Price
Domestic learners
$2,436* per 30 point course
International learners
$10,050* per 30 point course
*Price is approximate and subject to change. Fees outlined are based on the 2027 fee schedule and are subject to revision each year. Prices include GST where applicable. Non-tuition fees, such as the Student Services Levy (SSL), will also apply.
Qualification
PGCertStrucLit
60 points
Duration tooltip: Duration is approximate and subject to course availability.
6 months - 1 year part-time*
*Learners whose prior BLSA study is approved for credit may be able to complete the PGCertStrucLit in 6 months.
Start dates
22 February 2027
19 July 2027
2028
2027 applications open now, apply early to secure your place.
Delivery
Fully online
Overview
Thousands of teachers and students across Aotearoa have benefited from the Better Start Literacy Approach (BSLA). This structured literacy programme takes that impact further, giving educators, literacy leaders, intervention specialists, and speech-language therapists a pathway to deepen their expertise and formalise their practice through a recognised UC qualification.
Already taken a BSLA course? Apply to credit up to 30 points of your existing learning and gain a Postgraduate Certificate in Structured Literacy with just one or two more online literacy education courses.
New to structured literacy? Upskill online, developing the skills to assess literacy needs, apply evidence-based approaches, and support improved literacy outcomes for diverse learners.
With flexible online learning designed to fit around your work and whānau commitments, you’ll build in-depth literacy capability and formalise your expertise to support your students, coworkers and clients.
Requirements
To ensure that our learners have the necessary background and experience to succeed in this structured literacy programme, you must have completed an Aotearoa New Zealand bachelor's degree at level 7 in Education or equivalent, with a grade average of B or higher.
If English is your additional language, you are also required to meet UC's English language requirements.
Every application will be reviewed before approval by the Amo Matua Ako | Executive Dean of Education, or delegate.
Unsure about your suitability?
As part of our application process, your eligibility will be assessed by our education academic team to make sure that your academic and/or professional background meets the entry criteria. Unfortunately our Tuihono UC | UC Online team cannot confirm your eligibility before your application is submitted, beyond referring you to the requirements above. We are happy to help answer any general questions you have about these literacy education courses or online learning, however. You can get in touch with us here.
Looking for more education and teaching options?
Explore UC's wide range of specialised programmes in teacher education, educational studies and leadership, and youth & community leadership.
Structure
The Postgraduate Certificate in Structured Literacy is designed to fit around your work, whānau and community commitments. You can study part-time over 1 year (subject to course availability), and you'll have up to 2 years to complete the qualification. Full-time availability is also being explored — stay updated.
Course assessments are designed to be practical and applicable to a range of literacy learning contexts you'll encounter in your mahi | work.
Already completed BSLA study through teacher PLD?
You can apply to credit up to 30 points of your learning towards this online qualification, and fast-track your learning journey.
- If you have 30-points of BSLA courses approved to credit, you'll only need to complete EDME610. Please note: in 2027, this course is only available in Semester 2, starting 19 July.
- If you have 15-points of BSLA courses approved to credit, you'll need to complete EDME610, plus BSLA406.
Time commitment
Part-time learners take one 30-point course per semester. We recommend setting aside 20 - 25 hours of study per week for each 30-point course. If you credit 15 points of previous BSLA courses, you'll only study 10 - 12.5 hours per week when completing BSLA406.
Study time includes taking in course material, reflection time and writing assignments. Our courses are flexible, enabling you to plan your study around your other commitments — provided you meet assessment deadlines.
Upcoming dates
View upcoming study dates.
Develop
Develop advanced capabilities to evaluate, lead and advocate for structured literacy approaches. Gain expertise in effective, evidence-based structured literacy assessment and teaching through fully online, flexible study.
Courses taken: Structured Literacy Systems: Design, Evaluation and Leadership (EDME610) and Enhancing Reading Development in Young Children at Risk (EDME417).
Credit
Already completed 15 or 30 points of BSLA courses? You can apply to credit this learning towards the PGCertStrucLit to lighten your course load.
If you have 30-points of BSLA courses approved to credit, you'll only need to complete EDME610.
If you have 15-points of BSLA courses approved to credit, you'll need to complete EDME610, plus a smaller, 15-point course (Case Study in Better Start Literacy Approach Teaching - BSLA406).
Have questions about your eligibility? Please get in touch with our Enrolment Support Team.
Finish
Once you've successfully completed 60 points worth of structured literacy courses, you're eligible to graduate with a Postgraduate Certificate in Structured Literacy from Te Whare Wānanga o Waitaha | University of Canterbury!
Careers and job opportunities
Developed by UC's renowned BSLA team, the Postgraduate Certificate in Structured Literacy will grow your knowledge and skills in evidence-based literacy approaches. You'll be prepared to lead structured literacy approaches, support colleagues, and work more closely with learners requiring targeted intervention across a range of educational and support settings.
Already completed a BSLA course through teacher PLD? You can apply to credit up to 30 points of your learning towards this recognised UC qualification. By completing one or two additional courses, you'll be qualified to take on more specialised or leadership responsibilities in literacy within your school or organisation.
What you'll study
You'll study one NZQF level 8 course and one NZQF level 9 course to graduate with a Postgraduate Certificate in Structured Literacy.
Already completed BSLA study through teacher PLD? You can apply to credit up to 30 points of your learning towards this online qualification, and fast-track your learning journey.
- If you have 30-points of BSLA courses approved to credit, you'll only need to complete EDME610.
- If you have 15-points of BSLA courses approved to credit, you'll need to complete EDME610, plus BSLA406.
Description
This course provides advanced study into the design, evaluation, and leadership of structured literacy across Tier 1, Tier 2, and Tier 3 contexts at classroom, school, and system levels. Drawing on research from cognitive science, assessment theory, implementation science and educational leadership, students critically examine curriculum coherence, assessment practices, professional learning and coaching models and leadership practices that support high-quality, sustainable implementation within a literacy teaching ecosystem. Particular attention is given to equity, culturally sustaining practice, and bicultural partnership, including responsibilities under Te Tiriti o Waitangi. The course is suitable for educators working as classroom teachers or in formal and informal leadership roles and develops advanced capability to evaluate, lead, and advocate for structured literacy approaches that are evidence-based and responsive to local contexts.
Learning Outcomes
- Use critical professional judgement in analysing and comparing structured literacy models and frameworks used across Tier 1, Tier 2, and/or Tier 3 contexts, drawing on contemporary research in literacy, language, and learning sciences.
- Critically evaluate and justify the use of assessment (screening, diagnostic assessment, and progress monitoring) to support equitable, defensible instructional and system-level decision making.
- Analyse and appraise curriculum coherence and instructional alignment in structured literacy across classroom, intervention, and school-wide contexts, identifying strengths, risks and implications for learner outcomes.
- Critically appraise professional learning, coaching and leadership practices, demonstrating the capability to identify conditions that support high-quality, sustainable implementation of structured literacy within schools.
- Apply bicultural and culturally sustaining frameworks, including Te Tiriti o Waitangi principles, to the evaluation and leadership of structured literacy systems.
- Synthesise research and contextual evidence to generate and justify strategic recommendations for improving structured literacy implementation, sustainability and equity within a school or educational system.
Description
This course provides advanced study into the design, evaluation, and leadership of structured literacy across Tier 1, Tier 2, and Tier 3 contexts at classroom, school, and system levels. Drawing on research from cognitive science, assessment theory, implementation science and educational leadership, students critically examine curriculum coherence, assessment practices, professional learning and coaching models and leadership practices that support high-quality, sustainable implementation within a literacy teaching ecosystem. Particular attention is given to equity, culturally sustaining practice, and bicultural partnership, including responsibilities under Te Tiriti o Waitangi. The course is suitable for educators working as classroom teachers or in formal and informal leadership roles and develops advanced capability to evaluate, lead, and advocate for structured literacy approaches that are evidence-based and responsive to local contexts.
Learning Outcomes
- Use critical professional judgement in analysing and comparing structured literacy models and frameworks used across Tier 1, Tier 2, and/or Tier 3 contexts, drawing on contemporary research in literacy, language, and learning sciences.
- Critically evaluate and justify the use of assessment (screening, diagnostic assessment, and progress monitoring) to support equitable, defensible instructional and system-level decision making.
- Analyse and appraise curriculum coherence and instructional alignment in structured literacy across classroom, intervention, and school-wide contexts, identifying strengths, risks and implications for learner outcomes.
- Critically appraise professional learning, coaching and leadership practices, demonstrating the capability to identify conditions that support high-quality, sustainable implementation of structured literacy within schools.
- Apply bicultural and culturally sustaining frameworks, including Te Tiriti o Waitangi principles, to the evaluation and leadership of structured literacy systems.
- Synthesise research and contextual evidence to generate and justify strategic recommendations for improving structured literacy implementation, sustainability and equity within a school or educational system.
Description
This course will focus on teaching students methods to enhance reading development in young children at risk of literacy difficulty. A major element of the course will examine the provision of effective phonological awareness intervention in individual, small-group and classroom settings. Online learning sessions will be used to demonstrate the effective teaching strategies covered in the course content. This course would be suitable for teachers, early childhood educators, literacy specialists and speech-language therapists looking to promote early literacy success for all children.
Learning outcomes:
- Identify the profiles of children who are at risk of literacy difficulties.
- Understand the key theoretical frameworks that underpin literacy development and achievement.
- Understand the role of early language development in the later acquisition of literacy skills.
- Administer and analyse early literacy assessments in decoding, language and/or reading comprehension to enable the early identification of children at risk of literacy difficulties.
- Demonstrate knowledge of the sequence of literacy development from preschool to school years.
- Demonstrate a knowledge of key aspects of early literacy intervention.
- Demonstrate knowledge of activities designed to facilitate print concepts knowledge, phonological awareness, vocabulary, and/or early reading and spelling in individual, small-group and classroom settings.
- Design and implement an early intervention programme for a child at risk of literacy difficulties based on their assessment profile.
- Monitor the effectiveness of an early literacy programme for a child at risk of literacy difficulties.
Description
This course will focus on teaching students methods to enhance reading development in young children at risk of literacy difficulty. A major element of the course will examine the provision of effective phonological awareness intervention in individual, small-group and classroom settings. Online learning sessions will be used to demonstrate the effective teaching strategies covered in the course content. This course would be suitable for teachers, early childhood educators, literacy specialists and speech-language therapists looking to promote early literacy success for all children.
Learning outcomes:
- Identify the profiles of children who are at risk of literacy difficulties.
- Understand the key theoretical frameworks that underpin literacy development and achievement.
- Understand the role of early language development in the later acquisition of literacy skills.
- Administer and analyse early literacy assessments in decoding, language and/or reading comprehension to enable the early identification of children at risk of literacy difficulties.
- Demonstrate knowledge of the sequence of literacy development from preschool to school years.
- Demonstrate a knowledge of key aspects of early literacy intervention.
- Demonstrate knowledge of activities designed to facilitate print concepts knowledge, phonological awareness, vocabulary, and/or early reading and spelling in individual, small-group and classroom settings.
- Design and implement an early intervention programme for a child at risk of literacy difficulties based on their assessment profile.
- Monitor the effectiveness of an early literacy programme for a child at risk of literacy difficulties.
You’ll only take this course if you have 15 points of BSLA study approved for credit, alongside EDME610.
Description
This course provides teachers with an opportunity to demonstrate and refine their practice in implementing the Better Start Literacy Approach (BSLA) across Tier 1 (universal), Tier 2 (targeted), or Tier 3 (tailored) teaching contexts. Using a practice-based case study within their own professional setting, participants analyse baseline BSLA assessment data to establish an instructional starting point, plan for high-quality and high-fidelity implementation of BSLA teaching, and reflect critically on learner response and instructional impact over time, strengthening their capacity to support equitable literacy learning for children aged 5–14 years.
