A3 maths resource folio

.docx

School

Swinburne University of Technology *

*We aren’t endorsed by this school

Course

10003

Subject

Arts Humanities

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by KidElementCrab18

EDU10003, Assignment 3 1

Assignment 3: Folio Explanation of the Curriculum The Australian Curriculum was created to encompass a modern National standard of education, encouraging uniformity across the various State education departments. Its main purpose is to enhance the education of all Australian students from Foundation to Year 10 by instilling self-assurance and developing well rounded, engaged members of society. It is a framework of what is supposed to be taught and learned in each year level. It is organised into 3 broad bands focusing on fundamental learning, essential skills and social awareness. The Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018, version 8.4. 1. EIGHT learning Areas – English, Mathematics, Science, Health and Physical Education, Humanities and Social Sciences, The Arts, Technologies and Languages. 2. SEVEN General Capabilities - Literacy; Numeracy; Information and Communication Technology Capability; Critical and Creative Thinking; Personal and Social Capability; Ethical Understanding; and Intercultural Understanding. 3. THREE Cross-curriculum priorities – Aboriginal and Torres Strait islander Histories and Cultures, Asia and Australia’s engagement with Asia, and Sustainability. The Curriculum gives an overview of the eight learning areas with clear links in each year level to content descriptors identifying what students should be learning and provides explanations called ‘achievement standards’ stating the required level of understanding attained by the end of a particular school year. Fundamentally, the seven General Capabilities assist in giving children skills they need to exist in modern society. They provide them with tools to cope, reason, consider options and make decisions with thoughtful consideration of cultural and ethical differences. Three Cross-curriculum priorities are entwined throughout a learning syllabus. For example, an art lesson may consist of drawing a cultural / aboriginal landscape and depict shapes and colours to represent aboriginal heritage. The Australian Curriculum proposes to showcase the learning of maths to continuously evolve in the current climate of limitless digital technology. It aims to pave the way for students to be numerate, using mathematical skills and knowledge to 2

weigh up alternative situations, make a plan or decision and be able to review that decision for its worthiness. It expects that students experience maths in an interesting, engaging manner that fosters a curiosity and a love of learning maths. Maths in the classroom is concentrated on three main areas of discipline, the three content strands - Numeracy & Algebra, Measurement & Geography, and Statistics and Probability. Throughout the Content Strands are the four proficiency strands  Understanding – multi-skilled in maths concepts, making sense of how and why, using existing ideas to develop ideas. Being able to link concepts and use appropriate language.  Fluency – ability to remember and use taught concepts to capably calculate, reason, process, and draw conclusions.  Problem-Solving – understand the question /problem, explore methods of solving the problem, explain reason for solutions and the ability to critically appraise it.  Reasoning –ability to explain choice of methods, hypothesise, provide proof. The Content Strands are broken down into Sub-Strands that clearly sequence maths learning to enable a flow of understanding and grasping of the concepts. Numeracy is threaded right throughout the AC depicting a strong focus on the need of teachers and students to know that mathematics has common place, not just in a mathematics lesson, but in all school, work, family, and other aspects of everyday life. Being numerate is the ability, inclination, and self-assurance to know how and when to use mathematics in general everyday existence. There is an evolving appreciation for numeracy, the diversity of maths, and its presence in all areas of education. For example, ’Maths in Dance’ - dance is made up of beats (counting), rhythms, body movements and shapes, spatial awareness and symmetry. Age group / Year level Year 2 3

Template 1 Links to curriculum Year 2, Number and Algebra - Money and Financial Matters ACMNA034 “Count and order small collections of Australian coins and notes according to their value” (The Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018, version 8.4) Resource This is an online game called Pay the Price – Level 2 – Choosing the correct money Link: https://static.moneysmart.gov.au/teaching/resources/pay- the-price/index.html Figure 1. Online game – Pay the Price ( Australian Securities and Investments Commission, 2015.) A fun, interactive online game where the children shop for grocery items. Various groceries are presented, then selected, and the price tag appears. Two possibilities are presented with multiple coins. The idea is to add up the money value on each possibility and choose the one that matches the price tag. This could be introduced initially on the Interactive White board (IWB) before breaking into rotational groups. One group with iPads to play individually, another group around a table with their own white boards, face down large price tags in the middle of table. A price tag is flipped, and children write down as many combinations of notes and coins to equal the price tag. The final group act out their own grocery shop experience, picking up items and paying at the cash register with their play money. Rationale This Information Communication Technology (ICT) is a great resource because it is attention grabbing, with colourful cartoon images that are relatable to children. It links to the content descriptor, allowing year 2 students to count small collections of Australian money to make up the value of an item. Wankamaker (2018), suggests that money and finance is the most widely practiced ‘everyday math’. 4

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help