Literacy and Numeracy in the Australian Curriculum

Literacy and Numeracy in the Australian Curriculum

Before we teach literacy and numeracy capabilities in the Australian curriculum, we first need to understand what literacy and numeracy is. 

What’s literacy? 

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Literacy is not simply having the ability to read and write (dictionary.com, 2018). Literacy is the act in which everyday individuals such as you and I communicate, interpret ideas, discuss, make meanings and essentially functioning in society. Prior to the 21^st century, literate defined a person’s ability to read and write, separating the educated from the uneducated. (Jones-Kevalier, B, R., Flannagan, S, F. 2006) The world today is not the same as it was before, students’ funds of knowledge are much more diverse. Students today are ‘digital natives’ (Marc Prensky, 2008) and are exposed to a wide variety of cultures and an enriched learning environment with the advancement of technology that changed the way we interact with our environment and one another. No longer is being able to read and write literate but now in the 21^st century. Literacy now encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. The Australian Curriculum, Assessment and reporting Authority [ACARA] (2018)

Literacy in the Australian Curriculum 

The Australian Curriculum defined Literacy as involving students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts and using and modifying language for different purposes in a range of contexts (ACARA, 2018a) Literacy is organized into six interrelated elements in the learning continuum as identified on (ACARA, 2018a) with two overarching processes. Comprehending texts through listening, reading and viewing; and Composing texts through speaking, writing and creating. Text knowledge; Grammar knowledge; Word knowledge and Visual knowledge all fits into the two overarching processes and in order to become literate, students must master the six skills.

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(Langer 1987, p.17) notes that “literate thinking is the ability to think and reason like a literate person within a particular society, literacy learning as socially based, and cognition (ways of thinking) as growing out of those socially based experiences”. Through students’ funds of knowledge, students learn how literacy is used and how literate knowledge is communicated within their social setting.

What it means to be literate

Since being literate means much more than reading and writing, Connolly and Giouroukakis (2016) list 7 capacities of literate people.

These include:

•       Demonstrating independence with text
•       Building strong content knowledge
•       Responding to a variety of demands from audience, task, purpose and discipline
•      Comprehending as well as critiquing
•      Valuing evidence
•      Competent use of digital media and technology
•      Understanding other perspectives and culture

 

What is numeracy?

 Numeracy is defined as the ability to understand and work with numbers (dictionary.com, 2018) and it isn’t as simple as Michael Dapaah (2017) would say “two plus two is four minus one that’s three quick maths”. Numeracy is the way we incorporate numbers in our lives to make meanings such as interpreting data, recognizing patterns, organizing and planning ahead. Before making trips, you are unconsciously utilizing numeracy by working out how long you’ll take, when you need to get there, the latest time you can get there as well as sorting out budgets, etc. Hence, numeracy is equally as important and vital to literacy in order to function in society.

                                               Literacy in the Australian Curriculum

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     The Australian Curriculum defined Numeracy as students recognizing and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. Like Literacy, Numeracy is organized into six interrelated elements in the learning continuum as identified on (ACARA, 2018B). Using measurement, estimating and calculating whole numbers, recognizing and using patterns and relationships, using fractions, decimals, percentages, ratios and rates, using spatial reasoning, and interpreting statistical information. 

      What it means to be numerate

     “Being numerate incorporates all these skills to make sense of the outside world and applying numerical knowledge outside classroom environment. This includes not only concepts and skills, but also problem solving strategies and the ability to make sensible estimations” (Zevenbergen 2004, p.5). Numerate individuals exercise mathematical knowledge daily whether they are managing their finance, travelling, working or participating in mathematical activities as simple as drawing.

 Numerate individuals can:

•        Understand and use numbers in context through estimation and calculation 
•          Interpreting data, trends, proportional readings and make projections
•          Engage in tasks confidently
•          Process information
•        Solve problems        
•        Check answers
•        Understand and explain solutions
•        Make decisions based on logical thinking and reasoning.

National Numeracy UK, ACARA (2018b) 

What this means for teachers

     Both Literacy and Numeracy is much more than what it appears to be and it’s not surprising that they interrelate with other subject areas. Teachers incorporate the literacy and numeracy elements into their subject areas without students being aware. In arts, students interpret symbols, colours, communicate ideas expressed and draw conclusions to make meanings. Similarly, in HASS, Science and Mathematics, students are critically assessing the contexts of questions and using appropriate reasoning or methods to draw out meaning. Students need to understand their reasoning and communicate effectively to get their ideas across. Like literacy, numeracy surrounds us, and whilst it may not necessarily be adding or subtracting, students participate in problem solving tasks, experiments, calculations and interpret numbers within contexts. In arts, students use patterns, shapes, as well as calculate where objects will be placed to make their art interesting or create something new. In HASS, students interpret graphs, maps, scales as well as reading timelines. In science, students participate in experiments and measure variables, make predictions, as well as understanding graphs and see changes. 

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