EDUC 4210 - Literacy and Numeracy in the Middle Years

North Terrace Campus - Semester 2 - 2022

This course will focus on developing expertise in the area of teaching literacy and numeracy across the curriculum for middle years schooling. Students will investigate historical and contemporary understandings of literacy and numeracy and their applications in the Australian Curriculum as distinct but interconnected knowledges, understandings, skills and dispositions. The course will help preservice teachers to identify the literacy and numeracy demands placed on students by school curricula and explore strategies for enabling student literacy and numeracy capabilities as informed, analytical, critical and creative citizens. Approaches to literacy will emphasise pedagogical strategies to be used across the curriculum for integrating listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Approaches to numeracy will emphasise pedagogical strategies to be used across the curriculum for purposefully and critically integrating numeracy knowledge and skills such as interpreting statistical information, using spatial reasoning, recognising and using patterns and relationships. The course will draw on literacy and numeracy knowledge and processes when planning, differentiating and developing student literacy and numeracy through integrated and subject specific tasks for middle years school students.

  • General Course Information
    Course Details
    Course Code EDUC 4210
    Course Literacy and Numeracy in the Middle Years
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Course Staff

    Course Coordinator: Dr Stephen Kelly

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    1.Understand and apply models of reading when developing teaching strategies for the comprehension element of the Australian
    Curriculum: Literacy Capability. Develop knowledge and strategies to support middle years students in applying transferrable
    and subject specific comprehension demands when comprehending texts through the literacy processes of listening, reading and viewing when applying text, visual, word and grammar knowledge.

    2. Develop a historical understanding of numeracy development and the implications these developments have had on society and
    curriculum development.

    3. Understand and apply approaches to the composition of multiple forms of texts when working with the composing element
    of the Australian Curriculum: Literacy Capability. Develop knowledge and strategies to support middle years students in composing texts through the literacy processes of speaking, writing and creating when applying text, visual, word and grammar knowledge.

    4. Understand and apply the Australian Curriculum: General Capabilities and National Numeracy Learning Progression to observable classroom practices while on placement.

    5. Develop teaching strategies to assist middle years students to recognise (a) subject specific literacy and numeracy demands, processes and knowledges, and (b) literacy and numeracy demands, processes and knowledges that transfer across subjects and contexts.

    6. Develop teaching strategies to assist middle years students approaches to critical numeracy when using and applying the six
    interrelated elements of numeracy identified by the Australian Curriculum of using measurement, estimating and calculating, recognising patters and numerical relationships, using spatial relationships, interpreting statistics, using decimals, percentages, ratios and rates.

    7. Develop understanding and disposition for the interconnectedness between literacy and numeracy. Preservice teachers explore
    the planning of tasks that integrate literacy and numeracy processes and knowledge in transdisciplinary or in subject specific contexts.

    8. Develop middle years students ethical use of their literacy and numeracy capabilities when comprehending and composing texts for academic and social purposes; for example, when using the internet and various forms of social media

    9. Draw from a range of cultural resources, including those of First Nations Australians, to celebrate the diversity that exists in Australian Classrooms. Students explore the specificity of place and culture as a resource for generating tasks that are purposeful and meaningful
    for students.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.


    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3, 5, 8

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    2, 3, 5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.


    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2, 3, 9

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    5, 8

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    4, 7
  • Learning Resources
    Required Resources
    Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Cambridge. ·         

    Henderson, R. (2019). Teaching literacies: Pedagogies and diversity. Oxford.
    Recommended Resources
    Henderson, R. (2019). Teaching literacies: Pedagogies and diversity Victoria:
    Australia: Oxford.

    Kalantzis, M & Cope, B 2012, Literacies, Cambridge University Press, Port Melbourne, Vic.

    Wilhelm, J., & Smith , M. (2017). Diving deep into non-fiction, grades 6-12: Transferrable tools for reading any nonfiction text. Corwin.
    Online Learning
    Students are required to engage with course materials via CANVAS. This includes using the discussion board in between and at workshops.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course has the following components each of which students need to successfully complete

    1. Lectures
    2. Workshops in the intensive mode
    3. Online learning materials and assessments

    This course requires viewing lectures online, attending workshops and completing independent/group study.

    All lectures will be pre-recorded and delivered through MyUni prior to the commencement of that week's topic. All workshops will be held face-to-face on campus. All other resources will be accessible via MyUni/CANVAS.

    Lectures:- help students keep on track with course events - are presented in engaging, often interactive ways- outline the essential content of the course- provide a starting point for tutorial activities- give explanations of difficult points - give clear examples relevant to the content - stimulate critical thinking

    Workshops: Workshops will not simply replicate the content delivered in the lectures.  Rather, they will engage students in dynamic social activities that benefit from the prior learning obtained during readings and lectures. Workshop activities will be instrumental for the successful completion of assessments.

    Attendance and pro-active participation in tutorials is compulsory. If you cannot attend then please communicate with your tutor in the first instance.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Structured learning:

    Lecture: 1x 30 minute pre recorded = 2 hrs
    Workshop: 4 x 6 hour intensive = 24 hour
    Post placement tutorial: 1 x 3 hours = 3 hours
    Online activities and viewing: 4 x 60 minute engagement with peers = 4 hours
    Reading: 4 x 10 hours per week = 40 hours

    Total 73 hours

    Self-directed learning

    Assignment preparation = 83 hours
    Learning Activities Summary
    Week 1

    History of literacy and numeracy studies; definitions of literacy and numeracy; the purposes of literacies and numeracies; literacy as discourse; personal / student literacy and numeracy practices

    Literacy Capability: Comprehending: identifying literacy demands within subjects; approaches to comprehending; word, text, visual and grammar knowledge for subject specific and integrated contexts. Transferrable and subject specific comprehension demands
    are examined through consideration of context, purpose, mode and styles of text, e.g. print and digital texts. Depth and quality of comprehension achievement are considered through strategies for developing literal, interpretive, critical and applied understandings of multiple forms of texts.

