EDSC1009 Literacy and Numeracy Across the Curriculum Semester 1 2023 Bentley Perth Campus INT

 Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research. Unit study package code: EDSC1009 Mode of study: Internal Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section. Workshop: 1 x 2 Hours Weekly This unit does not have a fieldwork component. Credit Value: 25.0 Pre - requisite units: Nil Co - requisite units: Nil Anti - requisite units: Nil Result type: Grade/Mark Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit https://www.curtin.edu.au/students/essentials/fees/understanding - your - fees/ for details. Unit coordinator: Title: Ms Name: Johanna Stalley Phone: TBC Email: johanna.stalley@curtin.edu.au Location: Building: Off Campus - Room: Off Campus Consultation times: By Appointment Teaching Staff: Name: Johanna Stalley Email: Johanna.Stalley@curtin.edu.au Location: Building: 501 Administrative contact: Name: Curtin Connect Phone: 1300 222 888 Email: https://students.connect.curtin.edu.au/app/ask Location: Building: 102 - Room: Curtin Connect Learning Management System: Blackboard (lms.curtin.edu.au)  Unit Outline EDSC1009 Literacy and Numeracy Across the Curriculum Semester 1, 2023 Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 1 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Coronavirus (COVID - 19) Update Curtin University is committed to supporting all our students and staff whether they are on campus, working remotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID - 19 pandemic may require changes to the unit schedule, learning activities, delivery modes and assessment to provide flexible and safe options to our community. Curtin will endeavour to keep changes and disruptions to a minimum at all times. For current advice and further information visit https://www.curtin.edu.au/novel - coronavirus/ . Syllabus This unit examines literacy and numeracy as a dynamic, evolving, social, and cultural - historical construction, rather than being represented as a fixed body of skills. It focuses on identifying and understanding the literacy and numeracy demands and conventions in learning areas other than English and Mathematics. This is accomplished by developing an awareness of opportunities for the planning and application of critical literacy and numeracy skills across the curriculum. Introduction Introduction This unit is a core unit in the Bachelor of Education (Secondary Education) Course. The learning in this unit reinforces the position that all teachers are teachers of literacy and numeracy, regardless of their teaching specialisation and context. It aims to provide you with a range of skills, strategies and understandings to teach literacy and numeracy across the curriculum. Literacy and numeracy form part of the General Capabilities of the Australian Curriculum and are integrated in all learning areas. There are rich opportunities for developing literacy and numeracy skills and understandings across the curriculum, not just in English and Mathematics. Confidence and competence in literacy and numeracy is integral to effective learning in all learning areas and across all years of schooling from Preschool to Year 12. Literacy and numeracy skills are fundamental to participating in society and provide the foundations for life - long learning. All subject areas have specific literate and numerate practices that students need to learn and use in order to participate and succeed. This unit will help you understand how literacy and numeracy operates in your specialist discipline so that you can assist students to become effective and confident learners, applying literacy and numeracy skills and concepts broadly. You will explore literacy and numeracy as a social and cultural practice, and gain a theoretical understanding of how knowledge is demonstrated. You will identify and critically analyse the literacy and numeracy demands across and within the Australian curriculum and develop a deeper understanding of the structures of disciplinary knowledge and the language and maths features that characterise all subject areas. You will investigate multiliteracies; the nature of numeracy and the extent to which it relates to mathematical concepts, skills and thinking across the curriculum; effective teaching strategies for content - specific literacies and numeracies; theories related to vocabulary development; digital technologies as a powerful way to support and enhance meaning and critical and creative thinking; authentic literacy and numeracy learning across the curriculum; and how language and mathematics shapes understanding across diverse settings and cultures. This background theory and knowledge will assist you to plan and develop creative and appropriate active learning activities and sequences of lessons that address the numeracy and literacy demands embedded in the curriculum, without compromising the teaching of content. As part of this unit you will also consolidate and critically reflect on your own personal literacy and numeracy skills and application. Unit Learning Outcomes  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 2 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and capabilities which employers would value in a professional setting. Each unit in your course addresses the Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes. Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of learning processes in each unit. Curtin's Graduate Capabilities Learning Activities Learning Resources Library Reading List The Reading List for this unit can be accessed through Blackboard. Essential texts The required textbook(s) for this unit are: l Goos, M., Geiger, V., Dole, D., Forgasz, H., & Bennison, A. (2018). Numeracy across the curriculum: Research - based strategies for enhancing teaching and learning. Allen & Unwin. ISBN: 9781760297886 (ISBN/ISSN: 9781760297886) On successful completion of this unit students can: Graduate Capabilities addressed 1 Analyse and relate contemporary literacy and numeracy theories, pedagogies and practices 2 Locate and discuss the various literacy and numeracy demands and conventions across and within the curriculum 3 Identify a variety of teaching and learning strategies for numeracy and literacy within disciplines and apply these in a learning plan 4 Prepare a learning plan that addresses the literacy and numeracy demands within your major teaching area Apply discipline knowledge, principles and concepts Innovative, creative and entrepreneurial Effective communicators with digital competency Globally engaged and responsive Culturally competent to engage respectfully with local First Peoples and other diverse cultures Industry connected and career capable Find out more about Curtin's Graduate Capabilities at the Learning Innovation and Teaching Excellence Centre (LITEC) website: litec.curtin.edu.au Learning activities in this unit will include: l Independent completion of the weekly readings - set and extended research l Engagement with multimedia resources l Responses to reflective questions/tasks (critical and creative thinking) l Interaction with peers on the Discussion Board in Blackboard (collaboration) l Structured and informal feedback from tutors and between peers  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 3 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

l Henderson, R. (2018). Teaching literacies: Pedagogies and diversity (2nd ed.). Oxford University Press. Print ISBN: 9780190306380 eText: ISBN: 9780190311100 (ISBN/ISSN: 9780190311100) Other resources Alvermann, D.E., Gillis, V.R., & Phelps, S.F. (2013). Content area reading and literacy; Succeeding in today’s diverse classrooms. Upper Saddle River, NJ: Pearson Education Inc. Auld, G., & Johnson, N.F. (2014). Connecting literacy learning outside of school to the Australian Curriculum in the middle years. Literacy Learning in the Middle Years 22(2 ), 22 - 27. Australian Curriculum Assessment and Reporting Authority (ACARA). (2014). Canberra, ACT: Australian Government. Retrieved from http://www.australiancurriculum.edu.au/ Burke, A., Butland, L., Roberts, K., & Snow. (2013). Using multiliteracies to “Re - think ” literacy pedagogy in classrooms. Journal of Technology Integration in the Classroom, 5(1), 41 - 53. Callow, J. (2015). NOW literacies - everyday classrooms reading, viewing and creating multimodal texts [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Edwards - Groves, C. (2014), Explicit teaching as an ‘ enabling ’ literacy practice [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Faulkner, V. (2005). Adolescent literacies within the middle years of schooling—A case study of a year 8 homeroom. Journal of Adolescent and Adult Literacy, 49(2), 108 - 117. Doi:10.1598/JAAL.49.2.3 Fisher, D., Frey, N., & Lapp, D. (2008). Modelling comprehension, Vocabulary, text structures, and text features for older readers, The Reading Teacher, 61(7), 548 - 556. DOI:10.1598/RT.61.7.4 Freebody, P., & Morgan, A. (2014). Curriculum specific Literacies: Expanding the Repertoire. In A. Morgan, B. Comber, P. Freebody, H.Nixon, H.Grant, R. Trimboli, M.Wells, & M. White, Literacy in the middle years: learning from collaborative classroom research (pp.149 - 209). Newtown, NSW: Primary English Teaching Association Australia (PETAA) Freebody, P. (2015). Literacy across the curriculum [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Gainer, J. (2010). Critical media literacy in middle school: Exploring the politics of representation. Journal of Adolescent and Adult Literacy, 53(5), 364 - 373. doi:10.1598/JAAL.53.5.2 Geiger, V., Goos, M., & Dole, S. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education, 13, 1115 - 1137. Goos, M., Dole, S., & Geiger, V. (2012). Auditing numeracy demands of the middle years curriculum. