Disciplinary literacy and numeracy takes a focus on teaching students the specific literacy and numeracy skills required to understand the texts and knowledge used within a certain discipline (Shanahan & Shanahan, 2012). The teaching of disciplinary literacy and numeracy provides students with the strategies to understand subject-specific terminology and its origins, analyse and break down subject specific texts, be strategic in asking questions that will help them better understand the discipline, and provide evidence and communicate in a way that is valued and accepted by that discipline (Chauvin & Theodore, 2015). (Hermann, 2018) Disciplinary literacy and numeracy differ across subjects due to the very nature of the subjects themselves (Shanahan & Shanahan, 2012). As such, teachers within each discipline are responsible for educating their students on the literacy and numeracy skills specific to that subject (Johnson, Watson, Delahunty, & Smith, 2011). With
(Geralt, 2018a) Authentic practice or authentic learning is a pedagogical approach that provides students with educational experiences that are relevant, engaging, stimulating, and tangible (Revington, n.d.). Authentic practice aims to move teachers and students away from the didactic teaching style of the past, to a student-centred learning model (Kalantzis & Cope, 2016). A key component of authentic practice is that the tasks reflect real world problems or situations (Mantei & Kervin, 2009). The tasks provide an ill-defined problem that requires prolonged thought processes within relevant contexts where students work from different perspectives to create products that reflect those of the real world (Mantei & Kervin, 2009). Authentic practice works alongside disciplinary literacy and numeracy (Chauvin & Theodore, 2015). They share the common goal of educating students to understand topics from perspectives that allow them to apply their knowledge in genuine