Learning outcomes:
- Interpret and analyse school or learner baseline assessment data to identify learner needs and infer instructional priorities.
- Refine an evidence-informed intervention plan for Better Start Literacy Approach teaching, with attention to culturally and linguistically responsive practices.
- Critically reflect on implementation of a structured literacy intervention within the participant’s own context, including how bicultural perspectives inform teaching practices.
- Analyse and interpret progress data to evaluate impact and refine instruction.
- Evaluate the effectiveness of Better Start Literacy Approach teaching and recommend next steps for sustainability, equity and ongoing professional learning, embedding bicultural values, practices, and partnership principles consistent with Te Tiriti o Waitangi.
You’ll only take this course if you have 15 points of BSLA study approved for credit, alongside EDME610.
Description
This course provides teachers with an opportunity to demonstrate and refine their practice in implementing the Better Start Literacy Approach (BSLA) across Tier 1 (universal), Tier 2 (targeted), or Tier 3 (tailored) teaching contexts. Using a practice-based case study within their own professional setting, participants analyse baseline BSLA assessment data to establish an instructional starting point, plan for high-quality and high-fidelity implementation of BSLA teaching, and reflect critically on learner response and instructional impact over time, strengthening their capacity to support equitable literacy learning for children aged 5–14 years.
Learning outcomes:
- Interpret and analyse school or learner baseline assessment data to identify learner needs and infer instructional priorities.
- Refine an evidence-informed intervention plan for Better Start Literacy Approach teaching, with attention to culturally and linguistically responsive practices.
- Critically reflect on implementation of a structured literacy intervention within the participant’s own context, including how bicultural perspectives inform teaching practices.
- Analyse and interpret progress data to evaluate impact and refine instruction.
- Evaluate the effectiveness of Better Start Literacy Approach teaching and recommend next steps for sustainability, equity and ongoing professional learning, embedding bicultural values, practices, and partnership principles consistent with Te Tiriti o Waitangi.
Our people
The Postgraduate Certificate in Structured Literacy is coordinated by Dr Amy Scott, with contributions from Dr Ann Castle and other experts from UC's award-winning Better Start Literacy Approach team.
Dr Amy Scott
Senior Lecturer and BSLA Programme Lead, Child Well-being Research Institute, University of Canterbury
Amy Scott is a Senior Lecturer in the Child Well-being Research Institute at the University of Canterbury. She is the Programme Leader for the BSLA Structured Literacy Teaching PLD Courses. An experienced speech-language therapist, Amy has particular expertise in structured literacy assessment and teaching practices related to children’s oral language and vocabulary development.
She has been the Programme Coordinator for the national implementation of the Better Start Literacy Approach since 2021. She has supported over 7,000 class teachers and literacy specialists to successfully complete their PLD in the Better Start Literacy Approach (Years 0-3). Amy has interests in online assessments and the use of AI to monitor children’s early literacy growth and has been instrumental in supporting teachers to use assessment data in strength-based ways to support their structured literacy teaching practices.
Dr Ann Castle
Senior Lecturer, Child Well-being Research Institute, University of Canterbury
Ann Castle is a Senior Lecturer at the Child Well-being Research Institute at the University of Canterbury. She is a facilitator in the BSLA PLD structured literacy course (Years 0-8) and in the secondary course focusing on writing (Years 7-10). An experienced K-12 educator and university lecturer, Ann has extensive experience supporting initial teacher education candidates and practicing teachers in implementing structured literacy teaching and interventions based on the science of reading.
Ann has a background in literacy development, initial teacher preparation, and early childhood education. She has research interests in scaffolded small group reading instruction and teachers' linguistic knowledge for literacy instruction.
Please note: our experts develop and present video content within their courses, but are not always the course facilitator. The course facilitator will engage with learners in the course forums, answer queries and mark assignments.
Stay updated
If you’re keen to know more about this structured literacy programme, stay updated on when enrolments open or ask a question, please sign up for updates below.
Cap & minimum enrolment threshold: a minimum number of learners is needed for effective interaction and feedback, while a maximum cap of learners ensures high quality learning and support. If the minimum number of enrolments required for a course isn’t met, or the maximum cap is exceeded, learners will be given the option to defer their study or receive a refund.
FAQ
The Postgraduate Certificate in Structured Literacy programme supports educators and allied professionals to deepen their expertise in literacy teaching and intervention.
Graduates are well positioned to take on more specialised or leadership responsibilities in literacy within their school or organisation, including supporting colleagues and working with learners requiring targeted support.
The Postgraduate Certificate in Structured Literacy programme supports educators and allied professionals to deepen their expertise in literacy teaching and intervention.
Graduates are well positioned to take on more specialised or leadership responsibilities in literacy within their school or organisation, including supporting colleagues and working with learners requiring targeted support.
This programme is designed for classroom teachers, literacy leaders, intervention specialists, and allied professionals such as speech-language therapists.
It is particularly suited to those wanting to strengthen their practice in structured literacy and support learners with diverse literacy needs.
This programme is designed for classroom teachers, literacy leaders, intervention specialists, and allied professionals such as speech-language therapists.
It is particularly suited to those wanting to strengthen their practice in structured literacy and support learners with diverse literacy needs.
The overall cost of tuition fees per 30 point literacy education course based on the 2027 fee schedule:
- for domestic learners is $2,436* incl GST
- for international learners is $10,050* plus GST if applicable.
Total programme investment for 60 point programme based on the 2027 fee schedule:
- for domestic learners is $4,872* incl GST
- for international learners is $20,100* plus GST if applicable.
Please note that the fees are charged on a per year basis and the amount charged reflects the number of courses/points enrolled in the current year. These are based on the 2027 fee structure and subject to revision – you can learn more about the University of Canterbury’s Tuition fee structure here.
Student Services Levy costs
Each year university students around Aotearoa New Zealand are charged a Student Services Levy (SSL) in addition to their tuition fees. All the SSL money collected can only be used for the benefit of students - never for academic or administrative costs.
The SSL is automatically calculated on how many points you enrol in per academic year, capped at a maximum of 150 points. Tuihono UC | UC Online learners are charged a reduced SSL rate, which is 20% of the usual on-campus student levy. This is calculated as $2.14 per academic point in 2027. You can learn more about the Student Services Levy here, and more about UC Support Services here.
The overall cost of tuition fees per 30 point literacy education course based on the 2027 fee schedule:
- for domestic learners is $2,436* incl GST
- for international learners is $10,050* plus GST if applicable.
Total programme investment for 60 point programme based on the 2027 fee schedule:
- for domestic learners is $4,872* incl GST
- for international learners is $20,100* plus GST if applicable.
Please note that the fees are charged on a per year basis and the amount charged reflects the number of courses/points enrolled in the current year. These are based on the 2027 fee structure and subject to revision – you can learn more about the University of Canterbury’s Tuition fee structure here.
Student Services Levy costs
Each year university students around Aotearoa New Zealand are charged a Student Services Levy (SSL) in addition to their tuition fees. All the SSL money collected can only be used for the benefit of students - never for academic or administrative costs.
The SSL is automatically calculated on how many points you enrol in per academic year, capped at a maximum of 150 points. Tuihono UC | UC Online learners are charged a reduced SSL rate, which is 20% of the usual on-campus student levy. This is calculated as $2.14 per academic point in 2027. You can learn more about the Student Services Levy here, and more about UC Support Services here.
There are a range of options you can use to finance your Postgraduate Certificate in Structured Literacy, which you can learn more about here.
There are a range of options you can use to finance your Postgraduate Certificate in Structured Literacy, which you can learn more about here.
Yes, our online Postgraduate Certificate in Structured Literacy is a recognised university qualification, designed and delivered by the academic team behind the Better Start Literacy Approach.
