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 2021 is available in the Archives.
Credit points: 6 cp
PostgraduateResult type: Grade, no marks
There are course requisites for this subject. See access conditions.
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)
|a.||identify the key issues in developing literacy and numeracy competency across the curriculum (GTS 2.5)|
|b.||address the literacy and numeracy dimensions of Board of Studies syllabuses, relevant to future teaching areas/disciplines as well as modifications such as the ESL Scales (GTS 2.5)|
|c.||plan, design and analyse lessons which provide explicit teaching of literacy and numeracy (GTS 2.5)|
|d.||articulate reasons for the approaches which they take in the teaching of literacy and numeracy across the curriculum, drawing on current research and practice (GTS 2.5)|
|e.||increase proficiency in personal literacy and numeracy needed for academic study|
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
2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching
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.
During COVID-19 conditions: Students should view all lectures (online) and complete the workshop activities (on-line) in the week allotted: this is checked through on-line statistical tracking. Students also should to attend a face-to-face or online meeting once a week (attendance is recorded) to review and expand on the workshop activities. Numbers permitting, you can choose an online or face-to-face class.
- 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
- 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”
- 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
- 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 task 1: Analytical Report: Literacy and Numeracy within disciplines
a, b, d and e
1500 words, plus references
|Criteria linkages:|| |
Assessment task 2: Supporting Literacy and/ or Numeracy in a Discipline
a, c, d and e
|Criteria linkages:|| |
Attendance at classes is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer.
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 and under the Readings tab to assist with preparing assignments.
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.
Australian Journal of Applied Linguistics, 3(1) Special Issue, Translanguaging, 2020
Choi, J., French, M., & Ollerhead, S. (2020). Introduction to the special issue: translanguaging as a resource in teaching and learning. Australian Journal of Applied Linguistics, 3(1), 1-10.
Christie, F., & Derewianka, B. (2010). School discourse: Learning to write across the years of schooling. A&C Black.
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
Derewianka, B. (2011). A New Grammar Companion for Teachers. PETAA.
Derewianka, B. (2019). A Relevant Pedagogic Grammar for Today’s Classrooms. Second Handbook of English Language Teaching, 821-845.
Derewianka, B. & Christie, F. (2008). School Discourse: Learning to write across the years of schooling. Continuum.
Derewianka, B. & Jones, P. (2016). Teaching Language in Context, 2nd edition. Oxford University Press.
Edwards-Grove, C., Anstey, M. & Bull, G. (2014). Classroom Talk: understanding dialogue, pedagogy and practice. PETAA.
Ewing, R. (2016). Anticipating future storylines: considering possible directions in Australian literacy education. Australian Journal of Language & Literacy, 39, 96-102
Gibbons, P. (2006). Bridging discourses in the ESL classroom students, teachers and researchers. Continuum.
Gibbons, P. (2008). "It was taught good and I learned a lot": Intellectual practices and ESL learners in the middle years. Australian Journal of Language & Literacy, 31, 155-173.
Hammond, J. (2012). Hope and challenge in the Australian curriculum: Implications for ESL students and their teachers. Australian Journal of Language & Literacy, 35, 223-240.
Harders, P., & Macken-Horarik, M. (2008). Scaffolding literacy and the Year 9 boys: Developing a language-centred literacy pedagogy. TESOL in Context, 18(2), 4-21.
Humphrey, S. (2017). Academic Literacies in the Middle Years. Routledge.
Humphrey, S., Droga, L. & Feez, S. (2012) Grammar and Meaning. PETAA.
Jones, P., Simpson, A. & Thwaite, A. (Eds) (2018). Talking the talk: snapshots from Australian classrooms. PETAA.
Körner, H., McInnes, D., & Rose, D. (2007). Science literacy. Surry Hills, NSW: NSW Adult Migrant Education Service.
Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31, 571-592.
Nation, I. S. P., & Gu, P. Y. (2007). Focus on vocabulary. NCELTR, Macquarie University.
New South Wales Department of Education and Training Multicultural Programs Unit. (2009). Teaching English Language Learners across the Curriculum. NSW DET MPC.
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Bristol, CT; South Yorkshire: Equinox.
Sim, A. (2006). An investigation of the literacy demands and support given to a Year 8 class. Australian Journal of Language & Literacy, 29, 240-251.
Spangenberg-Urbschat, K., & Henry, P. R. (1994). Kids come in all languages: Reading instruction for ESL students. International Reading Association.
Uptin, J., Wright, J., & Harwood, V. (2013). “I felt like I was a black dot on white paper”: Examining young former refugees’ experiences of entering Australian high schools. The Australian Educational Researcher, 40, 125-137. https://doi.org/ 10.1007/s13384-012-0082-8
Geiger, V., Goos, M., Dole, S., Forgasz, H., & Bennison, A. (2013). Exploring the demands and opportunities for Numeracy in the Australian curriculum: English. In V. Steinle, L. Ball, & C. Bardinini (Eds.), Mathematics Education: Yesterday, today and tomorrow: Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, MERGA (pp. 330-227). Melbourne, VIC.
Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68, 3-7.
Goos, M., Geiger, V., Dole, S., Fogasz, H. & Bennison, A. (2019). Numeracy across the Curriculum: Research-based strategies for enhancing teaching and learning. Allen & Unwin
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
Hall, J., & Forgasz, H. (2020). Secondary Pre-service Teachers’ Experiences in a Numeracy Course. In Borders in Mathematics Pre-Service Teacher Education (pp. 75-90). Springer, Cham.
Kemp, M., & Hogan, J. (2000). Planning for an emphasis on numeracy in the curriculum. Australian Association of Mathematics Teachers.
Lamb, J., & Geiger, V. (2010). A teacher pair approach to adopting effective numeracy teaching practice. Paper presented at the Annual meeting of the Mathematics Education Research Group of Australasia, Freemantle, Western Australia.
Lee, C. S. (2006). Language for learning mathematics: Assessment for learning in practice. Open University Press.
Mukhopadhyay, S., & Wolff-Michael, R. (2012). Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices. Sense Publishers.
Street, B., Baker, D., & Tomlin, A. (2008). Navigating numeracies: Home/school numeracy practices. Springer.
Parnis, A. J., & Petocz, P. (2016). Secondary school students’ attitudes towards numeracy: an Australian investigation based on the National Assessment Program—Literacy and Numeracy (NAPLAN). The Australian Educational Researcher, 43(5), 551-566.
Tanner, H., Jones, S., & Davies, A. (2020). Developing numeracy in the secondary school: a practical guide for students and teachers. Routledge.
Thornton, S., & Hogan, J. (2005). Numeracy across the curriculum: Demands and opportunities. Curriculum and Leadership Journal, 3. http://www.curriculum.edu.au/leader/numeracy across the curriculum,9770.html?issueID=9778
Verschaffel, L., Greer, B., Van Dooren, W., & Mukhopadhyay, S. (Eds.). (2009). Words and worlds: Modelling verbal descriptions of situations. Sense Publishers.
ACADEMIC WRITING FOR UTS STUDENTS
Brick, J. (2011). Academic culture: A student's guide to studying at university. Palgrave Macmillan.
University of Technology Sydney, ELSSA Centre/HELPS. (2008). Avoiding plagiarism. http://web.uts.edu.au/teachlearn/avoidingplagiarism/
University of Technology Sydney, Faculty of Business. (2010). Guide to writing assignments (3rd ed.). University of Technology Sydney.
University of Technology Sydney. (2020), APA Referencing Guide https://www.lib.uts.edu.au/help/referencing/apa-referencing-guide
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
- FASS student study guide
- 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: