Reference no: EM133919014 , Length: word count:2000

Teaching and Learning Literacy and Numeracy in Context

Assessment: Literacy in Practice.

Learning Outcome 1: explain a theory-based understanding and knowledge of the role of literacy and numeracy in education.

Learning Outcome 2: analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need.

Learning Outcome 3: develop teaching plans that embody literacy and numeracy focuses, incorporating the effective use of literacy and numeracy strategies and assessment tasks to inform teaching, as well as developing specific strategies for students who require additional support. Get expert-level assignment help in any subject.

Learning Outcome 4: evaluate the role of digital technologies for effective teaching with literacy and numeracy for all students including students with disability or additional learning needs.

Task Rationale

This section describes the purpose of the assessment task (the ‘why').

The purpose of the task is to develop both your understanding of the role of literacy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students' achievement of it. Scaffolded literacy development is an essential part of all learning across the curriculum, so this task is directly relevant to all areas of your future professional practice.

Task Description

This section provides a brief description of the assessment task (the ‘what').

You will present a theory-based explanation of the role of literacy learning within education, highlighting the importance of ensuring all students are supported across the curriculum to achieve the highest levels of literacy possible. Embodying this essential practice, you will analyse a student work sample and draw upon the Australian Curriculum (V9) General Capability: Literacy to determine the literacy levels evidenced. Next, you will develop a literacy teaching plan to extend the literacy capabilities of a hypothetical group of students.

Task Instructions
This section provides step-by-step task instructions (the ‘how').

You will complete three components: an explanation, an analysis, and a teaching plan. These will be completed using the template provided and uploaded to TurnItIn as a single document.

Part A: Explanation of the Role of Literacy Learning within Education (700 words ±10%)
Why do we teach literacy? Explain the role of literacy learning within contemporary Australian education. Your explanation must:
Be in written (paragraph) form.
Be specific to your future teaching context (Primary / Secondary).
Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit's key readings.
Be clear and present specific points (avoid generalisations).
Include discussion about the curriculum-wide relevance of literacy learning.
Include discussion about how literacy capabilities are relevant both to students' learning within school, and life beyond school.

Part B: Analysis of Student Literacy Capabilities (700 words ±10%)
How do we know our students' literacy capabilities? Analyse the literacy capabilities evident within a student work sample. Your analysis must:
Be in written (paragraph) form.

Use the Australian Curriculum (V9) General Capability: Literacy to determine the student's literacy levels.
Explicitly identify the literacy Element(s) and Sub-element(s) that your analysis is focusing on (these should be the ones most relevant to the selected work sample).
Explicitly identify the literacy Level(s) within the Sub-element(s) that are evidenced, and what part(s) of the sample evidence them.
Identify both strengths and areas for future targeted teaching evident in the sample.
Consistently integrate high-quality and relevant academic literature to support your discussion, including the unit's key readings.

Part C: Teaching Plan for Literacy (600 words ±10%)
How do we develop our students' literacy capabilities? Pretend that the student work sample analysed in Part B is representative of those produced by about a third of the students in your (hypothetical) class, and that these students have similar literacy needs to those of the student who produced the sample. For the purposes of this task, it can be assumed that these students also need support with all elements of their literacy; not just those elements that can be identified from the work sample. Present an outline for how specific literacy skills can be taught to this group of students within your hypothetical class. Your teaching plan must:
Be completed in the table (see the template).
Explicitly identify the Year Level that this teaching will be delivered to.
Explicitly identify the Key Learning Area (e.g., English, Geography, PDH/PE, Science, etc.).
Explicitly identify a Content Descriptor from within that Key Learning Area (code and statement).

Succinctly explain the focus of the lesson (aligned to part / all of the Content Descriptor).
Explicitly identify the Australian Curriculum (V9) General Capability: Literacy Element, Sub- element, and Level Statements that will be integrated within this learning (use a row for each different Element / Sub-element / Level Statement heading grouping). These must represent achievable challenges for your students.
Explain the specific teaching and learning strategies that will be used to achieve the identified Literacy learning, within the larger Key Learning Area learning (focus on the literacy learning, but ensure it is clear how this fits within the larger learning experience). Include examples of specific foci (e.g., spelling, vocabulary, punctuation, grammar, expressive technique, etc.) and some use of teaching resources (e.g., model texts, scaffolds / templates, classroom wall charts, etc.).
Explicitly identify opportunities for collaborative learning. Explain how the literacy learning can integrate pair, group, or whole class interactions that will boost learning and engagement.
Explicitly identify digital technologies that can be used to enhance the literacy learning (noting that watching a video is not an example of meaningful digital technology use).
Integrate high-quality and relevant academic literature to support your planning decisions, including the unit's key readings.

Formatting and style
Use Arial or Calibri font and 1.5 line spacing.

Referencing
You may elect to integrate sources from beyond the unit, however this is not required.