Teaching the curriculum 2 - integrating numeracy
This unit is designed to provide pre-service teachers with opportunities to undertake reflective practice in their intended teaching setting, with a particular focus on numeracy. It complements Teaching the Curriculum 1 by focusing on developing knowledge of relevant curriculum areas/key learning areas, establishing engaging discipline-specific learning content and contexts, and monitoring students' engagement with learning and their learning outcomes. This unit provides pre-service teachers with knowledge of curriculum frameworks, curriculum design, application and evaluation. This unit presents Indigenous, non-Indigenous, national and global perspectives using the appropriate curriculum referents. The assessment tasks are designed to demonstrate effective linking of curriculum guidelines, learning areas, classroom strategies and student learning outcomes. The unit highlights the materials, technologies, and resources required to make learning explicit and to create stimulating, meaningful learning environments, especially in the areas focusing on investigation, such as mathematics and science.
Learning Outcomes
On completion of this unit a student should be able to:
Learning Outcomes
On completion of this unit a student should be able to:
- Apply relevant curriculum frameworks and guidelines to design effective learning experiences.
- Design and reflect on content and especially numeracy activities, relevant to your selected schooling level and teaching/curriculum area.
- Design and reflect on mathematics activities relevant to learner needs and appropriate schooling levels and curriculum.
- Reflect critically on the place of local contexts and world knowledge in curriculum planning and evaluation.
- Develop skills to manage ongoing changes in curricula and education more broadly.
- Demonstrate an understanding of the close relationship between curriculum theory and practice through the use of strategies and resources likely to engage students in effective learning.