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ESN4200 Numeracy and Learning Analytics

Semester 3, 2021 Online
Short Description: Numeracy & Learning Analytics
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded
Version produced : 21 July 2021


Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or BSED
Enrolment is not permitted in ESN4200 if EDS2402 has been previously completed

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.


Numeracy is essential to being a productive member of society. Being numerate means using mathematics to meet the typical demands of home life, paid work, and community and civic contexts. Numeracy is a fundamental component of learning, performance, discourse and critique across all learning areas. There are growing concerns about the numeracy capabilities of Australian students including lower proportions of students enrolling in mathematics at the senior secondary and tertiary levels, declining results in international testing and persistent levels of low achievement associated with socio-economic, geographical, language and cultural factors. There are also growing concerns about the numeracy skills of pre-service teachers, and a limited understanding among pre- service teachers of the numeracy demands within their specialist subject areas.


This course helps pre-service teachers to develop knowledge and skills associated with numeracy and learning analytics to better understand students and respond to their learning needs. Pre-service teachers will explore and reflect upon the importance and pervasiveness of numeracy within their specialist subject areas. They will learn to use a range of data sources and relevant literature, in tandem with learning analytics, to understand the diverse learning needs and numerical capabilities of students. In the process, pre-service teachers will identify, analyse and respond to their own numeracy learning needs. Finally, knowledge of learning analytics will be used to interpret assessment data to evaluate students' learning and modify teaching practice.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. discuss the importance of numeracy to society, professions, teaching areas, all learners, and personally (APST 2.5);
  2. describe and analyse the diverse numeracy abilities and needs of learners (APST 2.5);
  3. apply a range of effective pedagogical strategies to support teaching-area specific numeracy learning (APST 2.5, 5.4);
  4. use a range of strategies to collect, analyse, and interpret data about learners and themselves to identify learning needs (APST 5.4);
  5. modify and develop teaching practices to effectively respond to numeracy and learning needs from interpretation of data (APST 2.5, 5.4).


Description Weighting(%)
1. Definitions and origins of numeracy; numeracy needs of society, the profession and self 10.00
2. Models of numeracy identification and interventions 20.00
3. Numeracy in the context of teaching areas 20.00
4. Learning needs and teaching strategies for numeracy in my teaching areas 30.00
5. Data collection, analysis and interpretation, to improve learning 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 14 Dec 2021
ASSIGNMENT 2 60 60 25 Jan 2022

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 21 July 2021