Unit Guide
  

EDF5017
Numeracy for learners and teachers

Summer semester A, 2019  

Table of contents
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
1
 Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration  6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 10
Assessment requirements 10

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Prescribed text(s) 10
Recommended resource(s) 10
Teaching team 12
Chief Examiner 12
Unit Coordinator(s) 12
Lecturer(s) 12
Teaching approaches 13
Unit in a nutshell 13
Teaching approaches for this unit 13
Technological requirements 13
Further unit information 14
Student evaluations of this unit 14
Unit schedule 15
Assessment summary table 16
Assignment submission 16
Returning assignments 16
Assessment feedback to you 16
Assessment tasks 17
Unit guide prepared by 25
Last updated 25

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/
 

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter
 

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.

Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.

For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html

Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html

Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:

● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
 
● Library Services:
​http://www.monash.edu/library/services/users/students

Your feedback to us 4
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
 

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration: 
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
 

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa

Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.

Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support

English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect

Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education

Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf

Special Consideration 
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration

eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students

Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems

● apply research skills to a range of challenges

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 2.

● apply research skills to a range of challenges

● communicate perceptively and effectively

http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf

Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme

Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.

Monash University Library

http://www.monash.edu/library

Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/

Student information:
     University: http://www.monash.edu/students
     Faculty of Education: http://www.monash.edu/education/current-students

Disability support services 7

EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.

● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: [email protected]

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Unit information
Mode of delivery
Clayton (On-campus block of classes)

Unit relationships
 
Prerequisites
None

Prohibitions
None

Corequisites
None

Synopsis
In this unit students learn about the relationship between numeracy and mathematics as it applies
to both learners and teachers. Being numerate is an expected outcome of schooling; everyone, as
an informed citizen, needs to deal with numeracy demands within everyday life, work and
education contexts. Students explore the numeracy demands embedded across the school
curriculum in a range of relevant contexts at all school levels, as well as within disciplines. To be
numerate, individuals need to draw upon a wide range of mathematical knowledge, skills and
concepts. In this unit, students encounter these mathematical concepts and engage with the
various dimensions of numeracy: quantitative literacy, statistical literacy, financial literacy, and
spatial literacy. Relevant curricular examples that encompass these dimensions of numeracy are
encountered and students reflect on pertinent teaching approaches to engage school students in
such tasks. Students also consider the school as the workplace of teachers, and explore the
breadth of numeracy demands on teachers and the confidence, knowledge and skills needed to
deal with them, including the use of digital tools. Examples include the interpretation of student
achievement data to guide pedagogical practices and improve learning outcomes, and financial
aspects of school management. Students have opportunities to recognise and build on their own
mathematical competencies.

Learning outcomes
Upon successful completion of this unit students should be able to:

1. understand how numeracy and mathematics are interrelated

2. identify the numeracy demands within discipline areas, across the curriculum, and in the
school as a workplace
3. identify the numeracy demands of everyday life across families, cultures, workplaces and
educational settings

4. develop appropriate learning tasks for students that address the numeracy challenges
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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 4. develop appropriate learning tasks for students that address the numeracy challenges
embedded in the curriculum
5. interpret statistical and other numerical data to improve teaching and learning
6. use digital and other tools effectively to engage with curricular and workplace numeracy
7. demonstrate personal numeracy competencies to meet curricular and workplace
numeracy demands.

Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester

Assessment requirements
Tasks exploring numeracy-related issues (2000 words equivalent, 50%)
Critical reflections on the numeracy demands of the curriculum and of the school as a workplace
(2000 words equivalent, 50%)

Prescribed text(s)
There is no prescribed textbook for EDF5017. Instead, for each topic of the unit, the following can
be found on the Moodle site:

● pre-recorded half-hour lectures

● readings, video clips, and other resources
● tasks related to the topic's work (including tasks related to the assessment for the unit) 

Self-Help Kiosks: Building mathematical skills

We have developed Self-Help Kiosks to build your mathematical skills. The Self-Help Kiosks can
be accessed by clicking on the icon at the top of the EDF5017 Moodle site. Engaging with the
materials in the Self-Help Kiosks is entirely voluntary. There is no requirement to do so and there
is no assessment associated with the materials found there. We are providing you with the
opportunity to build your mathematical skills if you feel that this would be of help to you. The
mathematics content has been carefully selected. Some of the content is directly related to the
mathematics content encountered in the unit; other content is there for you to explore and/or to
refresh your skills.

Recommended resource(s)
1. Engaging with the materials and resources in the Self-Help Kiosks is voluntary. The Self-Help
Kiosks have been designed to assist you in brushing up your mathematical skills in
selected content areas. In response to students' requests, we have also included a section on how
VCE and ATAR scores are calculated. 
2. We have included some academic readings in the area of numeracy on the Moodle site. Some
readings are integral to the course; others are there to broaden understandings of the field. Please
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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 readings are integral to the course; others are there to broaden understandings of the field. Please
recognise that research on numeracy is relatively sparse, although there has been renewed
interest in light of global concerns for the integration of mathematical skills across the
curriculum and the need for educational systems to prepare a critically informed citizenry.
3. Links to teaching resources and ideas for the various topics are also found on Moodle.

Teaching team 11
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Teaching team
Chief Examiner
Name: Dr. Jennifer Hall
Campus: Clayton
Email: [email protected]
Phone: 9905 9337

Unit Coordinator(s)

Name: Dr. Jennifer Hall
Campus: Clayton
Email: [email protected]
Phone: 9905 9337

Lecturer(s)
Name: Ms. Melinda Evans
Campus: Clayton
Email: [email protected]

Name: Dr. Claudia Orellana
Campus: Clayton
Email: [email protected]

Name: Ms. Lee-Anne Pyke
Campus: Clayton
Email: [email protected]

Teaching approaches 12
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Teaching approaches
Unit in a nutshell
Numeracy is clearly related to mathematics. It involves the use of mathematical skills in everyday
life, as an informed citizen, and in the workplace.

Numeracy is a general capability within the Australian Curriculum. This means that it is expected
that teachers of all grade levels and subject areas provide students with opportunities to draw
on mathematical skills in meaningful contexts across the curriculum. 

It is also expected that all graduating teachers have appropriate levels of numeracy skills.
Graduating teachers must have the capacity to meet the numeracy demands inherent in what they
are expected to teach, as well as in their workplaces, schools.

In this unit, you will explore the concept of numeracy and its relationship to mathematics, and you
will learn about and experience numeracy opportunities offered across the disciplines covered by
the school curriculum. You will also encounter the numeracy demands for teachers in schools.

The assessment in this unit is clearly related to the topics of the unit. The range of tasks is
challenging and closely related to teaching and to the teacher as an employee.

Teaching approaches for this unit

Students are expected to engage with the online lectures (PowerPoint with voiceover; one per
topic) prior to attending each tutorial. In the online lecture, we provide background information
on each topic. The lectures may include video clips, links to resources, explanations of
concepts, and/or sample activities associated with the topic of the week. Tutorial activities will vary
from class to class. There may be whole class or small group discussions, engagement with tasks
associated with each topic, and/or explorations of online resources.

Please post any questions to the Moodle discussion forums (general, AT1, or AT2). These
questions will be answered by the Chief Examiner of the unit. Please only email your lecturer with
personal questions.

Technological requirements
● In order to interact with the online lectures and the other materials provided on the Moodle
site, you need to have a recent version of MS Office (for Word, PowerPoint, and Excel).
● N.B. There is a version of Office (Office 365) that is FREE for all students: http://www.
monash.edu.au/esolutions/software/catalogue
● Your internet browser (e.g., Chrome, Safari) should also be up to date.

● It is expected that the online lectures have been engaged with online PRIOR to the tutorials.

● Please bring a laptop or tablet to each tutorial. You will be expected to access the unit's
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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 ● Please bring a laptop or tablet to each tutorial. You will be expected to access the unit's
Moodle site and/or other websites during tutorials.
● There will be handouts for some activities during tutorials, but other activities will strictly be
undertaken online.

Further unit information

The contact time for this unit is distributed across the six classes as follows:

● 30 minute online lecture per topic - MUST be viewed prior to the tutorial for the topic
● 3.5 hour tutorial (1.5 topics per tutorial)
● Engagement with online materials

In addition, it is expected that students spend two to three hours of personal study time for each
hour of contact time to satisfy any reading, online exploration, assignment expectations, etc.

Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:

● Based on student feedback, changes have been made to in-class activities and
assignments. These changes have been very well received. For instance, one student
commented that, "The assessments were great - I actually engaged with the material
throughout the whole semester because of how the assessments were set out. Activities
within class also very much helped me to understand the material and complete the
assessments." Another student praised the structure of the unit: "Having each week address
numeracy in different fields kept it interesting and allowed each area to be examined in
depth."
● In Summer Semester A, in response to feedback from Semester 1 (2019), we have added
more in-class support for Part 2 (NAPLAN Analysis) of Assessment Task 2.

