Faculty of Education
Unit Outline
Unit Code: EDU4PLN
Unit Title: Literacy and Numeracy
February
Bundoora Campus
Semester 2, 2009
We acknowledge the Elders and Ancestors of the Wurundjeri People as the traditional custodians
of the land on which we walk.
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Staff
Unit Coordinator/Lecturer
Mr Peter Sanders
Campus Location
Bundoora EDUC1 Room 345
Phone
+61 3 9479 1347
Fax
+61 3 9479 3070
Email
P.Sanders@latrobe.edu.au
Postal Address
Plenty Road, Bundoora, 3086
Consultation times
Tuesday 1.00 - 3.00 pm
Lecturer
Mrs Heather Lee
Campus Location
Bundoora EDUC1 Room 347
Phone
+61 3 9479 2765
Fax
+61 3 9479 3070
Email
heather_horner@yahoo.com
Postal Address
Plenty Road, Bundoora, 3086
Consultation times
To be advised on office door
Lecturer
Mrs Jenny Vincent
Campus Location
Bundoora EDUC1 Room 347
Phone
+61 3 9479 2765
Fax
+61 3 9479 3070
Email
vinnie_jenny@hotmail.com
Postal Address
Plenty Road, Bundoora, 3086
Consultation times
Wednesday 5.00-5.30 (Glenn College Airport Lounge) &
Thursday 5.00-5.30 (HUED 102)
Lecturer
Mrs Peggy Ashton
Campus Location
Bundoora EDUC1 Room 560
Phone
043 995 7070
Fax
+61 3 9479 3070
Email
peggy@netspace.net.au
Postal Address
Plenty Road, Bundoora, 3086
Consultation times
To be advised on office door. Only available during Weeks 9 and
10 of Semester 2
Lecturer
Mr Andrew Stocker
Campus Location
Melbourne Wildlife Sanctuary
Email
andrew.stocker@latrobe.edu.au
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Unit Details
Unit
Description
This unit is designed to expand students’ personal understanding and confidence
in the teaching of literacy and numeracy through an integrated approach. The
focus is on the whole primary age range. Students experience literacy and
numeracy as forms of expression used by primary children to describe and
understand what happens in the world around them.
Mode of
Delivery
Essential information regarding the course, including lecture notes and workshop
resources will be updated via LMS (formerly known as WebCT). Students must
ensure that they access this information regularly during the semester.
The unit is delivered weekly with a one hour lecture and a two hour workshop.
Day/Time/Group
Location
Tutor
Tuesday 10 – 11 am Lecture (all)
Szental Lecture Theatre
See below
Tuesday 12 – 2 pm Group Q Workshop
DWB 117
Heather
Tuesday 3 – 5 pm Group P Workshop
HS1 301
Pete
Wednesday 9–11am Group O Workshop
HUED 102
Heather
Wednesday 3 – 5pm Group S Workshop
(Weeks 10, 12 - 17)
Glenn College Airport
Lounge
Jenny
Wednesday 2 – 4pm Group S Workshop
Weeks 9 & 11 only
HUED 106
Peggy/
Wednesday 4 – 6pm Group N Workshop
EDUC2 329
Pete
Thursday 11am – 1pm Group T
Workshop
GS 228
Heather
Thursday 3 – 5 pm Group R Workshop
HUED 102
Jenny
Andrew
N.B. All workshop groups taken by Peggy Ashton in Week 9 and Andrew Stocker
in Week 11
Class
Requirements
Students are advised to check the latest published timetable available at
www.latrobe.edu.au/students/timetables.html.
Every class is important and students are expected to attend all timetabled
sessions.
An attendance register will be kept
Credit points
10
Pre-requisites
Approved Undergraduate Degree, EDU4PEN and EDU4PMA
Learning Objectives
On completion of this unit students are expected to gain:
 Sound knowledge of relevant curriculum documents.
 Understand the nature of integrated learning, and teaching approaches that support it.
 Demonstrate mathematical literacy to enable children to use numeracy competently and
confidently in their daily lives.
 Plan appropriate learning experiences to address student learning needs in literacy and
numeracy.
 Gain a sound understanding of literacy and numeracy skills, strategies and attitudes.
 Demonstrate the ability to use literacy and numeracy as a form of communication.
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Generic Skills
The broad skills that competent teachers need to acquire are listed in the Post Graduate in
Education (Primary) Handbook. The specific skills acquired in this unit are:
 Working as a team member in the context of literacy and numeracy learning.
