EDF5862 · Literacy and numeracy across the curriculum

Overview

In this unit, you will consider the practical importance of literacy and numeracy across the curriculum in Years 7-12. From a literacy perspective, you will learn about evidence-based reading instruction grounded in how the brain learns to read, with systematic and explicit practices for phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language. You will also engage with research showing that explicit reading and writing comprehension instruction, tailored to discipline-specific content, improves students’ engagement, academic understanding, and performance. From a numeracy perspective, you will develop conceptual understanding of the six strands of mathematics (number, algebra, geometry/space, measurement, statistics and probability) and the four proficiencies (understanding, fluency, problem solving, reasoning). You will critically examine research that demonstrates how numeracy is a fundamental component of learning, discourse, and critique across the curriculum, improving students’ engagement and understanding both within and beyond mathematics. There is a strong focus on the practical application of these concepts within pedagogy and practice across the curriculum, and engaging students with a range of needs in classrooms.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. identify and analyse the numeracy and literacy demands across the curriculum
2. develop understanding about the importance of literacy and numeracy across the curriculum to meet the varied needs of students
3. demonstrate knowledge of evidence-based reading instruction, including evidence-based approaches to reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language)
4. develop key pedagogical strategies for the teaching and learning of numeracy in the secondary school, drawing on conceptual understanding of the six strands of mathematics and the four proficiencies
5. develop and justify strategies for supporting the literacy and numeracy learning of students from diverse backgrounds.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.