By submitting written comments, students assist the Faculty and the teaching staff to implement
best teaching practices. The Faculty is committed to continually improving the student learning
experience. You have a responsibility to ensure that your comments are constructive and
respectful and that you recognise the important professional responsibility that Student Evaluations
offer.

If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports

Unit schedule 14
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).

Session Date Topic Assignment

1 October 30, 2019 Topic 1: Introduction: What is Task 1 of AT1 is based on

numeracy? Topic 1's content.
Topic 2:  Task 2 of AT1 is based on
Numeracy and persuasive Topic 2's content.
writing/literacy [half]

2  November 5, 2019 Topic 2: Numeracy and Task 2 of AT1 is based on

persuasive writing/literacy Topic 2's content.
[half] Task 3 of AT1 is based on
Topic 3: Topic 3's content.
Numeracy and sustainability

3  November 6, 2019 Topic 4:  Task 4 of AT1 is based on

  Financial literacy  Topic 4's content.
Topic 5: Statistical literacy for
teaching and assessment
[half]

4  December 10, 2019 Topic 5: Statistical literacy for

teaching and assessment
[half]
Topic 6: 
Numeracy and health, well-
being, and physical education

5  December 11, 2019  Topic 7: Numeracy and the AT1 is due on Sunday,
arts December 15th (by 23:55)
Topic 8: Numeracy and
history [half]

6  January 13, 2020 Topic 8: Numeracy and AT2 is due on Sunday,

history [half] January 26th (by 23:55)
Topic 9: Assessing numeracy

Examination period LINK to Assessment Policy: 

http://policy.monash.edu.au
/policy-bank/
academic/education
/assessment/
assessment-in-coursework-
policy.html

Assessment summary table 15

EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Assessment summary table
Assessment task Value Due date

AT1: Tasks exploring numeracy-related issues 50% December 15

2019 (by 23:55)

AT2: Critical reflections on the numeracy demands of the curriculum 50% January 26
and of the school as a workplace 2020 (by 23:55)

Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.

Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be 
managed by Chief Examiners for Faculty of Education units.  For more information visit: 
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures​
 
Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.

Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures

Types of feedback you can expect to receive in this unit are:

✔ Graded assignments with comments

Assessment tasks 16
EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Assessment tasks

AT1: Tasks exploring numeracy-related issues

Due date: December 15 2019 (by 23:55)

Estimated return date: Sunday, January 5, 2020

Assessment task link to unit learning outcomes: 

1. understand how numeracy and mathematics are interrelated
2. identify the numeracy demands within discipline areas, across the curriculum, and in the school as a workplace
3. identify the numeracy demands of everyday life across families, cultures, workplaces and educational settings
4. develop appropriate learning tasks for students that address the numeracy challenges embedded in the curriculum
5. interpret statistical and other numerical data to improve teaching and learning
7. demonstrate personal mathematical competencies to meet curricular and workplace numeracy challenges

Australian Professional Standards for Teachers​: 

2.1, 2.2, 2.3, 2.5
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst
 

Details of task: AT1 comprises your responses to FOUR short tasks of 500 words (or equivalent) each, giving a total of 2,000 words +
/- 10% for the assignment. Everything in the body of your paper (e.g., headings, in-text citations) contributes to your word count. Your
reference list and appendix files (if applicable) do not contribute to your word count. Your reference list should be included at the
conclusion of the assignment as a whole.

For all assessments in this unit, please write in the first person and use headings and subheadings to organise your writing.

Each task is associated with one topic's content in the unit. The task is closely aligned with that topic's work and will require you to
engage with the materials for that topic (online lecture, tutorial material, readings, videos, etc.).

You are required to provide a response to EACH of the four tasks. Your four responses (labelled Task 1, Task 2, etc.) should be
combined into a single Word document and uploaded to the dropbox for AT1 by the due date (Sunday, December 15, 2019, by 23:55). 
Since this is a task-based assessment (rather than an essay), you do not need to include an introduction or conclusion to your paper (or
to any individual task). 

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 TASK 1: Topic 1 - Introduction (500 words)

You have encountered a range of definitions of the term "numeracy" in the teaching materials in Topic 1 of EDF5017, and should now
be familiar with the official definition of numeracy in the Australian Curriculum. You also now know more about the relationship between
numeracy and mathematics.

Ask TWO people who are not enrolled in EDF5017, or who have not previously completed EDF5017, the following questions:

1. What is numeracy?

2. How are numeracy and mathematics related?

Evaluate the two people's responses to both of these questions in light of what you now know about numeracy and its relationship to
mathematics, drawing on relevant literature. Compare what your participants say and what you have learned about the relationship
between mathematics and numeracy. You can use quotations from your participants to illustrate any points that you wish to make as
part of your discussion. You should also provide some background/demographic information (e.g., education, age, gender,
occupation) about your participants. Please use pseudonyms for your participants rather than their real names.

