EDCU12044 - Literacy and Numeracy for Teachers
Term 1 - 2017


All details in this unit profile for EDCU12044 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Literacy and Numeracy for Teachers develops students’ personal competence in the content knowledge required to teach literacy and numeracy in primary school settings. In the area of literacy, students learn the components of the clause as the basic unit of meaning in the English grammar system and develop a metalanguage for identifying and describing the language used to express and connect ideas in written text. They apply this knowledge in a series of test situations to identify and use specific grammatical features and to proofread and analyse samples of written language. Personal competence in spelling is also developed in this unit through acquisition and application of the four areas of spelling knowledge to the maintenance of a personal spelling journal throughout the unit. In Numeracy, students participate in a series of challenges that focus on real-world application of mathematical terminology and processes for calculating and using rational numbers, using measurement and displaying and interpreting statistical information. Personal proficiency will be assessed through a test at the completion of the unit.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Portfolio 30%
2. Written Assessment 20%
3. In-class Test(s) 50%

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Concerns were expressed about the length and complexity of the Spelling Journal task and the need to align the suggested format of the journal more closely with the selection criteria provided. Feedback from students and tutors. Review these issues when looking at the format of the Moodle site in September 2016.
On successful completion of this unit, you will be able to:
  1. Identify specific language features and their function in a range of text types using appropriate metalanguage.
  2. Apply the conventions of Standard Australian English to construct and proofread written text.
  3. Devise strategies for spelling acquisition based on phonological, visual, morphemic and etymological features of vocabulary.
  4. Select appropriate operations, formulae and communication strategies and technologies to estimate, calculate and validate solutions to authentic mathematical problems.
  5. Display, interpret and make predictions based on given or collected data.

Successful completion of the unit Literacy and Numeracy for Teachers provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 2.1, 2.5 and 6.2. Assessment tasks in this unit determine personal levels of literacy and numeracy competence required for progress throughout the course according to the recommended structure.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio      
2 - Written Assessment        
3 - In-class Test(s)      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving  
3. Critical Thinking
4. Information Literacy          
5. Team Work          
6. Information Technology Competence          
7. Cross Cultural Competence          
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Portfolio          
2 - Written Assessment          
3 - In-class Test(s)          

Prescribed Textbooks

Pearson illustrated Maths dictionary
Author/s: De Klerk, J., & Marasco, A. Year: 2014
Edition: 5th ed. Publisher: Pearson Australia
City: Melbourne State: VIC
Country: Australia
Grammar and meaning
Author/s: Humphrey, S., Droga, L., & Feez, S. Year: 2012
Edition: Publisher: PETAA
City: Newtown State: NSW
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

No

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorGreg Wilkes (g.wilkes@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Language and its functions

Set text: Chapter 1

Week 2 13-03-2017

The clause as the basic unit of meaning

Strategies for spelling acquisition

Set text: Chapter 2

Week 3 20-03-2017

Sentence structure and clause types

Patterns in spelling

Set text: Chapter 3

Week 4 27-03-2017

Text organisation and purpose

Proofreadiing for spelling in use

Set text: Chapters 4 & 5

In-class test No. 1 for Assessment Task 1

Week 5 03-04-2017

Texts and context - Considering audience and purpose

Dictionary usage and spelling

Set text: Chapter 4 & 6

In-class test No. 2 for Assessment Task 1

Vacation Week 10-04-2017
Week 6 17-04-2017

Language for interacting with others

Introduction to numeracy for teachers

Set text: Chapter 4

In-class test No. 3 for Assessment Task 1

Week 7 24-04-2017

Estimation, calculation and validation with whole number operations

See relevant terms in the Pearson Illustrated Dictionary

Week 8 01-05-2017

Fractions, decimals and percentages and proportional thinking

Written Assessment Due Friday (05 May 17) 11:30 PM AEST
Week 9 08-05-2017

Measurement

Set text pp. 189 - 190.

Week 10 15-05-2017

Recording and interpreting data

See relevant terms in the Pearson Illustrated Dictionary

Week 11 22-05-2017

Thinking mathematically for modelling and problem solving

CRO: Haylock (2014), Chapters 4 & 5

Week 12 29-05-2017

Review - In-class test

In-class test in tutorial time for on-campus students

Online test for Distance students

Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Portfolio

Assessment Title Portfolio
Task Description

The portfolio is made up of a series of three (3) short in-class tests conducted in Weeks 4, 5 and 6 of the course. Each test will have a weighting of 10% of the overall marks available for the course.  The marks for the three tests will be combined to calculate the total mark for this assessment task. Distance students will access each test online and complete them under timed conditions.

For each test you will be required to demonstrate personal competence in the use of Standard Australian English and knowledge of the appropriate metalanguage (terminology for discussing language function) by completing the following tasks:

  • Identification of grammatical elements in a given text
  • Proofreading and use of metalanguage to justify corrections
  • Production of a written text according to the features of a given text type.

Further details about the content and conduct of each in-class test will be provided on the course Moodle site.

 

 

Assessment Due Date On-campus students will complete the tests during their scheduled tutorial in Weeks 4, 5 and 6. Distance students will access the tests online through the link provided on the Moodle site. Tests will be open from midday until 11pm on Friday of Weeks 4, 5 and 6. Students must complete the test within a half hour timeframe. Timing will commence from the first access to the test via the Moodle link.
Return Date to Students Feedback on this assessment task will be ongoing during Weeks 4, 5 and 6. Where possible, marked work will be available no later than 2 weeks after completion of each test.
Weighting 30%
Assessment Criteria

Knowledge of levels of grammatical structure and specific language elements for expressing ideas

Ability to proofread written text and provide feedback on language use

Knowledge of metalanguage for describing language functions

Ability to construct cohesive texts using structure and language features that meet audience and purpise

Conditions Minimum mark or grade - Students must achieve an overall mark of at least 75% or (22.5 out of 30) to pass this task. A supplementary task will be offered for overall marks that fall between 65 and 75 per cent. A Fail for this task will result in a Fail overall for the course.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Distance students will submit completed work through the link provided on the Moodle site. On-campus students will complete the tests during tutorial time and provide a hard copy to their tutor for marking on the day of the test.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify specific language features and their function in a range of text types using appropriate metalanguage.

2. Apply the conventions of Standard Australian English to construct and proofread written text.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking



2 Written Assessment

Assessment Title Written Assessment
Task Description

This assessment involves the construction and maintenance of a personal spelling journal that records your attempts to evaluate and improve your personal spelling competence.  You will be expected to record at least five (5) additions to your list of words each week from Weeks 2 - 8 of the term.  A structure for setting up your journal will be provided on the Moodle site for this course.

In your journal you will be expected to identify strategies for acquiring spelling using phonological, visual, morphemic and etymological knowledge and apply these strategies to your own word study and vocabulary extension. 

In addition, the entry for each week must be accompanied by a brief evaluation of the effectiveness of these areas of knowledge in improving your spelling and understanding of the English spelling system.

Further details for this task will be provided on the course Moodle site.

Assessment Due Date Week 8 Friday (05-May-2017) 11:30 PM AEST
Return Date to Students Feedback on this task will be provided following moderation.
Weighting 20%
Assessment Criteria

Knowledge of the English spelling system

Understanding of strategies that improve spelling acquisition

Application of phonological, visual, morphemic and / etymological knowledge to the deconstruction of vocabulary

Ability to evaluate own competence and select words that enhance personal spelling competence.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Devise strategies for spelling acquisition based on phonological, visual, morphemic and etymological features of vocabulary.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking



3 In-class Test(s)

Assessment Title In-class Test(s)
Task Description

Test of Mathematical Proficiency

Throughout the term, you will build knowledge of Mathematical content, skills and communication that are integral to your role as a teacher.  You will complete a 2-hour end-of-term test that draws on the content you have covered throughout the course. The test will include a range of question types including short answer and modelling and problem-solving questions. You will be required to show all working using appropriate mathematical terminology and communication methods in the application section of the test. An emphasis will be placed on the number, measurement and statistics knowledge required to perform the role of a teacher in school settings.

Further details about this task and revision quizzes to prepare for the final test will be provided on the Moodle site for this course.

Assessment Due Date The test will be conducted in Week 12 during tutorial time for on-campus students. Distance students will access the test online. The test will be available from midday until 11pm on Friday of Week 12.
Return Date to Students Feedback on this final assessment response will be available after moderation and in line with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Demonstration of personal competence in mathematical focus areas of number, measurement and statistics and probability

Use of communication methods to justify mathematical reasoning

Ability to select appropriate methods for solving real world applications of mathematical knowledge

Conditions Minimum mark or grade - Students must receive a grade of at least 75% (or 37.5 out of 50) to pass this task. Students whose marks fall within the 65-74% range will be eligible for a supplementary task. A Fail for this task will result in a Fail overall for the course.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

On-campus students will complete the test in tutorial time and submit responses in hard copy form on the day of the test. Distance students will access the test online and submit responses using the link on the course Moodle site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Select appropriate operations, formulae and communication strategies and technologies to estimate, calculate and validate solutions to authentic mathematical problems.

5. Display, interpret and make predictions based on given or collected data.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking




© 2017 CQUniversity
Page generated by apps-prod-01.cqu.edu.au at Sun Mar 26 05:32:05 AEST 2017