Overview
Knowing and understanding literacy and numeracy teaching strategies and their application to teaching areas in secondary schools is the focus of this unit. In this unit, you will learn how to identify literacy and numeracy needs of secondary school students so you are able to implement learning activities to address appropriate learning requirements for individuals and groups. You will explore contemporary strategies and approaches to teaching literacy and numeracy to enable you to plan, assess and report on individual student literacy and numeracy capabilities. You will investigate the techniques that will enable you to identify the specific literacy and numeracy deficiencies that students may have, so you are able to provide appropriate learning support. Pedagogical strategies to address the needs of learners in literacy and numeracy are developed, to enable the appropriate design, implementation and evaluation of teaching, learning and assessment strategies, that facilitate and enhance student learning. This unit also promotes the development and maintenance of your personal literacy and numeracy skills, together with critically reflective practices to enhance your professional learning.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Scheduling of assessment
The assignments will be reorganised back to the previous format to allow for the extra week for Assessment 4.
Feedback from Student Feedback
eReading list
The unit's reading materials will be added to the weekly reading list.
- Identify and critique contemporary issues shaping the teaching of literacy and numeracy in secondary school contexts
- Effectively design pedagogical strategies that accomplish learning in literacy and numeracy for secondary school students
- Develop and maintain personal literacy and numeracy competence
- Reflect critically on professional practice.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.3 Students with diverse linguistic, cultural, religious
and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students
across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
3.1 Establish learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Online Quiz(zes) - 20% | ||||
| 3 - Online Quiz(zes) - 20% | ||||
| 4 - Reflective Practice Assignment - 10% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 1 - Portfolio - 50% | |||||||||||
| 2 - Online Quiz(zes) - 20% | |||||||||||
| 3 - Online Quiz(zes) - 20% | |||||||||||
| 4 - Reflective Practice Assignment - 10% | |||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.vanderburg@cqu.edu.au
WEEK 1--LITERACY AND NUMERACY INTRODUCTION
Begin Date: 08 Jul 2024Module/Topic
Introduction to Teaching Literacy and Numeracy
Chapter
1. https://www.qcaa.qld.edu.au/p-10/aciq/general-capabilities
Events and Submissions/Topic
WEEK 2--LITERACY AND NUMERACY WEEK 1
Begin Date: 15 Jul 2024Module/Topic
Literacy Skills 1
Numeracy Skills 1
Chapter
Events and Submissions/Topic
Literacy Skills 1 Quiz
Numeracy Skills 1 Quiz
WEEK 3--LITERACY AND NUMERACY WEEK 2
Begin Date: 22 Jul 2024Module/Topic
Literacy Skills 2
Numeracy Skills 2
Chapter
Events and Submissions/Topic
Literacy Skills 2 Quiz
Numeracy Skills 2 Quiz
WEEK 4 --LITERACY AND NUMERACY WEEK 3
Begin Date: 29 Jul 2024Module/Topic
Literacy Skills 3
Numeracy Skills 3
Chapter
Events and Submissions/Topic
Literacy Skills 3 Quiz
Numeracy Skills 3 Quiz
WEEK 5 --LITERACY AND NUMERACY WEEK 4
Begin Date: 05 Aug 2024Module/Topic
Literacy Skills 4
Numeracy Skills 4
Chapter
Events and Submissions/Topic
Literacy Skills 4 Quiz
Numeracy Skills 4 Quiz
Vacation Week
Begin Date: 12 Aug 2024Module/Topic
Chapter
Events and Submissions/Topic
WEEK 6 --LITERACY AND NUMERACY WEEK 5
Begin Date: 19 Aug 2024Module/Topic
Literacy Skills 5
Numeracy Skills 5
Chapter
Events and Submissions/Topic
Literacy Skills 5 Quiz
Numeracy Skills 5 Quiz
WEEK 7 --LITERACY AND NUMERACY WEEK 6
Begin Date: 26 Aug 2024Module/Topic
Literacy Skills 6
Numeracy Skills 6
Chapter
Events and Submissions/Topic
Literacy Skills 6 Quiz
Numeracy Skills 6 Quiz
LITERACY SKILLS WEEKLY QUIZZES Due: Week 7 Friday (30 Aug 2024) 11:59 pm AEST
NUMERACY SKILLS WEEKLY QUIZZES Due: Week 7 Friday (30 Aug 2024) 11:59 pm AEST
WEEK 8--TEACHING LITERACY AND NUMERACY IN SECONDARY SCHOOLS
Begin Date: 02 Sep 2024Module/Topic
Teaching Literacy and Numeracy in Secondary Schools
Chapter
1. https://www.qcaa.qld.edu.au/p-10/aciq/general-capabilities
2. Humphry, S., Sharpe, T., & Cullen, T. (2015). Peeling the PEEL: Integrating language and literacy in the middle years. Literacy Learning: the Middle Years, 23(2), 53-62.
3. Penman, R. & Turnbull, S. (2007). Media literacy—concepts, research and regulatory issues. Australian Government, 1-51.
