ED5951 - Literacy and Numeracy for Primary Teachers

This subject introduces the professional literacy and numeracy knowledge required of primary school teachers. This comprises the content knowledge that teachers need of the literacy and numeracy demands of their profession in the contexts of the classroom and education more generally. As a Phase One subject, there will be a focus on students and Graduate Student Teachers as numeracy and literacy learners and learning in primary schools. With respect to professional numeracy knowledge, content knowledge of the mathematics curriculum up to and including Year 9 mathematics as described in the Australian Curriculum is required. Specialised content knowledge is required of the Foundation to Year Six curriculum and is defined as describing the essential features, connections, contexts and communication involved in the concepts, procedures and ways of thinking of that mathematics and numeracy including common misconceptions. In this subject, Graduate Student Teachers will also be introduced to the quantitative skills required to generate and interpret data to help you make decisions about your teaching. With respect to numeracy, this subject assumes Graduate Student Teachers are entering the subject competent in basic arithmetic, algebra and statistics. Basic arithmetic is defined as the application of the four operations of addition, subtraction, multiplication and division with integers and fractions and the use of percentages. Elementary algebra is defined as simplifying expressions; substituting values into expressions; solving linear equations; and graphing linear functions. Basic statistics is being able to compare data sets using the range, mean, mode and median. With respect to literacy, this subject assumes Graduate Student Teachers are entering the subject with a high level of personal and academic literacy competence and with knowledge and skills in English language structures and grammar. Upon commencement of the subject, you will undertake an invigilated test in the face-to-face introductory week and use this to develop an individual learning plan that will ensure along with the formal learning in this subject your mastery of the numeracy and literacy requirements for teachers.

Learning Outcomes

• Demonstrate the professional literacy skills (receptive and productive, including speaking, reading, writing and digital production) and numeracy skills required to interact with a diverse range of stakeholders (e.g. colleagues, parents and students);
• Reflect on current literacy and numeracy skills, knowledge, and attitudes to these areas, to manage professional learning needs and performance, autonomously and in collaboration with others;
• Identify, develop and demonstrate the literacy and numeracy content knowledge and skills required for teaching the ACARA curriculum (Years P-6), specific to teaching disciplines and for interacting broadly within the profession.

Subject Assessment

• Written > Examination (centrally administered) - (55%) - Individual
• Oral > Presentation 1 - (25%) - Individual
• Written > Workbook - (20%) - Individual.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.