Successful learners will graduate with a Postgraduate Certificate in Structured Literacy from Te Whare Wānanga o Waitaha | University of Canterbury, and be eligible to attend graduation! You can either receive your testamur (qualification certificate) on-stage, or elect to receive your certificate in the mail.
Yes, our online Postgraduate Certificate in Structured Literacy is a recognised university qualification, designed and delivered by the academic team behind the Better Start Literacy Approach.
Successful learners will graduate with a Postgraduate Certificate in Structured Literacy from Te Whare Wānanga o Waitaha | University of Canterbury, and be eligible to attend graduation! You can either receive your testamur (qualification certificate) on-stage, or elect to receive your certificate in the mail.
The programme is delivered completely online, using a range of technologies including video conferencing, online discussion forums, and interactive learning experiences.
You can log on to complete your literacy education courses when it suits you, so long as you meet assessment deadlines — learn more about studying with UC Online.
The programme is delivered completely online, using a range of technologies including video conferencing, online discussion forums, and interactive learning experiences.
You can log on to complete your literacy education courses when it suits you, so long as you meet assessment deadlines — learn more about studying with UC Online.
You’ll build practical skills in structured literacy, including how to assess learners, plan effective teaching, and use explicit, evidence-based approaches.
You’ll apply your learning in your own context, while also developing knowledge and skills that can support broader roles in literacy, including more specialised or leadership-focused work.
You’ll build practical skills in structured literacy, including how to assess learners, plan effective teaching, and use explicit, evidence-based approaches.
You’ll apply your learning in your own context, while also developing knowledge and skills that can support broader roles in literacy, including more specialised or leadership-focused work.
Learners have access to the same support services as on-campus students, including academic advising, technical support, and library resources. There are also great resources for both Canterbury based and remote learners at the UC RecCentre. Learn more here.
Learners also have the support of our Tuihono UC Learner Experience team.
Learners have access to the same support services as on-campus students, including academic advising, technical support, and library resources. There are also great resources for both Canterbury based and remote learners at the UC RecCentre. Learn more here.
Learners also have the support of our Tuihono UC Learner Experience team.
Whether you need advice finding the right course for you or support with the enrolment process, we’re here to help! Contact our enrolment support team for course information, technical help and enrolment support.
Whether you need advice finding the right course for you or support with the enrolment process, we’re here to help! Contact our enrolment support team for course information, technical help and enrolment support.
Yes. You can apply to credit up to 30 points of previous BSLA study towards the Postgraduate Certificate in Structured Literacy. (University regulations allow a maximum of 50% of a qualification's points to be credited.)
If you go on to further postgraduate education study at the University of Canterbury, any BSLA credits not used towards your PGCertStrucLit may be able to be credited towards your next qualification.
Yes. You can apply to credit up to 30 points of previous BSLA study towards the Postgraduate Certificate in Structured Literacy. (University regulations allow a maximum of 50% of a qualification's points to be credited.)
If you go on to further postgraduate education study at the University of Canterbury, any BSLA credits not used towards your PGCertStrucLit may be able to be credited towards your next qualification.
Applications for this online structured literacy programme are made online through our Tuihono UC | UC Online website – please sign up for updates to stay in the loop about when applications open.
Applications for this online structured literacy programme are made online through our Tuihono UC | UC Online website – please sign up for updates to stay in the loop about when applications open.
The Postgraduate Certificate in Structured Literacy is a standalone professionally relevant qualification, but can lead to further study, including master's degrees — explore UC's postgraduate Faculty of Education study options.
We are also developing our online offerings - if you'd like to hear about our latest news and offers, join our mailing list.
The Postgraduate Certificate in Structured Literacy is a standalone professionally relevant qualification, but can lead to further study, including master's degrees — explore UC's postgraduate Faculty of Education study options.
We are also developing our online offerings - if you'd like to hear about our latest news and offers, join our mailing list.
Subscribe to our newsletter.
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