Assessment for maths 3000 words all together Assessment overview The purpose of this folio task is to enable you to demonstrate your ability to generate and analyse plans of mathematics lessons and units using the structure and content of the Australian Curriculum. This task also enables you to further develop your skills in designing teaching strategies that take an inclusive and integrated approach and enable ICT to expand the teaching and learning of mathematics. Assessment details Folio outline This assessment task requires you to create a unit of work (over 3-5 lessons) for either an F-2 class, 3-4 class or a 5-6 class. Your unit of work should provide an opportunity for students to explore key concepts of each of the three content strands within the AC Maths across a series of related lessons. As part of the folio task you will need to compare and evaluate strategies and resources designed for mathematics teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Maths (ACARA, 2015). Folio topic/theme In determining a focus for your unit, you should choose a topic, theme, or pretext which connects the three content strands. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design. Folio Structure Your unit of work folio will include the following items: Introduction. A detailed introduction contextualising the folio Unit plan with unit overview The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons, and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit. The unit plan and overview should include: · The objectives and aims of the unit o Pedagogical approaches · The background context-including year level and prior knowledge of students · The strands and elements from the Australian Curriculum that you are addressing · A plan noting the lessons and topic breakdowns (e.g. timeline overview of the unit) Resource list Provide a specific list of resources (including stimuli, texts, tools, ICT). All references should be appropriately cited using APA style. You can include this either as part of your lesson plans, your unit plan, or as a separate document, as long as this is captured and referenced correctly. For example, you may refer to these in your lesson plans for context, but direct to a separate list that is more specific with references. Lessons plans Provide lesson plans for each lesson in the unit that more specifically outline what activities students will be undertaking and how their skills and knowledge will be built over each lesson. The lesson plans should also highlight ...

1. Assessment for maths 3000 words all together
Assessment overview
The purpose of this folio task is to enable you to demonstrate
your ability to generate and analyse plans of mathematics
lessons and units using the structure and content of the
Australian Curriculum. This task also enables you to further
develop your skills in designing teaching strategies that take an
inclusive and integrated approach and enable ICT to expand the
teaching and learning of mathematics.
Assessment details
Folio outline
This assessment task requires you to create a unit of work (over
3-5 lessons) for either an F-2 class, 3-4 class or a 5-6 class.
Your unit of work should provide an opportunity for students to
explore key concepts of each of the three content strands within
the AC Maths across a series of related lessons.
As part of the folio task you will need to compare and evaluate
strategies and resources designed for mathematics teaching, as
well as generate evidence of your capacity to plan and assess
units and lessons based on sound pedagogical principles that
demonstrate your understanding of the Australian Curriculum:
Maths (ACARA, 2015).
Folio topic/theme
In determining a focus for your unit, you should choose a topic,
theme, or pretext which connects the three content strands. You
should also look for ways to incorporate inclusive, integrated
and/or holistic approaches into your teaching and assessment
design.
Folio Structure
Your unit of work folio will include the following items:
Introduction.
A detailed introduction contextualising the folio
Unit plan with unit overview

2. The unit plan should demonstrate how the lessons fit together as
a whole and contribute to a students’ knowledge of a topic and
meeting the overall objectives. The length of the unit should be
3 – 6 lessons, and demonstrate learning objectives and some
form of assessment that students would be able to complete by
the end of the unit.
The unit plan and overview should include:
· The objectives and aims of the unit o Pedagogical approaches
· The background context-including year level and prior
knowledge of students
· The strands and elements from the Australian Curriculum that
you are addressing
· A plan noting the lessons and topic breakdowns (e.g. timeline
overview of the unit)
Resource list
Provide a specific list of resources (including stimuli, texts,
tools, ICT). All references should be appropriately cited using
APA style. You can include this either as part of your lesson
plans, your unit plan, or as a separate document, as long as this
is captured and referenced correctly. For example, you may
refer to these in your lesson plans for context, but direct to a
separate list that is more specific with references.
Lessons plans
Provide lesson plans for each lesson in the unit that more
specifically outline what activities students will be undertaking
and how their skills and knowledge will be built over each
lesson. The lesson plans should also highlight any strategies
you could use to cater for diversity or inclusive approaches.
You can use your own lesson template or the template used by
our example teachers in the learning materials.
Your lesson plan should include:
· Key aims, activities and resources for the lesson
· Any strategies you could use to cater for diversity or inclusive

3. approaches
· Any strategies to enhance the use if ICT
Assessment plan
Overview of your strategy for assessing students during or at
the end of the unit. This should align with the unit objectives
you have stated in the unit plan. Your plan should also outline
how you can transition the class to the next unit of
work/mathematical theme. You may include assessment
documents (e.g. a rubric or marking criteria) to support your
plan as needed.
Reflection
Provide a concise reflection on your development of the unit
plan, including your rationale for the pedagogy, activities and
other key choices you have made. You should also refer to
anywhere that your choices have been inspired by or are related
to the three teacher characters in the learning materials.
Additional support materials
You can attach additional resources you intend to use to support
students’ learning within the unit, to demonstrate the level of
resources you would use. These would be counted as
appendices/support examples so will not contribute to your
word count.
As this is a folio designed to highlight lesson planning and how
you would design and teach a unit of work in practice, the
writing style does not need to be formal and can include dot
points and other concise text, but it must be clear enough to be
a practical and useful set of documents that another teacher
could utilise. Supporting resources and other relevant work by
others also needs to be cited and referenced according to APA
standard.
Assessment criteria
1. Demonstrated understanding of the practice of teaching and
assessing mathematics in the primary context.

4. 2. Demonstrates personal and professional reflection and
evaluation.
3. Demonstrated understanding of contemporary mathematics
pedagogy through links to theories, models and perspectives.
4. Uses appropriate writing conventions, including APA style
referencing, punctuation, grammar, spelling, sentence structure
and word choice (academic and information literacy).
Your work will be assessed using the following holistic rubric:
Pass [50-59%] – all aspects of the task have been completed,
and the requirements of all criteria have been met at a
satisfactory level. This means:
Your folio shows a satisfactory understanding of the practice of
mathematics teaching and assessment and its relationship to the
Australian Curriculum. This is evident in your unit of work.
Your reflection provides some reflective dialogue regarding
elements of your unit plan that focuses upon pedagogical
justification of the elements.
You have demonstrated basic inclusive methods of teaching
and learning for the whole class
You have demonstrated some understanding of the Australian
Curriculum content
You have illustrated a grounded understanding of appropriate
methods of mathematics assessment and how you can transition
the class to the next unit of work/mathematical theme.
You have adhered to relevant conventions of English and have
maintained an appropriate degree of structure and formality.
Your folio is proofread so that most typographical and spelling
errors are eliminated, and any errors that are present do not
detract substantially from the communication of ideas.
While there are some errors in your APA referencing, you do
provide evidence to support your ideas, although this evidence
may be drawn from a limited range of sources.
Credit [60-69%] – to be awarded a Credit, you must fulfil all of

5. the requirements of the Pass level, but with more sophistication.
Specifically this means:
Your folio shows a capacity to develop a unit of work which
illustrates engaging practice of mathematics teaching and
assessment. The unit demonstrates the integration of practical
understanding of the Australian Curriculum with current
developments in mathematics theories, models and perspectives.
Your reflection offers insightful justification into pedagogical
approaches.
You have demonstrated some interpretation of inclusive
methods of teaching and learning for the whole class.
You have demonstrated relevant understanding of the
Australian Curriculum content.
You have illustrated grounded and current understanding of
appropriate methods of mathematics assessment and how you
can transition the class to the next unit of work or mathematical
theme. This demonstrates a vision of your future practice as a
mathematics teacher.
Your writing is concise, and word choice is deliberate. You
communicate meaning effectively and efficiently, without
superfluous words, phrase and sentences.
Apart from minor issues in text and/or in the reference list, you
adhere to APA referencing conventions and use evidence from
an appropriate range of sources.
Distinction [70-79%] – to be awarded a Distinction, you must
fulfil all of the requirements of the Credit level, but with a
higher degree of insight into the topic, and competence in
written communication. Specifically this means:
Your folio demonstrates insight into the practical application
of contemporary theories, models and perspectives of
mathematics teaching, learning and assessment. These links
between theory and practice are evident within the detailed unit
of work and critical analysis evaluating the unit of work.
Your reflection offers insightful and comprehensive
justification into pedagogical approaches.

6. You have demonstrated comprehensive interpretation of
inclusive methods of teaching and learning for the whole class.
You have demonstrated substantial understanding of the
Australian Curriculum content.
You have illustrated grounded, current and contemporary
understanding of appropriate methods of mathematics
assessment and how you can transition the class to the next unit
of work/mathematical theme. This demonstrates a vision of your
future practice as a mathematics teacher.
Your draw on evidence for a wide range of appropriate sources,
and all statements are supported as required. APA conventions
are accurate and successfully integrated.
Effective language use is a feature of the folio. Errors in
spelling, punctuation and grammatical construction have been
addressed through careful proofreading. You write with
sensitivity for your audience and consider the impact of your
choices in terms of language and tone.
High Distinction [80-100%] – to be awarded a HD, you must
fulfil all of the requirements of the Distinction level, and show
higher levels of sophistication and insight. Specifically this
means:
Your folio demonstrates a highly developed and insightful
discussion into the practical application of contemporary
theories, models and perspectives of Mathematics teaching,
learning and assessment. This is evident within the detailed unit
of work which presents ideas that are challenging, effectively
matched to the needs and capabilities of primary-aged learners
and addresses 21st century numeracy demands.
You reflection offers highly sophisticated justification into
pedagogical approaches.
You have demonstrated innovative and insightful interpretation
of inclusive methods of teaching and learning for the whole
class.
You have demonstrated complete understanding of the
Australian Curriculum content.

7. You have illustrated rigorous evaluation of appropriate
methods of mathematics assessment and how you can transition
the class to the next unit of work/mathematical theme. This
demonstrates an insightful vision of your future practice as a
mathematics teacher.
Across all sections, your writing is concise and logical, with
richly integrated ideas that convey meaning and purpose.
Your use of literature across all sections of the folio
demonstrates familiarity with the current field of research and
your statements are consistently supported with relevant and
recent references. Flawless use of APA referencing style is
evident and there are no errors in spelling, grammar or
punctuation.
If this submission fails to reach a Pass [P] standard, then it must
be awarded a Fail [N].