Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
To achieve their education goals and contribute to an informed society, every student must develop strong skills in oracy, literacy and numeracy as the foundation for learning (Alice Springs (Mparntwe) Education Declaration, 2019). In this unit, pre-service teachers examine literacy and numeracy requirements for different curriculum areas in secondary school subjects and the way these literacies need to be developed for learners from diverse language and cultural backgrounds. Pre-service teachers will develop and extend their understandings of research evidence related to teaching reading, writing, speaking and listening for curriculum learning, and develop a metalanguage for teaching and assessing spoken, written, visual, symbolic, graphic representations and their interactions in multimodal texts. Pre-service teachers will also identify and examine the numeracy skills inherent in their curriculum areas and extend their understandings of research evidence in the teaching of numeracy. This will culminate in the development of literacy and numeracy high challenge/high support strategies which differentiate teaching to meet the specific learning needs of students across the full range of abilities and are responsive to the strengths and needs of students from different language backgrounds.
The aim of this unit is to provide pre-service teachers with strategies and practices for integrating explicit literacy and numeracy instruction into an effective teaching and learning sequence. This unit will offer pre-service teachers the opportunity to enhance the development of literacy and numeracy learning for all students within all curriculum areas.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate mastery of literacy and numeracy skills and concepts relevant to secondary school curriculum areas and contexts (APST 2.1) | GC1, GC2, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO2 | Critically reflect on theory and classroom practices related to the teaching of literacy and numeracy in a secondary school context (APST 3.3, 3.6) | GC2, GC7, GC8, GC10, GC11, GC12 |
| LO3 | Use relevant questioning, assessment strategies and student data to identify the literacy and numeracy knowledge, skills, understandings and needs of secondary students (APST 2.1, 2.3, 5.1, 5.3) | GC1, GC2, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO4 | Use theoretical models, student data and pedagogical knowledge to design appropriate teaching strategies that respond to diverse learner needs in the areas of literacy and numeracy (including EAL/D students) (APST 1.3, 1.4, 2.5) | GC2, GC7, GC9, GC10 |
| LO5 | Design and integrate literacy and numeracy learning tasks into a sequence of lessons from a secondary curriculum area so that students' literacy and numeracy are enhanced and developed (APST 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4, 4.1) | GC1, GC2, GC7, GC8, GC9, GC10, GC11, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
Content
Topics will include:
- The nature of literacy, language and numeracy and their role in learning in the different areas of the curriculum.
- Issues related to the nature and duration of second language and literacy learning and outcomes of schooling for different cultural/linguistic groups.
- Contemporary understandings of research evidence related to teaching reading, writing, speaking, listening in relevant curriculum contexts and levels.
- Contemporary understandings of research evidence related to the teaching of numeracy in relevant curriculum contexts and levels.
- Language as a social process, meta-language and numeracy in context.
- Constructions of literacy and numeracy in relevant state, territory and national curriculum and support documents from upper primary level through to secondary level.
- Integrating numeracy and literacy within culturally responsive learning frameworks.
- The purpose and structure of different types of spoken, written, visual, graphic and multimodal texts.
- Introduction to systems of grammar and discourse used in current curriculum and assessment documents.
- A range of strategies used for the explicit teaching of literacy and numeracy.
- Task design, construction and critical evaluation of resources used in the teaching of literacy and numeracy.
- Strategies for evaluating, developing, assessing, monitoring and programming for literacy and numeracy development relevant for the different curriculum areas.
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach recognising that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This unit focuses on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers (APST): Graduate level. In this unit Assessment Task 1 focuses on pre-service teachers’ identifying the literacy and numeracy demands in their teaching areas. Assessment Task 2 fosters collaboration with peers which would occur in a school setting to identify students who need additional support for literacy and numeracy and possible methods of assessment. Assessment Task 3 builds on the previous tasks and enables pre-service teachers to create learning activities that provide appropriate literacy and numeracy support for students to achieve the learning outcomes of the planned activities.
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. To promote sustained learning, pre-service teachers are expected to complete weekly readings and practice tasks as assigned by teaching staff and submit ALL assessment tasks.
Minimum Achievement Standards
To achieve a passing standard in this unit, students must engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. Pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks.
Assessments in this unit include two Critical Tasks:
- Assessment Task 2 – An Analytical Report
- Assessment Task 3 – Reflective Journal
These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in Task 2 and Task 3 in order to pass this unit and obtain a combined score of at least 50%.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Literacy and Numeracy skills Identify key literacy and numeracy knowledge and skills in a chosen secondary teaching area and relevant issues in relation to the education of linguistic minority students. For the numeracy component, identify key misconceptions for the numeracy/mathematical content identified. | 20% | LO1 |
Assessment Task 2: Assessing and addressing Numeracy learning needs (Individual task) Critical Task Create a profile of the numeracy strengths and needs of 3 students, including at least one EAL/D learner, in relation to a specified curriculum learning and assessment goal within a unit of work. 1. Provide evidence of diagnostic data you utilised and your analysis of students’ work samples. 2. Provide an example of written and oral feedback provided to students to further their numeracy development 3. Identify and discuss three teaching strategies that integrate explicit teaching of numeracy with curriculum instruction to address the varied needs of the students profiled. 4. Research and develop a portfolio of culturally and linguistically responsive teaching and learning strategies integrated within a curriculum unit of work to address the varied needs of students profiled. This includes:
For each task, describe: a. further differentiation of activities to address identified issues in the education of linguistic minority students b. the particular numeracy skills and knowledge being developed and their relevance to the broader outcomes of the subject c. how digital resources may be used d. how these strategies can be modified for implementation at home | 40% | LO1, LO2, LO3, LO4, LO5 |
Assessment Task 3: Assessing and addressing Literacy learning needs (Paired task) Critical Task Create a profile of the literacy strengths and needs of 5 students, including at least one EAL/D learner and an Aboriginal and Torres Strait Islander EAL/D learner, in relation to a specified curriculum learning and assessment goal within a unit of work. 1. Provide evidence of diagnostic data you utilised and your analysis of students’ work samples (e.g, written or multimodal text). 2. Provide an example of written and oral feedback provided to students to further their literacy development 3. Identify and discuss three teaching strategies that integrate explicit teaching of literacy with curriculum instruction to address the varied needs of the students profiled. 4. Research and develop a portfolio of culturally and linguistically responsive teaching and learning strategies integrated within a curriculum unit of work to address the varied needs of students profiled. This includes:
For each task, describe: a. further differentiation of activities to address identified issues in the education of linguistic minority students b. the role of speaking and listening c. the particular literacy skills and knowledge being developed and their relevance to the broader outcomes of the subject. d. how digital resources may be used e. how these strategies can be modified for implementation at home. | 40% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
The Australian Curriculum: https://www.australiancurriculum.edu.au/.
National Numeracy Learning Progressions: https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-numeracy-learning-progression/.
Recommended texts
Clark. U. (2019). Developing language and literacy in English across the secondary school curriculum An inclusive approach. Springer International Publishing. https://doi.org/10.1007/978-3-319-93239-2
Herbert, S., Muir, T., & Livy, S. (2020). Characteristics of a secondary school with improved NAPLAN results. Mathematics Education Research Journal, 32(3), 387–410. https://doi.org/10.1007/s13394-019-00304-y
Humphrey, S. (2017). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge.
Humphrey, S., & Vale, E. (2020). Investigating model texts for learning. Primary English Teaching Association of Australia.
Humphrey, S. & Vidal Lizama, M. (2020). Developing ‘Bridging’ Semiotic and Pedagogic Knowledge for Pre-Service Subject Area Teachers in the ‘New Mainstream’. In Cardozo-Gaibisso, L. & Vazquez Dominguez, M. (Eds.). Advancing Language Equity Practices with Immigrant Communities: Learning in and Out of Schools. IGI Global
Jones, P., Matruglio, E., & Edwards-Groves, C. (Eds.). (2022). Transition and continuity in school literacy development. Bloomsbury Academic.
Main, K., Pendergast, D., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (3rd ed.). Allen & Unwin.
Miller, J., & Armour, D. (2021). Supporting successful outcomes in mathematics for Aboriginal and Torres Strait Islander students: a systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 61–77. https://doi.org/10.1080/1359866X.2019.1698711
Morrison, S., & McLafferty, L. (2018). Bridging the Gaps in Mathematics and Numeracy: Supporting Schools in Practitioner Research. Educational and Child Psychology, 93–.
Unsworth, L., Cope, J., & Nicholls, L. (2019). Multimodal literacy and large-scale literacy tests : Curriculum relevance and responsibility. The Australian Journal of Language and Literacy, 42(2), 128–139. https://doi.org/10.3316/aeipt.223598
Westwood, P.S. (2021). Teaching for numeracy across the age range : An introduction. Springer.