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. Hogan, J. (2000). Numeracy -- Across the Curriculum?. Australian Mathematics Teacher , 56 (3), 17 - 20. Hurst, C. (2007a). Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts. Mathematics: Essential Research, Essential Practice, 1, 440 - 449 Hurst, C. (2007b). Finding the Maths: helping students connect their mathematical knowledge to new contexts. APMC, 12(2), 22 - 29. Janks, H. (2012). The importance of critical literacy. English Teaching: Practice and Critique, 11(1), 150 - 163. Jewett, P. (2013). Content - area literacy; Recognising the embedded literacies of science and maths. Journal of Reading Education, 38(2), 18 - 24. Johnson, H., Watson, P.a., Delahunty, T., & Smith, T. (2011). What is it they do: Differentiating knowledge and literacy practices across the curriculum. Journal of Adolescent and Adult Literacy, 55(20), 100 - 109). doi:10.1002/JAAL.00013 Kanes, C (2002, April). “Towards numerary as a cultural, historical activity system” . In Proceedings of the Third International MES Conference (pp. 385 - 394). Kemp, M., & Hogan, J. (2000). Planning for an emphasis for numeracy in the curriculum. Canberra, ACT: Commonwealth of Australia. Mills, K. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An International Journal, 3, 109 - 128. DOI: 10.1080/15544800801929419 Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Canberra, ACT: Australian Government. Morgan, A. (2012 ). Subject specific literacies and transition in the middle years; examples of teacher thinking,  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 4 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Assessment Assessment policy exemptions l There are no exemptions to the assessment policy Assessment schedule *Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions. Task Value % Date Due Unit Learning Outcome(s) Assessed Late Assessments Accepted?* Assessment Extensions Considered?* 1 Exercise 50% Week: 6 Day: Thursday 6th April Time: 23:59 WST 1,2 Yes Yes 2 Multimedia Presentation 50% Week: 12 Day: Thursday 18th May Time: 23:59 WST 2,3,4 Yes Yes research and practice. Literacy Learning: the Middle Years, 20(3), 39 - 51. Morgan, A., Comber, B., Freebody, P., Nixon, H., Grant, H., Trimboli, R., Wells, M., & White, M. (2014). Literacy in the middle years: learning from collaborative classroom research. Newtown, NSW: Primary English Teaching Association Australia (PETAA) Sharp, K. (2012). Breaking down the barriers: Using critical literacy to improve educational outcomes for students in 21st - century Australian classrooms. Literacy Learning in the Middle Years, 20(1), 9 - 15. Steen, L. (1999). Numeracy: The new literacy for a data drenched society. Educational Leadership, 57(2), 8 - 13. Street, B., Baker, D., & Tomlin, A. (2008). Navigating numeracies: Home/school numeracy practices. Dordrecht, Netherlands: Springer. Wallace, F., & Evans, M.A. (2012). Mathematical Literacy in the middle and high school grades: A modern approach to sparking student interest . USA: Pearson. Wells, M., & Trimboli, R. (2014). Place - conscious literacy pedagogies. . In A. Morgan, B. Comber, P. Freebody, H.Nixon, H. Grant, R. Trimboli, M.Wells, & M. White, Literacy in the middle years: learning from collaborative classroom research (pp.56 - 103). Newtown, NSW: Primary English Teaching Association Australia (PETAA) Wiggins, G., & McTighe, J. (). What is backward design? In Understanding by Design (pp. 1 - 11). Retrieved from http://asbmb.org/uploadedFiles/Backward%20design.pdf Willis, S . (1990). Being numerate: What counts? Hawthorn, VIC: Australian Council for Educational Research. Working with Children: The safety and wellbeing of children and young people is a community responsibility. Engaging in any learning and teaching activities with children and young people as part of a unit may requireyou to obtain and provide a valid Working with Children Check, particularly if you are intending to go into a school or other educational facility. Please be aware that it is your responsibility to obtain this check, to ensure that it remains current, and you must immediately notify the School of Education if your clearance has been revoked. For more information on clearance requirements please see the information particular to the requirements of your state/territory at the following link: https://aifs.gov.au/resources/resource - sheets/pre - employment - screening - working - children - checks - and - police - checks Please note that the following may form part of this requirement: l signed parental consent forms (even if the children are your own) l an “Ethical use of ICT” statement if taking photographs/video of children.  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 5 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS