EDSE12028 - Literacy and Numeracy in Secondary School Contexts

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 2 - 2020 Profile
Online
Term 2 - 2021 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Online Quiz(zes) 20%
3. Online Quiz(zes) 20%
4. Reflective Practice Assignment 10%

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

Past Exams

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Previous Feedback

No previous feedback available

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.

Source: Student Feedback
Feedback
Quizzes were well created
Recommendation
The Unit Coordinator will continue using quizzes for assessment 2.
Action Taken
Same quizzes were used for Assessment Task 2 with some minor changes.
Source: Student Feedback
Feedback
Requirements for Assessment Task One were clearly outlined.
Recommendation
The Unit Coordinator will continue to present the requirements for assessment in a parsimonious style.
Action Taken
Assessment requirements were outlined concisely, and exemplars added.
Source: Student Feedback
Feedback
There would be many opportunities to provide video explanations of the numeracy concepts for example.
Recommendation
The Unit Coordinator will add more video examples of the numeracy concepts.
Action Taken
Additional video examples of numeracy concepts were added.
Source: evaluations
Feedback
maybe the easier literacy topics can have fewer questions and dedicate more questions to reading comprehension.
Recommendation
Add more comprehension questions.
Action Taken
Nil.
Source: evaluations
Feedback
The moodle site is very information heavy with too many links and tabs, all with different colours and font types.
Recommendation
Consistency of formatting and text size/styles on the Moodle site needed.
Action Taken
Nil.
Source: evaluations
Feedback
Engaging zoom sessions. They were very helpful in completion of the assessment. I enjoyed the teaching style.
Recommendation
Continue to deliver engaging Zoom sessions.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Identify and critique contemporary issues shaping the teaching of literacy and numeracy in secondary school contexts
  2. Effectively design pedagogical strategies that accomplish learning in literacy and numeracy for secondary school students
  3. Develop and maintain personal literacy and numeracy competence
  4. 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
2 - Online Quiz(zes)
3 - Online Quiz(zes)
4 - Reflective Practice Assignment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Portfolio
2 - Online Quiz(zes)
3 - Online Quiz(zes)
4 - Reflective Practice Assignment