P-9 Literacy and Numeracy Indicators - Information statement

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					P–9 Literacy and Numeracy
Indicators
Information statement



December 2009
        P–9 Literacy and Numeracy Indicators
        The indicators are a resource that can be used when planning for teaching, learning
        assessment and monitoring in all key learning areas (KLAs).
        They support teachers to build Queensland students’ capabilities across key learning areas
        in the areas of literacy and numeracy and to foster a shared and consistent understanding
        of the literacy and numeracy expectations for each year of school from the Preparatory
        Year to Year 9.
        The indicators identify knowledge, understanding and skills related to literacy and
        numeracy learning. They develop in complexity across year levels.
        Literacy emphasises speaking and listening, reading and viewing, and writing and
        designing in many contexts with both written and multimodal texts.
        Numeracy emphasises the appropriate application of mathematical concepts, procedures
        and skills in everyday situations.


                          Literacy definition                                    Numeracy definition

            Literacy refers to reading, writing, speaking,         Numeracy is the capacity, confidence and
            viewing and listening effectively in a range of        disposition to use mathematics to meet the
            contexts. It encompasses a flexible,                   demands of learning, school, home, work,
            sustainable mastery of a set of capabilities in        community and civic life. 2
            the use and production of traditional texts
            and new communications technologies using
            spoken language, print and multimedia. 1


        Literacy and numeracy across the curriculum
        Aspects of literacy and numeracy are inherent to each KLA, so some of the P–9 Literacy
        and Numeracy Indicators can be incorporated into the work or various contexts used in
        different KLAs.
        Not every indicator is applicable to each KLA or to each unit of work or learning context.
        It is envisaged that over the course of a year:
        • teachers will embed the indicators in focused teaching to support students developing
          literacy and numeracy across the curriculum
        • students will be given opportunities to demonstrate the indicators through various
          learning experiences in different KLAs.




        ______________________________________________________________________
        1
          Adapted from Shape of the Australian Curriculum: English, National Curriculum Board 2009, accessed 23 Nov 2009,
        <www.acara.edu.au/verve/_resources/Australian_Curriculum_-_English.pdf>, p. 6.
        2
          Adapted from Shape of the Australian Curriculum: Mathematics, National Curriculum Board 2009, accessed
        23 Nov 2009, <www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Maths.pdf>, p. 5.




2   |        P–9 Literacy and Numeracy Indicators Information statement
Literacy Indicators                                                        Numeracy Indicators
Literacy Indicators describe the concepts,                                 Numeracy Indicators describe the concepts,
procedures and skills used to meet the                                     procedures and skills used to meet the
demands of the different modes of                                          numeracy demands of everyday situations.
communication.
                                                                           These are arranged into five organisers:
These are arranged into three organisers:
                                                                           • Number
• Speaking and Listening
                                                                           • Algebra
• Reading and Viewing
                                                                           • Measurement
• Writing and Designing.
                                                                           • Space
                                                                           • Chance and Data.
  Organiser




                                                                              Organiser
                               Knowledge, understanding and skills                                      Knowledge, understanding and skills

                                    P–3                     4–9                                              P–3                    4–9

                           •   Purpose and texts   •   Purpose and texts                            •                     •
  Speaking and Listening




                                                                                                        Order and             Order, position,
                           •   Strategies for      •   Strategies for                                   position              quantity and value
                               speaking and            speaking and                                 •   Quantity and      •   Representations
                               listening               listening                                        value of digits   •
                                                                              Number
                                                                                                                              Fractions
                           •   Textual features    •   Textual features                             •   Representations   •   Operations
                           •   Vocabulary          •   Vocabulary                                   •   Fractions         •   Financial
                           •   Spoken              •   Spoken                                       •   Operations            knowledge
                               presentations           presentations
                                                                                                    •   Financial         •   Rate and ratio
                           •   Metacognition       •   Metacognition                                    knowledge
                           •   Purpose             •   Purpose                                      •                     •
                                                                              Measurement Algebra




                                                                                                        Patterns              Direct proportion
  Reading and Viewing




                           •   Texts               •   Texts
                           •   Strategies for      •   Strategies for
                               comprehending           comprehending
                               texts                   texts                                        •   Measurement of    •   Measurement of
                           •   Reading with        •   Reading with                                     attributes            attributes
                               fluency                 fluency                                      •   Estimation        •   Estimation
                           •   Textual features    •   Textual features                             •   Time              •   Time
                           •   Metacognition       •   Metacognition
                                                                                                    •   Properties        •   Properties
                                                                              Space




