Course coordinator
Ms Katie Lipka
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Numeracy is the capacity to deal effectively with the mathematical demands of life and is necessary for personal enablement, effective civic and economic participation, and social equity. Drawing on contemporary literature, this course will explore the nature of numeracy, what it means to be numerate in the 21st century, and how all teachers can contribute to developing the numeracy capabilities of their students. The importance of numeracy is recognised in the Australian Curriculum where it is a General Capability to be developed in subjects across the curriculum. Pre-service teachers will be provided with opportunities to develop the appropriate knowledge and teaching strategies to analyse curriculum documents and effectively deal with inherent numeracy demands and numeracy learning opportunities that exist in learning areas. Theoretical knowledge will be applied to develop pedagogical knowledge for designing effective numeracy tasks and strategies for assessing numeracy learning.
Course requirements
Restrictions
Entry to the Master of Teaching (Secondary) program
Jointly taught details
This course is jointly-taught with:
Students undertaking the Bachelor of Teaching (Secondary) program also study this course as EDUC3602 and share its Blackboard site and timetabled lecture with EDUC7602 Master of Teaching (Secondary) program students. To meet the resourcing and course demands of both programs, tutorials have been allocated and timetabled by cohort.
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
All lectures and tutorials will be face-to-face on the UQ St Lucia Campus, unless otherwise advised by the Course Coordinator. Building and room allocations can be located using UQ Maps.
Aims and outcomes
Students will be introduced to the concept of numeracy and the development of numeracy across the curriculum in Australia. This will include a focus on the Australian Curriculum and the role of numeracy as a General Capability within it. Students will consider their own conceptions of numeracy and what is means to be numerate in the 21st century. A focus of the course will be a theoretical model of numeracy and a framework for analysing the curriculum and designing numeracy tasks. The course aims to enhance students' knowledge and understanding of numeracy and to equip them with the skills and knowledge to understand the numeracy demands of their subject areas and to identify and capitalise on opportunities for numeracy teaching and learning.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate comprehensive and well-founded knowledge of the nature of numeracy in the 21st century and numeracy teaching strategies that can enhance learning in your teaching areas. (APST 2.5 (numeracy component only))
LO2.
Demonstrate application of knowledge and skills to practice through identification of numeracy demands and opportunities relevant to the curriculum content, substance and structure in your teaching areas. (APST 2.1; 2.5 (numeracy only))
LO3.
Apply contemporary research on numeracy to design learning tasks, including the selection of a broad range of resources, and apply teaching strategies that address numeracy demands and learning opportunities in your learning areas. (APST 2.1; 2.5 (num. only); 3.4)
LO4.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | AT1: Tutorial participation | 10% |
Week 1 - Week 13 |
| Essay/ Critique | AT2: Critical review of literature | 40% 2000 words + reference list |
10/04/2025 2:00 pm |
| Paper/ Report/ Annotation, Presentation | AT3: Design and presentation of a numeracy task | 50% 5-7 minute presentation + 2000 words + reference lists |
Part 1: Rationale and outline 12/05/2025 2:00 pm Presentation of numeracy task outlines and rationales for peer-feedback will occur in tutorials, Weeks 11 to 13, to the roster negotiated with and documented by your tutor in Week 3 of the course. Part 2: Final design and account 30/05/2025 2:00 pm |
Assessment details
AT1: Tutorial participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
Week 1 - Week 13
- Learning outcomes
- L01, L02, L03
Task description
In developing your understanding of numeracy teaching, it is important to learn from and contribute to your current community of practice -- to grow your knowledge, skills and experience as a numeracy educator with your course teaching team and fellow pre-service teachers.
10% of your course result will be determined by your weekly participation in face-to-face tutorials. You will be awarded marks for weekly attendance and active engagement in subject matter and activities, including use of course readings and lectures, and peer feedback on numeracy task design in Weeks 11 to 13.
Please note, as will be addressed early in the course, active participation and valuable contributions to tutorials can take many forms (e.g., active listening; verbal, physical and/or written responses to whole class, small group, paired and/or individual activities; turn taking; asking questions and seeking feedback from peers and/or your tutor, etc.). Therefore, tutorials will provide a range of ways and opportunities for you to actively engage and demonstrate evidence of your progression towards the Australian Professional Standards for Teachers (2.1, 2.4 and 2.5).
Submission guidelines
Should you be unable to attend a tutorial due to extenuating circumstances (e.g., unforeseen illness and/or other mitigating circumstances), you may be eligible to complete a make-up task. During the course, a maximum of two make-up tasks are available to all students. They require demonstration of your own engagement with course content and readings, in lieu of your attendance and participation in the scheduled tutorial. More information on make-up tasks will be provided early in the course and via the course Blackboard site.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
AT2: Critical review of literature
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words + reference list
- Due date
10/04/2025 2:00 pm
- Learning outcomes
- L01
Task description
This task requires you to critically engage with course readings and learning from Weeks 1 to 5.
