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Literacy and Numeracy are both core learning areas of the curriculum and are considered to be the building blocks of education for work and life (Mparntwe Declaration and OECD). While related to studies in English and Mathematics respectively, they go far beyond these academic disciplines by using the learnt subject materials effectively to meet the general demands of life at home, in teaching and other paid work and for participation in community and civic life, aligning with recent developments in a literacy and numeracy knowledge and pedagogical practice (AQ9). Literacy is a basic requirement for all university courses and both literacy and numeracy are general capabilities which underpin all areas of the Australian curriculum. In school education, both literacy and numeracy are fundamental components of learning, performance, discourse and critique across all areas of the curriculum. They provide the contextualised concepts and skills associated with the subject content knowledge gained from studies of English and Mathematics. As such, all teachers require an indepth understanding of both literacy and numeracy in order to provide for the needs of a very diverse student population and to provide an appropriate and inclusive education across a range of subjects. In addition, knowledge and skills in both areas is a requirement for professional accreditation.

Literacy and Numeracy across the Curriculum is a course for secondary preservice teachers in the Master of Learning and Teaching. It will focus on unpacking aspects of teaching, planning and assessing literacy and numeracy from the Australian Curriculum, underpinned by a clear understanding of relevant subject-matter knowledge and current theories of learning and teaching. The approach to teaching is based on thinking strategies and deep conceptual understandings and may be significantly different from the methods experienced in preservice teachers' own schooling. Past and present practices will be critically examined in the light of research findings, curriculum documents and teaching practice. In addition, major contemporary drivers of change in the educational environment and the implications of recent key reports and initiatives in literacy and numeracy will be addressed, as will the embedding of Australian Professional Standards for Teachers. Such approaches recognise the individual needs of all young Australians, identify barriers to learning literacy and numeracy that can be addressed, and empower learners to overcome anxiety if having difficulty with learning more generally.

On successful completion of this course preservice teachers should be able to:

1. understand literacy and numeracy teaching strategies, and design/create authentic learning plans for diverse learners and incorporate the embedding of ICTs to address content selected and organised from the Australian Curriculum (Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3);
2. analyse and evaluate student data in order to plan, structure and sequence learning programs and to establish challenging learning goals relating to literacy and numeracy (APST 3.1, 3.2, 5.4, QCT - NAPLAN);
3. critically engage with how major curriculum drivers of change impact upon classroom literacy and numeracy requirements (APST 2.2, 2.5, 2.6, 3.1, 3.2);
4. create a range of strategies for involving parents/carers in the literacy and numeracy learning process (APST 3.7);
5. apply personal competencies in literacy and numeracy;
6. demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.