Course Title: Planning for Diversity in Literacy Programs

Part A: Course Overview

Course Title: Planning for Diversity in Literacy Programs

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 1 2021,
Sem 1 2022

Course Coordinator: Yoshi Budd

Course Coordinator Phone: +61 3 9925 7436

Course Coordinator Email:

Course Coordinator Location: Bundoora West

Course Coordinator Availability: By Appointment

Pre-requisite Courses and Assumed Knowledge and Capabilities

Enforced Pre-Requisite Courses
Successful completion of TCHE2658 Numeracy Test for Initial Teacher Education AND

TCHE2625 Literacy Test for Initial Teacher Education AND

TCHE2630 Developing Literacies

Note: it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course. 

For your information go to RMIT Course Requisites webpage. 

Course Description

This course focuses on the planning and implementation of a literacy program in years Foundation-6.  This will involve consolidating your skills and knowledge of literacy learning and literacy strategies as you plan for a diverse range of literacy learners in years F-6. You will investigate the needs of readers and writers who fall into categories such as under achieving, reluctant, highly able and English as an Additional language/Dialect (AEL/D). You will also identify resources to support the teaching and learning of these students.

Objectives/Learning Outcomes/Capability Development

Upon successful completion of this course, you will be able to:


AITSL Standards

Identify the individual literacy learning needs of diverse students years F-6


Use necessary literacy knowledge and skills to plan for the differentiated learning needs of a group of students

1.5, 2.2, 2.3, 2.5, 3.3

Identify levels of complexity and challenge contained within the language features and structures of non-fiction texts across disciplines

2.1. 2.5

Incorporate effective and appropriate use of Information Communication Technology (ICT) into your literacy curriculum



Use critical approaches to select and research texts for professional learning in literacy teaching





In this course you will develop the following program learning outcomes:

  • Demonstrate broad and coherent theoretical and technical knowledge in education
  • Apply initiative, judgement, creativity, critical thinking and problem solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts to enhance your practice
  • Communicate effectively with different stakeholders in the education field through a broad range of communication modes and digital technologies in diverse educational contexts.
  • Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out, learning from constructive feedback and adapting to meet the demands of the profession.

Overview of Learning Activities

Your learning in this course will involve a range of activities including online lectures, workshops, practical activities, individual tasks, collaborative group work, discussion and individual reflection.

Overview of Learning Resources

Lowe, K., Shaw, K., Vicars, M., Feez, S., & Humphrey S. (2017). Literacy in Australia: Pedagogies for Engagement, (2nd Ed.).  Qld. Australia: John Wiley & Sons Australia Ltd. 

RMIT University will support your access to learning resources for this course. Readings from current educational literature will be provided through your online course site and will be drawn from highly regarded academic journals, books and conferences as well as reports, websites and other online resources.

The University Library provides extensive scholarly resources to supplement your suggested readings and research and is able to request books or articles from any library in the world. Guides to the literature in your discipline area are available from

Assistance with referencing and avoiding plagiarism is available here

The Library and the Study and Learning Centre are also on hand to support and assist in the development of your academic skills to make best use of such resources within your academic studies.

Overview of Assessment

You will be assessed on how well you meet the course learning outcomes and on your development against the program learning outcomes. Assessment will cover both theoretical and practical aspects of your learning. You will be able to develop your work in relation to your own specific areas of interest in your professional practice.

Task 1.  Teacher Resource (25%) CLO 1, CLO2 Develop a teacher resource to support the learning of the needs of particular student cohort such as under achieving, reluctant, highly able and English as an Additional language/Dialect (AEL/D).

Task 2. Unit of work (25%) CLO1, CLO2, CLO3, CLO4 You will design a unit of work to extend all students’ skills in using factual texts. Your plan will include learning intentions, success criteria, and teaching and learning strategies.

Task 3.  Final Literacy Portfolio (50%) CLO 1, CLO2, CLO3, CLO4, CLO5

As a pre-service literacy teacher becoming ‘work ready’, review the material from your literacy portfolios in previous literacy courses and make decisions to refine and build on this material to present a final resource that you could utilise from the first day in a classroom.

Feedback will be given on all assessment tasks.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Services if you would like to find out more.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: