Course coordinator
Ms Sue Monsen
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
We are all teachers of literacy and numeracy. In this course, students will identify and learn to apply essential aspects of literacy and numeracy within HPE. They will explore a range of teaching strategies and tools for the explicit teaching of literacy and numeracy in HPE. Students will learn how to apply these strategies and tools to other school subject areas including the Sciences. Additionally, pre-service teachers will evaluate school students' work and school-based data sets to deliver quality feedback for learning, and design differentiated literacy and numeracy learning tasks.
In this course, pre-service teachers will identify and apply essential aspects of literacy and numeracy within HPE. They will learn a range of teaching strategies and tools for the explicit teaching of literacy and numeracy in HPE. Students will learn how to apply these strategies and tools to other school subject areas including the Sciences. Additionally, pre-service teachers will evaluate school students' work to deliver quality feedback for learning, and design improved literacy and numeracy learning tasks.
Course requirements
Assumed background
SPCG1000
Recommended companion or co-requisite courses
We recommend completing the following courses at the same time:
EDUC2003EDUC2012
Course contact
Course staff
Lecturer
Ms Sue Monsen
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly classes will include a workshop on content, concepts and pedagogical strategies and tools of the focus literacy and numeracy Organising Element (Australian Curriculum, General Capabilities).
Aims and outcomes
At its core, EDUC2010 is designed to help pre-service teachers appreciate and apply a range of pedagogical strategies and tools for teaching literacy and numeracy in HPE contexts. Students will learn how to apply these strategies and tools to other school subject areas including the Sciences. Additionally, pre-service teachers will evaluate school students' workﾠto deliver quality feedback for learning, and design improved literacy and numeracy learning tasks.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Professional Standard 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
LO2.
Professional Standard 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
LO3.
Professional Standard 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
LO4.
Professional Standard 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
LO5.
Professional Standard 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
LO6.
Professional Standard 3.3 Include a range of teaching strategies.
LO7.
Professional Standard 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
LO8.
Professional Standard 3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
LO9.
Professional Standard 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
LO10.
Professional Standard 4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
LO11.
Professional Standard 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
LO12.
Professional Standard 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
LO13.
Professional Standard 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
LO14.
Professional Standard 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
LO15.
Demonstrate the ability to effectively collaborate with others to complete group tasks.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design |
Class Newsletter
|
25% |
21/03/2025 - 11/04/2025
Your group will submit 1 (one) Class Newlsetter on a negotiated date by 5pm between Weeks 4 - 7. |
| Paper/ Report/ Annotation | Peer Teaching | 40% |
1/05/2025 3:00 pm |
| Essay/ Critique, Product/ Design | Feedback for Learning | 35% |
29/05/2025 3:00 pm |
Assessment details
Class Newsletter
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Product/ Design
- Weight
- 25%
- Due date
21/03/2025 - 11/04/2025
Your group will submit 1 (one) Class Newlsetter on a negotiated date by 5pm between Weeks 4 - 7.
- Learning outcomes
- L04, L05, L07, L08, L15
Task description
Create a class newsletter that reports on and applies learnings in literacy and numeracy.
Full details of the task and marking criteria are available in Blackboard.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Submission details are in Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions for group work assessment may be available and will require a single request submitted with agreement from at least 50% of the members of the group, and recognition of potential impacts on the other group members. Download and complete the form below, and attach this form to your extension request: Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Student Access Plans for an individual student do not guarantee an extension for the assessment item. Extension Verification Letters cannot be used for group-based assessments and activities.
Dysfunctional group dynamics, poor performance by individual group members, or illness or other issues of a group member are generally not considered sufficient grounds for an extension on submission of a group assessment item. These issues should be actively managed by the group and the Course Coordinator as appropriate, during semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Peer Teaching
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40%
- Due date
1/05/2025 3:00 pm
- Learning outcomes
- L03, L04, L05, L06, L07, L08, L09, L10, L14
Task description
You will engage in a cycle of planning-teaching-reflecting by teaching two sequenced lessons in class (see Learning Activities for dates). You will be assessed on your written reflection of your planning and teaching.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Submission will be via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Feedback for Learning
- Mode
- Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 35%
- Due date
29/05/2025 3:00 pm
- Learning outcomes
- L02, L04, L09, L11, L12, L13
Task description
With a literacy and numeracy focus, review school students' class work and assessment task to provide quality feedback and create differentiated learning tasks. You'll be using actual Year 8/9 student work and NAPLAN data to undertake this task. This is an individual task.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Submission via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64.)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
****Alternative assessment in the event of disruption
In the event of a disruption during the semester that prevents the scheduled assessment from occurring as planned, the assessment will be changed to an alternative form of assessment. The timing of the assessment may also be impacted.
Referencing
All referencing for EDUC2010 will use APA 7th style. Find out more atﾠhttps://guides.library.uq.edu.au/referencing/apa7/aboutﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Intro to Literacy and Numeracy In this workshop, you will come to understand what literacy and numeracy are, and why they are important for HPE/Science teachers to know how to teach. This will include curriculum connections and starting your Peer Teaching assessment. Learning outcomes: L03, L04, L08 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Teaching Vocabulary & Writing In this workshop, you will explore teaching strategies and tools to teach vocabulary and writing to school students. All workshops will embed ideas for constructing engaging lessons including classroom organisation, communication strategies and the use of ICTs for learning. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L10 |
Week 3 (10 Mar - 16 Mar) |
Practical |
Peer Teaching 1 You will present your first Peer Teaching lesson during this class (assessment task #2). You will collect feedback and learning data to use as evidence in your written assessment task. Learning outcomes: L03, L04, L05, L06, L07, L08, L09, L10, L14 |
Multiple weeks From Week 4 To Week 5 |
Workshop |
Teaching Comprehension & Writing (2 weeks) In this workshop, you will explore teaching strategies and tools to teach comprehension and writing to school students. All workshops will embed ideas for constructing engaging lessons including classroom organisation, communication strategies and the use of ICTs for learning. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L10 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Teaching Number Strategies In this workshop, you will explore pedagogies and teaching tools to teach number strategies to school students. All workshops will embed ideas for constructing engaging lessons including classroom organisation, communication strategies and the use of ICTs for learning. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L10 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Teaching Graphing In this workshop, you will explore pedagogies and teaching tools to teach number graphing to school students. All workshops will embed ideas for constructing engaging lessons including classroom organisation, communication strategies and the use of ICTs for learning. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L10 |
Week 8 (14 Apr - 20 Apr) |
Practical |
Peer Teaching 2 You will present your second Peer Teaching lesson during this class (assessment task). You will collect feedback and learning data to use as evidence in your written assessment task. Learning outcomes: L05, L10, L14 |
Week 9 (28 Apr - 04 May) |
Workshop |
Teaching spatial reasoning and measurement In this workshop, you will explore pedagogies and teaching tools to teach spatial reasoning and measurement to school students. All workshops will embed ideas for constructing engaging lessons including classroom organisation, communication and the use of ICTs for learning. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L10 |
Multiple weeks From Week 10 To Week 12 |
Workshop |
Feedback for Learning (3 weeks) In this series of workshops, we will learn how to evaluate teaching programs to improve student learning. As part of this, we will introduce some marking and moderation practices, and explore how to use constructive feedback for learning. Learning outcomes: L01, L02, L09, L11, L12, L13 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: