This unit analyses the requirements for numeracy in teaching and learning across the curriculum. The unit includes developing knowledge and understanding of policy documents and school processes, and knowledge and understanding of research-based educational theory required for improving numeracy teaching and learning across the curriculum. You will develop an understanding of a range of factors that impact on students’ numeracy learning and knowledge and understanding of how students become numerate.
Through the unit, you will examine a range of diagnostic, formative and summative assessment strategies for assessing students’ numeracy proficiencies, and strategies for reporting this information to parents/carers. You will develop knowledge, skills and understanding required to analyse assessment data, determine students’ proficiencies and learning needs, and plan differentiated learning goals and experiences to address a range of learning needs for diverse groups of children, including EAD/L and Aboriginal and Torres Strait Islander students. The unit covers appropriate pedagogies, teaching strategies and resources to support numeracy learning which you will apply to plan responses to students’ numeracy needs. Further to teachers’ practices, you will recognise the role of parents/carers in progressing students’ numeracy and will develop strategies to support their engagement. The unit incorporates Christian faith, worldview and scripture related to teaching and learning processes.
This unit also focuses on developing your own high standards of numeracy as you complete the unit.
* Understanding the numerical dimension of everyday life and why it is “across the curriculum”
* Understanding the range of knowledge, skills and elements of numerical competency
* Assessing numeracy and identifying needs – becoming familiar with assessment and reporting tools (e.g. PAT, NAPLAN, Essential Assessments)
* Factors that impact on students’ numeracy learning – socio-cultural circumstances, school policies and procedures, educational theory and other educational contexts
* How students develop numeracy skills – pedagogy, teaching strategies and resources
* Working with diverse student groups to develop numeracy proficiencies
* Designing effective lessons across the curriculum – the importance of vocabulary, identifying the mathematical ideas and applying numerical ideas to solving and describing problems
* Learning how to analyse numeracy assessment data to identify learning needs and modify teaching practice
* Designing effective interventions to support numeracy learning for diverse learners
* Differentiating numeracy learning goals
* Strategies for supporting parents/carers’ engagement in children’s numeracy learning.