Professional Development > Frameworks and standards > Professional Standards for Teachers (PST) > PST Model >

Contribute to language, literacy and numeracy development

Descriptor | Statements | Underpinning knowledge and skills

Descriptor

This standard covers the requirement for facilitating, monitoring and assessing the development of students' language, literacy and numeracy skills through the use of a broad range of teaching and learning activities and across all curriculum areas.

Statements

2.1	Determine students' learning needs in language, literacy and numeracy development to inform the planning and implementation of learning experiences.
2.2	Integrate language and literacy development across all curriculum areas.
2.3	Integrate numeracy development across all curriculum areas.
2.4	Monitor and evaluate students' language, literacy and numeracy development.

Further details of statements and related indicators can be found in the Professional Standards for Teachers: Guidelines for Professional Practice (new window) 495k

^ Top of page

Underpinning knowledge and skills

This aspect of professional practice is informed by a knowledge and understanding of:

policies and documents developed by Education Queensland (including Department of Education Manual), and the school, on literacy and numeracy;
relevant curriculum frameworks, syllabuses and program documents;
an outcomes approach to education;
the English language and the way in which it functions, in particular a detailed knowledge of the way language is used in particular contexts;
pedagogy and practices that support effective language, literacy and numeracy learning;
effects of pedagogical choices on particular children and in particular community groups;
language, literacy and numeracy demands of the curriculum areas;
the range of literacy strategies that can be used for different purposes in a range of contexts;
the range of numeracy strategies that can be used to understand and apply numerical concepts;
factors that can cause reading, writing and numerical concepts to be difficult for some students;
methods of identifying students' language, literacy and numeracy;
multiliteracies and forms of language;
language, literacy and numeracy development - theories, developmental stages including Early Years, Middle and Senior Phases, intervention strategies and integration across curriculum areas;
the learning needs of students for whom English is a second language;
support services and learning resources provided by professionals and paraprofessionals;
learning experiences that make explicit the way language constructs the knowledge of curriculum areas;
programs and units of work that teach students the language, literacy and numeracy knowledge and skills needed to achieve learning outcomes across curriculum areas;
teaching and learning strategies that help students to develop knowledge of and control over literacy and numeracy skills;
content area and trans-disciplinary knowledge;
assessment tasks that make explicit links to literacy and numeracy outcomes.

^ Top of page