasingly complex multimodal texts for diverse social purposes. This requires scaffolding a wide range of learners as they develop oral language, reading, and writing skills to become effective, analytical, and critical communicators. 

This unit equips pre-service teachers with pedagogical strategies for teaching receptive (listening, reading, viewing) and productive (speaking, writing, creating) modes of communication. It focuses on imaginative, informative, and persuasive texts across various media (e.g., written, oral, visual, digital, multimodal). 

Drawing on national and international literacy research, especially socio-cultural theories, and informed by state and national curricula, the unit explores multimodal texts and the elements of design (linguistic, visual, auditory, spatial, and gestural). It supports pre-service teachers in using ICTs and contemporary literacy practices to teach flexibly and sensitively to diverse learners, including First Nations students, multilingual learners, and students with additional needs. 

A key aim is to consolidate and extend understanding of the Australian Curriculum: English and relevant state documents. The unit prepares pre-service teachers to scaffold language, literacy, and literature instruction and assessment for diverse learners in K–6 classrooms. 

2026 10

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  • ACU Term 3Online Unscheduled
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  • Semester 2Multi-mode

Prerequisites

EDEN502 Foundations of Literacy Development and Childrens Literature OR EDEN503 Reading and Writing Instruction in the Early Years (B-8)

Incompatible

EDLA642 English and Literacy 2: Writing, Speaking and Creating (Birth - 12 Years) , EDLA689 Primary English Education 2

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Apply and integrate knowledge of state and nationa...

Learning Outcome 01

Apply and integrate knowledge of state and national English curricula, current theory, and evidence-based pedagogical approaches—including explicit instruction, scaffolding and the use of worked examples—for developing Years 3–6 students’ language and literacy skills, with emphasis on comprehending and composing oral, written, and multimodal texts. (CC 1.3.1, 2.4.1)
Relevant Graduate Capabilities: GC1, GC2, GC8, GC9, GC11

ritique and produce texts to demonstrate knowledge...

Learning Outcome 02

ritique and produce texts to demonstrate knowledge of multimodality and the elements of design (semiotic systems of meaning making), applying explicit teaching strategies to support students' understanding and creation of increasingly complex imaginative, informative, and persuasive texts
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12

Analyse, integrate and apply research-informed kno...

Learning Outcome 03

Analyse, integrate and apply research-informed knowledge of pedagogical approaches to teaching primary English and literacy and its connection to other curriculum areas
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11

Apply knowledge about specific strategies and appr...

Learning Outcome 04

Apply knowledge about specific strategies and approaches for scaffolding diverse learners in the teaching and assessment of English
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11

Demonstrate an understanding of the varying approa...

Learning Outcome 05

Demonstrate an understanding of the varying approaches to, and purposes of assessment of student’s spoken language, reading and writing for supporting pedagogical decision-making in primary classrooms
Relevant Graduate Capabilities: GC1, GC2

Content

Topics will include:

  • Review of international literacy theories (including multimodality and critical literacy) and schooling
  • Theories of the development, skills and processes of reading and writing and their relationship to designing effective literacy programs (e.g., sociocultural, functional, cognitive) in primary schooling
  • Key current international, national and state language and literacy documents, issues, trends and data
  • Pedagogies for teaching oracy to express learning and ideas
  • Academic vocabulary instruction and assessment
  • Content knowledge for writing and composing to express learning and ideas
  • Pedagogies for teaching writing to express learning and ideas
  • Writing feedback and assessment
  • Comprehending disciplinary texts
  • Composing and understanding visual and multimodal texts
  • Language differences and literacy development - AAE & EAL/D
  • Planning and programming literacy in the primary years

Assessment strategy and rationale

The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This unit focuses on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the APST - Graduate level.

Assessment Task 1 focuses on pre-service teachers’ ability to apply knowledge of contemporary international literacy theories (multimodality and critical literacy), and writing-composing content knowledge to produce a well-designed multimodal text to demonstrate the connection between theory and pedagogy in YearsK-6 English and other curriculum areas.

Assessment Task 2 assesses pre-service teachers’ skills to create an integrated Literacy unit of work across a range of curriculum areas, to design a series of lessons and evaluate practice approaches and strategies for scaffolding the learning and assessment of students while demonstrating understanding of relevant theory. A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of the learning outcome. To promote sustained learning, pre-service teachers are expected to complete weekly readings and practice tasks as assigned by teaching staff and submit ALL assessment tasks. 

Assessments in this unit include one Critical Task Assessment Task 2: Literacy pedagogies in the primary years: Planning, programming and assessment for diverse learners. This task is core to the demonstration of a number of Australian Professional Teacher Standards. To pass this unit, students must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in Task 2 and achieve an overall Passing grade. 


Overview of assessments

Assessment Task 1: Producing multimodal texts – E...

Assessment Task 1: Producing multimodal texts – Examining critical literacies, literacy learning, ICT and in the primary classroom

Individual or small group component 

As a group/individuals, pre-service teachers develop a multimedia presentation (digital learning object) to demonstrate key concepts from a quote provided to i) unit materials, ii) knowledge of text types (and their relevant structural and language features iii) additional research, and iv) knowledge of primary literacy contexts followed by an individually written report demonstrating knowledge and understanding of multiliteracies. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12
Standards ACECQA -A6, ACECQA -A7, ACECQA -B2, ACECQA -B4, ACECQA -B5, ACECQA -C, ACECQA -C1, ACECQA -C4, ACECQA -C5, ACECQA -C6, ACECQA -D, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, 1.3.1, 1.3.3, 2.2.4, 2.4.1, 2.4.2

Assessment Task 2: Literacy pedagogies in th...

