Overview
Literacy and Numeracy for Teachers develops students’ personal competence in the content knowledge required to teach literacy and numeracy in primary school settings. In the area of literacy, students learn the components of the clause as the basic unit of meaning in the English grammar system and develop a metalanguage for identifying and describing the language used to express and connect ideas in written text. They apply this knowledge in a series of test situations to identify and use specific grammatical features and to proofread and analyse samples of written language. Personal competence in spelling is also developed in this unit through acquisition and application of the four areas of spelling knowledge to the maintenance of a personal spelling journal throughout the unit. In Numeracy, students participate in a series of challenges that focus on real-world application of mathematical terminology and processes for calculating and using rational numbers, using measurement and displaying and interpreting statistical information. Personal proficiency will be assessed through a test at the completion of the unit.
Details
Pre-requisites or Co-requisites
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 1 - 2017
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 pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 Feedback from students and tutors.
Concerns were expressed about the length and complexity of the Spelling Journal task and the need to align the suggested format of the journal more closely with the selection criteria provided.
Review these issues when looking at the format of the Moodle site in September 2016.
Action was taken as a result of this feedback last year and the task was modified as a result. Given the nature of some of the comments this year, it would appear that in the eyes of some students, this was not enough. Next year I will ensure that students have access to an exemplar in the unit materials.
- Identify specific language features and their function in a range of text types using appropriate metalanguage.
- Apply the conventions of Standard Australian English to construct and proofread written text.
- Devise strategies for spelling acquisition based on phonological, visual, morphemic and etymological features of vocabulary.
- Select appropriate operations, formulae and communication strategies and technologies to estimate, calculate and validate solutions to authentic mathematical problems.
- Display, interpret and make predictions based on given or collected data.
Successful completion of the unit Literacy and Numeracy for Teachers provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 2.1, 2.5 and 6.2. Assessment tasks in this unit determine personal levels of literacy and numeracy competence required for progress throughout the course according to the recommended structure.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 30% | |||||
| 2 - Written Assessment - 20% | |||||
| 3 - In-class Test(s) - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - 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 | |
| 1 - Portfolio - 30% | ||||||||||
| 2 - Written Assessment - 20% | ||||||||||
| 3 - In-class Test(s) - 50% | ||||||||||
Textbooks
Grammar and meaning
(2012)
Authors: Humphrey, S., Droga, L., & Feez, S.
PETAA
Newtown Newtown , NSW , Australia
ISBN: 978 1 875622 91 7
Binding: Paperback
Pearson illustrated Maths dictionary
Edition: 5th ed. (2014)
Authors: De Klerk, J., & Marasco, A.
Pearson Australia
Melbourne Melbourne , VIC , Australia
ISBN: 978 1 4860 0983 1
Binding: Paperback
Additional Textbook Information
No
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
g.wilkes@cqu.edu.au
Module/Topic
Language and its functions
Chapter
Set text: Chapter 1
Events and Submissions/Topic
Module/Topic
The clause as the basic unit of meaning
Strategies for spelling acquisition
Chapter
Set text: Chapter 2
Events and Submissions/Topic
Module/Topic
Sentence structure and clause types
Patterns in spelling
Chapter
Set text: Chapter 3
Events and Submissions/Topic
Module/Topic
Text organisation and purpose
Proofreadiing for spelling in use
Chapter
Set text: Chapters 4 & 5
Events and Submissions/Topic
In-class test No. 1 for Assessment Task 1
Module/Topic
Texts and context - Considering audience and purpose
Dictionary usage and spelling
Chapter
Set text: Chapter 4 & 6
Events and Submissions/Topic
In-class test No. 2 for Assessment Task 1
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Language for interacting with others
Introduction to numeracy for teachers
Chapter
Set text: Chapter 4
Events and Submissions/Topic
In-class test No. 3 for Assessment Task 1
Module/Topic
Estimation, calculation and validation with whole number operations
Chapter
See relevant terms in the Pearson Illustrated Dictionary
Events and Submissions/Topic
Module/Topic
Fractions, decimals and percentages and proportional thinking
Chapter
Events and Submissions/Topic
Module/Topic
Measurement
Chapter
Set text pp. 189 - 190.
Events and Submissions/Topic
Module/Topic
Recording and interpreting data
Chapter
See relevant terms in the Pearson Illustrated Dictionary
Events and Submissions/Topic
Module/Topic
Thinking mathematically for modelling and problem solving
Chapter
CRO: Haylock (2014), Chapters 4 & 5
Events and Submissions/Topic
Module/Topic
Review - In-class test
Chapter
Events and Submissions/Topic
In-class test in tutorial time for on-campus students
Online test for Distance students
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
The portfolio is made up of a series of three (3) short in-class tests conducted in Weeks 4, 5 and 6 of the course. Each test will have a weighting of 10% of the overall marks available for the course. The marks for the three tests will be combined to calculate the total mark for this assessment task. Distance students will access each test online and complete them under timed conditions.
For each test you will be required to demonstrate personal competence in the use of Standard Australian English and knowledge of the appropriate metalanguage (terminology for discussing language function) by completing the following tasks:
- Identification of grammatical elements in a given text
- Proofreading and use of metalanguage to justify corrections
- Production of a written text according to the features of a given text type.
Further details about the content and conduct of each in-class test will be provided on the course Moodle site.
On-campus students will complete the tests during their scheduled tutorial in Weeks 4, 5 and 6. Distance students will access the tests online through the link provided on the Moodle site. Tests will be open from midday until 11pm on Friday of Weeks 4, 5 and 6. Students must complete the test within a half hour timeframe. Timing will commence from the first access to the test via the Moodle link.
Feedback on this assessment task will be ongoing during Weeks 4, 5 and 6. Where possible, marked work will be available no later than 2 weeks after completion of each test.
Knowledge of levels of grammatical structure and specific language elements for expressing ideas
Ability to proofread written text and provide feedback on language use
Knowledge of metalanguage for describing language functions
Ability to construct cohesive texts using structure and language features that meet audience and purpise
- Identify specific language features and their function in a range of text types using appropriate metalanguage.
- Apply the conventions of Standard Australian English to construct and proofread written text.
- Communication
- Problem Solving
- Critical Thinking
2 Written Assessment
This assessment involves the construction and maintenance of a personal spelling journal that records your attempts to evaluate and improve your personal spelling competence. You will be expected to record at least five (5) additions to your list of words each week from Weeks 2 - 8 of the term. A structure for setting up your journal will be provided on the Moodle site for this course.
In your journal you will be expected to identify strategies for acquiring spelling using phonological, visual, morphemic and etymological knowledge and apply these strategies to your own word study and vocabulary extension.
In addition, the entry for each week must be accompanied by a brief evaluation of the effectiveness of these areas of knowledge in improving your spelling and understanding of the English spelling system.
Further details for this task will be provided on the course Moodle site.
Week 8 Friday (5 May 2017) 11:30 pm AEST
Feedback on this task will be provided following moderation.
Knowledge of the English spelling system
Understanding of strategies that improve spelling acquisition
Application of phonological, visual, morphemic and / etymological knowledge to the deconstruction of vocabulary
Ability to evaluate own competence and select words that enhance personal spelling competence.
- Devise strategies for spelling acquisition based on phonological, visual, morphemic and etymological features of vocabulary.
- Communication
- Problem Solving
- Critical Thinking
3 In-class Test(s)
Test of Mathematical Proficiency
Throughout the term, you will build knowledge of Mathematical content, skills and communication that are integral to your role as a teacher. You will complete a 2-hour end-of-term test that draws on the content you have covered throughout the course. The test will include a range of question types including short answer and modelling and problem-solving questions. You will be required to show all working using appropriate mathematical terminology and communication methods in the application section of the test. An emphasis will be placed on the number, measurement and statistics knowledge required to perform the role of a teacher in school settings.
Further details about this task and revision quizzes to prepare for the final test will be provided on the Moodle site for this course.
The test will be conducted in Week 12 during tutorial time for on-campus students. Distance students will access the test online. The test will be available from midday until 11pm on Friday of Week 12.
Feedback on this final assessment response will be available after moderation and in line with university policy on certification of grades.
Demonstration of personal competence in mathematical focus areas of number, measurement and statistics and probability
Use of communication methods to justify mathematical reasoning
Ability to select appropriate methods for solving real world applications of mathematical knowledge
- Select appropriate operations, formulae and communication strategies and technologies to estimate, calculate and validate solutions to authentic mathematical problems.
- Display, interpret and make predictions based on given or collected data.
- Communication
- Problem Solving
- Critical Thinking
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?
