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EDU20006 Curriculum, Planning & Assessment Assessment 2

Laura Vardy 4985729

Curriculum Connections

Content Desciption

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACARA,2015)

Elaborations

Year: Foundation

Subject: Maths

Strand: Number and place value

Sub-Strand: Number and place value

Content Description: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) (ACARA,2015)

General Capabilities:

  • Literacy
  • Numeracy

Cross-curriculum priorities (ACARA):

  • There were no cross-curriculum priorities or modes attached to ACARA

Cross-curriculum priorities (AusVELS)

  • Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia´s engagement with Asia
  • Reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures

  • View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding

  • Identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built

  • View additional details about Literacy View additional details about Critical and creative thinking

  • Developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes

  • View additional details about Literacy View additional details about Numeracy

  • Understanding that numbers are said in a particular order and there are patterns in the way we say them

(ACARA,2015)

Assessment Strategies

Ongoing formative assessment:

Alternative Content Description:

ACARA & AusVELS

To develop and establish an understanding of numbers and their place value from 0 to 20 and the sequences that can be formed from various patterns and sums as well as the language and process naming numbers and numerals

Teaching Resources

Achievement Standards

The first strategy i believe to be effective in my curriculum focus is ongoing formative assessment. This allows for eduators to make sure children are meeting curriculum standards. Formative assessment provides ongoing feedback to teachers and students. The assessment provides information on progress, and identifies and addresses areas that require further development. Macmillan (2007) argues that to promote learning best, assessment needs to occur before, during and after new learning is introduced.

ACARA (2015) and the Victorian Curriculum and Assessment Authority (2015) both use the same code for number and algebra: Number and place value (ACMNA001). The content description is almost identical, both following on to elaborations, only diffrence stated is the ACARA (2015) elaborations have links to additional information such as literacy and critical and creative thinking. This is stated using logos that link to additional information. Another noted difference is ACARA has no cross-curriculums stated but the AusVELS lists cross-curriculum priorities such as "Aboriginal and Torres Strait Islander histories and cultures" and "Asia and Australia´s engagement with Asia"; both of which are not present in the ACARA. Everything else is identical with the only exception being the the code is seen in diffrent areas of the information page.

According to ACARA (2015) the foundation level achievment standard includes the following

"By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location."

"Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information."

The first teaching resource chosen is Count from 1- 20 (Ludo School). This app is available on ipad and engages children with ICT while teaching children how to count from 1 -20 as well as simple addition and subtraction. This links with ACARA (2015) stating "children should have a basic understanding of counting by naming numbers in sequences, initially to and from 20." While counting to 20 is an essential mathmatical understanding it is also an area many early childhood theorists emphasise. Eddie (2010) states that according to Piaget children's learning occuredby gaining new ideas and aligning them with existing ones. Piaget also stated “direct teaching of number knowledge and skills ahead of a child’s cognitive readiness to learn is largely a waste of time” (Westwood, 2008). As education has progressed we now know that it is fundamental for children as 21st century learners to understand basic mathmatics such as counting to 20 to help futher their mathmatical understanding throughout their schooling life.

Victorian Implementation of the Australian Curriculum

Australian Curriculum (ACARA, 2015)

It states in the content description that children “develop and establish an understanding of numbers and their place value from 0 to 20 and the sequences. This aligns with the achievement standard that “students make connections between number names and numerals”. As well as this, the content description also emphasises obtaining the skill to count from 0 to 20, similarly the achievement standard states that “students (should) count to and from 20” (ACARA, 2015a).

This resources is a song called "Counting down from twenty song" by a world wide resource called Have fun teaching. The song has a boy and girl singing a catchy tune that encourages children to get up and dance and help them count backwards for twenty to one. Foundation year mathematical knowledge states "identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences (ACARA, 2015). This resource links with the statement and reaches the sub-strand as well as includes music a cross curriculum which children relate to as play rather than work. This in turn has a positive effect on learning.

Diagnostic Assessment

References

Asessment handbook. (2007). New York: Macmillan McGraw-Hill

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Foundation Year: Mathematics. Retrieved from http://www.australiancurriculum.edu.au/Browse?a=M&y=F&layout=2&browseLayout=2

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). General Capabilities. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/overview/general-capabilities-in-the-australian-curriculum

AusVELS retrieved from http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10

Count from 1 to 20 retrieved from http://us.ludoschool.com/#gamescg

Counting down from 20 song video retrieved from http://www.havefunteaching.com/

Eddy, S. (September 5th, 2010). Theories of Cognitive Development Jean Piaget. PsychoHawks. Retrieved from http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/

Northern Territory Government of Australia. (2014). Diagnostic assessments. Retrieved from http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-assessments

Westwood, P. (2008). The development of number concepts [pg. 24-27]. What Teachers Need to Know about Numeracy. Retrieved from http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/(S(werbhipvudaullbmij4fspgm))/Reader.aspx?p=360803&o=132&u=gHg5y%2fHUcAioGBrCV48Ntg%3d%3d&t=1389539644&h=2E169B233020ADEBE21BD0CEF42E9B500E44AD74&s=10981767&ut=405&pg=33&r=img&c=-1&pat=n

Diagnostic Assessment is a great tool for educators to effectively evaluate their students strengths and weaknesses. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. (Nothern Territory Government of Australia, 2014)

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