Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Literacy is essential for students to be successful in and out of school and to participate effectively in society. Literacy involves more than engagement with traditional texts that require skills in reading, writing, speaking, listening and viewing that encompasses the knowledge, skills and disposition to use language confidently for different purposes in a variety of contexts. In this course, students will discuss and critique contemporary theories and issues for teaching and learning literacy in the 21st century. They will reflect on their own personal literacy capabilities and their role as a teacher of literacy in their teaching areas. They will also investigate how literacy is represented in different teaching areas in curriculum documents. The course will enable students to understand how they can support students with diverse needs in their teaching area to become powerful language users able to effectively comprehend, compose and create texts, including digital and multimodal texts through judicious selection and evaluation of resources and pedagogies. Students will also develop their skills in research, critical analysis, evaluation and communicating with others.
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As this course contains 5 days of professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Students are required to hold a current Blue Card authorised by the School of Education.
Restrictions
Entry to the Master of Teaching (Secondary) program
Course contact
Course staff
Lecturer
Tutor
Miss Kirsten Fairbairn
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
All lectures and tutorials will be face-to-face on the UQ St Lucia Campus. Building and room allocations can be located using UQ Maps.
The 5 day practicum component of the course will be completed off-campus over one week. Information about practicum will be provided in Week 1 and supporting material will be made available on Blackboard.ﾠ
Aims and outcomes
*Discuss issues and practices related to literacy in the 21st Century, including those practices and strategies that support students from a range of diverse backgrounds.
*Demonstrate informed knowledge, understanding and analysis of literacy teaching and learning strategies and their application in their teaching areas.
*Research, select and evaluate literacy resources, including ICT, to engage students in their literacy learning in their teaching areas.
*Demonstrate knowledge of strategies for involving parents/carers in their child’s literacy learning and identify professional strategies to sensitively and confidentially engage effectively with parents/carers.
*Reflect on personal literacies and professional responsibilities as a teacher of literacy.
*Demonstrate clear, fluent, and coherent communication skills in a range of modes consistent with personal, professional and academic conventions.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Discuss issues and practices related to literacy in the 21st Century, including those practices and strategies that support students from a range of diverse backgrounds.
LO2.
Demonstrate informed knowledge, understanding and analysis of literacy teaching and learning strategies and their application in their teaching areas.
LO3.
Research, select and evaluate literacy resources, including ICT, to engage students in their literacy learning in their teaching areas.
LO4.
Demonstrate knowledge of strategies for involving parents/carers in their childs literacy learning and identify professional strategies to sensitively and confidentially engage effectively with parents/carers.
LO5.
Reflect on personal literacies and professional responsibilities as a teacher of literacy.
LO6.
Demonstrate clear, fluent, and coherent communication skills in a range of modes consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial participation | 20% |
24/02/2025 - 26/05/2025
Weekly participation to be tallied at end of course. |
| Placement |
Policies & procedures document for placement
|
Pass/Fail |
28/02/2025 2:00 pm |
| Essay/ Critique | Research Essay & Parent/Carer Information Sheet | 40% 1500-2000 words + 500-600 words + reference list |
7/04/2025 2:00 pm |
| Placement |
Attendance and Participation Log
|
Pass/Fail |
2/06/2025 - 6/06/2025
Attendance and Participation Log due 9/06/2025 2:00 pm |
| Essay/ Critique | Applied Analytical Essay | 40% 1800-2000 words + reference list |
9/06/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Tutorial participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
24/02/2025 - 26/05/2025
Weekly participation to be tallied at end of course.
- Learning outcomes
- L01, L05
Task description
This course will assess your participation in weekly face-to-face tutorials.
Up to 20% of course marks may be awarded for active participation in tutorials across the course.
Marks will be awarded for:
- your attendance and engagement in tutorial activities and materials, including weekly engagement with and use of course readings and lectures
- evidence of your progression towards fulfilling the requirements of the Australian Professional Standards for Teachers.
Supplementary tasks
If you cannot attend a tutorial due to extenuating circumstances, you may complete a supplementary task.
You have a maximum of two opportunities to request and complete supplementary tasks during the course.
This requires you to:
- via email, notify your tutor of your absence in advance and include your request for a supplementary task in lieu of that week’s tutorial
- in response to the task, demonstrate your engagement with that week’s content and readings
- submit your response as required by the instructions included in the task within one week (7 days) of the missed tutorial by 2pm.
What form supplementary tasks will take is at the discretion of the tutor and course coordinator, as appropriate to the circumstances of each case. In most cases, a written submission in response to a focusing statement or question will be required.
Australian Professional Standards for Teachers:
2.1 Content and teaching strategies of the teaching area - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.5 Literacy and numeracy strategies -Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Policies & procedures document for placement
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
28/02/2025 2:00 pm
- Learning outcomes
- L02
Task description
This course requires you to complete a 5 day placement in a school.
Before you can begin this placement, you need to complete the hurdle task — AT4a Policies and procedures document for placement:
- Read the School of Education’s “Policies and Procedures for Professional Experience” document.
- In Blackboard, complete and submit the AT4a form to indicate that you will abide by these policies and procedures while representing the University of Queensland during your placement.
The Course Coordinator and Education Placements Team will provide more information to students in Week 1, including supporting resources and contacts in Blackboard.
Hurdle requirements
Complete in BlackboardSubmission guidelines
Complete in Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Research Essay & Parent/Carer Information Sheet
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 1500-2000 words + 500-600 words + reference list
- Due date
7/04/2025 2:00 pm
- Learning outcomes
- L02, L03, L04, L05, L06
Task description
This assessment task requires you to research and address the literacy demands of your nominated teaching area, including appropriate engagement of parents/carers in the educative process.
The task has three parts: a research essay, a parent/carer information sheet and a combined reference list.
You will need to submit your complete response (Parts 1, 2 and 3) as one document to TurnItIn by 2pm on the due date, so allow time for formatting.
Part 1: Research essay — 1500-2000 words
Write an essay in which you analyse two practical teaching strategies that would support literacy development in your nominated teaching area.
Your essay will need to:
- demonstrate knowledge and understanding of the literacy demands of your nominated teaching area, drawing on relevant curriculum documents (e.g. from ACARA, QCAA)
- focus on one practical teaching strategy that supports reading and one that supports writing, ensuring each:
- specifically targets the literacy demands of your nominated teaching area
- is aligned with course content (e.g. vocabulary acquisition, reading comprehension, fluency and/or facets of the Balanced Literacy Program and/or genre-based approaches, other)
- is informed by relevant theories associated with literacy and learning
- discuss and justify your selected strategies using relevant theories as well as relevant curriculum documents
- use a minimum of five course readings
- use other recent peer-reviewed literature (published within the past five years unless the document is a seminal work in the field of study)
- use APA7 in-text referencing conventions to acknowledge all sources, ensuring source details are included in your combined reference list (Part 3). See the UQ Library guide for more information.
- be written using academic prose without images or bullet-points. Given the focus and purpose of this essay, you may use sub-headings and/or first person.
Part 2: Parent/carer information sheet — 500-600 words
Design and create an engaging, two-page information sheet to help parents and carers understand what literacy looks like in your nominated teaching area, why it is important, and the ways in which they can support the literacy development of their child at school and/or at home.
Your information sheet will need to:
- introduce and focus parents/carers on the demands and importance of literacy in your nominated teaching area
- provide a rationale for parent/carer involvement in their child’s literacy development
- provide a range of practical strategies parents/carers can use to support their child’s literacy development
- include an annotated list of three to five public websites (with links) that are relevant to and provide further information of use to parents/carers on literacy learning and/or literacy in your nominated teaching area
- maintain your role as a professional when developing content and selecting features for inclusion, as appropriate to an information sheet for your target audience, e.g.
