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.

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Cambridge. ·         

Henderson, R. (2019). Teaching literacies: Pedagogies and diversity. Oxford.

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.

Students are required to engage with course materials via CANVAS. This includes using the discussion board in between and at workshops.

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

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

Week 1

Literacy
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.

Numeracy
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.

Numeracy:
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:

Literacy
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

Numeracy
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:

Literacy
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.

Numeracy
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
Placement

Week 11

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 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.

Workshops

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 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.