General capabilities for success across all subjects in secondary education

Figure 1: What will be the reading scene in 2034? — Chapters XT0418e. Reprinted from “flickr,” by H. Hui, 2014. Retrieved from https://www.flickr.com/ Copyright 2014 by flickr.

The Australian curriculum encompasses literacy and numeracy as part of the general capabilities that are learned and utilised across all learning areas. Basic literacy is the knowledge and skills students’ need to access, comprehend, analyse and evaluate information while interacting and participating both within the school community and in life (ACARA, n.d.a). Basic numeracy works in an analogous way to literacy and encompasses behaviours and dispositions that students need to use mathematics in a wide range of situations in a purposeful way (ACARA, n.d.b). Success in any learning area depends upon students utilising the learned literacy and numeracy representative of the content of that learning area to an intermediate level of capability (ACARA, n.d.c). Basic literacy and numeracy skills are taught extensively in primary school years, such as the acquisition of simple mathematical and literacy knowledge including skills in counting, spelling, problem-solving, reading, and writing. As such, it is oft assumed that basic literacy and numeracy skills are solidified to at least a minimum level once a child completes primary school.

Because there is the assumption that most students will be numerate and literate when entering secondary education, educators often find themselves at a loss as to how to proceed with student learning when delays are apparent (Freebody, 2009). Students who may not be fluent in intermediate literacy and numeracy may find themselves having difficulties when moving forward in skill and knowledge development. As literacy and numeracy are required across the curriculum, delays and disadvantages may see students display educational, behavioural, and social delays in learning and engagement across the board.

Figure 2: Where’s the numeracy in the visual arts? Reprinted from “Where’s the numeracy in the visual arts?” by G. Smith, 2014. Reproduced from https://thisisgraeme.me/2014/10/16/wheres-the-numeracy-in-the-visual-arts/ Copyright 2014 by G. Smith.

It has been estimated that 10% of students aged sixteen to nineteen fall below the minimum standard for literacy and 20% fall below for numeracy (Bita, 2016, para. 2). In secondary schools, it is expected that students will begin to link what is learnt in the classroom and the practical application of literacy and numeracy skills in social, personal, education and employment situations (Duchesne, 2016, p. 66). When students are unable to make these links due to reduced ability and knowledge, they will often find it difficult to perform tasks asked of them and almost impossible to make connections with their peers inside the classroom on an academic level (O’Donnell et al., 2012, p.262). But what is the best way for educators to help students develop the skills they require for success within these learning areas?

Figure 3: Students learn how to make model canoes from paper. Reprinted from “flickr,” by Australian National Maritime Museum, 2012. Reproduced from https://www.flickr.com/ Copyright 2012 by flickr

There are many developmental pathways to teaching numeracy and literacy across the curriculum, and utilising a combination of these appears to produce the best results (Duchesne, 2016, p. 61; Johnson, Watson, Delahunty & Smith, 2011, p.100). However, in order for the acquisition of literacy and numeracy skills to be effective, a cross-curricular approach is necessary. According to Geiger, Forgasz, and Goos (2015) when literacy and numeracy are learned within a full range of context, the learning is better suited to contemporary society, that is data-rich and evidence-based, helping students to develop a critical orientation toward literacy and numeracy (p. 612). This is why it is so important that secondary teachers are aware of what the literacy an numeracy capabilities are for their specific learning area. The Australian Curriculum has guides on general capabilities within each learning area that examines how literacy and numeracy may be related to each learning area (ACARA, n.d.c). These content elaborations can assist educators in identifying where the learning outcomes of each subject may offer opportunities for literacy and numeracy can add depth and richness to student learning. By examining content elaborations, educators should be able to utilise the backward design method to plan how they may effectively teach the required content to incorporate literacy and numeracy skill development (Fancher, 2015). (Geiger, Forgasz, & Goos, 2015)

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.a). General capabilities: Literacy. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian National Maritime Museum. (2012). Students learn how to make model canoes from paper [Photograph]. Retrieved from https://www.flickr.com/photos/anmm/7265022906/in/photolist-c4Z9cC-amNo5a-Dcrs6-4U87pc-Dcrs3-8rPzoe-6PiQnA-6PiQy7-c4Z9fG-amNo5n-c4Z9oS-6PeF7P-56rUFZ-c3g7Yh-PPPMzj-MTb5gL-ruCfVi-MWfDQT-RbwVWw-24SxCHj-qSa49Z-c6TUmS-81tkZm-4NxPJi-amNEo8-8rPyJk-8rPyyH-amNp1a-4Ruuxq-ax7DpZ-4XZAq2-c3g8a7-amNEnT-51taFE-oK6SpJ-ax7Dq4-iDwkSU-iCNrbk-amNo4Z-WDBm1j-p9kQDE-5433eB-56DvDS-Yam4MJ-4YZQyH-YevDo4-Nkfh3A-YrYiP2-Rk184N-S2LgXh

ACARA. (n.d.b). General capabilities: Numeracy. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/

ACARA. (n.d.c). F-10 curriculum: General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bita, N. (2016). Literacy, numeracy skills below minimum standard. Retrieved from https://www.theaustralian.com.au/higher-education/literacy-numeracy-skills-below-minimum-standard/news-story/43a2137ceeca5b481bc3fd4ae7565b7c

Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and teaching (5th ed.). South Melbourne, VIC: Cengage Learning Australia

Fancher, J. (2015, April 18). Part 1 Funds of knowledge. [YouTube Video file]. Retrieved from https://www.youtube.com/watch?v=T_iiXLTIf68#action=share)

Freebody, P. (2009). National Literacy and Numeracy Week: Literacy across the curriculum [Video file]. Retrieved from http://www.nlnw.nsw.edu.au/videos09/lo_Freebody_Literacy/lo_Freebody_Literacy_00.htm

Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. Mathematics Education, 47(4), 611–624, doi:10.1007/s11858–014–0648–1

Hui, H. (2014). What will be the reading scene in 2034? — Chapters XT0418e. [Photograph]. Retrieved from https://www.flickr.com/photos/harrishui/14181888241/in/photolist-nBcThv-8eEzvM-aw79bH-aAJ23R-aAJ42g-nuWdAY-aVXMK2-ghvYzA-aVXLui-an3xfY-aVXMuT-4uRgC1-7Y8Zk4-dmHNGU-aVXLpP-nJH66T-ce1ow9-cyYL4o-fAHrso-bNmP2x-dZzTqv-pvfMZj-fAHn2E-cgDK6q-8FFSKd-RPPDNY-fAt4Cn-f3kC1e-buUiCV-cyYN1E-m1dSVr-qsb7rU-dnhwEq-abyMxh-bWD6hZ-f3zRrQ-pUBfpW-6xcXLh-bWhYJA-duCcKs-pUBfmE-f3zTaY-9WckJ9-T1ypP-8T8vdp-oD6io7-aExoM4-7YDJem-aoT6oB-fAt53M

O’Donnell, A. M., Dobozy. E., Bartlett, B., Nagel, M., Spooner-Lane, R., Youssef-Shalala, A., … Smith, J. K. (2016) Educational psychology (2nd ed.). Milton, QLD: John Wiley & Sons Australia

Smith, G. (2014). Where’s the numeracy in the visual arts? [Digital Image]. Retrieved from https://thisisgraeme.me/2014/10/16/wheres-the-numeracy-in-the-visual-arts/