Reference no: EM133933151 , Length: Word Count:2000

Teaching and Learning Literacy and Numeracy in Context

Assessment: Numeracy in Practice

Learning Outcomes

explain a theory-based understanding and knowledge of the role of literacy and numeracy in education.
analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need.
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.
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 numeracy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students' achievement of it. Scaffolded numeracy 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 numeracy learning within education, highlighting the importance of ensuring all students are supported broadly across the curriculum and specifically within Key Learning Area Content to achieve the highest levels of numeracy possible. Embodying this essential practice, you will analyse a geography textbook excerpt and draw upon the Australian Curriculum (V9) General Capability: Numeracy to determine the numeracy skills required to meaningfully engage with, explore, and learn about its content. Next, you will develop a numeracy teaching plan to teach specific numeric skills required for geography learning.

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. The word counts for each section are provided as a guide only - you are able to distribute the total allowed word count as you choose, so long as you remain within the ±10% limit.

Part A: Explanation of the Role of Numeracy Learning within Education (625 words ±10%)
Why do we teach numeracy? Explain the role of numeracy learning within contemporary Australian education. This part of the assessment requires you to address three points: Get top-notch online assignment help.
Provide a broad description of the role of numeracy in Australian education, focusing on either the Primary or Secondary context.
State your future teaching context (Primary / Secondary). If Primary, identify a specific curriculum Learning Area that you will discuss in Point 3 (below). If Secondary, identify your curriculum Learning Area specialisation(s), and select one that you will discuss in Point 3 (below).
Consistent with your broad description of the role of numeracy in Australian education, specifically describe how numeracy as a General Capability is relevant in your selected Learning Area. Narrow your discussion by providing some examples related to specific topics or content. For Learning Area topics or content, you should use your state curriculum (e.g., NSW Curriculum, Victorian Curriculum, Western Australian Curriculum, or Australian Curriculum).
Your explanation must:
Be in written (paragraph) form.
Be specific to your future teaching context (Primary / Secondary).
Include discussion about the relevance of numeracy to curriculum-wide learning (Point 1).
Include discussion about the relevance of numeracy to a specific Learning Area, and specifically key topics / content within that Learning Area (Point 3).
Be clear and present specific statements (avoid generalisations).
Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit's key readings.

Part B: Analysis of Numeracy Requirements within KLA Learning (625 words ±10%)
How do we know what numeracy capabilities our students will need to effectively engage with Learning Area content? Analyse the provided Primary or Secondary excerpt from a Geography textbook to determine the numeracy skills required to meaningfully engage with, understand, and make use of the information presented. The Primary excerpt is targeted to students in Years 5 or 6 (specifically focus on pp. 14-15). The Secondary excerpt is targeted to students in Years 7 or 8 (use the whole except). This part of the assessment requires you to address three points:
Identify a Year level: 5-6 or 7-8. Carefully analyse either the Primary or Secondary Geography textbook excerpt intended for that Year level. Analyse both the text and graphics. Use the Australian Curriculum (V9) General Capability: Numeracy and your own professional judgement to determine the key numeracy skills students will need to understand, effectively consider, and meaningfully learn from the presented information. Provide examples from the except for each of the numeracy capabilities you identify.

Compile a list of numeracy terms (minimum of 10) that are included in the analysed Geography textbook excerpt and provide a clear, plain language definition for each of them that is conceptually appropriate for the target students. You may use a dictionary or curriculum glossary for guidance, but the definitions must be your own writing, and able to be easily understood by the students.
For two of the numeracy terms defined in Point 2, provide an image, graphic, symbol, or verbal prompt / mnemonic that will help students learn and remember the meaning of the term.
Your analysis must:
Identify a specific Year level (Year 5 or 6 for Primary, or Year 7 or 8 for Secondary).
Be in written (paragraph) form (Point 1) and use the provided table (Points 2 & 3).
Be specific to your future teaching context (Primary / Secondary).

Part C: Teaching Plan for Numeracy (750 words ±10%)
How do we develop our students' numeracy capabilities? Students will often need specific numeracy teaching to achieve the demands of learning within different Learning Areas. Consider the following scenario: You are a casual teacher filling in for either a Primary (Year 5 or 6) or Secondary (Year 7 or 8) teacher who is on leave. Among your duties, you are required to teach two Geography lessons (select the same Year level as used for Part B).
Year 5 / 6 students need to:
Lesson 1: Explore the difference between discrete and continuous data. Draw a monthly rainfall chart (bar graph) for Apia from the information provided in the Geography textbook excerpt (p. 15) and include line graphs of the maximum and minimum temperatures (guided by the example for Port Moresby presented beside this data). Explain the markings on the axes and clarify whether they represent discrete or continuous measurements.
Lesson 2: Calculate and present population density for each country listed in the Pacific Island Socioeconomic Data table in the textbook excerpt (pp. 10-11). To calculate the population density, students must first understand the mathematical operation based upon smaller numbers in a context they are familiar with, before using a digital tool to apply this knowledge to the numbers in the textbook. Once population densities are known, students must list countries in order of population density (highest to lowest) and determine the best way to present this information. Finally, students discuss what other data might be added to this representation to present a complete picture, and how it might be done.
Year 7 / 8 students need to:
Lesson 1: Work out what percentage of the population of NSW live in Sydney (you will need to collect this data). Repeat this process to calculate the percentage of the population of every other state and territory that live in their corresponding capital city. Consider and rationalise the best way to represent this information graphically.
Lesson 2: Calculate average monthly temperatures for Sydney. Determine the mode, mean, and median of the highest 24hr temperature for each month.