|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Bibliographic exercise Bibliographic exercise on the development of numeracy across two countries (2100 words)||35%|
|Semester Assessment||Case study Case study on the relationship between numeracy theory, policy and practice in one country (3900 words).||65%|
|Supplementary Assessment||Bibliographic exercise All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||35%|
|Supplementary Assessment||Case study All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||65%|
On successful completion of this module students should be able to:
Critically assess the reasons for the increasing demand on numeracy skills.
Demonstrate an understanding of the key historical development in numeracy education from an international perspective.
Critically review the relationship between numeracy theories, policies and practices across countries
Critically examine the relationship between numeracy theory, policy and practice.
The first part of this module will focus upon the reasons for the increasing demand on numeracy skills for the international population. Students will be introduced to the key historical developments and changing attitudes in the progression of skills in numeracy. The module will provide students with the opportunity to critically examine a number of case studies representing countries of the world to show the relationship between theory, policy and practice.
Trace the main historical developments in numeracy education.
Provide students with the opportunity to explore the development of numeracy skills from an international perspective.
Give the opportunity to examine the relationship between theory, policy and practice regarding numeracy education.
Session 1 (2 hours) What is numeracy?
Current and competing theories of numeracy
Session 2 (2 hours) History of numeracy development
Session 3 (2 hours) Supporting the development of numeracy: skills and
Session 4 (1hr lec/1hr sem) Critically examining relationships between policy,
practice and theory
Session 5 (1hr lec/1hr sem) Case study 1 - e.g. Wales
Session 6 (1hr lec/1hr sem) Case study 2 - e.g. Hong Kong
Session 7 (1hr lec/1hr sem) Case study 3 - e.g. Nigeria
Session 8 (1hr lec/1hr sem) Case study 4 - e.g. Iran
Session 9 (1hr lec/1hr sem) Ways of promoting numeracy in an education
Session 10 (2 hours) The role of the practitioner in supporting numeracy
development - an international perspective
|Skills Type||Skills details|
|Application of Number||Statistical reports will be considered and data to support arguments will be analysed.|
|Communication||This will be developed both in seminar discussions and in preparation for the assessments .|
|Improving own Learning and Performance||Online tests at the end of session will illustrate areas that need improving.|
|Information Technology||Discussion Boards will be used throughout. All assignments will be word processed.|
|Personal Development and Career planning||Reflection activities during seminars will be used to encourage personal development. Opportunities to explore the workings of other countries will highlight possible career paths to students.|
|Problem solving||During case study exercises students will be given the challenges faced by the countries and expected to think of methods of solving these.|
|Research skills||This will be developed throughout the module but particularly in regards to the research necessary in the assessments and case study sessions.|
|Subject Specific Skills||Comparing and contrasting case studies. Understanding statistical data.|
|Team work||Seminar activities will involve group work.|
This module is at CQFW Level 6