Literacy and Numeracy

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Literacy and Numeracy

Unit ID:

EDBED1011

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070103

Other Change:

Brief description of the Unit

In this unit, students will explore literacy and numeracy as fundamental skills. PSTs will explore effective pedagogical practices, including explicit instruction. They will use feedback and investigate current research to improve their personal literacy and numeracy skills. PSTs will explore the effective teaching of reading, Viewing, writing, speaking and listening, with a focus on explicit teaching, modelling and scaffolding practices. They will explore numeracy topics such as number sense, the four operations, and fractions, with a focus on effective instructional practices and cognitive load management.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Placement Component: No

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:

Learning Outcomes:

Knowledge:

K1.	Examine the conventions and strategies of academic and personal literacy and numeracy.

K2.	Investigate key pedagogical practices in literacy and numeracy with a focus on explicit instruction, modelling, and scaffolding.

K3.	Identify current curricula requirements and standards for the teaching of literacy and numeracy, with consideration of cognitive load management.

Skills:

S1.	Develop personal literacy and numeracy competence.

S2.	Interpret the content, processes and standards of current curriculum documents in literacy and numeracy education.

S3.	Critically reﬂect on personal and professional experiences to enhance understanding of effective teaching and learning processes in literacy and numeracy.

Application of knowledge and skills:

A1.	Demonstrate the conventions of academic and personal literacy and numeracy.

A2.	Apply effective pedagogical strategies in the teaching of literacy and numeracy, focusing on explicit instruction, scaffolding, and cognitive load management.

A3.	Critically reflect on instructional practices and feedback to deepen understanding of the teaching and learning process, and to enhance personal literacy and numeracy skills.

Unit Content:

This unit will include:

• Personal literacy and numeracy skills.

• Oral language and early literacy foundations.

• Effective teaching strategies for literacy and numeracy, with an emphasis on explicit instruction, modelling, and scaffolding.

• Literacy topics including reading, viewing, writing, speaking, and listening.

• Teaching reading focusing on phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language.

• The importance of developing number sense in learners.

• Key numeracy concepts including the four opperations, fractions, decimals, percentages, and measurement.

• Exploration of current curriculum requirements and standards in literacy and numeracy.

• Academic and personal communication, including strategies to enhance personal learning.

• The role of critical reflection in improving teaching practices and deepening understanding of the learning process.

• Investigation of the components of language, literacy, and numeracy, including their application across the curriculum.

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.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		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 2 - Student demonstrates some independence within provided guidelines
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 1 - Students require directions and boundaries from mentor
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

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	S1, S3, A1, A3	Literacy and Numeracy skills test and goal setting to reflect on personal needs in both areas.	Test and personal goal setting	S/U
2.	K1, K2, S1, S3, A1	Write an essay which discusses one numeracy and one literacy topic. Explore the relevant challenges and implications for teaching and learning.	Essay	40-60%
3.	K1, K2, K3, S1, S2, S3, A1, A2, A3	Analyse and respond to a case study involving an early childhood, primary or secondary student. Identify the literacy and numeracy needs of the student, use your knowledge of theories and practices to make decisions and recommendations based on these needs.	Lesson implementation and evaluation	40-60%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.	Yes	Introductory
		1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.	Yes	Introductory
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Introductory
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Introductory
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Introductory
		2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.	Yes	Introductory
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.	Yes	Introductory
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Introductory