 Analytical skills
 Problem solving skills with a specific focus on an integrated approach to the learning of
literacy and numeracy
 Skills in written communication with a specific focus on literacy and numeracy learning.
 Confidence in tackling unfamiliar problems.
 The ability to plan work collaboratively and independently in the context of literacy and
numeracy learning.
 Good questioning and listening skills.
Required resources for workshops
Scissors, calculator, coloured pens/pencils
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Unit content and learning activities
Week
w/c
9
13 July
10
20 July
11
27 July
Lecture
Workshop
Lecture: Introduction to the unit
Preparation for Melbourne Zoo and
minor assignment
Pete Sanders
Monitoring and Assessment in
numeracy
Peggy Ashton
Monitoring and assessment in
Literacy
Peggy Ashton
The Mathematics Online Interview
What can we understand about student
learning and mathematical
misconceptions from the interview?
Peggy Ashton
Literacy & Numeracy in the Bush
Planning an integrated unit on
Wildlife CSI
Andrew Stocker
Literacy and Numeracy Using
12
3 August Children’s Literature
13
10 Aug.
14
17 Aug.
15
24
Critical Literacy
August
Multi-literacies
Pete Sanders
Strategies for improving children’s
reading
Heather Lee
Statistical Literacy
Pete Sanders
31
August
17
26
October
Wildlife CSI practical activities
Andrew Stocker
Developing responses to children’s
literature.
Examine a range of books provided.
Identify the literacy and numeracy links.
Plan an activity in groups and share
with peers.
Strategies for improving children’s
reading
Chance and Data activities with literacy
implications
Literacy/Numeracy from newspaper
articles.
Heather Lee
16
Discussion of major assignment
Mathematical Registrar: Literacy
implications of mathematics
Exploring the meaning of words in the
maths dictionary, comparing similar,
different meanings mathematically
Problem solving strategies in
numeracy. Word problems. Is it
numeracy or literacy that makes
these difficult for children?
Pete Sanders
Lynne Bury: Australian Literacy
Educators Association (ALEA)
Jennifer Bowden: Mathematical
Association of Victoria (MAV)
Looking for the numeracy/literacy,
making sense, re-presenting it in a
different form.
Think Boards
An approach to thinking about word
problems using visual, literacy and
mathematical ideas
Student Group Presentations:
Integrated unit: Major assignment Part
1
Your professional associations:
What they can do for you and how
you can support them?
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Assessment
Minor
Assignment
Learning from the
Zoo Experience
Online
presentation of
activity
Peer Assessment
20%
Due: 31 July
Lecturer
Assessment of
your feedback to
peers 5%
Objective: This assignment links with the learning objective associated with
planning appropriate learning experiences to address student learning needs
in literacy and numeracy. It is also designed to support your development as
a team member and your skills in giving feedback, both formative and
summative assessment, to support further learning.
Requirements: This task is to be completed in pairs and involves the
design of an engaging and enabling pre/post visit activity following our zoo
excursion, though you are strongly encouraged to plan and develop this
assignment during your visit. The activity must aim to develop conceptual
understanding in both literacy and numeracy. The activity is to be posted
online. This will enable the collation of a class resource. (see criteria below)
Your activity must be posted online by Friday 31 July.
Assessment: Selected peers (in pairs) will provide online written feedback
and a grade on your online submission.
You must complete your online feedback by Friday 7 August. This will be
assessed separately by a lecturer based on set criteria. (see below)
Due: 7 August
Total Value: 25%
Literacy and Numeracy EDU4PLN, 2008
Minor Assignment
The Zoo Experience: Literacy and Numeracy Activity
Criteria Sheet
Criteria
Score
Peer feedback (20%)
The activity incorporates concepts drawn from the VELS curriculum for both numeracy
and literacy and these are identified at the start of the activity
/5
La Trobe lesson planner is used with all sections completed in enough detail to allow
activity to be undertaken. Activity involves about 1 hour of lesson time.
/5
The activity is clearly related to the zoo excursion with links made explicit. (including
links to other VELS domains where appropriate)
/5
The activity is engaging and enabling.
Would all students be able to engage with the activity at some level, Is there an
opportunity for increasing complexity within the activities for extension students?
Tutor feedback on peer assessment (5%)
/5
Have the assessors followed the criteria set out above, providing written feedback on
all sections and justified their mark?
Have the assessors provided helpful comments that could improve the activity?