                           •   Purpose and texts   •   Purpose, audience
                                                       and texts                                    •   Location and      •   Location and
                           •   Strategies for
  Writing and Designing




                                                                                                        movement              movement
                               planning and        •   Strategies for
                               composing               planning and
                                                                                                    •   Chance            •   Probability
                                                                            and Data
                                                                             Chance




                           •   Textual features        composing
                                                                                                    •   Data collection   •   Data collection
                           •   Editing and         •   Voice
                                                                                                        and analysis          and analysis
                               proofreading        •   Paragraphs
                           •   Metacognition       •   Textual features
                                                                           Aspects of working mathematically are embedded in
                                                   •   Editing and
                                                                           the indicators.
                                                       proofreading
                                                   •   Metacognition

Language elements and text types are embedded in
the indicators.




                                                                           Queensland Studies Authority December 2009                     |     3
        Using the P–9 Literacy and Numeracy
        Indicators
        Teachers can use the indicators to plan for teaching, learning and assessment. The
        indicators can also be used to support and monitor student’s progress in literacy and
        numeracy.
        The P–9 Literacy and Numeracy Indicators have been written with all students in mind. It is
        expected that students will typically be able to demonstrate the indicators identified for a
        year level by the end of that year.
        Students’ demonstrations of the indicators will depend on their individual development and
        learning. Learning is unlikely to occur in the same way or at the same time for all students.
        To achieve optimal learning teachers are encouraged to:
        • provide rich and focused learning programs
        • hold high expectations of students and support them in achieving those expectations
        • engage in ongoing monitoring of students’ learning to ensure optimal progress
        • diagnose and address the learning challenges of individual students
        • recognise and extend the learning of students who progress quickly
        • make adjustments as required to support students’ learning.
        Students’ demonstrations of the Literacy and Numeracy Indicators can be shown using a
        variety of communication modes and methods.
        The range of communication modes and methods include, but are not limited to:
        • physical — pointing, touching, hand squeezing, blinking
        • written — braille, large print, audio-to-text computer transcripts
        • verbal — vocalising, signing systems, text-to-audio computer program
        • visual — displaying, drawing, matching, sorting
        • augmentative — switches, adaptive and assistive technologies, sound systems.




4   |     P–9 Literacy and Numeracy Indicators Information statement
Planning
The Early Years Curriculum Guidelines and the Essential Learnings are the starting point
for planning in the early and middle years of schooling. As a part of class and whole-school
planning, the indicators provide additional detail about literacy and numeracy expectations
that can meaningfully and realistically be a focus for teaching, learning, and assessment
across KLAs.
By considering progress in relation to the indicators, teachers can use the indicators to help
determine where students need support for learning and how teaching can be focused to
meet the needs of individual students.
An important aspect of literacy and numeracy is to consistently develop and maintain
literacy and numeracy knowledge, understanding and skills over time.

Students with English as a Second Language
When planning for teaching, learning and assessment, teachers need to consider the
language and literacy capabilities of students with English as a Second Language (ESL)
who are new to English or new to written literacies. Students who begin learning Standard
Australian English at different junctures along the P–9 continuum will have second
language acquisition learning needs that are not reflected in the age-appropriate literacy
and numeracy indicators.

Processes and resources
This diagram below outlines processes and supporting resources recommended for
planning focused teaching, learning and assessment that support the development of
literacy and numeracy capabilities.




Source: QSA 2008, Building Student Success: A guide to the Queensland Curriculum, Assessment and Reporting
Framework.




                                                                Queensland Studies Authority December 2009   |   5
        Suggestions for embedding Literacy Indicators in KLAs
        KLA                                   Sample learning experiences

                                              •   Reads, views, writes and designs literary and non-literary texts
              English

                                              •   Constructs and comprehends literary text types
                                              •   Analyses information presented in data displays

                                              •   Uses the protocols for speaking and listening in games, team contexts and presentations
              Health and Physical Education




                                              •   Uses paraphrasing to summarise what was heard and to monitor for understanding when
                                                  listening to information and presentations
                                              •   Evaluates stated and implied information in subject-specific and media-driven texts on
                                                  health and wellbeing
                                              •   Makes connections with prior knowledge and experience when interacting with spoken and
                                                  written texts
                                              •   Sequences ideas and supporting details in text types such as reports, comparative
                                                  evaluations and essays
                                              •   Uses conjunctions to illustrate/explain cause-and-effect relationships in written texts on
                                                  health and fitness issues

                                              •
              Languages




                                                  Establishes a distinctive voice in own writing/designing that is appropriate to the subject
                                                  matter, audience and text type
                                              •   Effectively chooses and uses register to influence targeted audiences in spoken tasks
                                              •   Uses active or passive voice in a written task to persuade or influence readers

                                              •   Uses agreed protocols for speaking and listening in mathematical conversations, debates,
              Mathematics




                                                  explanations and presentations
                                              •   Monitors for understanding by using questions and responses at correct intervals to gain
                                                  elaborations and supporting evidence
                                              •   Edits and proofreads own and others work, particularly in areas of reasoning or
                                                  mathematical extrapolations

                                              •   Integrates multimodal approaches (use of different media and visuals) within scientific
                                                  presentations
                                              •
              Science




                                                  Uses headings and indexes to find and select information when exploring scientific research
                                              •   Spells unfamiliar words using a variety of strategies
                                              •   Plans, locates and selects information to support ideas for own written research
                                              •   Questions texts in terms of context, purpose, point of view and how they represent beliefs,
                                                  attitudes and assumptions in contested areas such as genetics and environmental science

                                              •   Evaluates and responds to how a textual feature helps communicate or impede meaning
         and the Environment




                                                  from particular perspectives/positions
          Studies of Society




                                              •   Draws inferences by linking vocabulary and nominalisations to ideas and arguments
                                              •   Replaces commonly used words with more specific figurative or technical vocabulary to
                                                  construct arguments
                                              •   Uses consistent subject–verb agreement to maintain past, present and future in essays,
                                                  letters and explanations
                                              •   Uses modality to create a sense of certainty or probability through the use of noun and verb
                                                  groups, and adjectival and adverbial phrases

                                              •   Independently reads with fluency and automatically understands regularly used words in a
              Technology




                                                  range of reading contexts including words of significance, and specialised language and
                                                  terminology from year level texts and design briefs
                                              •   Monitors for understanding by using questions and responses at correct intervals to gain
                                                  elaborations and supporting evidence while constructing/developing products
                                              •   Maintains cohesion in written work by selecting appropriate text connectives

                                              •   Uses rehearsals to refine ideas and to choose language appropriate to the context and
                                                  audience
              The Arts




                                              •   Visualises to build a mental picture of the major features in a text in order to create
                                                  associated products
                                              •   Infers meaning from stated and implied ideas in texts and supplies evidence from
                                                  interrelated parts of the text when exploring dramatic/dance pieces, plays and radio theatre




6   |      P–9 Literacy and Numeracy Indicators Information statement
Suggestions for embedding Numeracy Indicators in KLAs
                       Sample learning experiences
KLA
                       The use of number underpins many applications involving patterns and algebra, measurement,
                       chance and data and aspects of space

                       •   Interprets, uses and constructs electronic and non-electronic timetables
      English




                       •   Analyses information presented in data displays
 Physical Education




                       •   Interprets and compares a variety of measures including digital time, heart rates and lengths
                       •   Uses navigational skills in outdoor activities to describe and follow directions, pathways and
    Health and




                           movement sequences
                       •   Interprets and creates data displays related to health issues or patterns of behaviour, e.g.
                           smoking statistics, drug and alcohol use


                       •   Interprets information in tables and maps
      Languages




                       •   Describes locations using the language of direction and movement on maps and plans
                       •   Interprets different representations of time, e.g. dates, 12- and 24-hour time conventions,
                           time zones
                       •   Writes characters in scripted languages where order and spacing of strokes is critical

                       •   Extrapolates data and predicts outcomes
                       •
      Science




                           Considers variations when designing experiments and gathering associated data
                       •   Analyses scientific data
                       •   Uses measurement, estimation and calculation in scientific inquiry
                       •   Represents and solves equations

                       •   Identifies opportunities to use numeracy in daily activities
      Mathematics




                       •   Applies the mathematics knowledge, understandings and skills learnt to civic life
                       •   Reflects on the efficiency of use of numeracy concepts, knowledge and skills in civic life



                       •
 and the Environment




                           Accesses information from a range of sources, including maps, plans, timelines, data
  Studies of Society




                           displays and spreadsheets
                       •   Collects and analyses data collections
                       •   Creates data displays and critiques their own or others’ results
                       •   Applies knowledge of statistical processes such as mean, median and mode
                       •   Interprets and creates maps and plans that use scales, keys, coordinates and inter-cardinal
                           compass points

