Literacy and Numeracy
BenchmarksPrepared by SAPDC Learning Facilitator Team
Literacy and Numeracy are foundational to all student learning. Literacy is more than just the ability to read and write, and numeracy is more than the ability to solve number problems. They are a means of discovering and making sense of the worldLiteracy• A literate person has the
ability to identify, understand, interpret, create, communicate and compute in varying contexts in and BEYOND the classroom.
Numeracy• A numerate person has the
confidence and habit of mind to search out quantitative or spatial information, critically assess, reflect upon and apply it in their lives when making judgments or decisions and taking action.
LITERACY AND NUMERACY BENCHMARKS ARE:
• Expectations and behaviours at developmentally appropriate age groups
• Inclusive • Applied in diverse contexts and for a variety of purposes• The responsibility of all educators • Lifelong processes
BENCHMARK COMPONENTS
Awareness
Knowledge and
Understanding
Strategies
• Understanding the roles literacy and numeracy play in attaining insight and learning
• Identifying oneself as literate and numerate
• Essential concepts, skills and social or cultural experiences that are foundational building blocks
• A set of deliberate actions, procedures or processes applied in a learning situation to perform a task requiring literacy or numeracy
Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31 Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 30 - 37
THE DRAFT LITERACY AND NUMERACY BENCHMARKS
Awareness
Ages 4–5 Ages 6–8 Ages 9–11 Ages 12–14 Ages 15–18+
I determine how being literate enables me and others to create and express meaning.
• I explore and play with the patterns, sounds and language around me.
• I recognize that language is used in many ways by different people.
• I determine how my personal enjoyment and my learning are enhanced by my choice of literacy activities.
• I determine how literacy helps me achieve personal goals, explore interests and make informed choices.
• I understand that being literate empowers me to successfully communicate with others, achieve personal goals, and make local and global connections.
Component
Organizing Element Benchmark
Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 30 - 37
HOW WILL THE BENCHMARKS BE USED?
Curriculum must provide clear evidence of literacy and numeracy within and across subject/discipline areas.
(Standard 9)
Curriculum Development Prototyping Guide (August 2013) – page 16 Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 20
Literacy
Numeracy
Arts
Language Arts
Mathematics
Science
Social Studies
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Numeracy
Literacy/Numeracy Benchmarks
Literacy
Numeracy
Literacy/Numeracy Benchmarks
Literacy
• create and express meaning
• communicate what we know, can do and want to learn
• communicate about concepts, ideas and understandings
• use language tools to communicate meaning
• connect prior knowledge and experiences to create new understandings
• use effective literacy/problem solving strategies to acquire knowledge
• use diverse texts and media to communicate
• use effective strategies to respond to knowledge
• use effective strategies to generate and share information
• use qualitative and spatial concepts to communicate meaning
• use effective mental calculations and estimation strategies to manage information
• analyze and evaluate information
What does this mean?
For School Based Leaders?
For Teachers? For Schools? For Jurisdictions?
For Students?
Please share thoughts with your
colleagues
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