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EDSE20019 - Literacy and Numeracy Learning and Teaching

General Information

Unit Synopsis

Diagnosing and addressing learner needs in literacy and numeracy in secondary school contexts is the focus of this unit. Students learn how to identify literacy and numeracy needs of secondary school students so that they are able to implement learning activities to address appropriate learning requirements for individuals and groups. The unit focuses on the three key areas of literacy and numeracy within secondary school learning contexts. Firstly, issues within teaching literacy and numeracy in secondary schools are examined. This provides students with an applied understanding of the relevant curriculum frameworks in literacy and numeracy and background knowledge of the main debates in this area, so that they are able to plan, assess and report on individual student literacy and numeracy capabilities. Secondly, students are taught the techniques that enable them to identify the specific literacy and numeracy deficiencies that students may have, so that they are able to provide appropriate learning support. Thirdly, pedagogical strategies to address 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 in the areas of literacy and numeracy. This unit also requires the development and maintenance of personal literacy and numeracy skills together with critically reflective practices in professional learning.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA 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 2 - 2015

Term 2 - 2021 Profile
Online
Term 2 - 2022 Profile
Online
Term 2 - 2023 Profile
Online
Term 2 - 2024 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 Postgraduate 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. Written Assessment 40%
2. Written Assessment 40%
3. Online Test 20%

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

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 69.23% (`Agree` and `Strongly Agree` responses), based on a 21.31% response rate.

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: Moodle feedback
Feedback
The weekly tutorials should include more real life experinces.
Recommendation
The Unit Coordinator will add more real life experiences in the tutorials.
Action Taken
More real life examples were added and positive results in the feedback were observed.
Source: Moodle feedback
Feedback
The unit needs more direct instruction tutorials.
Recommendation
The unit coordinator will make some of the tutorials have more direct instruction components.
Action Taken
Direct instruction was added to the tutorials.
Source: Student feedback
Feedback
Mix up the practice quiz questions as some were repeated.
Recommendation
The practice quizzes in the unit will be reorganised and repeated questions will be eliminated.
Action Taken
Nil.
Source: Student Feedback
Feedback
Use the weekly readings tab in Moodle so students can access the required readings rather than a link on the weekly teaching materials.
Recommendation
The readings will be added to the weekly readings tab.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Critique issues shaping secondary schooling inparticular the consequences for teaching literacy and numeracy in your particular teaching areas
  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 demonstrate the Australian Professional Standards for Teachers focus areas of:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.1 Establish learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

6.1 Identify and plan professional learning needs

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 - Written Assessment • • •
2 - Written Assessment • • •
3 - Online Test • •
Alignment of Graduate Attributes to Learning Outcomes
• Advanced Level
• Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Knowledge • • • •
2 - Communication • • • •
3 - Cognitive, technical and creative skills • • •
4 - Research •
5 - Self-management •
6 - Ethical and Professional Responsibility • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment • • • • •
2 - Written Assessment • • • • •
3 - Online Test • • • •