Courses & Units

Literacy and Numeracy 5 to 8 years EPR301

Introduction

Young children develop their abilities to communicate, make meaning, represent ideas, and problem-solve in many ways.  Literacy development begins at birth, while mathematical thinking flourishes as they begin to explore their world.  In this unit, you will explore the continuity of this learning in the early years of schooling, drawing upon significant theories that underpin this learning. You will examine early literacy and numeracy concepts, processes and pedagogies; and apply this knowledge to develop learning experiences suitable for diverse young learners. You will deepen your understanding about relevant national curricula (the Early Years Learning Framework and the Australian Curriculum); as well as reflect upon your own experiences and growing understandings about literacy and numeracy to plan for vibrant and inclusive learning encounters in Prep to Year Two.

Summary

Unit name Literacy and Numeracy 5 to 8 years
Unit code EPR301
Credit points 12.5
College/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Coordinator Doctor Lauren Armstrong
Available as an elective? Yes
Delivered By University of Tasmania

Availability

Location Study period Attendance options Available to
Online Semester 1 Off-Campus International Domestic

Key

On-campus
Off-Campus
International students
Domestic students
Note

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Key Dates

Study Period Start date Census date WW date End date
Semester 1 26/2/2024 22/3/2024 15/4/2024 2/6/2024

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • Describe Literacy and Numeracy experiences suitable for diverse young learners drawing on theories of learning.
  • Plan and design Literacy and Numeracy learning experiences based on relevant curricula and pedagogical approaches for diverse young learners.
  • Justify and analyse the ways in which young children develop and learn Literacy and Numeracy across curricula.
  • Reflect and contemplate current, prior, and future Literacy and Numeracy learning and practice for diverse learners aged 5 – 8

Fee Information

Field of Education Commencing Student Contribution 1,3 Grandfathered Student Contribution 1,3 Approved Pathway Course Student Contribution 2,3 Domestic Full Fee 4
070103 $555.00 $555.00 not applicable $2,324.00

1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Teaching

Teaching Pattern

Off Campus: 
Weekly online lectures or equivalent (2 hours), weekly content engagement (6 hours) and weekly collaborative learning (2 hours)
 

Asynchronous Learning: Due to the online nature of this Unit, your engagement will encompass weekly lectures, readings, tasks and discussions, and the completion of assignment work. It is expected that you will timetable 10 hours of study time per week, realising that this includes time spent reading or viewing resources provided to you, searching for additional information and resources necessary for the completion of assessment tasks and other activities, and participating in regular tasks and online discussions.

AssessmentReflection (30%)|Literacy and Numeracy learning and development in the Early Years (35%)|Planning for Early Years Literacy and Numeracy using Case Studies (35%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

You will need access to the following:
Australian Children's Education & Care Quality Authority [ACECQA] (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia – V2.0, 2022. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf  
Australian Curriculum, Assessment and Reporting Authority [ACARA] (2022). The Australian Curriculum – Version 9.0. https://v9.australiancurriculum.edu.au/ 
 

Bilgen, Z., & Öztürk, Y. A. (2023). Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Preschool Teachers in Pre-school Mathematics. International Journal of Progressive Education, 19(5), 126–152. https://doi.org/10.29329/ijpe.2023.603.9
Briggs, M. & Davis, S. (2014). Cross-curricular links [Chapter 8, pp.93-109]. In Creative teaching: Mathematics in the primary classroom (Ed.). Routledge/Taylor & Francis Group [electronic resource]. https://ebookcentral-proquest-com.ezproxy.utas.edu.au/lib/utas/detail.action?docID=1791206 
Burke, R., Sharp, H. & Field, C. (2018). Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy [Chapter 9, pp.167-196]. In M. Sellar (Eds.) Numeracy in Authentic Contexts: Making Meaning Across the Curriculum. Springer Nature Singapore [electronic resource]. https://doi.org/10.1007/978-981-10-5736-6
De Leon-Pineda, J. L., & Prudente, M. (2022). Using online journals to improve the teaching of reflection among preservice math teachers. Reflective Practice, 23(3), 369–381. https://doi.org/10.1080/14623943.2022.2029737 
Dui, L. G., Toffoli, S., Speziale, C., Termine, C., Matteucci, M., & Ferrante, S. (2022). Can Free Drawing Anticipate Handwriting Difficulties? A Longitudinal Study. 2022 IEEE-EMBS International Conference on Biomedical and Health Informatics (BHI), Biomedical and Health Informatics (BHI), 2022 IEEE-EMBS International Conference On, 1–4. https://doi.org/10.1109/BHI56158.2022.9926884
Duruk, E. (2023). A Phenomenological Approach towards Early Literacy Development Practices of Early Childhood Teachers. Journal of Language & Literature Studies, 28, 62–79. https://doi.org/10.30767/diledeara.1271570 
Erickson, J. D., Markmann, S., & Davison, K. E. (2023). Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes. Journal of Early Childhood Literacy. https://doi.org/10.1177/14687984231186086 
Gabas, C., Cutler, L., & Schachter, R. E. (2023). Making Mistakes: Children’s Errors as Opportunities for Emergent Literacy Learning in Early Childhood. Reading Teacher, 76(6), 664–672.  https://doi.org/10.1002/trtr.2171 
Herbert, S., & Williams, G. (2023). Eliciting mathematical reasoning during early primary problem solving. Mathematics Education Research Journal, 35(1), 77–103. https://doi.org/10.1007/s13394-021-00376-9Hizli Alkan, S., & Sahin Ipek, D. (2023). Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment. Education Sciences, 13(10), 1025. https://doi.org/10.3390/educsci13101025 
MacDonald, A. (2018). Theoretical bases for Early Childhood Mathematics Education [Chapter 3, pp.29-39], In Mathematics in Early Childhood Education, Oxford University Press, 2018. ProQuest Ebook Central. https://ebookcentral-proquest-com.ezproxy.utas.edu.au/lib/utas/detail.action?docID=5407330 
Macdonald, K., Milne, N

Recommended


ACARA (n.d.). National Literacy and Numeracy Learning Progressions. https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/ 
DECYP, Tasmania (2023). Kindergarten-to-Year-2-Improvement-Approach-Guide. https://publicdocumentcentre.education.tas.gov.au/library/Shared%20Documents/Kindergarten-to-Year-2-Improvement-Approach-Guide.pdf
Literacy Advisory Panel [LAP] (2023). Lifting Literacy, Lifting Tasmania: The Community-wide Framework and Report – May 2023. https://www.dpac.tas.gov.au/literacy/home/framework-and-final-report 
National Partnership Tasmania (2014). Improving Literacy and Numeracy – Final Report, 14 February 2014. https://www.education.gov.au/download/2406/improving-literacy-and-numeracy-national-partnership-final-report-tasmania/3337/document/docx 

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