Description

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

 

This page provides evidence for meeting Standard 2 (specifically sub-standard 2.5) at a graduate level. 

Rationale

The artefacts included have been taken from an assessment task completed in Literacy and Numeracy Across the Curriculum unit. The assessment involved the creation of a unit plan including literacy and numeracy strategies accompanied with an explanation of the literacy and numeracy demands of a specific subject area.

 

I achieved a distinction mark which – in accordance with the rubric – displays considerable understanding of the literacy and numeracy demands within HPE and very good knowledge of how to plan for the development of such capabilities within a unit plan. Hence, I believe this displays, at the very least, a sound theoretical understanding of literacy and numeracy strategies specific to my teaching area (HPE).

 

An excerpt of the unit plan submitted is included with example literacy and numeracy strategies highlighted (in the red box). These strategies ultimately aim at developing the health literacies and numeracy capabilities of students to allow them to compose and comprehend texts in varying health contexts in accordance with the ACARA literacy and numeracy continuum (ACARA, n.d.-a; ACARA, n.d.-b). Excerpts of explanations of the literacy and numeracy demands within HPE have also been included.

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Rubric (Distinction Level)

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Unit Plan Excerpt

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Literacy Excerpt

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Numeracy Excerpt

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.-a). Literacy. Australiancurriculum.Edu.Au. Retrieved August 19, 2020, from https://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian Curriculum, Assessment and Reporting Authority. (n.d.-b). Numeracy. Australiancurriculum.Edu.Au. Retrieved August 20, 2020, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/

Australian Institute of Teaching and School Leadership. (n.d.). Teacher Standards. Aitsl.Edu.Au. Retrieved August 23, 2020, from https://www.aitsl.edu.au/teach/standards

 

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Danielle Phillips
24 September 2020 at 6:26

Hi Marvin,

The artefacts you've provided clearly demonstrate your knowledge and understanding of the literacy and numeracy requirements for your teaching area. Your high marks also show that you've got a range of strategies in your toolbox and I firmly believe that this will be a great starting point in the classroom. 

From what you've written, it's not clear to me as to whether you've had the opportunity to put the strategies used in your assessment into practice. If you have, it would be worthwhile discussing how they worked in a classroom setting and whether having a diverse range of students challenged your ideas of how the strategies would play out. If you haven't, you could select a few strategies from your assessment and note that you'd like to try using them in your next prac and then come back to this part of your DPP after your prac to reflect on how the reality of teaching differed from your theoretical understanding.

Great job overall.

Danielle

Daniel Zammit
24 September 2020 at 16:34

Marvellous Marvin Hagler,

great work.

My feedback is to pump up the link between the artefacts and the FA phrase 'teaching strategies'.  I think you've got the 'their application in taching areas' totally covered.  maybe you used TEEL or think pair share or something like that in your unit plan - they might be good artefacts for teaching strategies.

cheers,

dan

Wade Chalker
25 September 2020 at 6:31

Hey Marvin, 

Awesome work on your assessment piece. It shows that you have the knowledge of implementing literacy and numeracy within your subject area. It would be great to see if you have had an opportunity to put this knowledge into practice though, maybe with some feedback from a mentor teacher? 

As for the layout, you might find that the page flows better with the rationale before your unit plan excerpt? 

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Updated on January 9, 2022; 379 page visits from 23 September 2020 at 13:55 to 19 June 2025 at 23:51