N.B. If you wish to include full transcripts of the two interviews, these should be added in an appendix. The transcripts are not included
in your word count for the assignment.

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 TASK 2: Topic 2 - Persuasive Writing/Literacy (500 words)

Carefully read the Sydney Morning Herald article ("Australian students go backwards in maths, reading and science: Report") found at 
https://www.smh.com.au/education/australian-students-go-backwards-in-maths-reading-and-science-report-20180225-p4z1mx.html

1.  Briefly describe what you think the article is about. Explain why you do or do not believe that the headline actually represents the
focus of the article. (50 words)

2.  Copy this table. Fill in the data on the percentages of Australian 15-year-old students who reached international benchmarks in
mathematics, reading, and science, based on the information provided in the article. (equivalent to 50 words)

Percentage of Percentage of students reaching Change in percentage of students

students reaching international international benchmark in 2015 reaching international benchmark, from
benchmark in 2006 2006 to 2015

Mathematics

Reading

Science

3.  Represent the data from the table graphically so that clear, visual comparisons can be made across the three subject areas and
between the two years. (equivalent to 100 words)

4.  With respect to what is written in the article, how meaningful are the data that have been provided? In your response, you should
consider all the data provided in the article. (100 words)

5.  Explain why you do or do not think that the author is persuasive in attempting to convince readers to believe that Australian students
are actually "go[ing] backwards in maths, reading and science." In your response, you should refer to what you have learned about the
links between numeracy and persuasive writing techniques, drawing on academic literature to support your claims. (200 words)

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 TASK 3: Topic 3 - Sustainability (500 words)

You are required to connect two domains of the Australian Curriculum:

● numeracy (general capability)

● sustainability (cross-curriculum priority)

1. Describe a project for a school, a community, OR a home that contributes to sustainable living. Ensure that this project is financially
(and otherwise) feasible and realistic. The project should be suitable for students at the level that you will be qualified to teach. The
project cannot be one that was completed in class in EDF5017. (250 words)

2. Carefully describe the numeracy demands that are inherent in the project/initiative, making links to the numeracy general capability in
the Australian Curriculum. (250 words)

N.B. If you want to develop and include an information sheet about the project, it should be included as an appendix file. The information
sheet will not contribute to the word count of the assignment.

TASK 4: Topic 4 - Financial Literacy (500 words)

Financial literacy is a crucial aspect of teachers’ professional capabilities. In this task, you will focus on financial literacy for teachers by
planning an excursion or school event (e.g., play, concert) for students in a year level (or levels) and subject area that you are qualified
to teach.

1. Describe the excursion/event and explain how it is relevant to the year level(s) and subject area, by making links to the Australian
Curriculum. (150 words)

2. Provide your calculations and justifications for the costs involved in the excursion/event (e.g., transportation, food). (equivalent to 150
words)

3. Explain how the planning the excursion/event develops both your social and mathematical thinking as a teacher, per Sawatzki’s
(2014, 2017) explanation. Links to the Sawatzki publications are provided in the Financial Literacy ‘book’ on Moodle. (200 words)

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Word count/equivalent: Total = 4 x 500 words (or equivalent) = 2,000 words (or equivalent) +/- 10%

Weighting/Value: 50%

Presentation requirements: Your responses to each of the four tasks (Task 1, Task 2, etc.) should be combined into a single Word
document and uploaded to the dropbox for AT1. Additional information about presentation requirements will be provided on Moodle.

Individual assessment in group tasks: N/A

Additional information:  Please see the assignment resources and APA resources on Moodle for additional support.

Criteria for marking: The criteria for assessment of EACH of the four tasks comprising AT1 are:

● relevance of the response(s) in terms of addressing the issue(s) raised and/or answering the question(s) asked
● quality of the response(s) in terms of reflection on the issue(s) raised and/or the question(s) asked
● quality of writing, presentation, and organisation, as well as understanding of APA (6th ed.) conventions

A detailed rubric for AT1 will be posted on Moodle.

