Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Programming for Literacy and Numeracy

• Unit Code

  CUR4203

• Year

  2016

• Enrolment Period

  1

• Version

  2

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

Through this unit, Pre-service Teachers will develop, reflect upon and apply their knowledge about Literacy and Numeracy teaching and learning. This unit is available to students enrolled in both the on-campus and residency modes of delivery. The Literacy component of the unit looks at the relationship between assessment, planning, implementation, evaluation and reflection in the planning process. Children's individual language differences and methods of monitoring these facets are examined. Drama processes are explored as vehicles for language development. The Numeracy component of the unit examines the cycle of assessment, planning, implementation, evaluation and reflection in the process of planning mathematics learning. Consideration will be given to developing children's numeracy skills through an investigative approach to spatial, measurement and chance and data concepts. Problem solving will be considered in general terms.

Prerequisite Rule

Students must pass 2 units from LAN4015, MPE4105

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate a knowledge of mathematical content appropriate to the primary school.
2. Demonstrate an understanding of planning for language learning across the curriculum.
3. Demonstrate an understanding of the relationship between theories of language learning and assessment techniques.
4. Demonstrate an understanding of the significance of mathematical processes and children's thinking in the learning of mathematics.
5. Demonstrate familiarity with current curriculum documents for mathematics.
6. Examine critically a range of texts for their own professional use.
7. Explore a range of texts and drama processes as resources for classroom use.
8. Incorporate problem solving in its various forms into the mathematics program.
9. Plan and critique strategies for teaching children from a range of language backgrounds and different levels of attainment.
10. Plan for mathematics learning, including: - developing a sequence of lessons on a topic or unit of work - evaluation and catering for individual needs - integrating topics across strands.
11. Show a positive attitude towards the teaching and learning of mathematics.
12. Use appropriate language, terminology and symbolic representations.

Unit Content

1. Analyse the function of current curriculum documents in the planning process.
2. Demonstrate understanding of the principles of planning, implementing and evaluating language interactions in a variety of contexts.
3. Develop effective methods of keeping records of language learning and development.
4. Examine ways in which to identify and take account of students' current knowledge and strategies.
5. Explore a student-centred model when planning for mathematics learning.
6. Explore and evaluate a range of texts for professional use including Department of Education, Western Australia publications.
7. Identify and critique a variety of classroom resources.
8. Plan for effective classroom teaching of language, including monitoring progress and investigating individual differences in language development.
9. Reflect on a range of texts, computer texts and drama processes used as classroom resources.
10. Survey and select appropriate assessment techniques to enable profiling of children's language development and evaluation of classroom drama processes.
11. Survey and select appropriate assessment techniques.

Additional Learning Experience Information

Lectures, workshops, tutorials, discussion of readings and related research, school based learning, ICT, group work and presentations.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• Annandale, K. et al. (2003). First steps: Linking assessment, teaching and learning. (2nd ed.). Rigby Heinemann.
• Annandale, K. et al. (2005). First steps: Writing resource book (2nd ed.). Rigby Heinemann.
• Annandale, K. et al. (2005). First steps: Writing map of development. (2nd ed.). Rigby Heineman.
• Annandale, K. et al. (2004). First steps: Reading resource book. Addressing current literacy challenges (2nd ed.). Rigby Heineman.
• Department of Education and Training of Western Australia. (2005). First steps in mathematics: Chance & data. Melbourne: DETWA & Rigby Harcourt.
• National Council of Teachers of Mathematics. (1993). Assessment in the mathematics classroom. Reston, VA: Author.
• Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Space. Melbourne: DETWA & Rigby Harcourt.
• Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Indirect measure, estimate. Melbourne: DETWA & Rigby Harcourt.
• Department of Education and Training of Western Australia (2005). First steps in mathematics: Measurement: Understand units, direct measure. Melbourne: DETWA & Rigby Harcourt.
• Annandale, K. et al. (2004). First steps: Reading map of development (2nd ed.). Rigby Heinemann.

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