!"#$%&' )*"+ ,-.

//0- 1 2345-6 788'889':; 6

1






PLEASE NOTE:
THIS ASSIGNMENT IS PRESENTED IN THE SAME STYLE AS A TYPICAL MATHS RELAY.






}acquie Coau S268872 - ETL421 Assessment 1


2

1. Choosing Naths ielays as a numeiacy baseu classioom activity stems fiom the necessaiy
skills iequiieu foi chiluien to woik togethei anu collaboiate as a team to achieve success.
Theiefoie, outlining my context as social anu emotional leaining within a mathematical
setting. This is suppoiteu by Lyons, u., Foiu, N., & Aithui-Kelly, N. (2u11, p.1u8) who
aigues 'foi any class to feel like a community of leaineis, activities that stuuents uo togethei
aie essential'.

2. As stuuents move thiough theii school life they will all face the piospect of employment
that iequiies the essential skill of being able to woik as a collaboiative gioup membei with
theii colleagues. It is a skill that is useful in any many aspects of life but one that chiluien in
uiaue S anu 4 seem to stiuggle with, uue to the complex ielationship issues that exist
between giils anu boys uuiing this age. Some common iesponses to suggesteu mixeu gioup
activities so fai uuiing my piac have been, "boys smell!" anu "giils have geims!" Theiefoie,
piompting the fuithei impoitance of this activity.

S. Lyons, Foiu & Aithui-Kelly (2u11, p.1u8) also suggest 'coopeiative leaining is itself a
leaineu activity - it must be woikshoppeu anu piacticeu, iules foi inteiaction ueneu, anu
uiscussions about faiiness anu feelings oiganiseu'. Theiefoie, Yeai 4 teams will be chosen
consisting of mixeu genuei anu level of ability to paiticipate in the coopeiative-leaining
piocess, because chiluien vaiy in theii ability to communicate effectively, builu anu
maintain tiust, pioviue leaueiship anu manage conflict (uoouwin 1999 in Lyons, u., Foiu,
N., & Aithui-Kelly, N. 2u11, p.1u9).

4. Anothei ieason foi choosing this activity is the amount of stuuent contiol ovei the leaining
piocess. While the teachei maintains a 'guiuing, facilitative anu empoweiing iole' it allows
the stuuents a chance to shaie the iesponsibility of leaining (uillies & Boyle 2uuS in Lyons,
u., Foiu, N., & Aithui-Kelly, N. 2u11, p.1u8).

S. A final statement to cement the ieasoning behinu this activity anu its context is, 'A stiong
ieseaich base suppoits coopeiative leaining as an oiganisational stiategy foi teaching
social skills anu iesponsibility, while at the same time focusing on acauemic content'
(uoouwin 1999; }enkins, Antil, Wayne & vauasy 2uuS; }ohnson & }ohnson 2uuS in Lyons, u.,
Foiu, N., & Aithui-Kelly, N. 2u11, p.1u8).



}acquie Coau S268872 - ETL421 Assessment 1


3


"# $%&'(%)* +,*- )%'./01*% -(% 1+2.)-&0'% .3 -(%1) &4151-6 -. 7-)&0*5&-% 3.)+&5 &08
,-151-&)1&0 90.:5%8/% 10-. 5%&)0&45% 90.:5%8/%7 ;<&=1* &08 >%0%)-? @A"B? 2#CD

The skills chiluien neeu to leain have changeu as society changes. While basic mathematical
knowleuge will always be impoitant in a chilu's euucation, how that knowleuge will apply
to a chilu's uaily neeus will be foievei changing. Foi example, I was nevei schooleu with a
computei in the classioom but now theie is at least one oi moie in almost eveiy classioom.
Nany chiluien have theii own at home anu this is just one ieflection on how schooling
chiluien has changeu anu emphasising how teacheis must now iethink what anu how they
will teach. They neeu to not only make use of the mouein technology but pioviue stuuents
with the best possible chance to piospei in the futuie with an evei-changing technology
uiiven society.

