Introduces a theory-based understanding of literacy and numeracy in education; and enables advanced knowledge in these bodies of knowledge to be applied to professional areas.
- Language and literacy. Mathematics and numeracy. What is each and what is the significance of these terms in modern classrooms?
- Societal expectations - role of curriculum; role of literacy and numeracy in society; the relevance of home and community literacy and numeracy practices
- Literacy demands - listening, reading and viewing; speaking, writing and creating
- Numeracy demands – number and algebra; measurement and geometry; statistics and probability
- Analysis of student work samples to identify areas of need in literacy and/or numeracy
- Written and oral feedback for students in relation to their literacy and numeracy development
- Supporting students for their literacy and numeracy needs - using evidence to plan for teaching; role of assessment; collaborative planning; programming and reporting
- Supporting students with diverse literacy needs:EAL/D; gifted and talented, students with disability
- Developing specific strategies to cater for students requiring additional support; adjustments and inclusive practice; community and carer participation
- Supporting literacy and numeracy learning with a range of resources including systemic and commercial programs, and digital technologies; evaluating the effectiveness of such programs and resources
- Interpreting data (school-based and system) to make informed decisions about student literacy and numeracy needs in the context of subject areas.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Explain a theory-based understanding and knowledge of the role of literacy and numeracy in education||Intellectual rigour||Knowledge of a discipline|
|2||Analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need||Knowledge of a discipline|
|3||Develop teaching plans that embody literacy and numeracy focuses, incorporating the effective use of literacy and numeracy strategies and assessment tasks to inform teaching, as well as developing specific strategies for students who require additional support||Knowledge of a discipline|
|4||Research alternative approaches to the dominant curriculum paradigms for the teaching of literacy and numeracy||Knowledge of a discipline|
|5||Evaluate the role of digital technologies for effective teaching with literacy and numeracy for all students including students with disability or additional learning needs.||Intellectual rigour||Lifelong learning|
|6||Demonstrate a high level of personal literacy and numeracy equivalent to the top 30% of the population.||Lifelong learning|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.