EUN663 Assessment 1 details and rubric 2023 (1) (1)
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School
National Defense University, Islamabad *
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Course
MANAGERIAL
Subject
Mathematics
Date
Nov 24, 2024
Type
docx
Pages
5
Uploaded by taimoortahir619
Assessment Item 1:
Professional Plan
Length:
1,500 words + appendix
Weight:
40%
Due date:
Friday 8
th
September 2023, 11:59 pm
Description:
You are required to use relevant literature to plan a range of early childhood mathematics activities that could be implemented in the prior-to-school sector. The purpose is for you to build your knowledge base of early number activities and utilise scholarly research as a rationale for your proposed practice.
The focus is on early childhood mathematical concepts. Your professional plan will need to:
identify a focus age group from the prior-to-school
setting
.
cover approximately 2 or 3 beginning processes.
utilise and promote age-appropriate mathematical language associated with your chosen concepts.
Your professional plan
should include the following elements (in bold
):
Title
Background
In this section you need to identify the EC mathematics concepts you are focusing on, as well as the age group. You will need to use scholarly literature to support your choice and indicate the importance of the concept for your chosen age range. You will need to identify whether you will be referencing the Early Years Learning Framework or the Queensland Kindergarten Learning Guideline. Proposed Activities
How you set up this section can vary (with additional subheadings as necessary). It is crucial in this section that you clearly demonstrate your understanding of the scholarly literature along with either the Early Years Learning Framework or Queensland Kindergarten Learning Guideline, as a rationale for your proposed activities. You must demonstrate concept development and progression (i.e. the activities increase in complexity to allow opportunities for development and progression)
. In the early years it is understood that you could take mathematics concept development in many directions, so you may describe a wide range of activities (minimum 4 - maximum 6) in this text, but 1 detailed plan must appear as an appendix. References
According to APA 7
th
. Appendix
Include a detailed plan for one
of your proposed activities. Refer to the appendix meaningfully in the body of your professional plan.
Additional information
Background: Approximately 450 words. Activities (In-Text)
Proposed Activity 1
Aims:
What are the aims of your lesson/activity? What are you hoping the children will achieve?
E.g., Children will select the purple triangle; Children will produce some number words mostly in correct sequence to 5
Action:
How will the children get to this point? What are you doing? What is the activity? What questions might you ask? E.g., Organise children into pairs. The children take turns to pick up a handful of butter beans/eggs and estimate how many they have picked up. One child then counts out the beans/eggs to the other. The partner can check the count and repeat the process. Follow this with one of the partners placing his or her eggs in a row. The second child then places a handful of eggs in a line, next to the partner’s row. Encourage the children to compare the two rows of eggs and determine who has the greater number of eggs. Having the children determine how many more eggs are in one line than are in the other line, taking away an egg or adding on an egg could be a way to extend the thinking in this activity. (NSW DET, n.d) Another variation on this activity would be to number the eggs from 1-10 to provide opportunities for children to demonstrate their knowledge of numerical order.
Questions:
1.
2.
3.
Rationale
Why is this activity appropriate? Why does it build that skill? How does it link to EYLF or QKLG? Support with evidence.
Appendix
Date:
Time/session:
Age Group:
Small group or individual:
Links to EYLF or QKLG:
Activity Aims:
Mathematical Language:
Concept(s) to be covered:
Time
(How long will each bit be?) Teaching Strategies/Activity
1.
Introduction
How will you engage the children?
2.
Activity
What is actually happening? What are the children doing? What are you doing? What questions might you ask? How are the children organised? Be clear here, imagine a relief teacher has to pick this up and run with it. 3.
Conclusion
What will happen at the end? How will you bring it back? Consolidate knowledge etc? Differentiation How do you need to adjust the activity to suit
all learners? Resources (including other adult help) What resources do
you need? Evaluation
Some reflective questions you might ask yourself Assessment
How will you know the children reached the aim? Sometimes people put this in an additional column next to resources. Will it be
via their conversations with you? Photographing a final product? Criteria
7
6
5
4
3, 2, 1
Background
Identification of chosen topic and Extremely clear identification of Very clearly identifies the chosen topic. Clearly identifies the chosen topic. Identifies the chosen topic. Provides evidence of limited and
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justification of importance.
10 marks
chosen topic. Demonstrates deep understanding of scholarly literature and a relevant early childhood framework (EYLF or QKLG) when justifying the importance of the topic to early childhood mathematics. Demonstrates good understanding of scholarly literature and a relevant early childhood framework (EYLF or QKLG) when justifying the importance of the topic to early childhood mathematics. Demonstrates understanding of scholarly literature and a relevant early
childhood framework (EYLF or
QKLG) when justifying the importance of the topic to early childhood mathematics. Demonstrates evidence of some understanding of scholarly literature and a relevant early
childhood framework (EYLF or
QKLG) when attempting to justify the importance of the topic to early childhood mathematics.
disconnected understanding in relation to the chosen topic and the importance to early childhood mathematics.
Proposed Activities
Understanding of information emerging from research, evidenced
by the quality of the literature used and the ability to synthesise that information in order to develop learning activities.
Clear links with a relevant framework.
Clear concept development and progression that is age appropriate.
15 marks
Provides evidence of deep and critical understandings of the
relevant literature and theory; synthesises the information to provide a rationale for
developing the learning activities.
A thorough understanding is demonstrated through direct and specific links between
the scholarly literature and the chosen framework (EYLF or QKLG). An insightful justification is used to explain how the activities progress and
is clearly linked to research literature. The activities are well suited for the chosen age group.
Provides evidence of a good understanding of the relevant literature and theory; synthesises the information to provide a rationale for
developing the learning activities.
A good understanding
is demonstrated through some direct and specific links between the scholarly
literature and the chosen framework (EYLF or QKLG). A good justification is used to explain how the activities progress
and is clearly linked to
research literature. The activities are suited for the chosen age group.
Provides evidence of understanding of
the relevant literature and theory; synthesises the information to provide a rationale for developing the learning activities.
Understanding is demonstrated with links between the scholarly literature and the chosen framework (EYLF or
QKLG). Clear justification is used to explain how
the activities progress and is linked to research literature. The activities are appropriate for the chosen age group.
Provides evidence of understanding of
the literature and theory; synthesises the information to provide a rationale for developing the learning activities.
Some attempt to draw links between the scholarly literature and the chosen framework (EYLF or QKLG). Some justification is
used to explain how
the activities progress, with some links to literature. The activities are generally appropriate for the chosen age group.
Limited understanding demonstrated, with
and attempt to provide a rationale for developing the learning activities.
Little evidence of links between the scholarly literature and the chosen framework (EYLF or QKLG).
Limited justification. Activities not necessarily age appropriate.
Appendix
Detailed plan of one proposed activity.
10 marks
Extremely thorough and detailed presentation of activity plan. Includes quality links to frameworks, use of mathematical language/questioning,
demonstrates excellent creativity and includes high quality aspects of differentiation.
Thorough and detailed presentation of activity plan. Includes clear links to frameworks, mathematical language/questioning,
demonstrates creativity and clear aspects of differentiation.
Detailed presentation of activity plan. Includes links to frameworks, mathematical language/ questioning and demonstrates some
creativity and aspects of differentiation.
Clear presentation of activity plan. Includes some attempt to link to frameworks and use of mathematical language. Some aspects are creative
and include differentiation.
Limited detail provided. Some aspects clearly described, but overall unclear.
Academic writing, presentation
Outstanding presentation and Great presentation and organisation.
Good presentation and organisation.
Satisfactory presentation and Improvement needed in
5 marks
organisation.
Meaningful links made to appendix and any tables and/or
figures in body of text.
Exemplary writing and
referencing.
Correct grammar, punctuation, spelling, etc. Good links made to appendix and any tables and/or figures in body of text.
Excellent writing and referencing.
Correct grammar, punctuation, spelling, etc. Links made to appendix and any tables and/or figures in body of text.
Good writing and referencing.
Correct grammar, punctuation, spelling, etc. organisation.
Some links made to appendix and any tables and/or figures in body of text.
Satisfactory writing and referencing.
Some errors in grammar, punctuation, spelling, etc. presentation and organisation, writing and referencing, grammar, punctuation, spelling, etc. Comments: