EDSC1009 Literacy and Numeracy Across the Curriculum Semester 1 2023 Bentley Perth Campus INT

 Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research. Unit study package code: EDSC1009 Mode of study: Internal Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section. Workshop: 1 x 2 Hours Weekly This unit does not have a fieldwork component. Credit Value: 25.0 Pre - requisite units: Nil Co - requisite units: Nil Anti - requisite units: Nil Result type: Grade/Mark Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit https://www.curtin.edu.au/students/essentials/fees/understanding - your - fees/ for details. Unit coordinator: Title: Ms Name: Johanna Stalley Phone: TBC Email: johanna.stalley@curtin.edu.au Location: Building: Off Campus - Room: Off Campus Consultation times: By Appointment Teaching Staff: Name: Johanna Stalley Email: Johanna.Stalley@curtin.edu.au Location: Building: 501 Administrative contact: Name: Curtin Connect Phone: 1300 222 888 Email: https://students.connect.curtin.edu.au/app/ask Location: Building: 102 - Room: Curtin Connect Learning Management System: Blackboard (lms.curtin.edu.au)  Unit Outline EDSC1009 Literacy and Numeracy Across the Curriculum Semester 1, 2023 Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 1 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Coronavirus (COVID - 19) Update Curtin University is committed to supporting all our students and staff whether they are on campus, working remotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID - 19 pandemic may require changes to the unit schedule, learning activities, delivery modes and assessment to provide flexible and safe options to our community. Curtin will endeavour to keep changes and disruptions to a minimum at all times. For current advice and further information visit https://www.curtin.edu.au/novel - coronavirus/ . Syllabus This unit examines literacy and numeracy as a dynamic, evolving, social, and cultural - historical construction, rather than being represented as a fixed body of skills. It focuses on identifying and understanding the literacy and numeracy demands and conventions in learning areas other than English and Mathematics. This is accomplished by developing an awareness of opportunities for the planning and application of critical literacy and numeracy skills across the curriculum. Introduction Introduction This unit is a core unit in the Bachelor of Education (Secondary Education) Course. The learning in this unit reinforces the position that all teachers are teachers of literacy and numeracy, regardless of their teaching specialisation and context. It aims to provide you with a range of skills, strategies and understandings to teach literacy and numeracy across the curriculum. Literacy and numeracy form part of the General Capabilities of the Australian Curriculum and are integrated in all learning areas. There are rich opportunities for developing literacy and numeracy skills and understandings across the curriculum, not just in English and Mathematics. Confidence and competence in literacy and numeracy is integral to effective learning in all learning areas and across all years of schooling from Preschool to Year 12. Literacy and numeracy skills are fundamental to participating in society and provide the foundations for life - long learning. All subject areas have specific literate and numerate practices that students need to learn and use in order to participate and succeed. This unit will help you understand how literacy and numeracy operates in your specialist discipline so that you can assist students to become effective and confident learners, applying literacy and numeracy skills and concepts broadly. You will explore literacy and numeracy as a social and cultural practice, and gain a theoretical understanding of how knowledge is demonstrated. You will identify and critically analyse the literacy and numeracy demands across and within the Australian curriculum and develop a deeper understanding of the structures of disciplinary knowledge and the language and maths features that characterise all subject areas. You will investigate multiliteracies; the nature of numeracy and the extent to which it relates to mathematical concepts, skills and thinking across the curriculum; effective teaching strategies for content - specific literacies and numeracies; theories related to vocabulary development; digital technologies as a powerful way to support and enhance meaning and critical and creative thinking; authentic literacy and numeracy learning across the curriculum; and how language and mathematics shapes understanding across diverse settings and cultures. This background theory and knowledge will assist you to plan and develop creative and appropriate active learning activities and sequences of lessons that address the numeracy and literacy demands embedded in the curriculum, without compromising the teaching of content. As part of this unit you will also consolidate and critically reflect on your own personal literacy and numeracy skills and application. Unit Learning Outcomes  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 2 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

l Henderson, R. (2018). Teaching literacies: Pedagogies and diversity (2nd ed.). Oxford University Press. Print ISBN: 9780190306380 eText: ISBN: 9780190311100 (ISBN/ISSN: 9780190311100) Other resources Alvermann, D.E., Gillis, V.R., & Phelps, S.F. (2013). Content area reading and literacy; Succeeding in today’s diverse classrooms. Upper Saddle River, NJ: Pearson Education Inc. Auld, G., & Johnson, N.F. (2014). Connecting literacy learning outside of school to the Australian Curriculum in the middle years. Literacy Learning in the Middle Years 22(2 ), 22 - 27. Australian Curriculum Assessment and Reporting Authority (ACARA). (2014). Canberra, ACT: Australian Government. Retrieved from http://www.australiancurriculum.edu.au/ Burke, A., Butland, L., Roberts, K., & Snow. (2013). Using multiliteracies to “Re - think ” literacy pedagogy in classrooms. Journal of Technology Integration in the Classroom, 5(1), 41 - 53. Callow, J. (2015). NOW literacies - everyday classrooms reading, viewing and creating multimodal texts [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Edwards - Groves, C. (2014), Explicit teaching as an ‘ enabling ’ literacy practice [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Faulkner, V. (2005). Adolescent literacies within the middle years of schooling—A case study of a year 8 homeroom. Journal of Adolescent and Adult Literacy, 49(2), 108 - 117. Doi:10.1598/JAAL.49.2.3 Fisher, D., Frey, N., & Lapp, D. (2008). Modelling comprehension, Vocabulary, text structures, and text features for older readers, The Reading Teacher, 61(7), 548 - 556. DOI:10.1598/RT.61.7.4 Freebody, P., & Morgan, A. (2014). Curriculum specific Literacies: Expanding the Repertoire. In A. Morgan, B. Comber, P. Freebody, H.Nixon, H.Grant, R. Trimboli, M.Wells, & M. White, Literacy in the middle years: learning from collaborative classroom research (pp.149 - 209). Newtown, NSW: Primary English Teaching Association Australia (PETAA) Freebody, P. (2015). Literacy across the curriculum [Video file]. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/literacy/litnum/index.htm Gainer, J. (2010). Critical media literacy in middle school: Exploring the politics of representation. Journal of Adolescent and Adult Literacy, 53(5), 364 - 373. doi:10.1598/JAAL.53.5.2 Geiger, V., Goos, M., & Dole, S. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education, 13, 1115 - 1137. Goos, M., Dole, S., & Geiger, V. (2012). Auditing numeracy demands of the middle years curriculum. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. Hogan, J. (2000). Numeracy -- Across the Curriculum?. Australian Mathematics Teacher , 56 (3), 17 - 20. Hurst, C. (2007a). Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts. Mathematics: Essential Research, Essential Practice, 1, 440 - 449 Hurst, C. (2007b). Finding the Maths: helping students connect their mathematical knowledge to new contexts. APMC, 12(2), 22 - 29. Janks, H. (2012). The importance of critical literacy. English Teaching: Practice and Critique, 11(1), 150 - 163. Jewett, P. (2013). Content - area literacy; Recognising the embedded literacies of science and maths. Journal of Reading Education, 38(2), 18 - 24. Johnson, H., Watson, P.a., Delahunty, T., & Smith, T. (2011). What is it they do: Differentiating knowledge and literacy practices across the curriculum. Journal of Adolescent and Adult Literacy, 55(20), 100 - 109). doi:10.1002/JAAL.00013 Kanes, C (2002, April). “Towards numerary as a cultural, historical activity system” . In Proceedings of the Third International MES Conference (pp. 385 - 394). Kemp, M., & Hogan, J. (2000). Planning for an emphasis for numeracy in the curriculum. Canberra, ACT: Commonwealth of Australia. Mills, K. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An International Journal, 3, 109 - 128. DOI: 10.1080/15544800801929419 Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Canberra, ACT: Australian Government. Morgan, A. (2012 ). Subject specific literacies and transition in the middle years; examples of teacher thinking,  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 4 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Assessment Assessment policy exemptions l There are no exemptions to the assessment policy Assessment schedule *Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions. Task Value % Date Due Unit Learning Outcome(s) Assessed Late Assessments Accepted?* Assessment Extensions Considered?* 1 Exercise 50% Week: 6 Day: Thursday 6th April Time: 23:59 WST 1,2 Yes Yes 2 Multimedia Presentation 50% Week: 12 Day: Thursday 18th May Time: 23:59 WST 2,3,4 Yes Yes research and practice. Literacy Learning: the Middle Years, 20(3), 39 - 51. Morgan, A., Comber, B., Freebody, P., Nixon, H., Grant, H., Trimboli, R., Wells, M., & White, M. (2014). Literacy in the middle years: learning from collaborative classroom research. Newtown, NSW: Primary English Teaching Association Australia (PETAA) Sharp, K. (2012). Breaking down the barriers: Using critical literacy to improve educational outcomes for students in 21st - century Australian classrooms. Literacy Learning in the Middle Years, 20(1), 9 - 15. Steen, L. (1999). Numeracy: The new literacy for a data drenched society. Educational Leadership, 57(2), 8 - 13. Street, B., Baker, D., & Tomlin, A. (2008). Navigating numeracies: Home/school numeracy practices. Dordrecht, Netherlands: Springer. Wallace, F., & Evans, M.A. (2012). Mathematical Literacy in the middle and high school grades: A modern approach to sparking student interest . USA: Pearson. Wells, M., & Trimboli, R. (2014). Place - conscious literacy pedagogies. . In A. Morgan, B. Comber, P. Freebody, H.Nixon, H. Grant, R. Trimboli, M.Wells, & M. White, Literacy in the middle years: learning from collaborative classroom research (pp.56 - 103). Newtown, NSW: Primary English Teaching Association Australia (PETAA) Wiggins, G., & McTighe, J. (). What is backward design? In Understanding by Design (pp. 1 - 11). Retrieved from http://asbmb.org/uploadedFiles/Backward%20design.pdf Willis, S . (1990). Being numerate: What counts? Hawthorn, VIC: Australian Council for Educational Research. Working with Children: The safety and wellbeing of children and young people is a community responsibility. Engaging in any learning and teaching activities with children and young people as part of a unit may requireyou to obtain and provide a valid Working with Children Check, particularly if you are intending to go into a school or other educational facility. Please be aware that it is your responsibility to obtain this check, to ensure that it remains current, and you must immediately notify the School of Education if your clearance has been revoked. For more information on clearance requirements please see the information particular to the requirements of your state/territory at the following link: https://aifs.gov.au/resources/resource - sheets/pre - employment - screening - working - children - checks - and - police - checks Please note that the following may form part of this requirement: l signed parental consent forms (even if the children are your own) l an “Ethical use of ICT” statement if taking photographs/video of children.  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 5 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

21st Century Numeracy Model l Support your ideas with academic sources using APA 7th edition referencing. Use a formal academic writing tone. Your interpretation and synthesis of the readings and your wider research should be evident. What you will submit: l ONE Word document - cover page, your responses to all four questions and one APA7 Reference list 2. Assessment 2 - Planning for Literacy and Numeracy in a Subject Area - Multimedia Presentation AITSL Standards: This assessment provides the opportunity to develop evidence that demonstrates these Standards: 1.2 Understand how students learn 2.1 Content and teaching strategies of the teaching area 2.3 Curriculum, assessment and reporting 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) For this assessment, you will choose a subject other than English or Maths, and a specific topic in a particular year level as linked to the Australian Curriculum and explain the strategies you will use to teach the subject - specific literacy and numeracy for a certain part of that topic. Part 1: Planning Overview and Content (Multimedia presentation) Complete a concept map or planning chart that includes the following: l The subject and topic with links to the Australian Curriculum l The literacy and numeracy elements that will be covered in that topic (mostly taken from the Australian Curriculum) l What you want the students to learn - key concepts and competencies l What types of texts students will access, including digital or multimodal texts l What types of texts students will produce or create, including digital or multimodal texts l The subject - specific vocabulary or terminology students will need to know l The numeracy and mathematical knowledge students will need l The processes students need to engage in to learn subject - specific literacy and numeracy Part 2: Teaching Strategies (Written explanation) 1. Explain a strategy you will use for introducing and teaching vocabulary for your topic - 400 words (+/ - 10%) 2. Choose a particular text type/genre relevant to your topic - one that students will either access or create, and explain a teaching strategy you will use to help students read to learn OR write a particular genre - 600 words (+/ - 10%) 3. Briefly outline a learning experience or activity that will occur in your selected topic. Examine the activity through a numeracy lens. What dimensions of numeracy does the activity address to help students understand the topic content? (600 words +/ - 10%) 4. Support your explanations with relevant academic sources using APA(7) referencing Part 3: Personal Reflection (400 words +/ - 10%) l Critically reflect on your personal literacy and numeracy competence. Outline current strengths and areas you need to improve specific to the subject area(s) you intend to teach to be able to professionally assist students with the literacy and numeracy demands in that particular subject. l Outline one goal for how you intend to improve your knowledge and/or skills in this area  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 7 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

l Support your reflection with relevant academic sources using APA(7) referencing l Note: this is a personal reflection and can be written in first person point of view. Total word count: 2000 words (+/ - 10%) l A written explanation and reflection as a word document. Support your work with APA(7ed) referencing Pass requirements Please refer to Curtin University’s Assessment and Student Progression Manual for full details of all policies and procedures associated with assessment at Curtin. Each of your tutors and Unit Coordinators is obliged to observe this policy. Assessment and Student Progression Manual In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. It is not essential to pass all assessments, although the overall Unit Learning Outcomes must be achieved in order to pass a unit. Successful submission means that: l If the assessment task comprises discrete components, such as: ¡ three components of a portfolio, involving separate tasks addressing different aspects of the Unit Learning Outcomes ¡ discrete sections such as test results and a report ¡ mandatory accompanying documentation such as a Parental Consent Form Then all components must be provided for the assessment to be deemed as submitted. Late penalties will apply until the complete assessment is submitted. l The electronic file must be readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. You are advised to check that your file can be opened and that all sections are present and readable. Please seek assistance if you experience technical problems. l For Turnitin Assessments – Successful submissions will display a green success message once submitted and you will receive a receipt, or notification of successful submission via email. If you do not receive this confirmation, your assessment is not submitted. l For Blackboard assessment submissions, you will get a success message at the top of the screen, an email confirming submission and can see it listed as submitted in the ‘my grades’ tool. l It is the student’s responsibility to ensure that assessments are successfully submitted. Late penalties will apply for identifying that the assessment was not successfully submitted post the due date. l If you experience technical problems submitting you can contact hum - edLTS@curtin.edu.au f or support. Students are strongly advised to ensure work is backed up to a separate, retrievable location, as extensions are unlikely to be granted for last - minute computer failure. Record of marked assessments: Access to units will cease 18 months after the study period finishes. You are advised to download and save ALL marked assessments from your units once you have received your final grade. Students who are repeating this unit If you have previously attempted this unit, you may be able to re - use parts of your assessm ent tasks in this unit attempt. However, in order to avoid self - plagiarism, it is essential that you follow the following procedure: 1. Contact your Unit Coordinator with a request at least seven days prior to the due date for submission. 2. In making your request, provide a copy of your previously - submitted work and clearly identify the parts of your previous submission that you would like to re - use. Pay close attention to the requirements of the assessment task for the current unit, as these may have changed and your earlier work may not address them adequately. Also consider whether your work can be improved upon in order to maximise your marks, paying  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 8 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Assessment Moderation Fair assessment through moderation Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of assessments are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/findapolicy/ Pre- marking moderation Intra- marking / Post - marking moderation Late assessment Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit. Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension: 1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised by a deduction of 5% of the total marks allocated for the assessment task; 2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated for the assessment item will be deducted; and 3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero. Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension: 1. All assessment items submitted after the due date/time will receive a mark of zero. Tutors in the unit undertake a review of the assessment tasks and moderation arrangements. Intra - Marking Moderation Academic staff marking the assessment undertake a marking calibration process. A distributed sample of assessed work, with attention to borderline marks, is reviewed by another member of the School’s tutoring team who has experience with this content. All potentially failing assessments are specifically reviewed. Post - Marking Moderation If you receive your assessment results and find that there is inaccuracy in the marking of the assessment, you have the following options. Please make sure you have explored Step 1 prior to engaging in Step 2: Step 1 : Contact your Unit Coordinator