Course Outline Code: EDU715 Title: Literacy and Numeracy across the Curriculum Faculty of Science, Health, Education and Engineering School of Education Teaching Session: Session 8 Year: 2017 Course Coordinator: Ms Carol Smith 1. What is this course about? 1.1 Course description This course focuses on interrogating school subjects to identify literacy and numeracy demands and designing learning experiences to support students literacy and numeracy capabilities. Definitions of literacy and numeracy are analysed to broaden conceptualisation of these two terms as encompassing more than basic skills. You will design innovative solutions to improving students literacy and numeracy in authentic contexts. You will analyse your own personal literacy and numeracy skills and competencies, and reflect upon the literacy and numeracy requirements of teachers in the 21st century. 1.2 Course topics All teachers responsibilities as teachers of literacy and numeracy The Four Resources Model for critical literacy and numeracy Definitions of literacy and numeracy for the 21 st century 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 2. Course level 700 level 3. Unit value 12 units Session 8 2017 Recfind File Number: F26803
Page 2 4. How does this course contribute to my learning? Specific Learning Outcomes On successful completion of this course you should be able to: Research, demonstrate and describe a range of theoretical and practical approaches, including the Four Resources Model, to assist the development of understanding of literacy and numeracy teaching strategies (and their application in teaching areas), and reflect on personal literacy and numeracy skill development. Apply deep knowledge of English language structures and descriptive grammars, and critically analyse how such knowledge contributes to the creation of texts so as to interpret, implement, integrate and adapt learning for individuals and community needs. Engage and collaborate with colleagues to facilitate professional learning and apply your reflections on this experience to your future professional practice, particularly in relation to the responsibility of all teachers being teachers of literacy and numeracy. Critically analyse a digital text using the codes of practice found in the Four Resources Model. Demonstrate how to use a range of teaching strategies, including the use of ICT to develop learning experiences that ethically support students acquiring competence in literacy and numeracy whilst considering social justice and inclusion for all. knowledge and understanding of curriculum, pedagogy and assessment. Assessment Tasks You will be assessed on the learning outcome in task/s: Task 1: Personal literacy and numeracy quiz Task 2: Rich investigative task Task 3: PowerPoint and Text Task 4: In class quiz Task 2: Rich investigative task Task 3: PowerPoint and Text Task 1: Personal literacy and numeracy quiz Task 2: Rich investigative task Task 3: PowerPoint and Text Task 1: Personal literacy and numeracy quiz Task 2: Rich investigative task Task 3: PowerPoint and Text Task 4: In class quiz Task 1: Personal literacy and numeracy quiz Task 2: Rich investigative task Task 3: PowerPoint and Text Task 4: In class quiz Graduate Qualities or Industry Standards mapping Completing these tasks successfully will contribute to you becoming: Knowledgeable. Creative and critical thinkers. Knowledgeable. Empowered. Creative and critical thinkers. Knowledgeable Students may attend combined lectures with ED315, AE304 and SE303 undergraduate students. These parallel course deliveries are designed to give students access to expert lecturers. However, postgraduate courses may have additional or separate assessment tasks with appropriate criteria that acknowledge the different expectations, learning outcomes, prior knowledge and life experience of a student undertaking an AQF Level 9 program.