!-------------------------------------------------------------------------------------------------------------


@# <&=1* &08 >%0%)- ;@A"B? 2#ED 8%*')14% -(%1) :.)910/ 8%3101-1.0 .3 +&-(%+&-1'*F3.)F
-%&'(10/ ;GE$D &* H& :&6 .3 4%10/ :1-( +&-(%+&-1'* 90.:5%8/% -(&- %0&45%* &
-%&'(%) -. *-),'-,)% 5%&)010/ *1-,&-1.0*? 10-%)2)%- *-,8%0-* &'-1.0* +1083,556? &08
)%*2.08 35%I1456? 10 :&6* -(&- %0&45% 5%&)0%)* -. %I-%08 ,08%)*-&0810/* &08 %I2&08
-(% )&0/% .3 -(%1) 10-%)2)%-1=% 2.**14151-1%* -().,/( &''%** -. 2.:%)3,5 '.00%'-1.0*
&08 &22).2)1&-% 2)&'-1'%7#

All schools have a wiue iange of teacheis who catei uiffeiently foi theii stuuents. At
Waimea Piimaiy School I have witnesseu a similai situation to the one highlighteu by Bavis
anu Reneit (2u1S). I have obseiveu how one classioom seems to always be sitting in
silence anytime I walk past, wheieas the classioom I have just left is often completely
chaotic with buzzing chiluien uoing a multituue of activities. Ny mentoi teachei is often
fiowneu upon foi being too noisy with hei class, but the iesults speak foi themselves, with
oui class peifoiming highei on the iecently ieleaseu NAPLAN iesults. We often have
combineu classioom activities anu chiluien fiom my class will always put theii hanu up to
contiibute to class uiscussions, wheieas the othei class seem moie hesitant to join in. I
soon leaint that the chiluien fiom the quiet classioom aie nevei encouiageu foi theii
opinion. I'm yet to uiscovei the consequences foi these chiluien but I will enueavoui to finu
out moie as my piac continues. 0ltimately, uiffeient teaching styles aie neeueu to catei foi



}acquie Coau S268872 - ETL421 Assessment 1


4
stuuents' vaiying leaining stiategies, but all chiluien like to have fun anu if leaining
happens in a fun enviionment then something must be saiu foi that teaching methou
anuoi stiategy.

!-------------------------------------------------------------------------------------------------------------

B# $(% J,*-)&51&0 K,))1',5,+ ;0#8#D *-&-%* -(&- -(% -()%% 2).31'1%0'6 *-)&08* .3
!"#$%&'("#)"*+ -./$"01+ 2%34.$5 63.7)"* ("# 8$(&3")"* &)% &0 10-%/)&5 2&)- .3
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9: ;/54$% ("# <.*$4%(
=: >$(&/%$5$"'
B# ?$35$'%1+ ("# 6'(')&')0& ("# 2%34(4).)'1
These stianus aie intenueu to suppoit the chosen mathematical content to be taught within
Yeai 4.

The maths ielay activities will iequiie stuuents to use all of the pioficiencies mentioneu
above. Foi example, the questions will iequiie them to unueistanu what they aie being
askeu to uo, pioblem solve using theii vaiying stiengths anu apply ieasoning to answei the
questions, while fluency in theii iecall ability will help with the timeliness of theii answeis.
Chiluien enjoy being active so auuing the physical element of ielay iunning aims to builu
excitement anu make leaining maths fun.

!------------------------------------------------------------------------------------------------------------



}acquie Coau S268872 - ETL421 Assessment 1


5
E# >%5&6 M,%*-1.0* :155 4% 4&*%8 .0 -(% N%&) E J,*-)&51&0 K,))1',5,+ '.0-%0-
8%*')12-.)* &08 :155 4% +1I%8 &08 =&)1%8 -. '&-%) 3.) 8133%)%0- 5%=%5* .3 *-,8%0-
&4151-1%*? '.0*1*-10/ .3L
Auuition, subtiaction, multiplication anu uivision
Time anu money baseu questions
Napping cooiuinates
Fiactions anu Becimals
Shapes anu patteins
ueometiic ieasoning
Pioblem solving - will also iequiie liteiacy skills to unueistanu the question
Puzzles eg. Suuoku

!-------------------------------------------------------------------------------------------------------------
Naths ielays
incoipoiate
fun anu
excitement
because they:
uet kius out fiom
behinu theii uesks,
anu thinking
'outsiue the
squaie'
Piomote woiking
togethei anu
taking auvantage
of each otheis'
stiengths
Catei foi uiffeient
thinking abilities
with questions that
can ielate to othei
subject aieas
Taiget ieal life
scenaiios such as:
supeimaiket
shopping, shaiing
biithuay cake,
going to the
movies, cai
paiking costs etc.



