PST name:Student number:

PST name:Student number:

PST name:Student number:

AT3: Video stimulus and series of teaching and learning activities Part A

NB. please delete all red text prior to submission these are instructions only

Video link:

Brief statement explaining the main content of the stimulus video as well as a statement of the learning intention/purpose of the stimulus video.

Include a statement of how the video should be used by the teacher (~100 words)

Teaching and Learning Activity/Task 1: Name of activity/task with source cited as in-text reference along with a short description (enough detail for an in-service teacher to get a sense of the activity/task)

Learning intention: make sure this is conceptual (what specifically you want students to learn), not just a statement of what the maths focus is.

Resources to support children/students learning: e.g., manipulatives, representations, ICT

Justification: Brief statement explaining your pedagogical reasoning for choosing of this activity/task for your measurement attribute based on the mathematics education literature you have read. You need to explain the impact of the activity/task on the children/students measurement learning, not that children will have fun or children will enjoy the experience).

Teaching and Learning Activity/Task 2: Name of activity/task with source cited as in-text reference along with a short description (enough detail for an in-service teacher to get a sense of the activity/task)

Learning intention: make sure this is conceptual (what you want students to learn), not just a statement of what the maths focus is.

Resources to support children/students learning: e.g., manipulatives, representations, ICT

Justification: Brief statement explaining your pedagogical reasoning for choosing of this activity/task for your measurement attribute based on the mathematics education literature you have read. You need to explain the impact of the activity/task on the children/students measurement learning, not that children will have fun or children will enjoy the experience).

Teaching and Learning Activity/Task 3: Name of activity with source cited as in-text reference along with a short description (enough detail for an in-service teacher to get a sense of the activity/task)

Learning intention: make sure this is conceptual (what you want students to learn), not just a statement of what the maths focus is.

Resources to support children/students learning: e.g., manipulatives, representations, ICT

Justification: Brief statement explaining your pedagogical reasoning for choosing of this activity/task for your measurement attribute based on the mathematics education literature you have read. You need to explain the impact of the activity/task on the children/students measurement learning, not that children will have fun or children will enjoy the experience).

References

List all references cited that informed your pedagogical reasoning for this assessment task, providing evidence of your engagement with mathematics education literature recommended in the EDMA290 unit.

Appendices

Include any appendices like task instructions or templates or other supplementary information (if necessary)

Assessment Task 3: Teaching and Learning Measurement Presentation

Due: Mon, 4 Mar 2024 23:59Due: Mon, 4 Mar 2024 23:59

Ungraded, 100 Possible Points100Possible Points

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Unlimited Attempts Allowed

Available: 2 Jan 2024 0:00 until 7 Mar 2024 23:59Available: 2 Jan 2024 0:00 until 7 Mar 2024 23:59

Details

This assessment task is in two parts Part A Video Stimulus (25%) and Part B Series of Teaching and Learning Activities/Experiences (15%). The focus of this assessment task is the effective teaching and learning of measurement. Each group will be assigned a specific measurement attribute to focus on length, area, volume, capacity, mass, time or temperature.

Due date:Monday 4th March 2024 by 11:59pmWeighting:40%Length and/or format:

Part A:23-minute video (equivalent to 1000)Part B:Series of teaching and learning activities/experiences (equivalent to 600 words)Purpose:The aim of this assessment is to connect the teaching and learning of early childhood in an authentic context. Pre-service teachers will demonstrate a growing understanding of mathematics content knowledge (MCK), mathematics pedagogical content knowledge (PCK),and inclusive education, by creating a stimulus video and designing a series of three mathematics teaching and learning activities/experiences focusing on the mathematics content area of Measurement.Learning outcomes assessed:LO1, LO2, LO3How to submit:The video clip will be uploaded as an unlisted YouTube video, with the video link and written report submitted through Turnitin on Canvas.Return of assignment:Marked assignments with written feedback will be posted on Canvas within three weeks of the due date.Assessment criteria:Please see marking rubric (Appendix 3) for details of assessment criteriaAssessment task details:This task is a paired (group of 2) assessment task.Assessment task details:This task is apartnerassessment task. Part A:video presentation Part B:sequence of teaching and learning activities/experiencesMirroring the effective Professional Learning Community (PLC) model adopted by many educative settings (centres and schools), the task is a paired task. PLCs focus on bringing teachers to work together on a chosen task with the intention of improving teaching and learning. In PLCs, teachers engage in pedagogical reasoning as they research, discuss, plan, and create resources to support their teaching and to impact childrens learning. In this task, you will enact this role which you will be expected to do on placements and when in the field as an in-service teacher.

