Week 8: Literacy, Numeracy, ICT

& Critical and Creative Thinking

TEAC5003: Commerce
D.Carrick@westernsydney.edu.au
 Learning Intentions
1. Australian Professional Teaching Standards
2. Australian Curriculum and
3. Scaffolding literacy,
4. Scaffolding numeracy
5. Integrating Digital literacy – catering for the 21st century learner
6. Incorporating Critical and Creative Thinking
 Why does this matter?
Australian Teaching Standards at a Graduate level :
Dimension : Professional Knowledge

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

• Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.

2.2 Content selection and organisation

• Organise content into an effective learning and teaching sequence.

2.3 Curriculum, assessment and reporting

• Use curriculum, assessment and reporting knowledge to design learning
 What is expected of graduate teachers?

Dimension : Professional Knowledge

Standard 2: Know the content and how to teach it.
2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.
2.2.1 Organise content into an effective learning and teaching sequence
2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson
plans
2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching
areas.
2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students
Cross – curriculum priorities
• Aboriginal and Torres Strait Islander histories and
cultures

• Asia and Australia’s engagement with Asia

• Sustainability
Other learning across the curriculum areas
NESA syllabuses include other areas identified as important learning for
all students.
• Civics and citizenship
• Difference and diversity
• Work and enterprise

To learn more – go to the Commerce syllabus page 23

 Cross Curriculum Priorities
• The Melbourne Declaration identified three key areas that need to be
addressed for the individual student and Australia as a country. These
priorities provided dimensions that will enrich the curriculum.
• They enable the delivery of learning area content at the same time as
developing knowledge, understanding and skills relating to Aboriginal
and Torres Strait Islander histories and cultures, Asia and Australia’s
engagement with Asia or sustainability.
• Cross-curriculum priorities are addressed through learning areas and
are identified wherever they are developed or applied in content
descriptions.
• They will have a strong but varying presence depending on their
relevance to the learning area.
 General Capabilities
SYMBOL General Capability

Literacy

Numeracy

ICT becomes Digital Literacy

Critical and Creative Thinking

Personal and Social Capability

Ethical Understanding

Intercultural Understanding
Literacy and numeracy

Literacy and numeracy knowledge and skills are essential

foundations for learning, educational attainment, personal
enrichment, social interaction and future employment.

Literate and numerate students better understand and

negotiate their world and are able to actively participate in
all aspects of society as ethical and informed citizens. .

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/l
iteracy-and-numeracy
 National Literacy and Numeracy Learning
Progressions
• The National Literacy and Numeracy Learning Progressions were
developed by the Australian Curriculum Assessment and Reporting
Authority (ACARA) and the NSW Department of Education. They were
developed using evidence-based research in consultation with literacy
and numeracy experts and practising teachers.
• The progressions can be used to identify the literacy and numeracy
development of students and the development that should follow. This
assists teachers to differentiate teaching and learning experiences and to
provide feedback to students about next steps in learning. The
progressions are used in conjunction with the syllabuses, which remain
the focus for planning, programming, teaching, learning and assessment.
National Literacy and Numeracy Learning Progressions | NSW Education S
tandards
How are the Literacy and Numeracy learning
progressions and the NSW syllabuses related
• NSW syllabuses’ learning area content describes the knowledge,
understanding and skills to be taught in each stage.
• The learning progressions provide a sequence for the development of
literacy and numeracy skills which amplify the literacy and numeracy in all
NSW syllabuses.
• They do not replace the syllabuses. Instead they indicate where students
should be in their literacy and numeracy development from stages 1 – 5.
• They provide a useful tool for the development of teaching and learning
strategies in the commerce syllabus.
• Source:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/li
teracy-and-numeracy/national-literacy-and-numeracy-progressions
 National Literacy and Numeracy Progressions
NSW Education Standards
The figure below shows the relationships between the progressions and the NSW
syllabuses, in the context of the teaching and learning cycle.
The Continuums – Literacy, Numeracy &
ICT
• Each of the general capabilities has a learning continuum to describe
the relevant knowledge, skills, behaviours and dispositions at
particular points of schooling.
• The Literacy Learning Continuum (ACARA) can be found here:
general-capabilities-literacy-learning-continuum.pdf (australiancurricul
um.edu.au)
• The Numeracy Learning Continuum (ACARA) can be found here:
general-capabilities-numeracy-learning-continuum.pdf (australiancurric
ulum.edu.au)
• The ICT Learning Continuum (ACARA) can be found here:
general-capabilities-information-and-communication-ict-capability-lear
ning-continuum.pdf (australiancurriculum.edu.au)
 Literacy and the Australian Curriculum

7-10 Civics and Citizenship

• In the Australian Curriculum: Civics and Citizenship, students develop literacy capability as they research, read and analyse
sources of information on aspects of Australia’s political and legal systems and contemporary civics and citizenship issues.
They learn to understand and use language to discuss and communicate information, concepts and ideas related to their
studies. They learn to evaluate texts for shades of meaning, feeling and opinion, learning to distinguish between fact and
opinion and how language and images can be used to manipulate meaning on political and social issues. Communication is
critical in Civics and Citizenship, in particular for articulating, debating and evaluating ideas, points of view and preferred
futures and participating in group discussions.

