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 advanced knowledge and understanding of research-based educational theory required for improving numeracy teaching and learning.
Through the unit, pre-service teachers will examine diagnostic, formative and summative assessment strategies for assessing children’s numeracy proficiencies. The unit covers the knowledge, skills and understanding required to analyse assessment data, determine children’s proficiencies and learning needs, and plan differentiated learning goals and experiences to address a range of learning needs for diverse groups of children, including Aboriginal and Torres Strait Islander students. In addition, the unit covers strategies for recording and reporting to the students, parents/carers and other stakeholders, the students’ progress and achievement in developing numeracy proficiencies, and the importance of keeping accurate and reliable records to support this. The unit also covers Aboriginal and Torres Strait Islander histories, cultures and languages that need to be considered in the context of numeracy teaching and learning. This unit will also explore how ICT can be integrated across the curriculum for enhancing the teaching and learning of numeracy.
Through this unit, pre-service teachers will examine and develop knowledge and understanding of a range of intervention programs. Students will apply this knowledge and understanding in order to design, implement and evaluate an intervention program to address children’s numeracy needs. The unit covers effective approaches to seeking, reflecting on and applying constructive feedback from experienced teachers in order to improve their practices in order to improve children’s engagement and learning.
This unit also focuses on developing advanced standards of numeracy in the pre-service teachers as they complete the unit. In addition, the unit incorporates Christian faith, worldview and scripture related to teaching and learning processes.
* 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
* Aboriginal and Torres Strait Islander histories, cultures and languages impact on numeracy
* Designing effective lessons across the curriculum. The importance of vocabulary, identifying the mathematical ideas and applying numerical ideas to solving and describing problems
* Practicing skills and applying knowledge;
* Working with diverse student groups
* Record keeping and reporting on numeracy development
* Reflection on practice and needs and designing effective interventions