You and your partner are to create a 23-minute video clip for use as a stimulus for childrens learning about the specific measurement attribute you have been assigned and design a carefully constructed sequence of three teaching and learning activities to further develop the childrens understanding of that measurement attribute. The choice of activities will demonstrate the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) required for teaching of the measurement attribute you have been assigned. You need to include a minimum of two resources (manipulatives, representations, ICT) to be used with the activities to demonstrate your PCK in teaching and learning the measurement content related to your attribute.

For your stimulus video:

Provide a brief statement explaining the main content of the video as well as a statement of the learning intention/purpose of the stimulus video. Include a statement of how the video should be used by the teacher (~100 words) (LO3)Each teaching and learning activity will require:1. A brief description of the activity/task and the source of the activity/task.2. The learning intention of the activity/task make sure this is conceptual (what you specifically want children to learn), not just a statement of the maths focus.3. Any resources (manipulatives, representations, ICT) you would use to support childrens learning within the activity/task.4. A brief statement explaining your pedagogical reasoning for choosing this activity/task for your measurement attribute based on the mathematics education literature you have read (this must go beyond children having fun or children enjoying the experience). You must include how the measurement teaching impacts on childrens ways of seeing measurement as an important tool for making sense of the world, and how the activities/tasks promote high expectations for learning and develop positive attitudes towards mathematics. What questions would you ask children to engage them in the experience, challenge/scaffold childrens thinking and enhance their understanding of measurement?

You are encouraged to source learning and teaching activities from published works (e.g., teacher journal articles, the set text, resources made available to you in the EDMA290 unit, etc.) but you must cite the sources you use using APA7 conventions. If you adapt any learning and teaching activity (which many teachers do), you still need to cite the original source, and state that you adapted the task.

Note: There is a template availablehereLinks to an external site.for your sequence of teaching and learning activities.

Suggested steps for completing this assessment task:1. With your partner, create a video stimulus for teaching your assigned measurement attribute.2. With your partner, source three learning experiences/activities/tasks suitable for a carefully constructed sequence of teaching and learning to further develop the childrens understanding of your assigned measurement attribute.3. Complete the provided template provided on Canvas.

PST name:Student number:

AT2: Assess student learning: Interpret and report on student data and recommend a specifically targeted teaching plan

NB. please delete all red text prior to submission these are instructions only

Data Analysis: Child in an early learning centre

Analyse the data using the following table (~200 words)

CHILDS NAME:

AGE:

CENTRE NAME:

DOMAIN INITIAL ANALYSIS NOTES (what the chiid can do) CONCEPTUALISING ANALYSIS (moving from what they can do to what this indicates they understand conceptually)

Counting

Patterning

Location / Ordinal Number

Understanding Quantities

Data-informed Report for an In-Service Teacher (~400 words)

Use your notes from above to inform this section. In this section, re-present your data analysis in a report from suitable for an in-service educator (i.e., using appropriate mathematics education language and terms). Summarise the childs mathematical conceptual (understanding) and procedural (strategies, proficiencies, ways of working mathematically) knowledge, supported by evidence within the data. Include one or two statements addressing recommendations for the childs ongoing whole number learning needs, based on their readiness to learn as evidenced by the data analysis (ensure these are conceptually focused). These recommendations need to be aligned with mathematics education research and relevant pedagogical documentation.

Targeted Teaching and Learning Plan (Early Childhood) (~1000 words)

CHILDS NAME:

AGE:

CENTRE NAME:

RATIONALE FOR TEACHING AND LEARNING PLAN:

This is a short paragraph (no more than 3 sentences) justifying your planning decisions why have you selected, and chosen to implement, your learning experiences/tasks in this particular way?

PLANNING CONSIDERATIONS UNDERSTANDING QUANTITIES PATTERNING

Learning intentions / Learning goal

(these should be directly related to what you have analysed the child/student still needs to learn, or is ready to learn next, and must be concept focused) Links to pedagogical documentation

(copy and paste these from the relevant documentation) Selection of two tasks/ activities/games

(name and source each activity along with a very brief description) Key teaching strategy for effective implementation

(brief description of how you plan to implement the task, including the most impactful teaching strategies. Ensure you source research/ evidence-based pedagogical approaches) Teacher questions

(key probing questions to challenge and/or scaffold student thinking open-ended and relating directly to the learning goal) Key resources

(identify key manipulatives/

representations (diagrams/images)/ ICT resources used to support students conceptual understanding) Learning story focus / criteria (assessment)

(how will you know when/whether the learning intentions/goals have been achieved) References

List all references cited that informed your pedagogical reasoning for this assessment task, providing evidence of your engagement with mathematics education literature recommended in the EDMA290 unit.

Appendices

Include any appendices like task instructions or templates or other supplementary information (if necessary)

Assessment Task 2: Data-informed Planning in Number

Due: Fri, 23 Feb 2024 23:59Due: Fri, 23 Feb 2024 23:59

Ungraded, 100 Possible Points100Possible Points

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Available: 2 Jan 2024 0:00 until 26 Feb 2024 23:59Available: 2 Jan 2024 0:00 until 26 Feb 2024 23:59

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An important characteristic of effective mathematics teaching is focused on the way that teachers and educators collect, interpret, and use assessment data to inform planning and teaching (Anthony & Walshaw, 2009; NCTM, 2014; Pepin et al., 2017). Effective teachers of mathematics interpretdata, that goes beyond simplistic recounting of what children do and say to data analysis, clearly communicates insights about childrens conceptual and procedural knowledge.

This assessment taskrequires you to analyse and interpret authentic child mathematics assessment data from the Whole Numberdomain, andplan appropriate learning experiences for that child. This is to show that you have connected with the messages concerning the principles and practices about effective teaching.

Due date:Friday 23rd February 2024 by 11:59 pmWeighting:40%Length and/or format:1600 wordsPurpose:To learn how to analyse assessment interview data to gain insights into childrens understanding of Whole Number and present this information in a report. To respond to theassessment data analysis and interpretation by designing a mathematics teaching and learning plan drawing on pedagogical and curriculum knowledge.Learning outcomes assessed:LO1, LO2, LO3, LO4, LO5How to submit:Submit via the Assessment Turnitin Link on the Canvas pageReturn of assignment:Assessment will be returned within 3 weeks via CanvasAssessment criteria:Please see marking rubric (Appendix 2) for details of assessment criteriaAssessment task details:This task is an individual assessment task.

You are to:a)Analysewhole numberassessment data from a child in an early learning environment (3-5 years old) to determine the childs current conceptual development of Whole Number (i.e., what does the child already know and understand about number and how do you know?). Interpretyour analysis to show your understanding of the childs ongoing Whole Number learning needs.Use the template provided to record your initial analysis of data and then start to conceptualise your analysis using the framework provided in the table at the start of the template. This will support your thinking that is required to write a formal report about your interpretation of the data. (LO3)

b)Interpretand summarise your analysis of the childs data in a report suitable for reading by an inservice teacher. Make use of mathematics education research that describes childrens whole number learning. Include research-guided recommendations for subsequent learning based onpedagogical/ curriculum progression (i.e., what is the child ready to learn next and how do you know?). Remember that you are writing for an in-service teacher so the expectation is that youwill make genuine attempts at using the appropriate mathematical pedagogical language/terms/phrases to describe the childs understandings and strategies/ways of working mathematically within the area of whole number. (LO3)

c)Planfor teaching and learning experiences/activities for two of the assessed and analysed mathematics domains/focuses focus understanding quantities and patterning. (LO4, LO5)

Suggested steps for completing this assessment task:Pre. Choose which assessment data you wish to work with.

1. Analyse and interpret the assessment data in terms of mathematical understandings and mathematical proficiencies/processes/strategies/ways of working mathematically, as addressed in the EDMA290 content and relevant state and/or national pedagogical/curriculum documentation. The first table in the provided template is to be used to organise and structure this initial analysis.

2. Formalise your analysis of the data further and present your data analysis in a report suitable for an in-service teacher (i.e., using appropriate mathematics education language and terms) to demonstrate your pedagogical reasoning about the childs mathematical knowledge, strategies and ways of thinking and working mathematically, using evidence from the data. Include one or two statements addressing recommendations for the childs ongoing mathematical learning needs, based on the childs readiness to learn as evidenced by yourdata analysis. These recommendations need to be aligned with mathematics education research and relevant pedagogical/curriculum documentations.

3. Design a teaching and learning plan for the child, assuming that other children in the centre/classroom will benefit from the planned teaching. Focus on demonstrating pedagogical reasoning for two areas that were assessed through the use of the interview used to collect the data - focus: patterning and understanding quantities. The EDMA290 lecture and tutorial material, the set readings, and the teaching resources form the Canvas site all provide support for your design of the teaching and learning plan and the selection and implementation of learning experiences/tasks. You are welcome to use any of the resources shared with you in the EDMA290 unit. All planning recommendations need to be supported by mathematics education academic/research literature. Please do not select learning experiences/tasks from sources that are not reputable (e.g., blog posts, Teachers Pay Teachers, Twinkl, etc.). These sources are generally not informed by advice from mathematics education literature and often do not align with the practices and principles of effective mathematics teaching as shared with you in EDMA290.4. You need to include a brief rationale for your teaching and learning plan to demonstrate your pedagogical reasoning about the content of the plan, briefly justifying planning decisions. This rationale is a short statement that captures succinctly the contents of your teaching and learning plan. The rationale should also include how the planning for learning impacts on childrens understanding of Number as an important tool to make sense of the world they live in, and how the content of the teaching and learning plan sets high expectations for learning and promotes positive attitudes for mathematics.

Your teaching and learning plan content must address the following key points related to the selection and implementation of your chosen learning experiences/tasks:a. The learning intentions/goals of the teaching and learning planb. Links to pedagogical/curriculum documentationc. Selection of two (2) appropriate learning experiences/tasks/games/activities for each area (this means that you will be presenting your pedagogical reasoning for four (4) learning experiences/tasks in total)d. Key teaching strategies to use for effective implement of the learningexperiences/tasks/games/activitiese. Teacher questions to be used to challenge and/or scaffold childrens learning whilst engaged in the tasks/games/activities these should relate directly to the learning intentions/goalsf. Key resources (manipulatives, representations, ICT) used to enhance child learningg. Assessment strategy how will you know when/whether learning intention/goals have been achieved? (please note: pre-service teachers focusing on the data from the child in an early learning centre will focus their pedagogical reasoning in this section onlearning stories)

Please use the provided mathematics teaching and learning plan template to ensure you include all required information, and therefore, meeting the expectations of the learning outcomes for Assessment Task 2.

Note: There are templates availableHYPERLINK "https://myacu-my.sharepoint.com/:w:/g/personal/ealight_acu_edu_au/EY3gEilNpwRPgWMK01uLsYgBgjNbDrAjABWNlkfhOAToiQ?e=O2UnNH" t "_blank"hereLinks to an external site.for your analysis, report and teaching and learning plan. We are not asking for lesson plans.

Foundation Detour Interview ScriptLinks to an external site.Tips for writing a reportLinks to an external site.Annotated non-example of reportLinks to an external site.

PST name:Student number:

Teaching and Learning Guide for the Effective Teaching and Learning of Space (Geometry)

NB. Red typeare instructions only. Please delete all red type prior to submitting your assignment.

