Literacy And Numeracy In Australia

This report will examine what is meant by literacy and numeracy and the relevant policies used in Australia. Additionally, this report will explore some factors that influence one’s ability to learn literacy and numeracy. These include mental health challenges, socio economic status, homelessness and being a refugee.
The Australian curriculum states that, being literate means having the ability to develop the knowledge and skills to interpret language in a range of contexts (Commonwealth of Australia 2009 p.6). Literacy involves; listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes (Commonwealth of Australia 2009 p.6).
Numeracy involves
vii). After this, in 1998, The National Literacy and Numeracy plan was developed by the Department of Education, with the purpose; ‘to ensure learners develop strong foundational skills in the early years to assist with later school learning and to develop these skills to support successful participation in past-school years in training, work or further study’ (McKay, 2000, p. 5). Heavily focused on skill based approach, this plan led to the development of benchmark measures of literacy and numeracy in year 3, 5, 7, and 9, for example NAPLAN (McKay, 2000, p. 5 & Australian Curriculum 2013, NAPLAN). Further, in 2009, National partnership agreement for literacy and numeracy was developed with an aim to focus on the key areas of teaching, leadership and the effective use of students’ performance information to deliver sustained improvements in literacy and numeracy outcomes for all students (Council of Australian Governments, 2009, p.
Challenges faced by refugee students include: mental illnesses, culture shock, the difficulty of learning a new language and the feelings of loss associated with leaving a familiar environment (Coyle, et al, 2007, p.16). A range of learning difficulties including difficulties with spatial awareness, short-term and long-term memory difficulties, problems around focus and concentration, staying on task, difficulties in processing instructions and directions, difficulties with reading social and emotional cues, aggressive behaviour and needing to learn new ways of resolving issues with others (Coyle et al. 2007, p.17). Further, children from asylum-seeking families generally have little money, so it is hard to acquire resources that are helpful when learning literacy and numeracy (Coyle, et al, 2007,