Course Title: Literacy in the Middle Years

Part A: Course Overview

Course Title: Literacy in the Middle Years

Credit Points: 12

Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2010,
Sem 2 2011,
Sem 2 2012,
Sem 2 2013,
Sem 2 2014,
Sem 2 2015,
Sem 1 2016

Course Coordinator: Aneta Renieris

Course Coordinator Phone: +61 3 9925 7930

Course Coordinator Email:

Course Coordinator Location: 220.02.42

Pre-requisite Courses and Assumed Knowledge and Capabilities

None listed

Course Description

This is an elective course that focuses on expanding knowledge of literacy in the primary to junior secondary years. Beginning from current research in understanding the needs of middle years students, the course explores which kinds of texts would best engage students who are often technologically sophisticated yet disconnected from schooling. Students will enter middle years settings and research learners’ out-of-school literacy practices, investigating how to mobilise such knowledge within the more formal contexts of schooling. The course looks at developing learners’ reading, writing and speaking capacities, underpinned by a sound understanding of literacy theory. Attention will be given to deepening both students and learners’ inferential reading strategies and improving the quality and clarity of writing. Students will engage in reading and writing and develop a vocabulary to describe the processes of language use. Teacher feedback and evaluation of student literacy practices is also a focus.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Understand the nature of literacy practices and their relationship to sociocultural factors.
• Develop an appreciation of their literacy knowledge and capacity to teach others.
• Plan strategies and design curriculum to engage learners in challenging literacy tasks across a range of modes.
• Build confidence in relation to evaluation and assessment of literacy.

Upon completion of this course students will be able to:
• Understand the relevant theory underpinning effective literacy practice, and demonstrate a confident attitude towards literacy teaching.
• Demonstrate a critically reflective approach to literacy teaching informed by theoretical frameworks.
• Link theoretical understandings to middle years professional practice.
• Appreciate the importance of creating rich learning tasks to consolidate and extend learners’ literacy practices.
• Effectively use ICT to enhance learners’ multiliteracies and bridge out-of-school and in-school practices.
• Understand the role of constructive teacher feedback, evaluation and the progression points in assessing learners’ literacy practices.

ICT Outcomes
At the conclusion of this course students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Understanding of how to use ICT in the classroom to facilitate learning, in particular critical skills such as information skills, analysis, problem solving and decision making.
• Understanding the role of ICT in society and the implications for education.
• Awareness of how the classroom environment can be managed to empower students’ use of ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers plan and asses for effective learning.
• Teachers use a range of teaching practices and resources to engage students in effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.

Overview of Learning Activities

Students’ learning in this course will involve a range of activities including workshops, film seminars, presentations, site visits and case studies.

Overview of Learning Resources

See part B

Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).

Students should refer to Part B of the course guide for further information on assessment.