| K1 | <p>Examine the nature of literacy as a complex, changing, contentious concept which incorporates linguistic, social, and cultural knowledge and which is central to lifelong learning and all discipline-specific curriculum areas. </p> |
| K2 | <p>Appreciate the nature of numeracy and the extent to which it encompasses mathematical concepts and skills (e.g. numerical, spatial, graphical, statistical, and algebraic), mathematical thinking, problem solving strategies, and how these concepts and skills are applied to real-life contexts. </p> |
| K3 | <p>Critically examine the links between literacy, numeracy, equity, and opportunity.</p> |
| K4 | <p>Understand the research that shows explicit reading and writing comprehension instruction, tailored to discipline-specifics content, improves students’ academic learning. </p> |
| K5 | <p>Examine the literacies (including vocabularies) and numeracies specific to different discipline areas so that they can be used competently and explicitly taught. </p> |
| K6 | <p>Know, use and evaluate a range of teaching strategies and scaffolds for enhancing reading, writing, speaking and listening skills and understand how metacognitive awareness of strategies and self-regulation develops literacy. </p> |
| K7 | <p>Reflect on the nature of critical literacy and its relevance to curriculum areas. </p> |
| K8 | <p>Understand how to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient.</p> |
| K9 | <p>Interrogate new communication technologies, what it means to be "multi-literate", and examine the impact of technologies on literacy and numeracy practices. </p> |
| K10 | <p>Know a broad range of engaging resources, including ICT that build students’ literacy and numeracy skills. </p> |
| K11 | <p>Understand multi-tiered systems of support and how they enhance literacy and numeracy development.</p> |
| S1 | <p>Identify the features of different text-types and be able to teach and assess reading, writing, speaking, viewing and listening using a range of tools.</p> |
| S2 | <p>Apply explicit numeracy instruction, including the use of scaffolding, and develop mathematical thinking strategies in learning and teaching contexts within curriculum.</p> |
| S3 | <p>Select, interpret, use and critically evaluate a range of texts, including ICT, to meet a range of educational purposes.</p> |
| S4 | <p>Critically analyse and lead discussion online about a range of research papers and resources related to literacy and numeracy learning, multi-literacies, and pedagogical practices. </p> |
| S5 | <p>Critically reflect on and enhance personal literacy and numeracy skills. </p> |
| S6 | <p>Collect and organise effective teaching strategies and scaffolds that enhance literacy and numeracy in relevant discipline-specific curriculum areas. </p> |
| S7 | <p>Use a range of tools in professional learning communities to evaluate teaching strategies and the impact on students' learning in relation to literacy and numeracy. </p> |
| A1 | <p>Read selected research on the teaching of literacy and numeracy across the curriculum and respond in an online, dialogic forum.</p> |
| A2 | <p>Trial and evaluate a literacy and/or numeracy teaching strategy and share approach with peers in a self-designed teaching resource suitable for teachers to use across subject areas. </p> |
| A3 | <p>Demonstrate personal literacy skills via LANTITE. </p> |
| A4 | <p>Demonstrate personal numeracy skills via LANTITE. </p> |