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Session: 2022/23
Last modified: 23/03/2022 14:15:50
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Title of Module: Numeracy across Learning |
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Code: EDUC11119 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A
Killen |
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| Summary of Module |
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The overarching aim of the module is to enhance the individual’s role in the promotion (and attainment) of ‘numeracy across learning’ in their professional context; within own immediate learning environment and through collaborating with other ‘key stakeholders’ e.g. peers, the wider professional community and/or parents as applicable.
This is achieved by exploring the main theories, principles underpinning current approaches to the teaching, learning and assessment of numeracy and by enabling the learner to exercise substantial autonomy and initiative in the adoption of a systematic, well organised and focused approach to the teaching and promotion of numeracy within their professional context and in line with relevant policy frameworks/initiatives.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Appropriate to the aims of professional context-specific frameworks/policies, critically examine existing research on the teaching of numeracy as a means of informing transformative educational practice.
L2.
Demonstrate enhanced professional knowledge and understanding of the broad concept of numeracy and of effective evolving pedagogy, appropriate to the aims of professional context-specific frameworks/policies.
L3.
Review, consolidate and extend educational skills, practices and thinking to enhance effective promotion and attainment of numeracy across the learning context.
L4.
Communicate effectively in module discussion, enhancing through collaboration, a shared understanding of ‘numeracy’ and its significance as a life skill. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Critical understanding of the principal theories, principles and concepts involved in the learning and teaching of numeracy
Critical understanding of a range of specialised theories, principals and concepts involved in the learning, teaching and assessment of numeracy
Critical awareness of current issues in defining ‘numeracy’ as an embedded skill across learning contexts
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Using a significant range of the principal skills, techniques, practices and/or materials which are associated with learning, teaching and assessing numeracy across learning
Demonstrating originality or creativity in the application of knowledge, understanding and/or practices when developing numeracy skills
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| Generic Cognitive skills |
SCQF Level 11.
Developing original and creative responses to problems and issues
Critically reviewing, consolidating and extending knowledge, skills practices and thinking in the field of numeracy
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating, using appropriate methods, with a range of audiences; those with different levels of knowledge/expertise, peers, more senior colleagues and specialists and other key stakeholders (as appropriate)
Using a wide range of software to support and enhance work at this level to increase effectiveness
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in professional and equivalent activities
Taking responsibility for own work and/or significant responsibility for the work of others
Taking responsibility for a significant range of resources for teaching numeracy
Demonstrating leadership and/or initiative and make an identifiable contribution to change and development in the teaching of numeracy across learning
Practising in ways which draw on critical reflection on own and others’ roles and responsibilities
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an integrated (online) delivery approach. That is to say the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module consists of a number of related and inter-related themes, and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Access to internet: As the module is delivered entirely online via the University’s virtual learning environment, participants must have access to an internet connected computer (or alternative, appropriate internet-connected device).
Boaler, J. (2016) Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco: Jossey Bass
Cotton, C. (2016) Teaching for Mathematical Understanding: Practical ideas for outstanding primary lessons. London: Routledge
Goos, M. Stillman, G. Vale, C. (2007) Teaching secondary school mathematics : research and practice for the 21st century. London: Allen & Unwin
Scottish Government (2016) National Improvement Framework for Scottish Education. [Online] Available: https://www.gov.scot/policies/schools/national-improvement-framework/#res491758
Thompson, I. (2010) Issues in Teaching Numeracy in Primary Schools. London: Open University Press
Westwood, P. (2006) Numeracy and Learning Difficulties: Approaches to Teaching and Assessment. London: David Fulton publishers
Web resources
Centre for Innovation in Mathematics Teaching
Education Scotland (2016) Numeracy Across Learning
Education Scotland (no date) Scottish Survey of Literacy and Numeracy (SSLN)
National Centre for Excellence in Teaching Mathematics
National Numeracy and Mathematics Progression Framework
UNESCO (2016) Education for All (EFA) Movement
UNESCO Institute for Statistics
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distance learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | C Webster |
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| External Examiner | C Jones |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A referenced essay which will require the individual to reflect on the planning, delivery and evaluation of a sequence of 5 lessons (chosen to improve the effective teaching and learning of numeracy in the classroom). Through this work, the individual is expected to demonstrate how they intend to develop the subject in the future and to disseminate their findings. This work counts towards 100% of the overall assessment for the module and the indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually).
In addition to the foregoing, individuals will be required to produce ‘validated work-related evidence’ in support of the formal assessment. This will be negotiated with the module tutor dependent on the individual’s professional context.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specification, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/ Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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