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 AT2: Critical reflections on the numeracy demands of the curriculum and of the school as a workplace

Due date: January 26 2020 (by 23:55)

Estimated return date: Sunday, February 23, 2020

Assessment task link to unit learning outcomes: 

2. identify the numeracy demands within discipline areas, across the curriculum, and in the school as a workplace
3. identify the numeracy demands of everyday life across families, cultures, workplaces, and educational settings
4. develop appropriate learning tasks for students that address the numeracy challenges embedded in the curriculum
5. interpret statistical and other numerical data to improve teaching and learning
6. use digital and other tools effectively to engage with curricular and workplace numeracy
7. demonstrate personal mathematical competencies to meet curricular and workplace numeracy challenges

Australian Professional Standards for Teachers​: 

2.1, 2.2, 2.3, 2.5, 2.6, 5.4
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: AT2 has two parts:

● Part 1: Lesson Plan (20% = 800 words +/- 10%)

● Part 2: NAPLAN Analysis (30% = 1,200 words +/- 10%)

PART 1: Lesson Plan (800 words, 20%)

Using the provided lesson plan template (available on Moodle), write a lesson plan that will address the numeracy general capability in a
meaningful way at a year level and subject area that you will be qualified to teach. The lesson cannot be for the subject area of
mathematics; any other subject area may be the focus of the lesson. The lesson should be one hour in duration.

The lesson plan template has three parts:

1) Background Information (equivalent to 200 words)
2) Lesson Overview (equivalent to 350 words)
3) Links to the 21st Century Numeracy Model (250 words +/- 10%)
 

See the lesson plan template on Moodle for more details. You can create the lesson plan yourself or use a lesson plan that you find.
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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 See the lesson plan template on Moodle for more details. You can create the lesson plan yourself or use a lesson plan that you find.
However, the lesson cannot include activities that were completed in class in EDF5017. If you use a lesson plan created by someone
else, you must (1) cite/reference the resource and (2) alter the lesson plan to suit the requirements of this assignment.
 
PART 2: NAPLAN Analysis (1,200 words, 30%)

This task involves the interpretation of NAPLAN numeracy data for students at a Victorian primary school ('School X').
You can download the data (as a PDF file) from the Assessment Information folder on Moodle.

1)  Write an interpretation of the students' performance on the NAPLAN numeracy tests. Based on the data presented, you should
discuss:

● the students' performance relative to those at 'similar' schools and to those at all Australian schools over time
● the students' relative performance over time
● the students' achievements by band
● the relative performance of the same students as they have progressed from the lower to the higher year level
● anything else that you can see/interpret from the data

(800 words +/- 10%)

2)  Discuss whether the school's administration and teachers should be concerned about the NAPLAN numeracy performance of their
students at the two grade levels. Base your response on your analysis of the data and on the background information about the school
that has been provided, as well as any relevant resources/publications. (400 words +/- 10%)

N.B. Since everyone will be using the same (provided) dataset, it is not necessary to formally cite/reference it. Instead, provide page
numbers to clarify what you are discussing (e.g., "In the graph on p. 2..."). Since this is an essay-style assessment, a brief introduction
and conclusion are required. Please ensure that you use headings and subheadings to organise your paper.

Word count/equivalent: 800 + 1,200 = 2,000 words +/- 10%

Weighting/Value:  50%

Presentation requirements: Part 1 and Part 2 should be combined into a single Word document and uploaded to the dropbox for AT2. 
Additional information about presentation requirements will be provided on Moodle.

Individual assessment in group tasks: N/A

Additional information: Please see the assignment resources and APA resources on Moodle for additional support.

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Please note that Part 1 is worth 20% and Part 2 is worth 30%, totalling 50%.

Criteria for marking: Part 1: Lesson Plan

The assessment criteria for Part 1 include:

● completion and clarity of the information provided in the lesson plan template
● suitable, meaningful links made to the numeracy general capability
● clear description of the lesson and suitable activities/timing
● suitable, meaningful links made to the 21st Century Numeracy Model
● quality of writing, presentation, and organisation, as well as understanding of APA (6th ed.) conventions

Part 2: NAPLAN Analysis

The assessment criteria for Part 2 include:

● suitability and accuracy of interpretation of the NAPLAN numeracy data at the two grade levels
● presentation of clear and relevant arguments, based on your data analysis and relevant literature, on how the school's 
administration and teachers might respond to the students' NAPLAN performance on the numeracy tests
● quality of writing, presentation, and organisation, as well as understanding of APA (6th ed.) conventions

A detailed rubric for AT2 will be posted on Moodle.

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019
 Unit guide prepared by

Name: Dr. Jennifer Hall
Campus: Clayton
Email: [email protected]

Last updated
18 Oct 2019

  

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.

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EDF5017 Numeracy for learners and teachers - Summer semester A (SSA-02) - 2019