013986 Literacy and Numeracy Across the Curriculum

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

Subject level:

Postgraduate

Description

In this subject, students develop understandings of the literacy and numeracy needs of all learners, with a particular focus on the needs of English as an Additional Language/Dialect (EAL/D) learners. This requires knowledge which relates to key linguistic and mathematical concepts, to the relationship between language and cognition, and to psychological and sociological perspectives of learning.

Each subject area has its characteristic ways of making meaning through language and mathematical concepts/symbols. Students develop their awareness of the subject-specific nature of literacy and numeracy, and on this basis create lessons which enhance their learners' capacity to use English and mathematics within that subject area.

Through developing students' capacity to teach literacy and numeracy across the curriculum, this subject contributes to learners' academic progress, their overall functional literacy/numeracy, and thus their participation in society.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
• Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
• Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments (3.1)
• Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery

2. Critical and creative inquiry

2.1) Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices

3. International and intercultural engagement

3.1) Demonstrate extensive knowledge and respect for diverse societies, cultures and an ability to inform inclusive practices

6. Effective communication

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

Teaching and learning strategies

This subject has a blend of asynchronous self study and synchronous face-to-face/interactive components. Lectures, readings and associated learning activities are provided on-line as videos and texts, with self-directed tasks to complete. These activities include lecturer input, demonstration and modelling; discussion, pair and group tasks; simulated classroom learning activities; teaching observation and practice; independent reading and reflection. The lecturer scaffolds the reading of research-based texts. Close and critical reading of these required texts is a necessary part of students’ learning in the subject, and evidence of this will be assessed in students’ assessment tasks. Students are encouraged to design a learning plan to suit their study habits and other commitments, and all materials can be viewed multiple times to help with learning.

Students can then choose to attend a face-to-face on-campus or synchronous and interactive on-line video meeting to discuss and expand on the learning activities. This will include chances to collaborate with their peers and the lecturer.

Assignments are designed to help students reflect on the ways in which their knowledge from this subject can be applied in their professional practice. It is expected that students will locate appropriate additional academic resources to support written assessment tasks, and write, revise and edit their assignments.

Content (topics)

1. Issues in education to address Literacy and Numeracy
   • Global, national and local needs
   • Language and Mathematics to support Literacy and Numeracy
   • Testing and evaluating literacy and numeracy
   • Identifying numeracy and literacy in NESA documents and ESL Scales
2. Learners in Australian classrooms and their needs
   • Language profiles of learners: EAL/D; interrupted schooling; strategies to support English learning; bilingualism/bi-literacy
   • Social factors in learning: gender; inclusion; school and home “codes”
3. Numeracy and Literacy frameworks for learning
   • Learning theory and research that underpins literacy and numeracy teaching
   • Numeracy models
   • Literacy models
   • Literacy and numeracy across the curriculum
   • Teaching and Learning cycles; lesson frameworks (eg. Before-During-After)
   • Modifying tasks to suit learners
4. Supporting the use of texts
   • Teacher talk and how it is used to enhance learning
   • Identifying the verbal, visual and symbolic elements of texts used in the classroom
   • Understanding the linguistic and cultural dimensions of texts
   • Exploring strategies to support numeracy elements
   • Exploring strategies to support literacy elements

Assessment

Assessment task 1: Scaffolding Literacy Strategies within Disciplines 

Assessment task 2: Scaffolding Numeracy Strategies within Disciplines 

Assessment task 3: Presentation and Peer Assessment

Minimum requirements

Attendance at classes is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer.

It is a requirement of this subject that all students complete OPELA. Students who received a Basic grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.

Required texts

The required readings for each week are placed in the topic folders: students should access these online for downloading each week PRIOR to the tutorials. Additional readings are also found in the topic folder to assist with preparing assignments.

Recommended texts

Please use a consistent and recognized form of academic referencing. APA 7th Edition (2019) is the preferred style, with links to a comprehensive guide and examples available through the UTS Library site.

Please refer to Reading List on the CANVAS site.

Other resources

UTS STUDY RESOURCES

Students should be familiar with the Faculty of Arts and Social Sciences study guides, available at: http://www.uts.edu.au/current-students/education/study-and-assessment-resources#study-guides

• Guide to the writing and presentation of essays
• Ethics Guidelines for FASS coursework students

Additionally, see UTS Procedures for the Assessment of Coursework Subjects at:

• http://www.gsu.uts.edu.au/policies/assessment-coursework-procedures.html.