and Request for Review of Assessment within 24 hours of receiving your results. Submit the form to your UC via email. Your Unit Coordinator will review your mark for inaccuracy and organise additional marking or moderation if necessary. The UC will offer you a response to your request within two business days after your initial lodgement. This will give you time to lodge a formal appeal if necessary. Step 2 : When you receive the outcome of your Request for Review of Assessment, if you still believe the assessment was inaccurate, you have the right to lodge a formal appeal . This needs to be completed within ten working days from the original release of marks . If you have any questions or need further advice, please contact your Unit Coordinator in the first instance. The Curtin Student Guild also provides excellent information on the Appeals process at Curtin.  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 10 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Assessment extension Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline): 1. A student who is unable to complete an assessment item by/on the due date/time as a result of exceptional circumstances beyond the student’s control, may apply for an assessment extension on the Assessment Extension Application Form as prescribed by the Academic Registrar. The form is available on the Forms page at https://students.curtin.edu.au/essentials/forms - documents/forms/ and also within the student's OASIS (My Studies tab – Quick Forms) account. 2. The student will be expected to submit their application for an Assessment Extension with supporting documentation via the online form . 3. Timely submission of this information supports the assessment process. For applications that are declined, delayed submission may have significant ramifications on the possible marks awarded. 4. An application may be accepted up to five working days after the due date/time of the assessment item where the student is able to provide a verifiable explanation as to why they were not able to submit the application prior to the assessment due date/time Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline): 1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of zero depending on the unit permitting late assessment submissions. Deferred assessments Further assessment Further assessments, if granted by the Board of Examiners, will be held between 12/07/2023 and 21/07/2023 . Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel in OASIS. It is the responsibility of the student to be available to complete the requirements of a further assessment. If your results show that you have been granted a further assessment you should immediately check OASIS for details. Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. Carers for people with disability may also be eligible for support. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin's facilities and services or other support as discussed with an advisor from AccessAbility Services . Documentation is required from your treating Health Professional to confirm your health circumstances or carer responsibilities. If you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please provide it to the Unit Coordinator in week 1 of each study period. If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 11 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Academic Integrity (including plagiarism and cheating) Academic Integrity Curtin's Student Charter , Academic Integrity Program (AIP) , and core Values guide expectations regarding student behaviour and responsibilities. Information on these topics can be found on the Academic Integrity Website . Academic Integrity Warnings An Academic Integrity Warning may be issued to a student in limited circumstances and only where misconduct is not involved. Academic Misconduct Staff members are required to report poor academic practice and suspected misconduct. Academic Misconduct means conduct by a student that is dishonest or unfair in connection with any academic work. This includes all types of plagiarism, cheating, collusion, falsification or fabrication of content, and behaviours like falsifying medical certificates for extension. Contract cheating , the use of file sharing, translation services/apps, paraphrasing tools (text - spinners), article generators, and assignment help websites also may be considered academic misconduct. Check your assessment instructions carefully before using any generative artificial intelligence (Gen - AI) software (e.g. Chat GPT, Midjourney, GitHub Copilot, etc.). You are not permitted to use Gen - AI software in any assessment task unless written permission is explicitly granted by the Unit Coordinator (e.g. within Blackboard or the assignment specifications). If the use of Gen - AI software has been approved, you must document its use, apply appropriate acknowledgement and attribution rules, and include a statement as to the nature and extent of the use when submitting the assessment. Unapproved, inappropriate, or undisclosed use may be dishonest or unfair behaviour, and thus considered misconduct. For further information on the use of Gen - AI software see the Academic Integrity Website . The longer term personal, social, and financial consequences of misconduct can be severe, so please ask your tutors or unit coordinator if you need clarification or are unsure what to do. If your work is the subject of an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be graded until the process has concluded. Penalties for misconduct may include a warning, a reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the course. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules . Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services. You may also require a computer or mobile device for preparing and submitting your work. If you are having technical difficulties submitting your assessment (e.g. via Blackboard/Turnitin) please contact HUM - EDLTS@curtin.edu.au with your student ID, Unit Code and the details of the assessment you are trying to submit. For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm For specific assistance with any of the items listed below, please visit UniSkills and the IT tools and guides webpage. l Using Blackboard, the I Drive and Back - Up files l Introduction to PowerPoint, Word and Excel  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 13 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Additional information Enrolment It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice. Assessment Extension 1. Students are entitled to apply for assessment extensions where they cannot complete an assessment task, but they must meet two separate elements: exceptional circumstances and beyond the student’s control (see 2.6 of the Extensions policy in the Assessment & Student Progression Manual). Assessment extensions must be exceptional, and should not be requested habitually. Pre - existing conditions, in and of themselves, are not considered exceptional. 2. Where an approved extension is granted student access to the unit Blackboard will remain. Please be aware that teaching ceases on the official published end date of the period of study. 3. The University has an obligation under Australian Occupational Health & Safety legislation to ensure that students are fit to be able to study. The University also has responsibilities to ensure the academic integrity of their courses and units. Where the supporting documentation and/or time requested is substantial, the University retains the right to remove students from studying a unit. Further information about assessment extensions is available https://students.connect.curtin.edu.au/app/assessment_extension . Student Support Learning Centre Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. https://libguides.library.curtin.edu.au/uniskills English language support This website has been designed to support students whose first language is not English. The Curtin University English language support website contains English language resources, activities, support information, and links to diagnostic assessment tests. https://students.curtin.edu.au/study - support/english/ Counselling All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study - related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). https://students.curtin.edu.au/personal - support/counselling - guidance/  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 14 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS

Program calendar Week Begin Date Topic ULOs CLOs AITSL Graduate Standards Addressed Assessment Due 1. 27 February What does it mean to be literate and numerate? Contemporary literacy theories, pedagogies and practices 1 1, 2, 3, 6, 7 1.2, 2.1, 2.3, 2.5 2. 6 March A socio - cultural approach to literacy and numeracy – students ‘Funds of Knowledge’ 1 1, 2 1.2, 1.3, 2.5 3. 13 March Multiliteracies, mathematical literacy and new approaches to mathematical inquiry 1,3 1, 2, 3, 5 2.1, 2.5, 2.6 4. 20 March Discipline specific literacies and numeracies 1, 2, 3 1, 2 2.1, 2.5 5. 27 March Literacy and Numeracy in the Australian Curriculum 1, 2, 3 1, 2 2.1, 2.5 6. 3 April Critical and creative literacy and numeracy across the curriculum 2 1, 2, 8 2.1, 2.3, 2.5 Assessment 1: Due Thursday 6th April 23:59WST 7. 10 April Tuition free week 8. 17 April Literacies and numeracies in the Digital Domain 1, 3 1, 2, 5 2.1, 2.5, 2.6 9. 24 April Effective teaching and learning strategies for literacy and numeracy within specific learning areas 1, 3 1, 2, 3, 4, 5 1.2, 2.1, 2.5, 2.6 10. 1 May Effective teaching and learning strategies for literacy and numeracy within specific learning areas 1, 2, 3 1, 2, 3, 4, 5 1.2, 1.5, 2.1, 2.2, 2.5, 2.6, 3.5 11. 8 May Planning effectively for literacy and numeracy across the curriculum 1, 2, 3, 4 1, 2, 3, 4, 5 1.2, 1.5, 2.1 , 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 3.5 12. 15 May Consolidating and reflecting on personal literacy and numeracy 2, 6 2, 6 3.5 Assessment 2: Due Thursday 18 th May 23:59 WST 13. 22 May Review and reflect  Faculty of Humanities School of Education  EDSC1009 Literacy and Numeracy Across the Curriculum Bentley Perth Campus 20 Feb 2023 School of Education, Faculty of Humanities Page: 16 of 16 CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS