Pre-requisites

ES610 Primary English
ES611 Primary Mathematics

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Analyse and synthesise numeracy requirements across the whole primary curriculum, teaching and learning.

• Analyse and understand how socio-cultural circumstances, school policies and procedures, educational theory and other educational contexts can facilitate and/or impede students’ numeracy learning and explore ways for advancing numeracy learning and teaching in the classroom to ensure all students are able to maximise their learning.

• Critically review and demonstrate understanding of formal and informal diagnostic, formative and summative assessment strategies to assess student numeracy proficiency, and strategies for reporting progress to students and parents/carers.

• Develop strategies for engaging parents/carers in children’s numeracy learning.

• Apply knowledge and judgement to interpret assessment data to evaluate students’ numeracy proficiencies and learning needs, and plan differentiated teaching practices and learning goals that provide achievable challenges for students across the full range of abilities.

• Demonstrate knowledge, understanding and application of research into how students learn numeracy, appropriate pedagogical practices to support numeracy learning, a range of numeracy teaching strategies and resources, including ICT to expand learning of diverse students, including Aboriginal and Torres Strait Islander students and EAD/L students.

Unit Description

This unit analyses the requirements for numeracy in teaching and learning across the curriculum. The unit includes developing knowledge and understanding of policy documents and school processes, and knowledge and understanding of research-based educational theory required for improving numeracy teaching and learning across the curriculum. You will develop an understanding of a range of factors that impact on students’ numeracy learning and knowledge and understanding of how students become numerate.

Through the unit, you will examine a range of diagnostic, formative and summative assessment strategies for assessing students’ numeracy proficiencies, and strategies for reporting this information to parents/carers. You will develop knowledge, skills and understanding required to analyse assessment data, determine students’ proficiencies and learning needs, and plan differentiated learning goals and experiences to address a range of learning needs for diverse groups of children, including EAD/L and Aboriginal and Torres Strait Islander students. The unit covers appropriate pedagogies, teaching strategies and resources to support numeracy learning which you will apply to plan responses to students’ numeracy needs. Further to teachers’ practices, you will recognise the role of parents/carers in progressing students’ numeracy and will develop strategies to support their engagement. The unit incorporates Christian faith, worldview and scripture related to teaching and learning processes.

This unit also focuses on developing your own high standards of numeracy as you complete the unit.

Topics

• Understanding the numerical dimension of everyday life and why it is “across the curriculum”
• Understanding the range of knowledge, skills and elements of numerical competency
• Assessing numeracy and identifying needs – becoming familiar with assessment and reporting tools (e.g. PAT, NAPLAN, Essential Assessments)
• Factors that impact on students’ numeracy learning - socio-cultural circumstances, school policies and procedures, educational theory and other educational contexts
• How students develop numeracy skills – pedagogy, teaching strategies and resources
• Working with diverse student groups to develop numeracy proficiencies
• Designing effective lessons across the curriculum - the importance of vocabulary, identifying the mathematical ideas and applying numerical ideas to solving and describing problems
• Learning how to analyse numeracy assessment data to identify learning needs and modify teaching practice
• Designing effective interventions to support numeracy learning for diverse learners
• Differentiating numeracy learning goals
• Strategies for supporting parents/carers’ engagement in children’s numeracy learning.

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Unit offerings

Face to face: Semester 2, 2025 and Semester 2, 2026 (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.