Write a critical review in which you analyse and evaluate what course literature suggests about the nature of numeracy and numeracy education, its challenges and possibilities, and how numeracy teaching strategies can enhance student learning across the curriculum, drawing on one of your nominated teaching areas.
Your response should articulate and may be framed by how these readings have contributed to your own evolving understanding of numeracy teaching and learning.
To complete this task:
- use your own reading and critical engagement with set and any additional course readings from Weeks 1 to 5
- ensure your reading includes a range and balance of academic as well as professional readings (e.g. a range and balance of peer-reviewed journal articles, as well as curriculum documents)
- given the focus and purpose of your review, you may use sub-headings and/or first person, but will still need to write in academic prose, i.e., without use of images or dot-points
- reference all sources using APA7 conventions (see the UQ Library guide for more information).
Engagement with the course reading list, Blackboard resources, and activities in lectures and tutorials should be used to consolidate your understanding of task requirements.
This task assesses pre-service teacher demonstration of APST 2.5.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
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 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
AT3: Design and presentation of a numeracy task
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 50% 5-7 minute presentation + 2000 words + reference lists
- Due date
Part 1: Rationale and outline 12/05/2025 2:00 pm
Presentation of numeracy task outlines and rationales for peer-feedback will occur in tutorials, Weeks 11 to 13, to the roster negotiated with and documented by your tutor in Week 3 of the course.
Part 2: Final design and account 30/05/2025 2:00 pm
- Learning outcomes
- L02, L03, L04
Task description
Course lectures, tutorials and readings engage you in a model of 21st century numeracy. They also provide opportunities for you to engage in the numeracy demands of the curriculum, your nominated teaching areas, and a range of numeracy teaching strategies used in secondary school classrooms.
Design and detail a 50-minute lesson plan for lower secondary school students that applies the 21st century model:
- in response to the numeracy demands of one of your nominated teaching areas in the Australian Curriculum v9.0 (Years 7 to 10)
- using a range of teaching strategies and resources, including ICTs, to support learning and engage students
- supported by curriculum documents and contemporary research on numeracy
- evaluating and refining your design, as necessary, by applying pre-service teacher peer feedback
- and using APA7 conventions to reference all sources (see the UQ Library guide for more information).
Using the templates provided in Blackboard, you will need to complete this task in two parts:
1. Rationale and outline (5-7 minute presentation + reference list and script via Turn It In)
Present a spoken outline of the numeracy lesson you have designed to an audience of your pre-service teacher peers, including a rationale supported by curriculum documents and contemporary research on numeracy.
2. Final design and account (2000 words + reference list via Turn It In)
Using feedback from your peers on your spoken rationale and outline, complete and submit a written analysis of the lesson you have designed, including any refinements you may have made. Your account should be clear and explicit enough for implementation by a teacher in your nominated teaching area.
Engagement with course Blackboard resources, the course reading list, and activities in lectures and tutorials should be used to consolidate your understanding of task requirements.
This task assesses pre-service teacher demonstration of APSTs 2.1, 2.5 and 3.4.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
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.
Extension requests for Parts 1 and 2 are to be completed via myRequests > myUQ, including any extension requests for delivery of presentations (Weeks 11 to 13).
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply 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 | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining a final course grade
There are three assessment tasks for this course. AT1 is weighted at 10%, AT2 at 40% and AT3 at 50%.ﾠ
Final grades for the course are determined by the weight of each assessment task and a student's individual results out of 7 in response to each task.
When a final grade calculation contains 0.5 or above, it is rounded up to the nearest whole number (e.g., a calculation of 5.5 would be rounded up to a final course grade of 6). When the final grade calculation contains 0.49 or below, it is rounded down to the nearest whole number (e.g. 5.49 would be rounded down to a final course grade of 5).
For example:
If a student receives a 7 for AT1, and a 4 and a 6 respectively for their AT2 and AT3 responses, their final grade calculation would be (0.1 x 7) + (0.4 x 4) + (0.5 x 6) = 0.7 + 1.6 + 3.0 = 5.3.
Therefore, the student would receive a final course grade of 5, as 5.3 would be rounded down to the nearest whole number.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following apply to all assessment for this course.
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in the Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Tasks have been designed to be challenging, authentic and complex. Whilst students may use artificial intelligence (AI) and/or machine translation (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 assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
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
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
The course Blackboard and reading list will be made available in advance of the semester, and all EDUC3602 and EDUC7602 students should actively engage with these on a weekly basis. The course coordinator and tutors will use Blackboard to release course announcements for action. Log in using your UQ ID and password at https://learn.uq.edu.au.
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
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Week 1: Understanding Numeracy Lecture/tutorial — Exploration of key concepts and questions that underpin numeracy teaching, including: what is 'numeracy' and what makes someone 'numerate'? How is numeracy connected to but different from 'mathematics'? What is your perception and relationship with numeracy? Why is numeracy so important, in and outside of classrooms? │Meeting the teaching team │Unpacking course expectations and assessment Lecture will include a session specific to getting started on Assessment Task 2 Learning outcomes: L01 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2: Numeracy in the curriculum across time Lecture/tutorial — With reference to international contexts, the timeline of numeracy in and across the curriculum, from its beginnings to its role as a general capability in the Australian Curriculum │ Numeracy's relationship with literacy │Unpacking the role of numeracy in Queensland schooling, including the updated QCAA senior syllabus suite Learning outcomes: L01 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3: Numeracy in the 21st century Lecture/tutorial: The significance of numeracy to the social, economic, political and physiological engagement and wellbeing of 21st century learners │Current demographic trends in the numeracy and numeracy education │ Introduction to the 21st century model of numeracy for planning and teaching numeracy tasks In tutorials, roster for AT3 presentations (Weeks 11 to 13) to be finalised and documented by teaching staff Learning outcomes: L01, L02 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4: Numeracy demands and cross-curricular opportunities Lecture/tutorial: What numeracy teaching and learning across the curriculum look like │ Unpacking the numeracy demands of the Australian Curriculum v9.0 and the QCAA senior syllabuses, across and as specific to learning areas │ Using the 21st century model for planning and numeracy task design in learning areas Learning outcomes: L01, L02 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5: The role of ICTs in numeracy Lecture/tutorial: The role of information communication and other digital technologies in 21st century numeracy, including apps and other ICTs that can be used to support numeracy teaching and learning │ Practical engagement with and evaluation of different ICTs for use in numeracy teaching and task design Learning outcomes: L01, L02 |
Week 6 (31 Mar - 06 Apr) |
Tutorial |
Week 6: Numeracy as a critical orientation Lecture/tutorial: Understanding numeracy not only as a critical orientation, but as requiring a critical orientation from teachers and students in 21st century contexts │Application of the 21st century model as key to understanding and embedding critical numeracy in numeracy task design Learning outcomes: L01, L02 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7: Principles of numeracy task design 1 Lecture/tutorial: Part 1 of 2 — research-based pedagogical approaches to numeracy and designing numeracy tasks that align to the curriculum and engage a diversity of learners │Universal Design for Learning │Application of approaches using the Australian Curriculum v9.0 Lecture will include a session specific to getting started on Assessment Task 3 Learning outcomes: L01, L02, L03 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8: Principles of numeracy task design 2 Lecture/tutorial: Part 2 of 2 — research-based pedagogical approaches to numeracy and designing numeracy tasks that align to the curriculum and engage a diversity of learners │Universal Design for Learning │Application of approaches using the Australian Curriculum v9.0 Learning outcomes: L01, L02, L03 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break (no classes) |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9: Embedding Indigenous perspectives in numeracy teaching Lecture/tutorial — Special guest, Dr Danielle Armour, on authentic and respectful ways to embed Indigenous perspectives in numeracy teaching across the curriculum Learning outcomes: L01, L02, L03 |
Week 10 (05 May - 11 May) |
Lecture |
Week 10: Assessing numeracy Lecture/tutorial: Numeracy in NAPLAN and international testing │Impacts of high-stakes testing on numeracy (and literacy) teaching and learning │Numeracy in Queensland senior secondary schooling and assessment │ Building positive numeracy cultures in classrooms Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11: Whole-school approaches to numeracy Lecture: What whole-school approaches to numeracy look like and achieve │School leadership and cross-curriculum mapping │Building positive numeracy cultures in schools Tutorial: Presentation of Assessment Task 3 rationales and outlines for peer-feedback Learning outcomes: L01, L02, L04 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12: Challenges and possibilities Lecture: Research on Australian teachers' experiences of embedding numeracy across the curriculum │ Engaging parents and carers in numeracy education Tutorial: Presentation of Assessment Task 3 rationales and outlines for peer-feedback Learning outcomes: L01, L02, L04 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13: Numeracy for all students Lecture: Revisiting personal relationships with and perceptions of numeracy │ Recognising our role as numeracy educators across the curriculum │Numerate futures │Final reminders for completion of Assessment Task 3 Tutorial: Presentation of Assessment Task 3 rationales and outlines for peer-feedback Learning outcomes: L01, L02, L04 |
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.