Charles Sturt University
Charles Sturt University

Academic Literacy and Numeracy

Student Benefits

CSU Graduates will acquire discipline-specific literacy and numeracy skills necessary to understand, interpret, construct, and present information effectively in their academic and professional life. They will employ critical communication and problem-solving skills to successfully navigate and contribute to the creation of a nurturing and functional physical, social, and emotional world responsive to the needs of others.

Learning Outcomes

Academic Literacy and Numeracy

Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate according to context.

Understand the use and structure of appropriate language in written, oral, visual, mathematical, and multi-modal communicationDemonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate effectively according to the contextConsider the context, purpose, and audience when gathering, interpreting, constructing, and presenting information


  • Focus on appropriate skills for the level of the subject (i.e., critical reading, listening, and observing, and building mathematical understanding and proficiency in the early stages; development of argument and using mathematical information to solve problems and communicate results in the middle stages; demonstrating relevant AQF and professional threshold skills in the later stages).
  • Consistent expectations across same level subjects in a course. Graduated development of these expectations across the course

Course Requirements

  • At least one literacy and numeracy focused assessment in an early core subject.
  • Final year subjects must allow students to demonstrate relevant AQF and professional threshold standard skills.
  • Communication and problem-solving/numeracy must feature and be contextualised in the course commitments, integrated standards, products, assessments, and marking criteria.
  • Literacy and numeracy demands in assessment are aligned to appropriate learning and teaching events

Teaching Practices

  • Use of an early, low-stakes assessment that provides information on literacy and numeracy skills, and directs students to appropriate sources of support.
  • Scaffolding of assessments by requiring early submission of essay plans or introductory paragraphs.
  • Use of effective language models in all course materials and documents e.g. subject outlines, assessments, rubrics, notes, presentations.
  • Feedback on literacy and numeracy skills in addition to feedback on content in assignments.
  • Explicit teaching of underlying literacy and numeracy skills or embedded workshops on academic writing or numeracy skills.
  • Helping students to engage with your ALLaN team.


Assessment of this GLO can be done discretely with a focused criterion, but is better done explicitly within the content criteria as demonstrated in this example of a rubric aligned to a (fabricated) task which asks students to discuss the environmental factors which led to the demise of the dinosaur.

High DistinctionDistinctionCreditPassFail

Clear, concise, comprehensive, persuasive, engaging, accurate, and unambiguous analysis and synthesis of the environmental factors that resulted in the demise of the dinosaurs. Demonstrates a critical perspective that may be unique, or considers the implications and significance of the demise of the dinosaurs

Comprehensive, coherent, logically sequenced, accurate, and concise analysis of the environmental factors that resulted in the demise of the dinosaurs.

Comprehensive and accurate description of the key environmental factors contained in a coherent, if somewhat limited, discussion about the demise of the dinosaurs.

Identification and limited description of significant environmental factors that resulted in the demise of the dinosaurs.
Ideas may not be logically sequenced
or linked, and meaning may be difficult to discern at times.
Does not achieve the standard for a Pass.


  • Please speak to your Course Director before making changes to a subject
  • Each Faculty has GLO Gurus to assist you with teaching and assessment ideas
  • GLO Advisors and ALLaN Faculty Liaisons
    • Julie Sack (Arts and Education) 84159
    • Debbie Wheeler (BJBS) 07 55294140
    • Karen Davidson (Science) 32198

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Further information:What does ELLaN policy and ALaN GLO implementation look like?

Interact2 site specific to the ELLaN policy that underpins the ALaN GLO.