Total
/5
/25
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Major
Assignment
Due: 30 October
Value: 75%
Part 2 of the
assignment to be
submitted to
TURNITIN
Class ID to be
advised
Password
EDU4PLN
Objective:
This assignment links with the learning objective associated with planning
appropriate learning experiences to address student learning needs in literacy
and numeracy and with understanding the nature of integrated learning, and
teaching approaches that support it.
It is designed to support your development as a team member and your skills
in giving feedback (formative assessment) to support further learning. It will
also develop your understanding of relevant curriculum documentation.
Requirements:
Groups of 4 plan an integrated unit of work. This involves producing a
planning document for a unit of work covering at least 10 lessons to be
implemented over a 2/3 week period. At least 3 of these lessons should have
a clear literacy focus and at least 3 should have a clear numeracy focus. The
other 4 lessons should be based on literacy/numeracy and/or other VELS
domains. All lessons should clearly relate to the overall theme. There is no
requirement to develop individual lesson plans.
This unit of work should be based on ideas from the unit such as children’s
literature, Wildlife CSI or other environmental experiences including the zoo,
or an aspect from other curriculum areas. It does not need to be related to a
Web Quest designed in EDU4PIN.
Part 1: Visual presentation of Integrated Unit (35%)
(Groups of 4)
Visually present your understandings of the integrated curriculum based on
your Integrated unit of work planning documentation with a 10-15 minute
presentation to your peers in either Week 16 or 17.
This presentation should include aspects of your planning documentation and
an activity from your unit.
There must be a focus on literacy and numeracy understandings as part of
your presentation.
Your presentation will be assessed by peers and tutors with the final mark
determined by your tutor.
Part 2: Written explanation of literacy and numeracy understandings
from Integrated Unit. (40%)
(Individual - 1000 words)
Outline your understandings of integrating literacy and numeracy across the
curriculum from the development of your collaborative integrated Unit.
You will be expected to draw on theoretical perspectives in this written
explanation as well as practical aspects of your integrated unit. A minimum
of five references should be included in this written explanation.
You must include an overview (planning document) of your integrated unit.
(This overview is not part of the word count)
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Literacy and Numeracy EDU4PLN, 2009
Major assignment: Integrated Unit of Work
Criteria Sheet
Criteria
Score
Part 1: Presentation (35%)
Content
Presentation of unit planning documentation clearly identifies unit
theme, VELS curriculum references, and identifies literacy and numeracy
lessons/activities and lessons/activities integrated with other domains.
Activity presented has clear literacy and/or numeracy focus with links to
integrated theme explicit.
/20
Presentation Style
A very clear and dynamic presentation.
Effective communication of the study in a style that retained audience
interest.
Responsiveness to questions from peers.
Structure of Presentation
Information is ordered appropriately allowing the presentation to flow
smoothly.
The presentation is kept to time.
/10
/5
Part 2: Literacy and Numeracy Understandings (40%)
Inclusion of planning documentation incorporating key ideas for at least
10 lessons/activities, including clear VELS references, and coherent links
to integrated theme in all activities
/5
Readings
/5
Overall clarity of literacy across the curriculum understandings
/10
Overall clarity of numeracy across the curriculum understandings
/10
Grammar and written expression and consistent referencing format
/10
Total
Assignments
Assignment
extensions
/75
All assignments must be submitted in hard copies with cover sheets attached
and signed. Hard copies of assignments must be placed through the
'assignment' slot next to the School's reception area. See specific information
on assignments as to whether they also need to be submitted to Turnitin.
Extensions may be granted for reasons of illness or other serious personal
problems. You can obtain an ‘Request for Extension of Assessment Due Date’
Form from any School within the Faculty of Education or download it from our
website.
A “Request for Extension of Assessment Due Date’’ form must be completed
and taken to the student’s lecturer for a consideration at least 24 hours (but
preferably one week) before the due date for the assessment. If the decision is
favourable the student will keep the form and attach it to the piece of
assessment when it is handed in.
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Late submission
of student
assignments
Plagiarism
Any assignment handed in late, without authorised extension, will be penalised
at the rate of 10% of the assigned mark per day, to a maximum of seven (7)
days. Assignments handed in more than seven (7) periods late, without
authorised extension, WILL NOT BE MARKED and an automatic fail grade for
that piece of assessment will be recorded. See Policy on Student Assignments
(Faculty of Education). [Online]. Available
www.latrobe.edu.au/education/policy.
All forms of plagiarism and unauthorised collusion are regarded seriously by the
university and could result in penalties including failure in the unit and possible
disciplinary action. Plagiarism occurs when you copy or reproduce someone
else's words or ideas and then present them as your own without proper
acknowledgement, including when you copy the work of fellow students. It is a
form of cheating and will be treated accordingly. For the full policy refer to the
Academic Misconduct Policy at www.latrobe.edu.au/policies
References & Resources
Recommended Texts
Robyn Zevenbergen, Shelley Dole and Robert J. Wright. (2004). Teaching mathematics in primary
schools Allen & Unwin. (electronic version is also available through library catalogue system)
George Booker, Denise Bond, Len Sparrow, Paul Swann. (2004). Teaching primary mathematics
Pearson, Prentice Hall.
Evely, Murry & Christine (1997) Writng links: Handwriting for Victoria. Port Melbourne: Rigby
Heinemann
Hornsby, D. (2000) A closer look at guided reading. South Melbourne: Eleanor Curtain
Wing Jan, L. (2001) Write ways: Modelling writing forms. Melbourne: OUP
Wing Jan, L. (1991) Spelling and grammar. Scholastic
Judith de Klerk. (1999). Illustrated Maths Dictionary (3rd ed). Longman
Victorian English and Mathematics Curriculum Documents
English and Mathematics in schools in Australia is guided by State and Federal government curriculum
guidelines. The Victorian Curriculum and Assessment Authority (VCAA) is the government body
responsible for developing the state curriculum: http://www.vcaa.vic.edu.au. For P-10 (prep to year
10) the Victorian Essential Learning Standards (VELS) is the official policy document, replacing the
Curriculum and Standards Framework II in 2006.
NAPLAN – National Assessment Program for Literacy and Numeracy
Each year schools are required to administer English and Mathematics tests to students in Years
3,5,7,9 to assess minimum standards which are based on Federal Government Benchmarks. 2008
sees a new national assessment system, which replaces the previous state based testing. The new
national testing is called NAPLAN. Some limited resources are accessible at their website.
http://www.naplan.edu.au/test_samples/numeracy/numeracy.html We envisage more details will be
provided on this website throughout the year
The previous Victorian assessments were called the Achievement Improvement Monitor (AIM).
Previous years tests can be found at http://www.vcaa.vic.edu.au/prep10/aim/index.html.
Maths300
An online resource of detailed and trialled lesson plans (P-12) for Australian schools.
http://www.curriculum.edu.au/maths300. User name is 349162 and password is SESBun2005. Only
for SES Bundoora enrolled students, do not infringe copyright.
Other useful websites
Department of Education Maths Domain Page:
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/default.htm
Department of Education English Domain Page
http://www.education.vic.gov.au/studentlearning/teachingresources/english/default.htm
Education Network Australia: http://www.edna.edu.au/
Australian Association of Mathematics Teachers: http://www.aamt.edu.au/home.html
National Council of Teachers of Mathematics (USA): http://www.nctm.org
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Mathematical Association of Victoria (MAV) http://www.mav.vic.edu.au/
Coalition of Concerned Literacy Educators www.literacyeducators.com.au
Children’s Book Council of Australia www.cbc.org.au
Show and Tell Promotions www.showtell.com.au
Australian Literacy Educators Association www.alea.edu.au
Primary English Teaching association www.peta.edu.au
The Standards Site: UK Primary Framework for Literacy and Numeracy
http://www.standards.dfes.gov.uk/primaryframework/literacy
Professional and Research Journals - Mathematics
The library subscribes to a number of relevant mathematics education journals. These are Serials.
Some examples (not an exhaustive list):
The Australian Mathematics Teacher Bundoora Serials 372 A93 v16 (1960)-v.48 (1992)
The Mathematics Teacher Bundoora Serials 510 M422
For the Learning of Mathematics: An international journal of mathematics education. Bundoora Serials
371 F69
Educational Studies in Mathematics Bundoora Serials 510 E24
Journal for Research in Mathematics Education Bundoora Serials 370 J871
Mathematics: A journal for teachers. Bundoora Serials Compactus 370 N54 Access full text from
ProQuest 5000 International: 01/04/1999 to present
The Arithmetic teacher Bundoora Serials Compactus 370 A71 v.15(1968)-v.41 no.4(1994)
incomplete.
The arithmetic teacher [electronic resource].
Access full text from Expanded Academic ASAP: 01/01/1993 to 01/05/1994
Access full text from ProQuest 5000 International: 01/01/1989 to 01/05/1994
Prime Number (Publication of the Victorian Mathematics Association (MAV)
Vinculum (Publication of the Victorian Mathematics Association) Bundoora Serials 510 V77.
v.10(1973)-v.38(2001).
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