CQUniversity Unit Profile.

Assessment 1: Planning for Teaching Literacy and Numeracy
Assessment Type
Portfolio

Task Description
This assessment is designed to develop your understanding of the teacher's role in planning for literacy and numeracy within secondary teaching areas.

You are required to demonstrate how explicit teaching, modelling, worked examples, and scaffolding practices can be used to enhance student literacy and numeracy capabilities within your chosen teaching area. Your planning should reflect contemporary understandings of literacy and numeracy and demonstrate how teachers support diverse learners through a Multi-Tiered System of Supports (MTSS) framework.

For this task, complete the following sections.

 
Section A: Planning for Literacy and Numeracy
Part 1: Unit Overview
Select a unit of work or module from one of your teaching areas other than English.

The unit may be:

• a unit developed by a teacher
• a unit provided by QCAA
• a sample unit from the Australian Curriculum
• another approved curriculum source

Include the original unit document, or a link to the unit, as an appendix.

Provide a brief overview (approximately one paragraph) that identifies:

• the teaching area
• the year level
• the intended learning outcomes of the unit
• the source of the unit

If Mathematics is selected as the teaching area, you must focus on literacy capabilities in Parts 2–4.

 
Part 2: Literacy and Numeracy Teaching Activities
Design a sequence of 3–4 teaching and learning activities that demonstrate how literacy and numeracy will be explicitly taught within your chosen teaching area at specific points in the unit.

Across the sequence of activities, both literacy and numeracy capabilities must be addressed. At least one activity should focus primarily on literacy, and at least one activity should focus primarily on numeracy.

Your activities should demonstrate:

• explicit teaching
• teacher modelling
• worked examples
• guided practice
• scaffolding
• gradual release of responsibility
• support for diverse learners
• targeted support where additional intervention is required

Each activity should be presented on approximately one page and include:

• Activity title
• Placement within the unit
• Learning intention
• Description of the teaching and learning activity
• Literacy and/or numeracy focus
• Intended literacy and/or numeracy outcomes
• Resources and texts
• Student groupings
• Teaching strategies
• Explicit teaching, modelling and scaffolding approaches
• Assessment strategy

Assessment Requirement
Each activity must include a separate documented formal assessment strategy that provides evidence that students have acquired the literacy and/or numeracy skills being taught.

Examples may include:

• quizzes
• exit tickets
• written responses
• observation checklists
• short tests
• rubric-based assessments
• annotated work samples

 
Part 3: Literacy and Numeracy Capability Mapping

Provide an overview of how literacy and numeracy capabilities are developed across the unit.

This overview should map learning across the duration of the unit and identify where literacy and numeracy capabilities are:

• explicitly taught
• modelled
• practised
• scaffolded
• assessed

The overview may be presented as:

• a table
• timeline
• concept map
• visual organiser
• similar format

(Approximately 1–2 pages)

 
Part 4: Analysis of Literacy and Numeracy Demands

Consult the Australian Curriculum Literacy and Numeracy General Capabilities and analyse the literacy and numeracy demands within your selected unit.

Identify the literacy and numeracy knowledge, skills, language, representations and practices students require to successfully engage with the learning activities and achieve the intended learning outcomes.

Your analysis should also identify:

• potential barriers for learners
• literacy and numeracy challenges students may encounter
• supports required for students experiencing difficulties
• opportunities for explicit teaching, modelling and scaffolding

If Mathematics is selected as the teaching area, this section should focus on literacy demands.

This section may be presented as a discussion, table, diagram, concept map, or similar format.

(Approximately 1 page)

Write a theorised rationale (approximately 2 pages) explaining how your planned activities address the literacy and numeracy demands of your chosen teaching area.

Your rationale should address:

How do your activities address the literacy and numeracy demands of your chosen teaching subject area?
How do your activities align with contemporary teaching practices in your chosen teaching subject area?
How have you designed activities that explicitly address the discipline's literacy and numeracy demands?
How your activities help students understand that literacy and numeracy are essential capabilities beyond school and contribute to lifelong participation, wellbeing and success.
How your activities respond to diverse learning needs through a Multi-Tiered System of Supports (MTSS) framework, including additional guidance, scaffolding and instruction where required.
How explicit teaching, modelling, worked examples and scaffolding practices support learning based on contemporary understandings of how students learn.
How does your planning provide practical guidance for supporting Years 7–9 students experiencing difficulties with foundational literacy and numeracy skills?
How teachers can use planned supports and resources to implement an effective and sustainable MTSS approach.
Your rationale should also demonstrate understanding of:

Literacy

• Literacy as a socio-cultural practice
• explicit teaching of phonics and decoding in reading development
• reading comprehension
• disciplinary literacy
• writing across the curriculum

Numeracy

• mathematical fluency
• conceptual understanding
• problem solving
• mathematical reasoning
• application of numeracy across learning areas

Your response should consider how your unit of work addresses the effective teaching of literacy and numeracy within your chosen learning area, including the explicit teaching of phonics in reading development, the explicit teaching of reading and writing in subjects other than English, and the development of mathematical fluency, understanding, problem solving and reasoning. Consider how these capabilities are taught, practised and assessed throughout the unit, and how they support students' successful engagement with learning.

Additionally, your response should explain how your planning provides practical guidance for implementing a Multi-Tiered System of Supports (MTSS) framework to ensure all students receive the appropriate level of academic and well-being support based on their needs, particularly students in Years 7–9 who may be experiencing difficulties with foundational literacy and numeracy skills. You should also consider how the planned resources, teaching strategies, scaffolds, assessments and targeted supports are designed to equip teachers to implement an effective, impactful and sustainable MTSS framework.

Support your rationale with relevant:

• unit readings
• curriculum documents
• policy documents
• scholarly literature
• professional standards and frameworks where appropriate

 
Use of Generative Artificial Intelligence (Gen AI)

Within this assessment, the use of Gen AI is permitted at Level 2.

Students may use Gen AI for:

• planning and idea development
• content editing
• generating draft content for critique and review
• research support

Students remain responsible for critically evaluating, refining, and appropriately acknowledging any AI-generated content used in their work.

Please refer to the Moodle Assessment tile for specific details regarding acceptable use.

Please check the Moodle Assessment tile for specific details.

The 72-hour grace period applies only to Assessments 1 and 4.

The 72-hour grace period does not apply to Assessment 2 or Assessment 3. These assessments must be submitted by the published due date unless an approved extension has been granted through the University's Assessment Extension System.

If you are unable to submit Assessment 1 or Assessment 4 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

1.    Knowledge and understanding of literacy and numeracy learning demands of a specified unit of work.
2.    Knowledge and understanding of appropriate pedagogy to support literacy and numeracy within a particular unit of work, including the use of explicit teaching, modelling and scaffolding practices that support how a student’s brain learns.
3.    Knowledge and understanding of how to respond to diverse learning needs of students through a multi-tiered system of supports with additional guidance, scaffolding or instruction where needed.
4.    Knowledge and understanding of the theoretical principles underpinning literacy and numeracy teaching and learning, including the explicit teaching of phonics in early reading and the explicit teaching of reading and writing in subjects other than English and building of mathematical fluency, understanding, problem solving and reasoning.
5.    Communication demonstrating personal literacy and numeracy competence.

Weekly Quizzes

High literacy standards are important to ensure that teacher education students have the requisite skills to meet the intellectual demands of teaching. Within accreditation requirements, pre-service teachers must meet a set minimum standard of literacy competence. To assist you in meeting the requirements for literacy competence, this task focuses on supporting your personal literacy competence.

Additionally, this task will assess your knowledge and understanding of phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language; explicit reading and writing comprehension instruction; and how to explicitly deliver reading and writing instruction.

You will be assessed on your competence through 5 quizzes consisting of multiple-choice or one-word/short answers.

 
Each quiz carries a weightage of 10 points, making a total of 50 points for all 5 quizzes. These points will be aggregated to form a mark out of 20% for this task, providing a clear and transparent evaluation of your performance.

There will be a literacy test each week from Week 7 to Week 10, linking to Topics 2 - 6 as indicated below:

Quiz 1 will be in Week 7 and will link to Topic 1
Quiz 2 will be in Week 8 and will link to Topic 2
Quiz 3 will be in Week 9 and will link to Topic 3
Quiz 4 will be in Week 10 and will link to Topic 4
Quiz 5 will be in Week 10 and will link to Topic 5

AI Assessment scale tool: 

Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge. Any misuse of, or failure to disclose, the use of AI tools will be considered a breach of academic integrity.

The 72-hour grace period applies only to Assessments 1 and 4.

The 72-hour grace period does not apply to Assessment 2 or Assessment 3. These assessments must be submitted by the published due date unless an approved extension has been granted through the University's Assessment Extension System.

If you are unable to submit Assessment 1 or Assessment 4 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

You will be assessed on your personal literacy competence through 5 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.

Weekly Quizzes

High standards of numeracy are important to ensure that teacher education students have the requisite skills to meet the intellectual demands of teaching. Within accreditation requirements, pre-service teachers must meet a set minimum standard of numeracy competence. To assist you in meeting the requirements for numeracy competence, this task focuses on supporting your personal numeracy competence.

Additionally, this task will assess your knowledge and understanding of the six strands of mathematics: number, algebra, geometry, measurement, statistics and probability; and the four proficiencies: understanding, fluency, problem solving and reasoning.

Your personal competence will be evaluated through 5 quizzes, each of which will be in the format of multiple-choice or one-word/short answers. Each quiz carries a weightage of 10 points, contributing to a total of 50 points for this task, which will be aggregated to form a mark out of 20%.

There will be 10 points for each Quiz. (5 quizzes x 10 points per quiz = 50 points, aggregated to become a mark out of 20% for this task).

There will be a Numeracy test each week from Week 7 to Week 10, linking to Topics 2 - 6 as indicated below:

Quiz 1 will be in Week 7 and will link to Topic 1
Quiz 2 will be in Week 8 and will link to Topic 2
Quiz 3 will be in Week 9 and will link to Topic 3
Quiz 4 will be in Week 10 and will link to Topic 4
Quiz 5 will be in Week 10 and will link to Topic 5

AI Assessment scale tool: 

Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge. Any misuse of, or failure to disclose, the use of AI tools will be considered a breach of academic integrity.

The 72-hour grace period applies only to Assessments 1 and 4.

The 72-hour grace period does not apply to Assessment 2 or Assessment 3. These assessments must be submitted by the published due date unless an approved extension has been granted through the University's Assessment Extension System.

If you are unable to submit Assessment 1 or Assessment 4 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

The 72-hour grace period applies only to Assessments 1 and 4.

The 72-hour grace period does not apply to Assessment 2 or Assessment 3. These assessments must be submitted by the published due date unless an approved extension has been granted through the University's Assessment Extension System.

If you are unable to submit Assessment 1 or Assessment 4 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

You will be assessed on your personal numeracy competence through 5 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.

Assessment 4: Personal Reflective Statement

Assessment Type

Reflective Statement

Task Description
You are required to write a personal reflective statement of up to 1000 words that evaluates your literacy and numeracy capabilities as a pre-service teacher.

The purpose of this task is to encourage critical reflection on your current literacy and numeracy knowledge, skills and dispositions, and to identify areas for future professional growth. The reflection should demonstrate an understanding of the importance of ongoing professional learning and the role that literacy and numeracy capabilities play in effective teaching and student learning.

You may draw upon evidence from a range of sources, including:

• academic experiences
• assessment feedback
• literacy and numeracy learning activities completed during this unit
• LANTITE preparation and/or results
• professional experience placements
• personal reflections
• other relevant evidence

Both literacy and numeracy must be addressed within the reflection.

Your reflection should consider:

• your current strengths in literacy and numeracy, and the evidence that supports these strengths
• areas of literacy and numeracy that require further development
• how your literacy and numeracy capabilities may influence your future teaching practice
• professional learning opportunities that may support your continued development
• why ongoing professional learning is important for teachers
• how improvements in your own literacy and numeracy capabilities may contribute to improved student learning outcomes

The reflective statement should demonstrate your capacity to evaluate your own professional learning needs and identify strategies for continued growth as a future teacher.

 
Relevant Australian Professional Standards for Teachers

Standard 6.2 – Engage in professional learning and improve practice
Demonstrate an understanding of relevant and appropriate sources of professional learning for teachers.

Standard 6.4 – Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning and its implications for improved student learning.

 Length
Up to 1000 words

AI Assessment scale tool: 

Level 2: You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse of, or failure to disclose, the use of AI tools will be considered a breach of academic integrity.

Gen AI content generation for you to critique and review.

Please refer to the Moodle Assessment tile for specific details.

Important Deadline Requirements:

This assessment must be completed and submitted before commencing your practical placement (PRAC). This requirement ensures that you can concentrate entirely on your practical experience without any lingering academic obligations.

Extension Policy: Extensions may be considered appropriately; however, any approved extension cannot extend beyond your PRAC commencement date. The assessment must be completed prior to starting your practical placement, regardless of any extension granted.

If you anticipate challenges meeting the deadline or would like to discuss a possible extension, please contact me as soon as possible to explore your options and ensure compliance with the PRAC timing requirements.

The 72-hour grace period applies only to Assessments 1 and 4.

The 72-hour grace period does not apply to Assessment 2 or Assessment 3. These assessments must be submitted by the published due date unless an approved extension has been granted through the University's Assessment Extension System.

If you are unable to submit Assessment 1 or Assessment 4 by the due date, you may submit within the 72-hour grace period without applying for an extension.

Important: The 72-hour grace period is included within any approved extension period. It is not added on top of an extension.

For example:

If you receive a 4-day extension, your new due date is 4 days after the original due date. You do not receive an additional 72-hour grace period after those 4 days.

Students who require more than 72 hours beyond the original due date must apply through the University's Assessment Extension System and provide the required supporting documentation.

Please ensure you submit extension requests as early as possible if circumstances arise that may affect your ability to meet assessment deadlines.

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