    Investigating the general capabilities, using measurement, estimating and calculating, recognising patters and numerical
    relationships, using spatial relationships, interpreting statistics, using decimals, percentages, ratios and rates with a focus on the importance numeracy has in everyday life and as a functioning society.

    Week 2

    Literacy :
    Composing: identifying literacy demands within subjects; approaches to writing; word, text, visual and grammar knowledge for subject specific and integrated contexts. Transferrable and subject specific composing demands are examined through
    consideration of context, purpose, mode and styles of text, e.g. print and digital texts. Principles are explored for evaluating and supporting improvements in the quality of middle years’ student compositions across a range of modes, including a focus on academic clear expression of their own ideas including the important role grammar plays to convey meaning with clarity in verb forms, adjectives, simple and complex sentence structure, and punctuation.

    Investigating the relationship between Numeracy and mathematics and how the general capabilities impact everyday life. Shared contextual understanding of what it means to be numerate in schools and society today. What this meant in the past and the impact of historical contexts played on the development of current numeracy initiatives. Expectations of teachers who don’t teach mathematics and the implications for numeracy in the classroom.

    Week 3

    Planning for literacy and numeracy learning:

    Working through small group investigations students will locate subject specific, integrated learning and digital literacies when applying place based and critical literacy  approaches in culturally responsive ways to middle years curriculum: Students will consider culturally
    specific practices: EAL; Indigenous literacies and numeracies

    The role language plays in developing a numerate society. Distinctions between numeracy and mathematics in society
    and classrooms. Where is numeracy found in the curriculum? Where is numeracy found in schools and in each teacher’s teaching specialisation? Reviewing mathematical principles in curriculum teaching specialisations in preparation for placement.

    Week 4

    Planning for literacy and numeracy learning:

    Working through small group investigations students will locate subject specific, integrated learning and digital literacies to apply visual and multi literacies/multimodalities in culturally responsive ways to middle years curriculum.

    Developing numeracy learning for placement using ACARA: Number sense and algebra, measurement and geometry, statistics and probability to add to the sequence of learning tasks already developed for placement.

    Weeks 5-10

    Week 11
    Post-placement debrief and assignent clarification
    Specific Course Requirements
    Specific Requirements:

    Students  are  expected  to actively  participate  in  workshops  through:
    • being repared to speak to pre readings / viewings
    • working collaboratively on using readings to develp teaching strategies
    • modelling the professional practice of teachers.
    Students should write their assignments independently, however, be informed  by  theor collaborative work with peers. Students are
    expected to produce their own work. This might involve students  choosing, analyzing, summarizing and interpreting the (often competing)
    ideas of others, and developing argument and drawing conclusions.  Students can: discuss assignments with other students and their tutors;  communicate with one another in constructive ways about the learning  process; and assist each other, e.g. by discussing the approaches that  might be taken to assignment topics, or helping with the availability of reading materials.

    Students must acknowledge an original author/creator for the ideas  and concepts used in their work by providing a reference or citation. A
    reference is the written detail of the original source for ideas, which  may be referenced within, and at the end of the assignment in the form  of a reference list. You may use quotations: exact words of an original author in written  work. The quotation (exact words) should be placed in quotation marks  and be accompanied by a reference. If paraphrasing (rewrite completely  another author's words or ideas with the intention of presenting the  author's ideas), it is vital that the passage is fully rewritten,  including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be  referenced.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Reading Journal Summative 20 % 1,2,3,4,5,6,7 APST 4.1
    Oral/multimodal reflection
    based on readings and workshop participation
    Summative 30% 1,2,3,5; APST: 1.1,1.2,1.5,
    1.6, 2.1, 2.2, 2.5, 2.6, 3.2,
    3.3, 3.4, 3.5, 4.5, 6.1, 6.3,
    6.4, 7.1, 7.2
    2500 word investigation Summative 50% 1,2,4; APST: 1.1, 1.2, 1.3, 1.4,
    1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6,
    3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,
    4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4,
    5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
    e-Portfolio Formative 0% 1,2,3,4,5,6,7; APST: 1.1, 1.2, 1.3,
    1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5,
    2.6,3.1, 3.2, 3.3, 3.5, 3.7, 4.1, 4.2,
    4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5,
    6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
    Assessment Related Requirements

    See the Weekly Workshop Readings in MyUni.

    Prepare prior to the workshop.

    Each week there are workshops in which we will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to present interpretations of readings for these sessions and take part
    in the discussion. The success of the workshops depends on everyone demonstrating their professional practice as teachers by using their reading to teach peers and to learn from peers.
    Assessment Detail
    Assessment Task Description Weighting
    Reading journal Students maintain a weekly double-entry journal of readings 20%
    Oral / multimodal reflection Oral/multimodal presentation exploring key insights from reading journal and workshops 30%
    2500 word investigation: applied literacy and numeracy pedagogy Students articulate their approach to using and combining contemporary pedagogies exemplified through a sequence of learning 50%
    School Placement Students use assignments to prepare for placement 0%
    ePortfolio Students use materials from the course to incorporate in ePortfolio 0%
    Students submit all assignments to the assignment page in MyUni. 
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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