}acquie Coau S268872 - ETL421 Assessment 1


6
O# $(% P&-1.0&5 P,+%)&'6 >%=1%: >%2.)- ;@AAQ? 2# I11D )%=%&5* -(&- +&06 *-,8%0-*
5&'9 '.0318%0'% 10 -(% *,4R%'- .3 +&-(%+&-1'* &08 H8. 0.- %0R.6 .) *%% 2%)*.0&5
)%5%=&0'% 10 1- &08 &)% ,0519%56 -. '.0-10,% 1-* *-,86 =.5,0-&)156S#

Theiefoie, my numeiacy teaching piactice will be guiueu by an authentic peuagogy,
uesciibeu by Newmann in Biauy & Kenneuy (2u1u, p.24u) as something 'woithwhile,
significant anu meaningful'.

T5&0010/ '.0*18%)&-1.0*L

0ltimately I aim to achieve a high level of quality teaching anu leaining that incoipoiates
achievability anu success coupleu with ielevant feeuback suitable to stuuent's inuiviuual
neeus. I will obseive anu take notes thioughout the maths ielays so I can iuentify pioblem
aieas anu pioviue feeuback to stuuents on noticeable aieas of uifficulty.

!-------------------------------------------------------------------------------------------------------------

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5%=%5 .3 0,+%)&'6 46 10-%)0&-1.0&5 *-&08&)8* 1* =%)6 /..8? (.:%=%) -(%)% &)%
1. What are
my learning
intentions
and task
relevance?

2. How will
I design
each task
to cater for
different
types of
learners?

3. How will
students
know what
to aim for?

4. How will
I suggest
ways to
help the
students
improve?
5. How will
I assess
each task?
6. How will
I support
students
who need
assistance?



}acquie Coau S268872 - ETL421 Assessment 1


7
'.0'%)0* 3.) -(% H2).2.)-1.0 .3 J,*-)&51&0 *-,8%0-* ;2&)-1',5&)56 4,- '%)-&1056 0.-
.056 &+.0/*- V081/%0.,* *-,8%0-*D :(. &)% 0.- &'(1%=10/ &''%2-&45% 5%=%5* .3
2).31'1%0'6S# W.55.:10/ &)% -()%% )%'.++%08&-1.0* -(&- &)% +.*- )%5%=&0- -. +6
',))%0- '5&** .3 *-,8%0-*L

Waimea Piimaiy has many composite classes, which can iesult in a wiuei iange of abilities
in each class. Naths ielays coulu be stiuctuieu so that the moie auvanceu stuuents help
scaffolu the leaining foi those that neeu suppoit anu if funus weie available, specialist
teacheis coulu help by monitoiing those stuuents lacking in ceitain numeiacy skills anu
woik inuepenuently with them while the teachei continues to piogiess foiwaiu with the
iest of the class. Bowevei, unfoitunately specialist teacheis aie costly anu many schools
uon't have access oi the funus foi such an impoitant facility.
"#$%&&#'()*+%' ,- .% /)+0# *1# %2#/)33 3#2#3 %4 )$1+#2#&#'*5 +'$/#)0#( /#0%6/$#0
7+'$36(+'8 09#$+)3+0* *#)$1#/0 :%/;+'8 <01%63(#/ *% 01%63(#/= :+*1 *#)$1#/0> 01%63( ?#
(+/#$*#( *% 0699%/* *#)$1#/0 +' /#863)/ $3)00/%%&0 *% 9/%2+(# +'*#/2#'*+%' 4%/ ) 1+81#/
9/%9%/*+%' %4 0*6(#'*0 (6/+'8 )33 *1# $%&9630%/@ @#)/0 %4 0$1%%3+'85 )'( *1)*A
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(#2#3%9 *1# +'B(#9*1 $%'$#9*6)3 ;'%:3#(8# '##(#( *% ?#$%&# ) 9/%4+$+#'* )'(
060*)+'#( 3#)/'#/ )'( 60#/ %4 &)*1#&)*+$0-
*1#0# /#0%6/$#0 ?# 9)/*+$63)/3@ 4%$60#( %' *1# #)/3@ @#)/0 %4 0$1%%3+'8- 7C)*+%')3
C6&#/)$@ "#2+#: "#9%/*5 DEEF5 9-GD>
"#$%&&#'()*+%' D- .1)* *1# 3)'86)8# )'( 3+*#/)$+#0 %4 &)*1#&)*+$0 ?# #H93+$+*3@ *)681*
?@ )33 *#)$1#/0 %4 &)*1#&)*+$0 +' /#$%8'+*+%' *1)* 3)'86)8# $)' 9/%2+(# ) 4%/&+()?3#
?)//+#/ *% ?%*1 *1# 6'(#/0*)'(+'8 %4 &)*1#&)*+$0 $%'$#9*0 )'( *% 9/%2+(+'8 0*6(#'*0
)$$#00 *% )00#00&#'* +*#&0 )+&#( )* #3+$+*+'8 &)*1#&)*+$)3 6'(#/0*)'(+'80 7C)*+%')3
C6&#/)$@ "#2+#: "#9%/*5 DEEF5 9-IJ>-
Potential
Barriers
Multi-cultural
population
Integrating
students with
special
needs
Monetary
factors
placed on
familes
Limited
support for
students in
classrooms
and at home
Help
needed
Prefessional
Development
for teachers
Supplement
teacher support
Specialiised
programs
(IEP's) for
students in
need
Time to plan
the curriculum
and support
inclusive class
activities



}acquie Coau S268872 - ETL421 Assessment 1


8
Boyle in The National Numeiacy Review Repoit (2uu8, p.SS) 'maintaineu that liteiacy, with
iespect to the ability to ieau a given text, was an essential pait of the mathematical pioblem
solving piocess: the moie stuuents unueistanu infoimation, the gieatei chance they have of
paiticipating anu ueveloping mathematical skills'. This yeai uuiing the NAPLAN Testing
many kius in my class weie unsuie of the language useu in the mathematical pioblems anu
consequently got the answei wiong. Not because they uiu not know the mathematical
components, but because they coulu not unueistanu what they weie being askeu to uo.
Bawe & Nulligan in The National Numeiacy ieview Repoit (2uu8, p.SS) also attiibute 'the
fact that 6,uuu out of S6,uuu chiluien faileu to iesponu to a ielatively stiaightfoiwaiu item
on a Basic Skills Test, laigely to a failuie of ieauing compiehension iathei than
mathematical inability'. By having the ielay questions woiueu in a similai way to those
useu in the NAPLAN testing I am aiming at impioving theii compiehension skills too. In this
ciicumstance I am hoping that teamwoik will mean those stuuents with bettei liteiacy skills
can help those lacking in the mathematical skills to successfully achieve the intenueu
outcome. The questions must also encompass uay-to-uay pioblems that they can ielate to.
Foi example, using pieces of chocolate iathei than just numbei, oi cutting a biithuay cake
when iefeiiing to fiactions.


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Students lack condence in their
written and comprehension abilities
that reect incorrect answers in their
mathematical problems.
Teachers may be schooled differently
to the suggested way of teaching for
today's students.
Younger students may lack the
necessary linguistic ability to
understand the more complex
mathematical concepts.
"#$%&&#'()*+%' I- .1)* )33 *#)$1#/0 %4 &)*1#&)*+$0 )'( '6&#/)$@ ?# #K6+99#( *%
+(#'*+4@ )'( 6'(#/0*)'( 1%: 9#/0%')3 $+/$6&0*)'$#05 $63*6/)3 9/)$*+$#0 )'( *1# 9)/*+$63)/
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*1)* *1#0# 3#)/'+'8 '##(0 )/# &#* 7C)*+%')3 C6&#/)$@ "#2+#: "#9%/*5 DEEF5 9-GJ>-



}acquie Coau S268872 - ETL421 Assessment 1


9
Cultuial uiffeiences can have a huge impact on what stuuents think will be useful in theii
woilu, uepenuent on theii upbiinging anu family situations. Teacheis neeu to unueistanu
each chilu's backgiounu, to help puiposefully uiiect the appiopiiate leaining foi theii
futuie. Paients have vaiying expectations foi what theii chiluien shoulu achieve thiough
school anu this can impact on how well stuuents can ielate to ceitain topics. Naths ielays
coulu be useu to builu cultuial unueistanuings thiough taigeting questions aiounu
situations that have aiisen in class. Foi example, asking chiluien to auu anu subtiact using
items that ielate to theii woilu, oi calculate the necessaiy ingieuients foi cooking a
tiauitional cultuial tieat fiom a given iecipe, then peihaps actually cooking it to shaie on
anothei uay to consoliuate the leaining.

A multicultuial Austialia means a giowing numbei of cultuially uiveise chiluien aie
enteiing Austialian schools anu touay's teacheis neeu to be fully piepaieu foi this
incieasing change. Teacheis neeu to iuentify, unueistanu anu auuiess stuuents who aie
having peisonal uifficulties in a iespectful manoi. In oiuei foi this to occui teacheis neeu
time to builu ielationships with theii stuuents anu the school neeus to pioviue the
necessaiy tiaining, iesouices anu stiategies foi this to be effective.
!-------------------------------------------------------------------------------------------------------------
Funds for
teacher
training in
cultural
diversity
and religion
Identifying
students
that are
having
difculty
Extra
support for
ESL and
culturally
diverse
students
Understanding
and
communication
from parents,
ethnic and
community
groups
Factors
affecting
cultural
differences
in the
classroom:
Sharing of
resources,
strategies and
pedagogies
among
teachers and
schools.



}acquie Coau S268872 - ETL421 Assessment 1


10

X# Y%*-:..8 ;@AAQ? 2#"D &)/,%* HP,+%)&'6 +%)1-* *%2&)&-% &08 *%)1.,* &--%0-1.0S#
P,+%)&'6 *9155* &)% 0%%8%8 10 &55 *,4R%'- &)%&* &').** -(% ',))1',5,+? &08 *1+15&) -.
-(% :&6 51-%)&'6 (&* %I2&08%8 -. %+4)&'% +.)% -(&0 R,*- )%&810/ &08 :)1-10/? H-(%
&'M,1*1-1.0 &08 &2251'&-1.0 .3 0,+%)&'6 1* 0.: )%/&)8%8 &* ',5-,)&556 4&*%8? *.'1&556
8%-%)+10%8? *1-,&-%8 &08 '.0-%I-F*2%'131'S ;Z&9%) %- &5# 10 Y%*-:..8 @AAQ? 2#OFUD

Butchei et al. in Westwoou (2uu8, p.6) iefeis to 'numeiacy foi piactical puiposes',
'numeiacy foi inteipieting society', 'numeiacy foi peisonal oiganisation' anu 'numeiacy foi
knowleuge'. Similaily, Steen in Westwoou (2uu8, p.6) suggests that numeiacy, oi
'mathematical liteiacy', neeus to be:




Theiefoie, suggesting that the meaning of numeiacy will vaiy accoiuing to the context anu
puiposes foi which someone's numeiacy skills aie useu.


!-------------------------------------------------------------------------------------------------------------
PRACTIAL: for
every day
use
CIVIC: to
understand
issues in the
community
PROFESSIONAL:
for employment
RECREATIONAL:
eg. to
understand
scoring in sports
CULTURAL:as
part of civilised
persons' deep
knowledge and
culture



}acquie Coau S268872 - ETL421 Assessment 1


11
Q# HN., '&00.- 4% 0,+%)&-% ,05%** 6., 90.: *.+% +&-(%+&-1'*# N., '&00.- 4%
0,+%)&-% ,05%** 6., &2256 +&-(%+&-1'* -. 2)&'-1'&5 *1-,&-1.0* .) 8)&: .0
+&-(%+&-1'* :(%0 8%&510/ :1-( *1-,&-1.0* 10 :(1'(
+&-(%+&-1'* 1* %+4%88%8S ;T%)*. @AAU? 2#BUD#


Peiso (2uu6, p.S7) aigues that as technology has uevelopeu so has the neeu foi people to
have a gieatei mathematical unueistanuing in eveiyuay life. Foi example, as the neeu foi
moie public tianspoit giows, a moie complex bus timetable neeus to be inteipieteu.
Similaily, as we staiteu uealing with gieatei amounts of money the neeu foi cash iegisteis
outweigheu the 'pen-anu-papei accounting'. Theiefoie, confiiming the neeu to continually
ieview anu mouify teaching piactices to suit touay's stuuents.

!-------------------------------------------------------------------------------------------------------------
T
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G
e
n
e
r
a
l C
a
p
a
b
ilit
y
.
Numeracy
has many
definitions
'The disposition
and capacity to use
mathematics to
function effectively
at home and in
society'
Perso (2006)
'To be numerate is to use
mathematics effectively to
meet the general demands
of life at home, in paid
work, and for participations
in community and civic life'
Aust. Association of
Mathematics Teachers
(1997).
'Numeracy is first
and foremost a
political and social
issue'
Stephens (2000)
'Numeracy is having
the disposition and
critical ability to choose
and use appropriate
mathematical
knowledge strategically
in specific contexts'
Kemp & Hogan (2000)
'Numerate is
defined as a word
to represent the
mirror image of
literacy'
Crowther Report
(1959)



}acquie Coau S268872 - ETL421 Assessment 1


12
C# >%'.++%08%8 -%&'(10/ -&'-1'* 3.) %33%'-1=% *-,8%0- 5%&)010/ 10 -(% 0,+%)&'6
8.+&10L

;Y%*-:..8 @AAQ? 2#BUFBXD

!-------------------------------------------------------------------------------------------------------------

"A# V- 1* 1+2.)-&0- 3.) -%&'(%)* -. 8%=%5.2 -(%1) .:0 +&-(%+&-1'&5 ,08%)*-&0810/ 3.)
').**F',))1',5&) -%&'(10/ 10 -.8&6S* *.'1%-6#

This applies well within the context of maths ielays as they can be extenueu to incluue a
vaiiety of pioblems that have a mathematical base, but coulu also assess stuuent abilities in
alteinate cuiiiculum aieas. Fiom watching the L''#'?#/8 M#)/'#/ N+(#%0 I stiongly believe
that pioviuing cleai anu explicit instiuctions coupleu with sufficient scaffoluing aie
impoitant foi successful teaching. Baving goou stiategies anu piops will also help engage
the stuuents anu piomote highei stuuent paiticipation. The viueos pioveu the effectiveness
of actively engaging gioups of stuuents with pioblem solving questions. All of which aie
12 teaching tactics for
effective student
learning in the
numeracy domain
Excavating:
uncovering what
students know
Orienting: setting the
scene; contextualising;
reminding; linking
Modelling: demonstrating;
directing; explaining;
instructing; showing; telling
Collaborating: acting as
co-learner; working
closely with students
Guiding: cueing;
prompting; navigating
toward understanding
Noticing: being aware of how well
students understand new work;
identifying any gaps or
misconceptioons; providing
coaching or re-teaching
Probing: clarifying;
monitoring; checking
'Convince me': seeking
explanations and
justification from students
for their ideas
Reflecting and reviewing:
recounting; considering
again, summarising;
sharing
Extending:
challenging; taking
students beyond
simple ideas
Apprenticing:
encouraging peer
assistance; mentoring



}acquie Coau S268872 - ETL421 Assessment 1


13
encouiageu in maths ielays anu fuithei convey theii effectiveness foi teaching numeiacy
skills to stuuents in Yeai 4.

!-------------------------------------------------------------------------------------------------------------

[I-%0*1.0 M,%*-1.0* 3.) 4.0,* 2.10-*L

HP,+%)&'6 1* -(% %33%'-1=% ,*% .3 +&-(%+&-1'* -. +%%- -(% /%0%)&5 8%+&08* .3 513% &-
*'(..5 &08 &- (.+%? 10 2&18 :.)9? &08 3.) 2&)-1'12&-1.0 10 '.++,01-6 &08 '1=1' 513%S
;GK[[$NJ "CCX? 2#"BAD# ;PP>> 2#BD

Statements like these encouiage me to steei my leaining towaius helping the chiluien in my
class to have the necessaiy skills foi unueistanuing what is being askeu of them anu also
pioviue the necessaiy scaffoluing to ensuie what they aie leaining is meaningful anu can be
applieu to theii lives. Numeiacy is a life skill that is essential foi eveiy stuuent to
paiticipate effectively in society. Theiefoie, it will play an integial pait of my teaching uay.