- use accessible language, avoiding academic jargon and using inclusive language where appropriate
- use active voice
- signpost and synthesise key ideas using headings, sub-headings and bullet points
- logical use of layout and inclusion of supporting images
- suitable use of other supporting features, e.g. legible colours, font types and sizes (10 point minimum)
- use two A4 pages
- use APA 7 referencing conventions to acknowledge all sources including images, ensuring source details are included in your combined reference list (Part 3). See the UQ Library guide for more information.
In preparing for this part of the assessment:
- there can be overlaps in terms of content between Task 1 and Task 2
- when writing annotations for your list of public websites, keep them brief and ensure they are useful and directed to parents/carers
- use of a program or app to develop your handout that will allow you to submit your information sheet in one file with Parts 1 and 3 of this assessment to TurnItIn
- examples of suitable programs and apps with help guides and free access to templates and other design features include Microsoft Word, Canva, Adobe, TemplateLab and Xtensio. There is no expectation that you purchase software or subscriptions for this task.
- ensure you are familiar with the program or app and/or can find and easily follow help guides for users (e.g. public tutorials on YouTube)
- Creative Commons provides images with sources and licencing details for public use at https://search.creativecommons.org/
Part 3: Combined reference list
You need to acknowledge details of all sources used in Parts 1 and 2 in a reference list at the end of your response.
You will need to use APA 7 referencing conventions for this combined reference list.
This assessment does not require use of generative AI technology. However, if used during any stage of the research and/or writing and design process, generative AI software and apps must be acknowledged as individual sources, including how the software/app was used in the assessment writing process.
Submission guidelines
TurnItIn submission
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Attendance and Participation Log
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
2/06/2025 - 6/06/2025
Attendance and Participation Log due 9/06/2025 2:00 pm
- Learning outcomes
- L02, L03, L04
Task description
This course requires you to complete a 5 day field experience placement including submission of your AT4b Attendance and Participation Log.
Your AT4b Attendance and Participation Log needs to:
- use the AT4b document provided for this course
- be completed and signed by your supervising teacher/s and placement school coordinator at end of your 5 day placement
- be signed and submitted by you via Blackboard by 2pm on the due date.
The Course Coordinator and Education Placements Team will provide more information to students in Week 1, including supporting resources and contacts in Blackboard.
Hurdle requirements
All placement requirements must be completed.Submission guidelines
Blackboard submission
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If there are make up days to complete due to absence during the professional experience, please negotiate with the practicum office, the lead tutor and Course Coordinator. Submit the report once these days have been completed.
Applied Analytical Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 1800-2000 words + reference list
- Due date
9/06/2025 2:00 pm
- Learning outcomes
- L02, L03, L04, L05, L06
Task description
In this assessment task you will apply your knowledge and understanding of literacy and literacy demands in your nominated teaching area, by writing an analytical essay on a student case study — that of Ryan as detailed in Chapter 1 of Robyn Henderson’s Teaching Literacies: Pedagogies and Diversity (2nd Edition, 2019).
Develop your essay in response to the following question:
If you were to teach Ryan in your nominated teaching area, what practical teaching strategies would you use to support his literacy development and why?
Your essay needs to:
- from your own reading and the course reading list, use recent peer-reviewed research to
- analyse and detail the specific challenges and assumptions associated with Ryan’s literacy development
- select and outline the teaching strategies that you would use to support Ryan’s literacy development in your nominated teaching area, in the modes of reading, writing, speaking and engaging with digital multimodal texts
- justify how your teaching strategies would be responsive to Ryan’s diverse learning needs and identity
- discuss how you would assess Ryan’s progress using both formative and summative assessment
- draw on relevant curriculum documents (e.g. from ACARA, QCAA) as relevant
- use in-text referencing and include a reference list using APA7 referencing conventions (see the UQ Library guide for more information).