Assessment Task 2: Literacy pedagogies in the primary years: Planning, programming and assessment for diverse learners 

Critical Task

Design a 5-week integrated unit that builds speaking, reading, and writing skills through the creation of a multimodal text. Justify teaching and assessment strategies with theory, showing how they scaffold learning and support diverse student needs. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC7, GC8, GC9, GC10, GC11, GC12
Standards ACECQA -A6, ACECQA -A7, ACECQA -B2, ACECQA -B4, ACECQA -B5, ACECQA -B9, ACECQA -C1, ACECQA -C4, ACECQA -C5, ACECQA -C6, ACECQA -D3, ACECQA -D5, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)5.1, APST(GA)5.3, APST(GA)5.4, 1.3.1, 1.3.2, 1.3.3, 2.2.4, 2.3.4, 2.4.1, 2.4.2

Learning and teaching strategy and rationale

The assessment tasks and their weightings enable pre-service teachers to progressively demonstrate achievement of course learning outcomes in line with academic and professional standards. This unit develops understanding and skills across the professional knowledge, practice, and engagement domains required to meet Graduate Attributes and the APST: Graduate level. 

Assessment Task 1 requires pre-service teachers to apply contemporary international literacy theories (e.g., multimodality and critical literacy) and writing-composing knowledge to create a multimodal text. This demonstrates connections between theory and pedagogy in Years K–6 English and other curriculum areas. 

Assessment Task 2 assesses the ability to plan an integrated literacy unit across multiple learning areas. Pre-service teachers design lesson sequences, evaluate pedagogical strategies, and demonstrate understanding of relevant theories to support student learning and assessment. 

A variety of assessment procedures are used to align with unit outcomes, graduate attributes, and university standards. 

In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes, c) achieve a pass (50%) or better for Assessment Task 2 (Critical Task) and d) achieve a pass (50%) or better for the unit overall.  

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Learners with special/additional needs

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Language and literacy

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toEnglish as an additional language

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Working with children who speak languages other than, or in addition to, English

    Relevant Learning OutcomeLO3

  • Relating toAboriginal and Torres Strait Islander perspectives

    Relevant Learning OutcomeLO4

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO3

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

    Relevant Learning OutcomeLO1, LO3

  • Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO3, LO4

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Relevant Learning OutcomeLO1

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO1, LO3

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO3, LO4

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO3, LO4

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO3, LO4

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO3

  • Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO3, LO5

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Relevant Learning OutcomeLO5

  • Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

    Relevant Learning OutcomeLO5

  • Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

    Relevant Learning OutcomeLO5

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

  • Relating toHow the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions. 

    Relevant learningLO1

  • Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important. 

    Relevant learningLO4

  • Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject. 

    Relevant learningLO3

  • Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.

    Relevant learningLO2

  • Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected. 

    Relevant learningLO5

  • Relating toHow to deliver effective reading instruction that attends to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.

    Relevant learningLO1

  • Relating toThe research that shows explicit reading, and writing comprehension instruction tailored to discipline-specific content improves students’ academic understanding and engagement with material, as well as their overall academic performance.  

    Relevant learningLO2

Representative texts and references

Required text(s)

Seely Flint, A., Kitson, L., Lowe. K., Shaw. K., Vicars, M., Feez, S., & Humphrey, S. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Wiley.

Derewianka, B., & Jones, P. (2022). Teaching language in context (3rd ed.). Oxford University Press.

Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). Oxford University Press.

Recommended references

Adam, H. (2021). Transforming practice: Transforming lives through diverse children’s literature. Primary English Teaching Association Australia (PETAA).

Asha, J. (2022). The potential of the visual: Teaching literacy with multimodal texts. Primary English Teaching Association Australia (PETAA).

Campbell, R. & Green, D. (2006). Literacies and learners: Current perspectives (3rd Ed.). Pearson Education Australia.

de Silva Joyce, H., & Feez, S. (2016). Exploring literacies: Theory, research and practice. Palgrave Macmillan, pp. 304-311.

Derewianka, B. (2022). Exploring how texts work.(3rd Ed.) Primary English Teaching Association Australia (PETAA).

Edwards-Groves, C. (2014). Talk Moves: A repertoire of practices for productive classroom dialogue. PETAA PAPERs 195. Primary English Teaching Association Australia.

Edwards-Groves, Anstey, M., & Bull, G. (2014). Classroom talk: Understanding dialogue, pedagogy and practice. Primary English Teaching Association Australia.

Henderson, R. (2018). (Ed). Teaching literacies in the middle years: Pedagogies and diversity (2nd ed). Oxford University Press.

Jones, P.T., Matruglio, E., & Edwards-Groves, C. (Eds). (2021). Transition and continuity in school literacy development. Bloomsbury.

Kalantzis, M., Cope, B, Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed). Cambridge University Press.

Morrison, A., Rigney, L., Hattam, R., Diplock, A. (2019.) Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia.

Parkin, B., & Harper, H. (2019). Teaching with Intent 2: Literature-based literacy teaching and learning. Primary English Teaching Association Australia.

Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Open University Press.

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.

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