Pre-requisites

ED920 Developmental Learning and Pedagogies
ED931 Curriculum, Assessment, Evidence and Data
2 Method units from separate streams

Co-requisites

None.

Learning Outcomes

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

• Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in teaching areas that differentiate teaching strategies to address diverse student learning needs, including those of Aboriginal and Torres Strait Islanders.

• Critically analyse educational literature to identify how literacy and numeracy skills are embedded within and essential to the chosen teaching areas.

• Analyse the literacy and numeracy needs of EAL/D students (including Aboriginal and Torres Strait Islander students) and apply expert judgement to plan ways in which these needs can be catered for in a diverse classroom.

• Create and critically evaluate assessment strategies to identify student literacy and numeracy needs relevant to the chosen teaching area.

• Critically reflect on every teacher’s responsibility to teach literacy and numeracy knowledge and skills.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

Unit Description

It has become the role of every teacher to take increasing responsibility for the numeracy and literacy development of all students. In this unit students will critically examine the nature and roles of literacies and numeracies throughout the curriculum in order to build up proficient knowledge of these roles and skills. Through critical synthesis they will apply these to develop teaching strategies and assessments that integrate literacy and numeracy learning across a targeted selection of subjects with which students engage.

In class time, students experience a range of teaching and learning strategies, including lecturer input, demonstration and modelling; discussion, pair and group tasks; simulated classroom learning activities; teaching observation and practice; independent reading and reflection. The lecturer scaffolds the reading of research-based texts and students participate in collaborative pair/group tasks to discuss, analyse, and critique key concepts from readings and videos. Based on lecturer input and self-study, students complete in-class tasks to check their learning in relation to key concepts and teaching practices.

Formative feedback: The lecturer will provide formative feedback on students’ comprehension of key concepts and their application in professional practice through a short writing tasks undertaken before census date.

Topics

• The language dimension of everyday life and why literacy is “across the curriculum”
• The range of knowledge, skills and elements of multi -literacy competency
• Ways of assessing literacy and numeracy and diagnosing needs
• Designing effective lessons to enhance literacies across the curriculum. The importance of vocabulary, and specific literacies involved the various discipline areas
• Supporting the use of texts in courses
• 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 literacy numeracy and identifying needs of Aboriginal and Torres Strait Islander histories, cultures and languages impact on numeracy
• Identifying the mathematical ideas and applying numerical ideas to solving and describing problems and language in texts
• Whole school approaches

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Unit offerings

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.