Keep in mind:
- given the focus and purpose of this essay, you may use sub-headings and/or first person
- you still need to write in academic prose, i.e. without use of images or dot-points
- this assessment does not require use of generative AI technology. However, if used during any stage of the research and/or writing and design process, generative AI software and apps must be acknowledged as individual sources, including how the software/app was used in the assessment process.
Australian Professional Standards for Teachers:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic background - Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
2.1 Content and teaching strategies of the teaching area -Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.5 Literacy and numeracy strategies - Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
3.3 Include a range of teaching strategies. - Demonstrate an understanding of the strengths and weaknesses of a range of teaching strategies.
Submission guidelines
TurnItIn submission
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: Assessment tasks 4a and 4b are pass/fail hurdle requirements for this course.ﾠ The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks. Weekly quizzes are graded according to the 1-7 scale.
All assessment tasks in the course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows, in conjunction with successful completionﾠof AT4a & 4b:
Example: A student receives the following three grades:
Assessment 1 (A1): grade of 5 at 20% weighting
Assessment 2 (A2): grade of 6 at 40% weighting
Assessment 3 (A3): grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(.2 x 5) + (.4 x 6) + (.4 x 6) = 5.8
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6, assuming that AT4a and 4b were successfully completed.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
ﾠ
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Not all aspects of this course are eligible for supplementary assessment consideration.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Assessment criteria
- The assessment schema involves the use of a criteria-based approach to assessment as required by the new assessment policy of The University of Queensland. Students are not assessed by reference to how other students have performed but by reference to grade standards.
- In this assessment schema, a description is given of all 7 standards. Each standard represents a range of performance and assignments at a particular standard will not be identical. Trade-offs among the sub-criteria may mean that an individual case does not match the description exactly.
- Assessment of the assignment involves a professional judgement of the quality of the assignment when compared to the standards. Assessments will be moderated for comparability across tutors.
- The criteria are of approximately equal importance in the overall result. The profile can be interpreted as the basis on which the judgement of the overall result is based and/or as an explanation of the reasons for the judgement of the overall result.
- In awarding the final grade for the subject, assessments will be weighted as indicated in the subject outline. However, a “fullest and latest” principle will apply. That is, recovery from a bad start may be taken into consideration, depending on the individual case.
Presentation
- Assignments should be submitted by the due time/date.
- Always keep a copy of assignments.
Referencing
All sources should be explicitly and clearly acknowledged and students are to abide by recognised referencing conventions. APA style is recommended. All references cited in text must appear in the reference list; conversely each entry in the reference list must be cited in the text. For more detailed information consult the Publication Manual of the American Psychological Association (APA). A guide for APA referencing is available on the following UQ library website: https://web.library.uq.edu.au/research-tools-techniques/referencing-style-guides#apa
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
N/A
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Week 1: Overview: Student learning and 'literacies' Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2: History and politics of literacy education Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3: Teaching reading 1: Development, decoding, phonics Learning outcomes: L01, L05 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4: Teaching Reading 2: Vocabulary, comprehension, fluency Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5: Teaching writing 1: Key components and a genre-based approach Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 6: Teaching writing 2: Grammar, Writing Workshops, Strategies Learning outcomes: L01, L02, L03, L05 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7: What is disciplinary literacy? Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8: Planning and differentiating literacy instruction Learning outcomes: L01, L05 |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9: Students with additional learning needs Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 10 (05 May - 11 May) |
Lecture |
Week 10: Assessing literacy and assessment literacy Learning outcomes: L01, L05 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11: Digital literacy. gender and identities in the classroom Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12: Social class, poverty and literacy Learning outcomes: L01, L05 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13: Culturally responsive pedagogies and literacy Learning outcomes: L01, L02, L03, L04, L05, L06 |
Revision week (02 Jun - 08 Jun) |
Placement |
5 day professional experience placement Learning outcomes: L01, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: