Course Outline
EDU417 Literacy and Numeracy Across the Curriculum
Course Coordinator:Anne Bennison (abenniso@usc.edu.au) School:School of Education and Tertiary Access
2022Session 8
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course will develop your capacity to identify literacy and numeracy demands in school subjects and design learning experiences to support the development of students’ literacy and numeracy capabilities. Definitions of literacy and numeracy are examined to broaden conceptualisation of these two terms as encompassing more than basic skills. You will refine your own personal literacy and numeracy skills and competencies, and consider the literacy and numeracy requirements of teachers in the 21st century.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 16hrs | Week 1 | Once Only |
| Tutorial/Workshop 1 – On campus tutorial. | 16hrs | Week 1 | Once Only |
| Independent Study/Research – In addition to engaging with the learning materials and workshop sessions and completing the assessable tasks, you are required to engage in self-directed learning using the Canvas course modules and current research/reading via USC library databases and the required/recommended textbooks and resources. | 10hrs | Week 1 | Once Only |
| Seminar – On campus | 2hrs | Week 1 | 3 times |
Course Topics
-
- Definitions of literacy and numeracy for the 21st Century
- All teachers’ responsibilities as teachers of literacy and numeracy
- Literacy and numeracy as General Capabilities in the Australian Curriculum
- The Four Resources Model for critical literacy
- The 21st Century Numeracy Model
- Traditional and functional grammar; genre and the writing process
- Key mathematical concepts that underpin numeracy
- Supporting the literacy and numeracy development of all learners in safe learning environments
- Interpreting numerical and visual information
What level is this course?
400 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Demonstrate personal literacy and numeracy skills, reflect on personal literacy and numeracy skill development and facilitate professional learning. | Knowledgeable |
6.1, 6.2 |
| 2 | Explain the meaning of literacy and numeracy, their place as general capabilities across all learning areas in the Australian Curriculum and the role of all teachers as teachers of literacy and numeracy. | Empowered |
2.1, 2.3 |
| 3 | Explain a range of theoretical and practical approaches, including the Four Resources Model and 21st Century Numeracy Model, to assist the development of literacy and numeracy. |
Knowledgeable Creative and critical thinker |
2.1, 2.2, 2.3, 2.5 |
| 4 | Apply knowledge and understanding of curriculum and pedagogy to select/design teaching strategies and learning materials that promote the development of literacy and numeracy in specific learning areas. |
Knowledgeable Empowered |
1.2, 2.1, 2.3, 2.5, 2.6 |
| 5 | Analyse learning materials that ethically support students acquiring competence in literacy and numeracy, whilst considering social justice and inclusion for all, using the the 4 Resources Model and 21st Century Numeracy Model. | Creative and critical thinker |
1.2, 2.1, 2.3, 2.4, 2.5, 2.6 |
| 6 | Communicate in written texts using academic literacy skills including English expression, grammar, spelling, punctuation and APA referencing conventions. | Knowledgeable |
6.2
|
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
| 6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program AE304, ED315 or SE303
Co-requisites
Not applicable
Anti-requisites
EDU211 or EDU221
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Students will receive formative feedback on the literacy and numeracy skills they demonstrated in the Task 1.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Quiz/zes | Individual | 0% | 2 x 45 minute quizzes Part A: Numeracy Part B: Literacy |
Week 1 | Online Assignment Submission with plagiarism check |
| All | 2 | Artefact - Professional | Group | 30% | 1500 words |
Week 3 | Online Assignment Submission with plagiarism check |
| All | 3 | Written Piece | Individual | 40% | 1800 words |
Week 5 | Online Assignment Submission with plagiarism check |
| All | 4 | Quiz/zes | Individual | 30% | Part A: Numeracy (45 minutes) Part B: Literacy (45 minutes) |
Week 2 | Online Test (Quiz) |
| All - Assessment Task 1:Personal Literacy and Numeracy Quiz | |
| Goal: | The goal of this task is to demonstrate your personal literacy and numeracy capabilities as required for teaching |
| Product: | Quiz/zes |
| Format: | Part A: Numeracy A multiple choice and short answer personal numeracy quiz. Part B: Literacy A multiple choice and short answer quiz on key spelling and grammar conventions; and including a short, written reflection of personal literacy and numeracy areas of strength and weakness, and a plan for developing graduate level personal literacy and numeracy skills, competence and confidence. |
| Criteria: |
|
| All - Assessment Task 2:Rich investigative task. | |
| Goal: | The goal of this task is to engage and collaborate with colleagues to facilitate professional learning. You will apply critical reflections on this experience to your future professional practice, particularly in relation to the responsibility of all teachers to be teachers of literacy and numeracy. |
| Product: | Artefact - Professional |
| Format: | This task gives you the opportunity to work with 2-4 colleagues to create a rich investigative task for developing conceptual understanding of a topic in your specialist teaching area that also is designed to promote your students' numeracy capabilities. The task should be authentic and linked to the Year 7 to 10 Australian Curriculum. The task will be designed to engage your students in critical and creative thinking and problem-solving as well as collaborative group work. The task will be a group task for your students. Task Sheet (1-2 pages) The task sheet will be self-explanatory and be able to be implemented in the class of your choice. Reflective essay (1500 words) The Reflective Essay provides the rationale for the task. This should include: A discussion of the definitions of numeracy and the implications for teaching An explanation of the teachers' role in developing students' numeracy capabilities An analysis of the task in relation to how the task conceptual understanding in the target learning area and promotes students' numeracy capabilities in relation to all dimensions of the 21st Century Numeracy Model. Submission Cover sheet: Name, Student ID, Name of task, & word count for reflective essay. Reflective Essay (followed by references on a new page) Appendix A: Your rich investigative task. Note: Use 12 point Times New Roman and double line spacing. |
| Criteria: |
|
| All - Assessment Task 3:Text Analysis based on the Four Resources Model | |
| Goal: | To apply the Four Resources Model to a text from one of your teaching areas and identify how you as the teacher would develop learning experiences to support a specific group of secondary school learners. |
| Product: | Written Piece |
| Format: | A critical analysis of a text of your choice and a discussion of the repertoires of practice needed to understand, deconstruct and interact with that text effectively using Luke and Freebody's Four Resources Model for a specific group of learners. Include in your analysis how the model applies to one of the following groups of learners: Aboriginal and Torres Strait Islander students, other learners with English as an additional language or dialect, or students with literacy learning difficulties. Texts relevant to your teaching areas will be suggested on Canvas. Submission Cover sheet: Name, Student ID, Name of task, & word count for text analysis. Text analysis (followed by references on a new page) Note: Use 12 point Times New Roman and double line spacing. |
| Criteria: |
|
| All - Assessment Task 4:Online quiz literacy and numeracy | |
| Goal: | The goal of this task is to evidence your knowledge of literacy and numeracy across the curriculum. |
| Product: | Quiz/zes |
| Format: | Part A: Numeracy An online quiz on key topics and content from course material and tutorial activities explored throughout the semester. Part B: Literacy An online quiz on key topics and content from course material and tutorial activities explored throughout the semester. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Merrilyn Goos,Vince Geiger,Shelley Dole,Helen Forgasz | 2018 | Numeracy Across the Curriculum | n/a | A&u Academic |
Specific requirements
Not Applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Administration of Central Examinations
- Deferred Examinations
- Student Academic Misconduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au