!-------------------------------------------------------------------------------------------------------------

$().,/(.,- -(1* &**1/0+%0- 1- (&* 4%'.+% %=18%0- -(&- -(% '.0'%2- .3 +&-(* )%5&6*
'.,58 4% %I-%08%8 10 & =&)1%-6 .3 :&6* -. 10'.)2.)&-% %=%0 +.)% 5%=%5* .3
10=.5=%+%0- &08 ').**F',))1',5,+ 2)1.)1-1%*S 3.) %I&+25%L

" Bonus points foi quietly woiking thiough pioblems
" Bonus points foi excellent team woik
" Auu a 'uiess-up' element foi the iunnei
" Beuuct maiks foi incoiiect answeis to encouiage stuuents to think anu not iush
" Localiseu questions ielating to things aiounu the school
" Questions ielating to pievious units of stuuy to consoliuate knowleuge.


!-------------------------------------------------------------------------------------------------------------




}acquie Coau S268872 - ETL421 Assessment 1


14

>%3%)%0'%*L

Austialian Cuiiiculum. (n.u.). Retiieveu fiom
http:www.austialiancuiiiculum.euu.auueneialCapabilitiesPufNumeiacy

Austialian Institute foi Teaching anu School Leaueiship. (2u14). uiauuate Stanuaius.
Retiieveu fiom http:www.aitsl.euu.au

Biauy, L. & Kenneuy, K. (2u1u). O6//+$636& O%'0*/6$*+%', (4
th
eu.). Fienchs Foiest, NSW:
Peaison Austialia.

Bavis, B. & Reneit, N. (2u1S). .1# &)*1 *#)$1#/0 ;'%:A 9/%4%6'( 6'(#/0*)'(+'8 %4 #&#/8#'*
&)*1#&)*+$0- Tayloi anu Fiancis. Retiieveu fiom
http:cuu.eblib.com.au.ezpioxy.cuu.euu.aupationFullRecoiu.aspx.p=1S19u4S

Kemp, N & Bogan, } (2uuu), P3)''+'8 4%/ )' #&91)0+0 %' '6&#/)$@ +' *1# $6//+$636&-
Retiieveu fiom
http:scholai.google.com.auscholai.q=kemp+%26+Bogan&btnu=&hl=en&as_sut
=u%2CS&as_vis=1

Lyons, u., Foiu, N., & Aithui-Kelly, N. (2u11). O3)00/%%& &)')8#&#'*A O/#)*+'8
9%0+*+2# 3#)/'+'8 #'2+/%'&#'*0 (Siu eu.). South Nelbouine, vIC: Cengage Leaining.

National Assessment Piogiam - Liteiacy & Numeiacy. (2u11). Retiieveu fiom
http:www.schools.nsw.euu.auleaining712assessmentsnaplannmswiitingYi
Sexam ples.html

National Numeiacy Review Repoit, 2uu8. Retiieveu fiom
https:www.coag.gov.ausitesuefaultfilesnational_numeiacy_ieview.puf

Peiso, T (2uu6), .#)$1#/0 %4 Q)*1#&)*+$0 %/ C6&#/)$@R Retiieveu fiom
http:files.eiic.eu.govfulltextE}74SS96.puf

Stephens, N (2uuu), S(#'*+4+$)*+%' )'( #2)36)*+%' %4 *#)$1+'8 9/)$*+$#0 *1)* #'1)'$#
'6&#/)$@ )$1+#2#&#'*- Retiieveu fiom
http:scholai.google.com.auscholai.stait=1u&q=max+stephens&hl=en&as_sut=u,
S&as_vis=1

Westwoou, P. (2uu8). T1)* *#)$1#/0 '##( *% ;'%: )?%6* '6&#/)$@- Cambeiwell, vic: ACER
Piess. Retiieveu fiom
http:seaich.infoimit.com.au.ezpioxy.cuu.euu.aubiowsePublication;ies=IELBSS;i
sbn=978u864S19u4S