Literacy for learning is a professional development program for teachers in all subject areas that addresses the fundamental relationship between literacy and successful learning. There are two versions, differentiated, in several activities, by which curriculum documents they use in several activities: the International version refers to a variety of curriculum statements from around the world, while the Australian version focuses on the Australian national curriculum. However, the majority of the content of the two versions is the same.
Development of teachers’ understanding of literacy as a capacity for making meaning in schooling contexts
Development of teachers’ understanding of the need for explicit teaching practices that will build up students’ repertoires of language and visual resources so that they can be successful learners across all learning areas
Provision of a positive context for teachers to reflect critically and openly on their teaching
Development of shared understandings about literacy in order to improve the effectiveness of whole-school collaboration in ensuring the literacy development of all students.
The Tutor Training is an intensive 4-day train-the-trainer program that covers the content of the Teacher Course and also develops tutor skills and knowledge. It is delivered by Lexis Education at venues around the world to small groups of up to 20 teachers.
Licensed tutors then deliver the Teacher Course, providing their school with cost-effective, school-managed professional development.
The cost of the Tutor Training is AUD3,350 plus GST for the Australian edition, and AUD4,850 for the International edition. The cost covers the training, training materials and lunches and refreshments on the training days. It does not cover other costs, such as for transport or accommodation.
Licensed Tutors deliver the Teacher Course in their schools.
The course incorporates group workshops, classroom-based activities and highly practical readings. It provides all teachers with successful, curriculum-wide classroom strategies for improving the learning achievements of all their students.
The course entails 18 hours of face-to-face learning in 6 modules which, when combined with between module readings and activities, is equivalent to more than 36 hours of professional development for teachers.
Why not think about running our Literacy for Learning program? Your experience in running TESMC: LILAC / HLW will allow you to apply for a licence. The licence is only AUD3,140 (includes a copy of the program) and you will save on both the travel and accommodation costs involved in attending a course. Contact us at email@example.com about purchasing a licence.
In this first module, participants learn about literacy being a capacity for making meaning across the curriculum. They develop an understanding that texts are sets of meanings which can be made, for example, through language, visuals, sounds and animation. The module explores the literacy demands across the curriculum, how to identify typical school genres and describe their language patterns.
Module 2 explores the teaching and learning cycle that provides an explicit focus on language and a framework for scaffolding students. Participants explore activities that allow students to move into literate practices, and look at the role of oral language in learning and ways in which oral activities can be used and adopted in subject learning and language development.
It consolidates the understanding of macro- and micro- scaffolding, and of what a reader needs in order to successfully engage and critically evaluate texts. It looks at the relationships between visuals and language in multimodal texts, and explores activities that model how to support students in building their reading capacities.
Module 4 develops an understanding of how genre is part of an explicit approach to teaching and learning. It looks at the strategies that could be used to build students’ understanding about texts they encounter in their classrooms. It focuses on how to support teachers in teaching the key language resources that writers use to organise texts. It looks at the language resources that allow for students to make the more abstract and technical meanings that are essential to the development of literacy.
Module 5 consolidates the participants’ understanding of the noun group as a key language resource for making more complex meanings in writing. Participants explore a range of activities that consider how abstraction and technicality are expressed through nominalisation. They also develop an understanding of the combined role of nominalisation and the noun group in producing highly written texts.
Module 6 re-assesses teaching and learning programs, assessment practices and current practices. It looks at the principles of ‘backward planning’ to explore some key issues related to programming and assessment and to begin the process of planning future units of work. It considers the implications and challenges in adopting a whole-school literacy focus.
"Hugely enjoyed. I can see already that it will have a huge impact in my practice. Extremely valuable."
Nick Bateman, Professional Learning Lead for English Language Learning, Dulwich College, Suzhou
"Best PD I have ever done. This will completely change the way I teach, how I teach, what I teach and in the sequence I teach."
Heather Schulz, EAL Teacher, Horsham West Primary School
"Fantastic – exactly what our school was looking for. Full of practical strategies to effectively teach language."
Thomas Hawkey, EAL/D Teacher, Mabel Park State High School
“Absolutely loved the (TESMC) course. It has had a major impact on me as an EAL teacher."
Caroline Delhommeau – EAL Specialist, Bali Island School
"Impressed and thoroughly appreciative. I feel overwhelmed by how much development I’ve experienced in only a single week."
Benjamin Greuter, IGCSE ESL Coordinator, Ningbo HD Bilingual School
“A very valuable course which has helped me a great deal and prepared me well to help others to help their students.”
Jacob Huckle, English Teacher and Head of EAL, Dulwich College Suzhou
“The (TESMC) course has been valuable as I gained more understanding of how to scaffold students and why it is important.”
Eva Tuecking-Matzner – Grade 5 Homeroom Teacher, YK Pao School
“I thoroughly enjoyed how intellectually stimulating the (HLW) course was, how it made me consider my teaching and how I can improve it.”
Lynette Lingard – EAL/D Visiting Teacher, Dakabin State High School
“I truly enjoyed every single day of the (TYCEMC) training. I can’t wait to go back to school and start to apply all things covered.”
Michelangel Galea – EAL Teacher and LS Assistant, British School of Geneva
“The (TESMC) course provided me with much food for thought about language development.”
Natalie Croome – Teacher Trainer, Education Development Institute, Qatar