                       •   Calculates measurements to inform precise design briefs and production processes, e.g.
      Technology




                           total length, area, perimeter, surface area of product
                       •   Interprets data in tables, graphs and charts to inform design decisions or respond to design
                           briefs
                       •   Applies knowledge of shapes to solve problems or respond to design challenges or briefs
                       •   Applies numerical terms and concepts in practical situations

                       •   Understands and applies concepts related to number such as:
                           − patterns — motifs, repetition, variation
      The Arts




                           − counting — rhythm, phrasing, sections, round and canon (music, dance)
                       •   Represents real or imaginary objects and situations using time, length, symmetry, shape
                           and movement
                       •   Develops skills in time management and budgeting when preparing for exhibitions or
                           productions




                                                                            Queensland Studies Authority December 2009      |   7
        Monitoring and assessment
        Monitoring and assessment of the Literacy and Numeracy Indicators can be built into
        everyday teaching and learning. For example, when planning units of work teachers should
        consider the opportunities that may arise for students to demonstrate the Literacy and
        Numeracy Indicators. Through observation, teachers can determine whether students can
        or cannot demonstrate an indicator. These observations will provide teachers with evidence
        to inform their planning for the future needs of individual students.
        Additionally, the indicators may be embedded in an assessment instrument. For example,
        students may be asked to undertake a science investigation. When planning this task,
        teachers should consider whether opportunities will arise for students to demonstrate the
        knowledge, understandings and skills of a particular literacy or numeracy indicator and how
        this demonstration could be assessed.
        The Assessment Bank will provide resources that teachers can use to:
        • monitor and assess students’ progress in literacy and numeracy
        • provide information to assist teachers to develop specific feedback
        • provide information that informs future teaching and learning.
        The QSA has developed a range of resources that teachers can use to monitor and assess
        the Literacy and Numeracy indicators.




8   |     P–9 Literacy and Numeracy Indicators Information statement
Frequently asked questions
Has the QSA mandated         No. The Literacy and Numeracy Indicators are a resource developed to
use of the Literacy and      support and monitor student’s progress in literacy and numeracy. They
Numeracy Indicators?         identify what students should typically be able to demonstrate in literacy
                             and numeracy. Through monitoring, teachers will be able to use the
                             indicators to help determine whether students require additional support,
                             or whether students are demonstrating a better-than-expected
                             understanding. Learning can then be planned to support the needs of
                             individual students.

Do the Literacy Indicators   The indicators do not replace the use of bandscales. Teachers of
replace ESL bandscales?      students with English as a second language (ESL) may find the indicators
                             useful to identify where students need additional support or where they
                             may be meeting expectations across the three modes: Speaking and
                             Listening; Reading and Viewing; and Writing and Designing.

Why isn’t handwriting        Handwriting or use of communication technologies is fundamental to
included in the Literacy     successful participation in schooling and society. Expectations for
Indicators?                  handwriting are clearly described in the Essential Learnings for English.

Do the Literacy and          No. The indicators are a resource that can be used by teachers to support
Numeracy Indicators          and monitor student’s progress in Literacy and Numeracy. The starting
replace the Essential        point for all planning in English and Mathematics continues to be the
Learnings for English and    Essential Learnings.
Mathematics?

Do I need to formalise the   The current curriculum for the Prep Year is based on the principle that
pedagogy I use in Prep to    students learn best through the five contexts for learning described in the
ensure that students have    Early Years Curriculum Guidelines:
opportunities to             • play
demonstrate their literacy   • real-life situations
and numeracy learning?
                             • investigations
                             • routines and transitions
                             • focused learning and teaching.
                             Interactions, active exploration and experimentation support learning
                             through play-based contexts and focused teaching. Teachers build
                             focused teaching episodes into their teaching where appropriate to help
                             students develop literacy and numeracy. Teachers select the pedagogies
                             that best suit the learning context.

Can I make A–E               No. The indicators have been written as expectations, and do not have
judgments linked to the      any standards attached to them. Students either will or will not be able to
indicators?                  demonstrate the indicator, and teachers should look for this evidence to
                             monitor student progress and inform future teaching and learning.

What formats are the         The indicators are available on the QSA website in both Word and PDF
indicators available in?     formats.




                                                             Queensland Studies Authority December 2009    |   9
Queensland Studies Authority
295 Ann Street, Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au