Disciplinary Literacy and numeracy


Numeracy and literacy in Humanities and Social Science

In HASS, students participate in a variety of learning areas such as history and geography to make sense of the human behaviour and interaction in social, cultural, environmental, economic and political contexts historically and contemporary (ACARA 2018C)
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Literacy in HASS
Literacy is developed as students learn through a range of written and visual texts ranging from writing reports to analyzing maps, images and graphs. (ACARA 2018C) As students actively learn to use texts in different modes, students learn that terminology used differs according to contexts about places, people, events, processes, systems and perspectives of the past, present and future. Literacy however, does not just mean reading and writing, it is about understanding the cause-and-effect, comparative relationships continuity and change, and features and structures of persuasive texts used to persuade/manipulate meanings. Students learn how propaganda texts are used to manipulate the audience by drawing on their literacy skills to analyzing how symbols, body language, descriptive language and colors are used to make connotations towards a particular group. Students also make meanings from maps and timelines to explain and report on significant events. (HASS General Capabilities, 2018)
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Numeracy in HASS
In History students are actively using their numeracy skills to organize and interpret historical events and development to make sense of the past. Students uses their understanding of timelines to explain cause and effect, and continuity and change. This is done through analyzing, interpreting and understanding the significant events such as the cause for WWI and how that lead to WWII. In addition to that, students read statistics of the casualties, deaths and damages in WWI and II. In Geography, students analyze graphs and maps to understand patterns or factors affecting climate change, rainfall, resources and water by noting significant factors affecting the change in climate such as the industrial revolution. Students also see movements of early settlers and how animals and humans migrated. Through scales, students understand actual distances and have an understanding of reading maps in real life context and not just limited to classroom tasks.
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It seems that no matter how much the majority of students hate literacy and numeracy, it is part of our everyday lives and some may not even realise that they are using literacy and numeracy in their subjects. Literacy and numeracy is much more than letters and numbers, it is the way we make meanings of the world around us and incorporating these skills in our daily tasks without realizing how much influence it has.

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References

Reference list Dictionary.com. (2018). What is literacy? Retrieved from             http://www.dictionary.com/browse/literacy?s=t Dictionary.com (2018). What is numeracy? Retrieved from               http://www.dictionary.com/browse/numeracy?s=t Jones-Kavalier, B., & Flannigan, S., (2006). Connecting the Digital Dots: Literacy of the 21 st Century retrieved from             https://er.educause.edu/articles/2006/1/connecting-the-digital-dots-literacy-of-the-21st-century Prensky. M. (2008). The 21st-century digital learner. Edutopia. Retrieved from https://www.edutopia.org/ikid-digital-learner-technology-2008 Australian Curriculum, Assessment and Reporting Authority. (2018a). F-10 Curriculum > General Capabilities > Literacy. Retrieved from https://www.australiancurriculum.edu.au...
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