ED5958 - Literacy and Numeracy for Secondary Teachers

This subject introduces the personal and professional literacy and numeracy knowledge required of secondary school teachers. This comprises the content knowledge that teachers need of the literacy and numeracy demands of their profession in the context of the classroom and education more generally. As a Phase One subject, there will be a focus on students and Graduate Student Teachers (GSTs) as numeracy and literacy learners and learning in secondary schools. In this subject, GSTs will be introduced to the quantitative skills required to generate and interpret data to make decisions about teaching. With respect to numeracy, this subject assumes GSTs are entering the subject competent in basic arithmetic, algebra and statistics. The content knowledge of the mathematics curriculum (Secondary Australian Curriculum Mathematics) will be developed. In literacy, this subject assumes GSTs are entering with intuitive personal and academic literacy competence, rather than explicit literacy content knowledge and processes. The subject will develop understanding of the Australian Curriculum Literacy General Capability, across the secondary curriculum. GSTs will develop their own communicative skills for working with diverse audiences in written, digital and oral modes. GSTs will undertake an invigilated test in the introductory week to develop individual learning plans that ensure their mastery of the literacy and numeracy requirements, an understanding of the Australian Professional Standards for Teachers and avenues of continuing professional learning.

Learning Outcomes

• identify and develop the literacy and numeracy content knowledge and skills required for teaching the ACARA curriculum (Years 7-12), across teaching disciplines and for interacting broadly within the profession;
• 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.

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.