Content area

Geometric reasoning

Identification of links to space (geometry) pedagogical and/or curriculum documentation (not included in word count)

In this section, identify the aspects of the pedagogical documentation that is pertinent to your state, jurisdiction, or field (EC and/or Prim) that relate specifically to Space (geometry). Copy and paste this information from across the relevant age/year levels.

Mathematical content knowledge (MCK)~150 words

In this section, you are providing evidence that you understand the mathematics that you are required to teach for Space (geometry). You need to identify the key ideas (concepts) of Space (geometry) (that were covered in EDMA290 weeks 2-4) and elaborate on your understanding of those ideas and understandings using references to literature.

Mathematical pedagogical content knowledge (PCK)~500 words

For each of the dot points below you need to include references to appropriate mathematics education literature used to inform and validate your PCK.

Effective teaching strategy describe at least one effective teaching strategy/approach/action for teaching Space (geometry) including the impact of that teaching strategy/approach/action on children/students learning.

Possible misconceptions describe at least two misconceptions that children/students might form about Space (geometry) that you need to be aware of, and how/why these misconceptions develop.

Two effective learning activities/tasks source two activities/tasks and reference these. Describe very briefly (full task details can be added as an appendix). State the maths focus and purpose (i.e., what will children/students learn by engaging in the activity/task in terms of geometric concepts and ways of working mathematically)

Two effective uses of concrete materials and/or ICT state both the purpose of these tools and how they can be used by the teacher/educator to support childrens/students learning of Space (geometry) concepts.

Implications for future practice and actions about this content area~150 words

This task gives you the opportunity to reflect on what you would like your own teaching of space (geometry) to look like in your future teaching setting or classroom. Using what you have learnt about teaching space (geometry), imagine yourself in your own learning setting or classroom, planning for effective, engaging and innovative lessons. Briefly describe what your teaching of space (geometry) will look like what do you plan to do when teaching space (geometry) that will impact childrens/students learning, and why will you enact that practice? Include at least one teacher action that caters for the range of abilities and diverse Space (geometry) learning needs of children/students.

References

List the references that you have used to inform your writing in this folio entry. Place the references in alphabetical order according to first author and only include those references that you refer to in the entry. Do not forget to include the hanging indent (check APA guides if you do not know what this is!)

Appendices

Include any appendices like task instructions or templates or other supplementary information (if appropriate)

Assessment Task 1: Teaching and Learning Guide: Space (Geometry)

Due: Fri, 26 Jan 2024 23:59Due: Fri, 26 Jan 2024 23:59

Unlimited Attempts Allowed

Available: 2 Jan 2024 0:00 until 29 Jan 2024 23:59Available: 2 Jan 2024 0:00 until 29 Jan 2024 23:59

Details

This task gives you the opportunity to reflect on what you would like your own teaching of geometry to look like in your future teaching setting/classroom. Using what you have learnt from the EDMA290 content, tutorial activities, and readings you engage in each week, imagine yourself in your own learning setting/classroom, planning for effective, engaging and innovative lessons/experiences for children.

Having a foundation of mathematical content knowledge (MCK), i.e., knowing what children need to learn (geometry concepts/big ideas) and pedagogical content knowledge (PCK), i.e., knowing how to best teach based on how children learn best (based on researched pedagogical approaches) is essential for your teaching to be effective.

Due date:Friday 26th January 2024 by 11:59pmWeighting:20%Length and/or format:800 wordsPurpose:To consider teaching approaches based on mathematics education research, by critically reflecting on required mathematical content knowledge (MCK), and pedagogical content knowledge (PCK) related to Geometry teaching and learning.Learning outcomes assessed:LO1, LO3, LO4How to submit:Submit via the Assessment Turnitin Link on the LEO pageReturn of assignment:Assessment will be returned within 3 weeks via LEOAssessment criteria:Please see marking rubric (Appendix 2) for details of assessment criteriaAssessment task details:This task is anindividualassessment task.

Assessment task details:This task is an individual assessment task. In this assessment task, you are required to show that you have connected with the messages concerning the principles and practices about effective learning and teaching of Geometry as highlighted in EDMA290 (Module 2). You need to present those messages in a synthesised way, paying attention to the assessment criteria. A template is to be downloaded from the LEO page and used for this assessment task.

The length of the entry is suggested to be 800 words (+/- 10%). Dot points are appropriate, as long as full meaning can be made by the person reading your work. You may include images (photos, diagrams, etc.) in your entry. If you use images, please ensure that you are using correct APA 7th style to reference these.

Throughout the entry, there must be reference to the readings for the Geometry module. Relevantand purposeful use of references to other reputable mathematics education literature that you have sourced will support you in learning at an even deeper level.

Please use the criteria in the marking rubric when constructing and completing any assessment task to ensure you have covered all required learning outcomes being assessed.APA writing format for word-processed assignments include Times New Roman 12 pt. or Calibri 11pt, with 1.5 or double line spacing. This makes the assignment easier to read, and written feedback easier to insert.In summary, your response to Assessment Task 1 consists of:i. One (1) journal reflection entry submitted that meets the criteria for the task, written using APA 7th writing and referencing styleii. A reference list for the entry, using APA 7th referencing style, including full references to all intext citations in the assignment.

Your reflection entry will include: Geometric content knowledge (MCK) (LO1, LO3)- In this section, you are providing evidence that you understand the mathematics concepts that you are required to teach for Geometry. You need to identify the big ideas of Geometry (that were covered in EDMA290 Module 2) and elaborate on your understanding of those ideas using references to literature.- Include a succinct statement that captures your pedagogical reasoning about how Geometry is an important tool for children to make sense of the world that they live in; use references to literature to support your statement

Geometric pedagogical content knowledge (PCK), including possible misconceptions (LO3, LO4)- In this section, identify and elaborate upon (using prescribed reading and other literature). Include:- at least one effective teaching strategy/approach/action for teaching Geometry including the impact of that teaching strategy/approach/action on childrens learning- possible misconceptions that children might form about Geometry and how these misconceptions develop- two effective learning activities/tasks; include the maths focus and purpose (i.e., what will children learn by engaging in the activity/task in terms of geometric concepts and ways of working mathematically)- two effective uses of concrete materials and/or ICT in supporting the learning of Geometry; state both the purpose of these tools and how they can be used by the teacher/educator to help children learn Geometry concepts.

Links to relevant pedagogical/curriculum documentation (LO3)- A succinct summary of how the progression of child learning of geometry is reflected in pedagogical/curriculum documentation across the age levels.

Implications for your future practice in teaching geometry (LO4)- Based on the above, what will your teaching of geometry look like in your setting/classroom? What do you plan to do when teaching that will impact childrengeometry learning and why will you enact that practice?- What is one teacher action that could you use that caters for the range of abilities and diverse Geometry learning needs of children?

NB. This is a professional journal entry, requiring validation of your ideas as peracademic writing style. It is not an opinion piece or personal blog about how you feel or what you believe about the teaching of Geometry. Please seek support from Academic Skills if you have any questions about academic writing.

There is a template provided for youHYPERLINK "https://myacu-my.sharepoint.com/:w:/g/personal/ealight_acu_edu_au/EUcUMMQ8CSNMo_2ndhJH-VsBTtutEck6x66zIn-NN20vWA?e=rvbLW7" t "_blank"hereLinks to an external site.to use to help structure your journal entry.The sub-headings in this template align with the criteria in the rubric that will be used to assess your submission of this task. You are encouraged to refer to the rubric often prior to starting, while constructing, and again prior to submitting, your reflection, to ensure you are satisfying all criteria of the assignment.

You will upload the entry to the correct Turnitin activity in the EDMA290 Canvas site. Turnitin is designed to help you determine correct referencing practices. If the similarity report highlights any issues, you can address these and resubmit, but this needs to be done prior to the due date/time deadline. It is not just about the percentage similarity (there will be a significant percentage similarity because of the template), what you need to look out for are chunks of text that have been highlighted. These may be in-correctly attributed direct quotes, or text that needs to be paraphrased more appropriately which require attention by you prior to the submission time for this assessment task. There will be some text-matching from the template and the inclusion of the pedagogical and/or curriculum documentation. There should be no need for alarm with the text-matching related to these two aspects of this assessment task.

MATH CURRICULUM PEDAGOGY (B12)-2024 Professional Term 1

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Welcome! You will land on this page each time you come to this unit. You can access the study schedule and the course summary with quick links to your assessment tasks. Use the unit menu on the left to access the other important areas of the unit.

Unit Information

The unit outline contains the approved curriculum that guides how you will be taught in this unit. In the unit outline you can view:

Learning outcomes

graduate attributes

topic schedule

teaching strategy

assessment overview

You will find that your Canvas site expands on the unit outline to give you the full picture of the schedule, learning materials and assessments for this teaching period.

Visit thewelcome moduleto meet your teaching team andextended unit informationto help you get started in the unit.

Schedule

If you are allocated to a workshop that falls on a public holiday, you will have the opportunity to attend another class in that week.

Week Starting Lecture Content (recordings) Workshop Assessment Notes

Week 1:1 January Orientation Week

Week 2:8 January 2-Dimensional Geometry Thursday @ 8:00pm via Zoom

Week 3:15 January 3-Dimensional Geometry

Location Thursday @ 8:00pm via Zoom

Week 4:22 January Early Number Concepts Thursday @ 8:00pm via Zoom AT1

Friday 26th January 2024 by 11:59pm

Week 5:29 January Place Value Thursday @ 8:00pm via Zoom

Week 6:5 February Additive Thinking Thursday @ 8:00pm via Zoom

Week 7:12 February Assessment & Planning Thursday @ 8:00pm via Zoom

Week 8:19 February Measurement Thursday @ 8:00pm via Zoom AT2

Friday 23rd February 2024 by 11:59 pm

Week 9:26 February Measurement Thursday @ 8:00pm via Zoom

AT3

Monday 4th March 2024 by 11:59pm

Canvas Assignments

Each assessment task that contributes to your final grade in this unit has been set up as a Canvas Assignment.

For each assignment you will be provided with a due date, possible marks, assessment criteria, submission instructions, and anything else you need to successfully complete the assignment. You should treat the Assignments area of Canvas as the primary source of assessment information in this unit.

You can use the links in the Course Summary to quickly access instructions for upcoming assessment tasks and unit events.

Course summary:

Date Details Due

Fri, 26 Jan 2024 AssignmentAssessment Task 1: Teaching and Learning Guide: Space (Geometry)due by23:59

Fri, 23 Feb 2024 AssignmentAssessment Task 2: Data-informed Planning in Numberdue by23:59

Mon, 4 Mar 2024 AssignmentAssessment Task 3: Teaching and Learning Measurement Presentationdue by23:59

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Welcome Back!MATH CURRICULUM PEDAGOGY (B12)-2024 Professional Term 1

2 Jan at 8:16

Dismiss Welcome Back!

Assessment Task 1: Teaching and Learning Guide: Space (Geometry)MATH CURRICULUM PEDAGOGY (B12)-2024 Professional Term 1

100 points

26 Jan at 23:59

Dismiss Assessment Task 1: Teaching and Learning Guide: Space (Geometry)

Assessment Task 2: Data-informed Planning in NumberMATH CURRICULUM PEDAGOGY (B12)-2024 Professional Term 1

100 points

23 Feb at 23:59

Dismiss Assessment Task 2: Data-informed Planning in Number

Assessment Task 3: Teaching and Learning Measurement PresentationMATH CURRICULUM PEDAGOGY (B12)-2024 Professional Term 1

100 points

4 Mar at 23:59

Dismiss Assessment Task 3: Teaching and Learning Measurement Presentation

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Assignments are weighted by group:

Group Weight

Non-Assessable 0%

Assessment Task 1: Teaching and Learning Guide: Space (Geometry) 20%

Assessment Task 2: Data-informed Planning in Number 40%

Assessment Task 3: Teaching and Learning Measurement Presentation 40%

Imported Assignments 0%

Total 100%

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