Page 3 5. Am I eligible to enrol in this course? Refer to the USC Glossary of terms for definitions of pre-requisites, co-requisites and anti-requisites. 5.1 Enrolment restrictions This course is only available to students enrolled in ED706. 5.2 Pre-requisites Nil 5.3 Co-requisites Nil 5.4 Anti-requisites Nil 5.5 Specific assumed prior knowledge and skills (optional) Nil 6. How am I going to be assessed? 6.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 6.2 Assessment tasks Task No. Assessment Tasks Individual or Group 1 Personal literacy and numeracy quiz 2 Rich investigative task 3 PowerPoint and text based on the Four Resources Model 4 In class quiz on literacy and numeracy Weighting % What is the duration / length? Individual 0% 60 minute in class quiz; 500 words When should I submit? End of Module 1 (Day 1 of 5-day intensive offering). Group 30% 1500 words End of Module 2 (4pm, Day 3 of 5-day intensive offering). Individual 40% 1000 words 800 words PowerPoint Individual 30% 90 minute in class quiz; 1000 words equivalent 100% End of Module 3 (4pm Day 5 of 5-day intensive offering). Day 5 during lecture. Where should I submit it? In class Blackboard (SafeAssign) USB to tutor. Text - Blackboard (SafeAssign) In class
Page 4 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: 60 minute in class quiz Format: A multiple choice and short answer quiz on key mathematical calculations, computations, and concepts and 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 personal literacy and numeracy skills, competence and confidence. Criteria: 1. Identification of personal literacy and numeracy competence. 2. Critical reflection upon literacy and numeracy required for teaching. Generic skill assessed Skill assessment level Problem solving Communication Assessment Task 2: Rich investigative task. Goal: Product: Format: The goal of this task is engagement and collaboration 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. A rich investigative task. This task gives you the opportunity 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 will be designed to engage your students in critical and creative thinking and problem-solving as well as collaborative group work. The task description (Task Sheet) will be a self-explanatory and able to be implemented in a class of your choice. A written reflection, created by your group, on how this activity promotes students numeracy capabilities, in relation to all elements models of numeracy for the 21 st century will accompany the task description. Criteria: 1. Applied knowledge of numeracy demands in a specific Learning Area to develop learning experiences that promote students numeracy capabilities. 2. Critical of the role of all teachers as teachers of numeracy. 3. Written communication and academic literacies including grammar, English expression, APA referencing conventions and technical accuracy. Generic skill assessed Problem solving Communication Skill assessment level
Page 5 Assessment Task 3: PowerPoint and text based on the Four Resources Model Goal: The goal of the task is to apply the Four Resources Model to a text from one of your teaching areas and identify how you as the teacher would develop literacy learning experiences to support a specific group of secondary school learners. Product: 5 minute PowerPoint Presentation, and written. Format: Choose one digital text that is relevant to a class of students in your subject/year level and identify the repertoires of practice inherent in its structure by applying the Four Resources Model of literacy use. You will demonstrate your knowledge of The Four Resources Model through a discussion you will have on a 5 minute video recording that is embedded in a PowerPoint presentation. You are required to submit your recording on a USB to your tutor. In addition, you must analyse and reflect on how your chosen text and teaching strategies applies to Aboriginal and Torres Strait Islander students as well as other learners with English as an additional language or dialect, and learners with literacy learning difficulties. (1000 words. Criteria: 1. Understanding of the Four Resources Model and the repertoires of practice found in the Model as they apply to the chosen text. 2. Appropriate choice of teaching strategies to align with the teaching content and the selected learners. 3. Organisation of materials to present a clear coherent presentation in the PowerPoint and in the ; 4. Technical skills appropriate to the genre; 5. Competent oral language skills; 6. Written communication and academic literacies including grammar, English expression, APA referencing conventions and technical accuracy. Generic skill assessed Skill assessment level Information literacy Assessment Task 4: In class quiz on literacy and numeracy Goal: The goal of this task is to evidence your knowledge of curriculum, pedagogy and assessment by completing an in class quiz. Product: In class quiz on literacy and numeracy Format: A multiple choice and short answer quiz on key topics and content from course material and tutorial activities explored throughout the semester. Weekly homework questions from the textbook and on-line labs will provide the basis of some of the questions. Criteria: 1. Knowledge and understanding of literacy and numeracy across the curriculum. 2. Critical of literacy and numeracy concepts necessary for application to teaching across the curriculum. 3. Written communication and academic literacies including grammar, English expression, APA referencing conventions and technical accuracy. Generic skill assessed Skill assessment level Information literacy Communication
Page 6 6.3 Additional assessment requirements Plagiarism In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 6.4 Submission penalties Late submission of assessment tasks will 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. 7. How is the course offered? 7.1 Directed study hours Lecture: 2 hours per day over 5 days Tutorial: 3 hours per day over 5 days Blended: 3 hours per day over 5 days. 7.2 Teaching semester/session(s) offered Sippy Downs: Session 8
Page 7 7.3 Course activities Teaching What key concepts/content will I learn? Week / Module Module 1: Module 2 Module 3 Literacy and numeracy across the curriculum Why does literacy and numeracy matter? Key policy documents National literacy and numeracy education priorities Literacy and numeracy as a global capability Literacy Traditional and functional grammar meta-language and parts of speech; sentence level grammar; English punctuation; and, English usage and style. Years 7-10 Literacy Indicators Genre and the writing process Giving feedback on writing The Four Resources Model for learning literacy Teaching reading for learning in subject areas Numeracy What is numeracy? A model of numeracy for the 21st century Core concepts for numeracy Identifying and correcting misconceptions in mathematical concepts Interpret numerical and visual information Problem solving Key mathematical concepts that underpin your discipline Using ICTs to support numeracy learning Catering to diversity, Aboriginal and Torres Strait Islander students and students with a disability in numeracy education Final task: In class quiz What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities Lecture National Literacy Learning Tutorial Progression (Draft Version 1.1 2017). Keeping Qld Schools Safe: Report of the Queensland Schools Alliance Against Violence (QSAAV) (2011) Queensland Closing the Gap Report 2007/2008: Indicators and Initiatives for Aboriginal and Torres Strait Island Peoples (and Lecture Tutorial Please note that the course activities may be subject to variation. Lecture Tutorial Addendum March 2011) Years 7-10 Literacy Indicators (QSA, 2012) Readings on blackboard ACARA website General Capabilities MyMathLab Global Reading National Numeracy Review Report (COAG, 2008) Towards a 10-year plan for Science Technology Engineering and Mathematics (STEM) Education and Skills in Queensland Years 7-10 Numeracy Indicators (QSA, 2012) Readings on blackboard
Page 8 8. What resources do I need to undertake this course? 8.1 Prescribed text(s) N/A 8.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 8.3 Specific requirements Nil 9. Risk management Health and safety risks have been assessed as low. It is your responsibility as a student to review course material, search online, discuss with lecturers and peers, and understand the health and safety risks associated with your specific course of study. It is also your responsibility to familiarise yourself with the University s general health and safety principles by reviewing the online Health Safety and Wellbeing training module for students, and following the instructions of the University staff. 10. How can I obtain help with my studies? In the first instance, you should contact your tutor, then the Course Coordinator. Additional assistance is provided to all students through Academic Skills Advisers. To book an appointment or find a drop-in session go to Student Hub. Contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au 11. Links to relevant University policies 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 Visit the USC website: http://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching 12. General Enquiries In person: USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au
Page 9 13. Education Specific Information The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate): Assessment Task Australian Professional Standards for Teachers (Graduate) Task 1: Personal 6.1 Demonstrate an understanding of the role of the Australian Professional Standards literacy and numeracy for Teachers in identifying professional learning needs. quiz 6.2: Understand the relevant and appropriate sources of professional learning for Task 2: Rich investigative task Task 3: Text based on the Four Resources Model Task 4: In class quiz on literacy and numeracy teachers. 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. 6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2: Understand the relevant and appropriate sources of professional learning for teachers. 6.4: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 1.2: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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. 3.3: Include a range of teaching strategies. 6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2: Understand the relevant and appropriate sources of professional learning for teachers. Overview of the Master of Teaching (Secondary) Program Phase 1 - Orientation to the profession: EDU764 Quality Teaching and Learning EDU765 Professional Experience: Orientation to the Profession First two curriculum courses Phase 2 - Enhancing professional knowledge and skills: EDU712 Diversity and Inclusion EDU713 Individual Learner Needs EDU715 Literacy and Numeracy across the Curriculum EDU716 Aboriginal and Torres Strait Islander Perspectives in Teaching and Learning EDU766 Assessing Learning
Page 10 EDU714 Professional Experience: Managing Learning Environments Second two curriculum courses Phase 3 - Synthesis of professional knowledge in practice and research: EDU717 Using Data for Learning EDU718 Teacher as Researcher EDU719 Teacher as Global Practitioner EDU720 Professional Experience: The Professional Teacher