7-10 Economics and Business

• In the Australian Curriculum: Economics and Business, students learn to examine and interpret a variety of economics and
business data and/or information. They learn to use effectively the specialised language and terminology of economics and
business when applying concepts to contemporary issues and events, and communicating conclusions to a range of audiences
through a range of multimodal approaches. They learn to use language features and text structures to comprehend and
compose cohesive texts involving economics and business issues and events, including: discipline-specific vocabulary;
appropriate tense verbs for describing events and processes; complex sentences to establish sequential, cause-and-effect and
comparative relationships; and wide use of adverbs and adjectives that describe events, processes, systems and perspectives.
Students learn to evaluate texts for shades of meaning and opinion, participating in debates and discussions, developing a
considered point of view when communicating conclusions and preferred futures to a range of audiences.
• https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/
Scaffolding Literacy
• A scaffold is a way to support a student deconstruct an activity in
order to complete it successfully.
• Teachers and students work together to through modelled and shared
strategies to complete an activity. This assistance lasts until students
are able to complete individual tasks.
• Scaffolding and Vygotsky’s Zone of Proximal Development are closely
related because students will be working towards and beyond their
capacities (Axford,Harders & Wise, 2009). It is also connected because
during scaffolded literacy lessons students are only working outside
their ZPD if an educator or adult is assisting them.
Scaffolding Learning
Numeracy and the Australian Curriculum

7-10 Civics and Citizenship

• In the Australian Curriculum: Civics and Citizenship, students develop and apply numeracy knowledge
and skills to analyse, interpret and present information in numerical and graphical form. This includes
investigating the voting process, researching and using statistics on civics and citizenship topics and
issues, conducting surveys among community members and representing findings in graphs and charts.

7- 10 Economics and Business

• In the Australian Curriculum: Economics and Business, students use numeracy to understand the
principles of financial management, and to make informed financial and business decisions. They apply
their numeracy knowledge and skills to display, interpret and analyse economics and business data,
draw conclusions, make predictions and forecast outcomes. Through the study of economics and
business, students appreciate the ways numeracy knowledge and skills are used in society and apply
these to hypothetical and/or real-life experiences.
• https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/
 ICT and the Australian
Curriculum
• 7-10 Civics and Citizenship
• In the Australian Curriculum: Civics and Citizenship, students develop the knowledge and
skills to use digital technologies to research and source information on civics and
citizenship, including critically analysing that information. Students learn about and have
opportunities to use social media to collaborate, communicate, share information and build
consensus on political, legal and social issues. Students develop and apply ICT skills through
organising and presenting information digitally using multimodal elements.
• 7-10 Economics and Business
• In the Australian Curriculum: Economics and Business, students develop ICT capability
when they access and use digital technologies as an investigative and creative tool. They
locate, evaluate, research, plan, share and display data and/or information. Using digital
technologies, students create, communicate and present economics and business data and
information for a variety of reasons and audiences.
• https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information
Australian Curriculum Version 9
• There is an updated version of the Australian Curriculum coming.
• In terms of the general capabilities, Information and Communication
Technology (ICT) will become Digital Literacy.
• There are new symbols for each general capability – visit the new
website to learn more:
https://v9.australiancurriculum.edu.au/

Take the website tour and explore the changes made!

Critical and Creative Thinking
7-10 Civics and Citizenship

• In the Australian Curriculum: Civics and Citizenship, students develop critical thinking skills in their
investigation of Australia’s democratic system of government. They learn to apply decision-making
processes and use strategies to negotiate and resolve differences. Students develop critical and
creative thinking through the examination of political, legal and social issues that do not have obvious
or straightforward answers and that require problem-solving and innovative solutions. Students
consider multiple perspectives and alternatives, think creatively about appropriate courses of action
and develop plans for action. The Australian Curriculum: Civics and Citizenship stimulates students to
think creatively about the impact of civic issues on their own lives and the lives of others, and to
consider how these issues might be addressed.
• 7-10 Economics and Business
• In the Australian Curriculum: Economics and Business, students develop their critical and creative
thinking as they identify, explore and determine questions to clarify economics and business issues
and/or events and apply reasoning, interpretation and analytical skills to data and/or information. They
develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test
hypotheses, and seek and create innovative solutions to economics and business issues and/or events.
• General capabilities - Creative and Critical Thinking - learning continuum
 Consumer and Financial literacy
Within Humanities and Social
Sciences, consumer and financial
literacy is one of four key
organising ideas in Economics and
Business. Here, students explore
how making responsible and
informed decisions about consumer
issues, money management and
assets can affect the individual’s
and the community’s quality of life,
sense of security and awareness of
future options.

https://www.australiancurriculum.e
du.au/resources/curriculum-connec
tions/portfolios/consumer-and-finan
cial-literacy/