Master of Education (Reading & Literacy)
Megan's Experience studying at Torrens
I have had nothing but an enjoyable experience at Torrens. It is such a nice change from a big university where you are one out of thousands. People actually care about your personal learning at Torrens. It’s a change but one I’m glad I took a chance on.More Student Stories
Make literacy teaching and learning relevant to students' lifeworlds
Prepare to be a highly effective literacy educator who is able to respond to unprecedented social and technological change in ways that make literacy teaching and learning relevant to students’ lives. From the combined perspectives of literacy research, policy and practice, you will gain the skills and expertise needed to be recognised and respected by colleagues, families and community members as an exemplary literacy educator or coach. You will also be extremely well placed to provide continuing professional development across a diversity of settings, both national and international.
The Capstone subjects will provide you with a unique opportunity to undertake and publish reflective research where you pursue ways to improve your practice and to share your findings with the professional community.
Key study outcomes
- Research the changing literacy learning environment and its impact from technology, globalisation and modernity
- Understand how to teach literacy to students of difference ages and different
- Understand the symbiotic relationship of literacy education and effective assessment
- Develop skills in addressing and improving public policy on reading and literacy
Applicants must have 4 years of formal teacher training from an Australian institution or a recognised equivalent qualification, or for those without formal teacher training, a Graduate Certificate of Education from another institution if deemed equivalent.
English Language Proficiency Requirements
To gain entry into a course at Torrens University Australia, domestic and international applicants must satisfy the University’s English Language Requirements.
Approved English language tests include:
- IELTS 7.0 (average and sub score)
Contact a Course and Career Advisor for more information on the course entry criteria.
Torrens University Australia operates on a trimester system comprising of 3 study periods per year.
It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.
Contact a Course and Career Advisor for more information on full-time and part-time workloads.
Credit towards the Master of Education will not be granted for undergraduate subjects, or for prior learning that does not lead to a recognised AQF qualification.
Applicants with relevant AQF9 or higher qualifications from an Australian institution or recognised equivalent qualifications may be eligible for specified credit for Master of Education subjects with similar content and learning outcomes. Applications for specified credit will be assessed on a case-by-case basis. The maximum amount of specified credit that will granted towards the Master of Education is 16 units (4 subjects).
Contact a Course and Career Advisor for more information on credit transfers from prior study.
Contact a Course and Career Advisor for our most up-to-date fees.
You may also be eligible for FEE-HELP.
Torrens operates on a trimester system and has 3 intakes a year in February, June and September. Click to see a list of specific key dates
* Torrens University Australia reserves the right to increase fees by up to 10% in each calendar year to cover increases in the cost of course delivery. The total course cost will depend on the duration of the course and whether a student studies full time or part time.
The Master of Education (Reading & Literacy) course is comprised of 6 core subjects and 2 elective subjects (32 units in total).
Assessment and Intervention in Early Literacy
Effective literacy instruction derives, in part, from effective assessment. This subject presents the purposes, strengths and limitations of a wide variety of assessment instruments to effectively diagnose learners' literacy difficulties and determine appropriate strategies and interventions. Students learn how to select and administer appropriate assessment tools for diagnosis and progress monitoring and how to interpret results related to individual learners, classes/groups and schools. These include a wide range of formal and informal assessments needed to grasp the complexity of young children's literacy learning. Current or future education professionals learn how to use assessment data to plan intervention strategies and differentiated instruction for learners at different developmental stages and from different cultural and linguistic backgrounds. In addition they also learn how to choose teaching resources needed to implement appropriate interventions.
Becoming a High Achieving Professional Educator
Research indicates that excellence in teaching is the single most powerful influence on student achievement. In this course, students explore what it means to be a high achieving professional educator in today's diverse and changing educational landscape. Students will critically examine the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers at the lead teacher career stage. This assists them in developing a deeper understanding of their content area and articulating why their selected teaching practices and strategies are important in shaping learning in ways that are meaningful and valuable to diverse learners. The course also assists students in articulating why they are expert pedagogues able to make appropriate professional judgments that successfully shape the manner in which they teach and respond to their students' learning.
Foundations of Reading and Literacy
Unprecedented socio-technological changes have profound implications for literacy teaching and learning. This subject challenges educators to not only consider how the foundations of reading and literacy have changed; but also recognise that how literacy is enacted by students and teachers, also redefines the field and has implications for professional practice. Students examine and evaluate the role of new technologies for literacy teaching and learning, teaching literacy to speakers of English as an additional language or dialect (EAL/D) and the literacy needs of Indigenous learners. Students also explore a wide range of literacy teaching and assessment strategies - including motivating reluctant readers, promoting comprehension, organising for effective literacy instruction, how to differentiate instruction and multiliteracies practices - with the goal of drawing on children and young people's funds of knowledge to make teaching and learning relevant to their lifeworlds.
Reading and Literacy Capstone Project A
The Reading and Literacy Capstone project provides students with an opportunity to plan and carry out an action research project over the course of two trimesters. Project A introduces and explores the methodology of action research where you critically and systematically reflect on your professional practice. Students will design an action research project around an issue or problem related to their current teaching or work-based practice. Action research projects will enable students to draw on their previous coursework and apply theories, concepts and practices to improve an identified aspect of their practice through the process of cyclical critical reflection.
Reading and Literacy Capstone Project B
The Reading and Literacy Capstone project provides students with an opportunity to plan and carry out an action research project over the course of two trimesters. Project B requires students to engage in an action research project over two cycles and author a research report that demonstrates competence in the research process. An additional subject aim is to assist students in presenting and/or publishing findings from their action research projects at national conferences and in professional journals and publications.
Teaching Literacy to Diverse Students
This subject prepares students to design an inclusive classroom where all learners, especially those labelled 'at-risk', can acquire the literacy skills and practices needed for academic success and for participating effectively in society. Students are required to critically examine and apply strategies to scaffold and support learners at all levels of language acquisition, particularly for students who speak English as an additional language or dialect (EAL/D). This subject explores critical pedagogy and critical literacy approaches to empower teachers and their students with the tools to participate in a democratic society regardless of their race, culture, class, gender, or sexual orientation. To this end, students practice selecting culturally sensitive and relevant instructional materials and literacy texts for all learners. Through an in-depth study of critical literacy practices, students are encouraged to view the literacies needed for reading, viewing, responding to and producing multimodal and digital texts - as tools to take action and bring about change - in the classroom and communities where they work.
Literacy Learning in the Early Years
This subject prepares education students to understand the literacy experiences of children prior to school and in the early years of schooling. Students will examine the development of listening, speaking, reading, writing, viewing and designing print, digital and multimodal texts and their relationship to children's language acquisition and emergent literacy practices. Students will explore the interrelationship between early years literacy practices and a diversity of text types. This will assist them in extending children's literacy learning experiences through meaningful engagement with texts and literature that is relevant to their lifeworlds and family and community funds of knowledge. Additional topics include phonology, vocabulary and grammar related to early reading and writing; theories of reading comprehension; the development of children's writing; assessment strategies; and planning differentiated instruction.
Literacy Learning in the Middle Years
This subject examines the development of successful strategies to teach the listening, speaking, reading, writing and designing of print, digital and multimodal texts in the middle years of schooling. Students engage with a diversity of literacy teaching and assessment strategies required to successfully engage learners in Years 5-9 to assist middle years' students in learning how to encode and decode a diversity of text types to make meaning. This subject critically engages with approaches to plan effective teaching and learning that assists middle year learners in acquiring the complex literacy practices required to participate actively and successfully across diverse social and cultural contexts. Topics will also include; literacy teaching across discipline areas; genre; digital literacies and multiliteracies.
Understanding Literacy Difficulties in Adolescence
In this subject, students analyse the sociocultural constructions of adolescence to develop strategies to improve struggling and 'at-risk' middle years and secondary students' literacy skills. Students acquire the tools needed to identify and support adolescents who struggle with literacy to equip them for a lifetime of learning. Acquiring a sound understanding of the diverse cultural, social, linguistic and emotional needs of adolescents assists students in developing critical strategies to connect adolescent literacy learners to the diversity of print, digital and multimodal texts they encounter in school and through their digitally mediated lifeworlds. This subject builds students' knowledge of literacy teaching strategies and interventions to foster adolescents' creativity and resilience to overcome literacy difficulties and improve literacy outcomes.