| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Numeracy and Digital Technology |
| Unit ID: | ECCOP2002 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
In this unit, pre-service teachers (PSTs) will explore numeracy and digital technology as essential components of early childhood education and everyday life. PSTs will engage with a broad range of mathematical concepts and investigate the integration of digital technologies; as tools for children's learning and as supports for educators’ pedagogical practices. In collaboration with children, educators, and families, PSTs will extend children’s existing knowledge, skills and interests through meaningful play-based learning experiences informed by contemporary approaches. A variety of strategies will be used to support, assess and communicate children's numeracy skills, fostering strong partnerships with families and enhancing educational outcomes. The unit encourages critical reflection on PSTs’ own values, beliefs, and experiences with numeracy and digital technologies, and how these influence their teaching approaches. This unit includes a 10-day placement. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 10 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Demonstrate an understanding of mathematical concepts and numeracy processes and how they are applied in everyday experiences. |
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| K2. | Explore conventions, strategies, and use of numeracy and digital technology in early childhood teaching and learning. |
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| K3. | Identify inclusive, ethical and trauma-informed strategies that foster resilience, belonging and safety. |
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| K4. | Understand how trauma, attachment and adversity may affect development and learning. |
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| Skills: |
| S1. | Articulate the impact of life experiences on wellbeing, identity and learning. |
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| S2. | Identify and engage relevant community members, services and interagency supports for children and families. |
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| S3. | Apply responsive, respectful and ethical teaching and communication strategies. |
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| S4. | Demonstrate interpersonal and intrapersonal skills to manage challenging conversations and build trust. |
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| Application of knowledge and skills: |
| A1. | Critically reflect on the relationship between educator wellbeing, identity and professional practice. |
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| A2. | Develop and implement strategies to support children’s psychological and emotional self-regulation. |
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| A3. | Evaluate and improve educational practices that strengthen collaborative partnerships and inclusive pedagogy. |
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| Unit Content: |
Topics to be covered include: - Maths anxiety
- Maths in nature
- Numeracy in play and everyday experiences
- Influential theories, approaches and approved learning frameworks
- Effective teaching strategies for numeracy, with an emphasis on play, language, and scaffolding.
- The importance of developing number sense in learners.
- Key concepts including the four operations; fractions, decimals, percentages, and measurement.
- Evaluating resources and experiences for mathematical learning.
- Benefits and challenges of using digital technologies with young children.
- Ethical use of technology
- Strategies for documenting, assessing and communicating about children’s numeracy and digital technology skills in play-based approaches.
- Collaborating with children, educators and families to enhance participation and design effective learning experiences.
- Personal numeracy and digital technology skills awareness, including strategies to enhance personal skills.
- The role of critical reflection in improving teaching practices and deepening understanding of the learning process.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S3, A2 | Critical Reflection - Write a description of an everyday event – eg. your journey to/from your workplace. Analyse description to identify mathematical concepts, numeracy processes and digital technology used.
- Reflect on your personal beliefs and confidence in these areas and develop strategies for ongoing learning.
- Identify current pedagogical practices and critically reflect upon their effectiveness in supporting children's numeracy and digital technology
| Reflection Individual | 30%-50% | | 2. | K1, K3, S1, S2, A1, A3 | Design a portfolio of learning experiences containing the following: - Documentation and analysis of observations to identify mathematical thinking, numeracy processes and digital technology skills
- A resource created to support children’s numeracy
- Learning experience plans that integrate numeracy and digital technology
- Specific teaching strategies to support learning
- Modifications, evaluation and forward plans
| Professional Portfolio Individual | 50%-70% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | 10 days professional experience with 3 -5 years | Placement. Not available for supplementary assessment. | Hurdle S/U |
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