4. Munro, J. (2002). A systematic approach to teaching reading strategies in the secondary school and in an article entitled High Reliability Literacy Teaching Procedures : A means of fostering literacy learning across the curriculum. Idiom, 38(1), 23-31.
Events and Submissions/Topic
Personal Reflective Statement
PERSONAL REFLECTIVE STATEMENT Due: Week 8 Friday (6 Sept 2024) 11:59 pm AEST
WEEK 9 --SOCIAL AND POLITICAL INFLUENCES ON LITERACY AND NUMERACY
Begin Date: 09 Sep 2024Module/Topic
Social and Political Influences on Literacy and Numeracy
Chapter
1. Gee, P. L. (1990) Social Linguistics and Literacies: Ideology in discourse, critical perspectives on literacy and education. London.
2. Numeracy: Demands and Opportunities Across the Curriculum. Australian Government: Department of Education, Science and Training. 1-6.
Events and Submissions/Topic
WEEK 10 --UNDERSTANDING MULTILITERACIES
Begin Date: 16 Sep 2024Module/Topic
Understanding Multiliteracies
Chapter
1. Unsworth, L. Changing dimensions of Literacies. In Teaching Multiliteracies across the curriculum: Changing Contexts of Text and Image in Classroom practice, 7-20. Open University Press.
2. Cazden C. Cope, B., Fairclough, N, Gee, J. Et al. (1996). A pedagogy of multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60-92.
Events and Submissions/Topic
WEEK 11 -- SCAFFOLDING FOR LITERACY AND NUMERACY
Begin Date: 23 Sep 2024Module/Topic
Scaffolding for Literacy and Numeracy
Chapter
Vanderburg, R., & Trotter, P. (2021) How constructivist theories of development can be used to re-conceptualise NAPLAN as an opportunity to develop student resilience. Australian journal of Teacher Education, 46(9), 1-21.
Events and Submissions/Topic
WEEK 12 -- ASSESSING LITERACY AND NUMERACY DEVELOPMENT
Begin Date: 30 Sep 2024Module/Topic
Assessing Literacy and Numeracy Development
Chapter
Rogers, S. L., Barblett, L. & Robinson, K. (2016) Investigating the impact of NAPLAN on students, parent and teacher emotional distress in independent school. The Australian Association for Research in Education, 43, 327-343.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 07 Oct 2024Module/Topic
Chapter
Events and Submissions/Topic
Assessment Task 4 Due
PLANNING FOR TEACHING LITERACY AND NUMERACY Due: Review/Exam Week Friday (11 Oct 2024) 11:59 pm AEST
Exam Week
Begin Date: 14 Oct 2024Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Assessment 1 - Weekly Quizzes
High standards of literacy are crucial to ensure that teacher education students possess the necessary skills for the intellectual demands of teaching. As per accreditation requirements, pre-service teachers must meet a minimum standard of literacy competence. To support you in achieving this, the weekly quizzes are designed to enhance your personal literacy competence, a task of utmost importance.
These 6 quizzes, each with multiple choice or one-word/short answers, are not just assessments. They are opportunities for you to demonstrate and enhance your personal competence, a journey of growth and learning.
There will be 10 points for each Quiz. (6 quizzes x 10 points per quiz = 60 points, aggregated to become a mark out of 20% for this task).
There will be a literacy test each week from Week 2 –- Week 7 linking to Topic 2 - 7 as indicated below:
Quiz 1 will be in Week 2 and will link to Topic 1
Quiz 2 will be in Week 3 and will link to Topic 2
Quiz 3 will be in Week 4 and will link to Topic 3
Quiz 4 will be in Week 5 and will link to Topic 4
Quiz 5 will be in Week 6 and will link to Topic 5
Quiz 6 will be in Week 7 and will link to Topic 6
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Please refer to the Moodle Assessment tile for specific details.
6
Weekly
Week 7 Friday (30 Aug 2024) 11:59 pm AEST
There will be a literacy test each week from Week 2 –- Week 7 linking to Topic 2 - 7.
Week 7 Friday (30 Aug 2024)
The score for each quiz will be available on-line after the completion of each quiz.
You will be assessed on your personal literacy competence through 6 quizzes that will consist of multiple choice or one word/short answers. Each quiz will be based on the content covered within the Topic the Quiz links to.
- Develop and maintain personal literacy and numeracy competence
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Online Quiz(zes)
Assessment 2 - Weekly Quizzes
High numeracy standards are necessary to ensure that teacher education students have the requisite skills essential for carrying out the intellectual demands of teaching. Pre-service teachers must meet a set minimum standard of numeracy competence within accreditation requirements. This task is focused on supporting your personal numeracy competence to help you meet the criteria for numeracy competence.
Your personal competence will be continuously assessed through 6 quizzes, each of which will consist of multiple-choice or one-word/short answers. These quizzes play a crucial role in enhancing your numeracy competence.
Each Quiz carries a weightage of 10 points. (6 quizzes x 10 points per quiz = 60 points, which will be aggregated to form a mark out of 20% for this task).
There will be a numeracy test each week from Week 2 –- Week 7 linking to Topic 2 - 7 as indicated below:
Quiz 1 will be in Week 2 and will link to Topic 1
Quiz 2 will be in Week 3 and will link to Topic 2
Quiz 3 will be in Week 4 and will link to Topic 3
Quiz 4 will be in Week 5 and will link to Topic 4
Quiz 5 will be in Week 6 and will link to Topic 5
Quiz 6 will be in Week 7 and will link to Topic 6
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Please refer to the Moodle Assessment tile for specific details.
6
Weekly
Week 7 Friday (30 Aug 2024) 11:59 pm AEST
There will be a numeracy test each week from Week 2 –- Week 7 linking to Topic 1 - 6.
Week 7 Friday (30 Aug 2024)
The score for each quiz will be available on-line after the completion of each quiz.
You will be assessed on your personal numeracy competence through 6 quizzes that will consist of multiple choice or one word/short answers. Each quiz will be based on the content covered within the Topic the Quiz links to.
- Develop and maintain personal literacy and numeracy competence
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Reflective Practice Assignment
Task Description
After completing the last online test, you must write a 1000-word (maximum) reflective statement outlining your strengths and professional challenges relating to personal literacy and numeracy competency.
This reflective statement will need to outline what you believe are the consequences of your personal skill level. It would be best if you outlined where and how you will seek professional learning in personal literacy and numeracy (Professional Standard 6.2 Engage in professional learning and improve practice - Understanding the relevant and appropriate sources of professional learning for teachers)* and provide a justification as to why this professional learning is to occur and the implications this will have for your journey and that of the students you will teach (Professional Standard 6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning)*
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content is used to generate ideas and general structures.
• Gen AI can be used for content editing.
• Gen AI content generation for you to critique and review.
Please refer to the Moodle Assessment tile for specific details.
Week 8 Friday (6 Sept 2024) 11:59 pm AEST
Week 11 Friday (27 Sept 2024)
Feedback on this assessment response will be provided following moderation.
Knowledge and understanding of your personal literacy and numeracy skills
Knowledge and understanding of an appropriate learning plan to improve your personal literacy and numeracy skills
Knowledge and understanding of why you need to develop your personal literacy and numeracy skills
Communication demonstrating personal literacy competence
- Develop and maintain personal literacy and numeracy competence
- Reflect critically on professional practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
4 Portfolio
This task will help you understand and demonstrate the teacher's role in planning for literacy and numeracy within your teaching areas.
You are required to consider the explicit teaching required to enhance student capabilities in the areas of literacy and numeracy.
For this task, you are to
Select a unit of work/module for one of your teaching areas (other than English). This might be one written by a teacher, provided by QCAA or a sample unit from the Australian Curriculum. Include the original (or link) as an appendix. Briefly describe the unit's intended learning and the grade for which it is designed (1 paragraph).
From the overview, design a series (3-5) of activities that will show how you will explicitly address literacy and numeracy in your teaching area at particular points in the unit/module. Include a description of the teaching and learning activity, the intended literacy and numeracy outcomes, resources, texts, groupings, strategies and assessments. Each individual activity must have a separate Formal Assessment measuring whether the students learned the literacy or numeracy capabilities taught. (1 page per activity).
Provide an overview of where you will address these capabilities within the unit. This means you must map out the learning over a period and indicate where literacy and numeracy learning will need to be addressed (1-2 pages).
Consult the Australian Curriculum about literacy and numeracy capabilities and then identify the literacy and numeracy learning demands of the activities in your unit. [If you are choosing Mathematics as a teaching area, you must select literacy here.] This section can be presented as a discussion, a list, a diagram or a concept map (1 page).
Write a 2-page theorised rationale explaining:
o How do your activities address your chosen teaching subject's literacy and numeracy demands?
o How do your activities link to contemporary teaching practice in your chosen subject?
o How have you designed activities that link to the literacy and numeracy demands of your chosen teaching subject area?
o How do your designed activities develop in students the disposition that literacy and numeracy are required outside and beyond school for lifelong well-being?
o You will need to make reference to readings, relevant policies, curriculum, etc. Your rationale should also reflect contemporary understandings and theories of literacy (as a socio-cultural practice) and numeracy.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI can be used for content editing.
• Gen AI content generation for you to critique and review.
Please refer to the Moodle Assessment tile for specific details.
Review/Exam Week Friday (11 Oct 2024) 11:59 pm AEST
Exam Week Friday (18 Oct 2024)
Feedback on this assessment response will be provided following moderation.
Knowledge and understanding of literacy and numeracy learning demands a specified work unit.
Knowledge and understanding of appropriate pedagogy to support literacy and numeracy within a particular unit of work.
Knowledge and understanding of the theoretical principles underpinning literacy and numeracy teaching and learning.
Communication demonstrating personal literacy and numeracy competence.
- Identify and critique contemporary issues shaping the teaching of literacy and numeracy in secondary school contexts
- Effectively design pedagogical strategies that accomplish learning in literacy and numeracy for secondary school students
- Reflect critically on professional practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
