Assessment 2: Planning and Justification

SOUTHERN CROSS UNIVERSITY

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Student Name: Kisane Irwin

Student ID No.:
Unit Name: Professional Experience Two: Effective
Teaching
Unit Code: TCH20001
Tutor’s name:
Assignment No.: 2
Assignment Title: Planning and Justification
Due date: 17-09-2018
Date submitted: 15/09-2018

Declaration:
I have read and understand the Rules Relating to Awards (Rule 3 Section 18 – Academic Misconduct Including
Plagiarism) as contained in the SCU Policy Library. I understand the penalties that apply for plagiarism and agree to be
bound by these rules. The work I am submitting electronically is entirely my own work.
Signed: Kisane Irwin
(please type
your name)

Date: 29-08-2018

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 Assessment 2: Planning and Justification

Professional Experience Context Statement

Employing sector State Government

Education sector Primary K-6

Context location Major cities

Size of school/class Total: 319 Average per class: 24

Other school demographics 2% Indigenous students (ATSI) 22% Language background other than English (EAL/D)

Year level STAGE: 1 YEAR: 2

Teaching area Mathematics

Working mathematically through communication and reasoning, students will use appropriate processes to read time to the hour,
Focus of unit of work or half-hour and quarter-hour and demonstrate and use the appropriate time unit to describe the duration of events (uses minutes to
learning sequence describe time taken to clean teeth whereas uses hours to describe the duration of a long-distance car trip).
Students who have Individual Education Plans (IEPs):
Student characteristics in
this class  M.A: Quiet learner, lacks confidence, requires scaffolding during mathematics and individual tasks.
 B.M: Asperger Syndrome, mother in regular contact and assists in monitoring and increasing his learning and social skills. Low
achievement level, requires routine. Enjoys soccer, computer/trading games, reading and maths. Requires extra time to process
information and likes tasks to be related to his world.
 S.M: High achievement level. Reading, maths and science above her year level. Enjoys reading, history, mathematics and football and
enjoys being given extended and challenging work and likes to employ critical thinking skills which have relevance to “real world”
scenarios.
Students with diverse cultural and linguistic backgrounds:
 -B.I and L.M: Recently joined our school. English is their second language. Originate from Japan. Have a strong understanding of
English as parents speak both Japanese and English at home. However, they are slightly behind his peers’ speaking abilities.
NOTE: Teacher’s Aid attends majority of scheduled English lessons.

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 Assessment 2: Planning and Justification

Professional Experience Context Statement

XXXX is located in the southern suburbs of XXXX and is an integral part of the beachside community. It is one of the larger schools in the area,
with a total of 319 enrolments and 13 teaching staff. Of these enrolments, 2% are ATSI and 22% have language background other than English
(Australian Curriculum Assessment and Reporting Authority (ACARA, 2017). The core values of the school are; Respect, Endeavour,
Acceptance, Care, Honesty. The school motto is 'Play the Game' and we encourage all students to become involved in every level of learning.
The school's mission statement, 'Preparing for our future', is achieved by a focus on literacy and numeracy and a commitment by staff to cater to
the needs of all students and provide varied, quality teaching programs. Specialist teachers, such as learning support, English as an additional
language and chaplain are employed to help support students with additional learning needs. Additionally, XXXX integrates technology into all
facets of the curriculum and all classrooms have access to interactive whiteboard and video conferencing facilities and our Wi-Fi network
supports the extensive use of mobile devices such as iPads and laptops.

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 Assessment 2: Planning and Justification

Learning Sequence
Grade: STAGE 1/ YEAR 2 Key Learning Area: MATHEMATICS Topic: MEASUREMENT & GEOMETRY: Time Telling
The following lesson sequence has been established in correlation with the New South Wales Syllabus in which students work towards the
Measurement and Geometry outcome MA1-13MG which focuses on the sub-element “Measuring Time (MeT2-MeT3). Consequently, by the
end of Stage 1 (Year 2), students will be able to read time on analogue and digital clocks to the hour, half-hour and quarter-hour and demonstrate
and uses the appropriate time unit to describe the duration of events (uses minutes to describe time taken to clean teeth whereas uses hours to
describe the duration of a long-distance car trip).
VOCABULARY: Time, clock, analog, digital, hour-hand, minute-hand, o’clock, half-past, quarter-past, quarter-to, minute, hour.
Learning Sequence
Learning Sequence 1
OUTCOME:
A student: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
LESSON INTENTION: (COMMUNICATING AND REASONING)
Students learn which hands on an analog clock are used to identify what time it is to the hour and half-hour.

SUCCESS CRITERIA:
Students acknowledge which hand is the hour and minute hand on an analog clock and identify what time it is by stating ‘o’clock’ and ‘half-past’.
DIFFERENTIATION: Students easily grasp the concept on hour and half-hour time and begin to consider what time it is to the quart, based on their
understanding of there being 60 minutes in one hour.

LESSON: (INTRODUCTION/REFRESHING STUDENT’S MEMORY)

 Class discussion/brainstorm: Why is it TELLING THE TIME important? (what is it used for)
 Whole class diagnostic test of current knowledge of analog and digital clocks. Using the class clock and the interactive whiteboard (IWB)
test what students know about analogue clocks (See Appendix 1and 2).
 Students watch/listen and sing along with the following two YouTube videos that are designed to teach o’clock and thirty/half-past:
 1. https://www.youtube.com/watch?v=BImDM3xetYc
 2. https://www.youtube.com/watch?v=lalyOJOQFXw
 Teacher demonstrates how to make an interactive clock and then students create their own interactive clocks out of paper plates, cardboard
and split-pins (See Appendix 3). (NOTE: although students will create flaps to write the minutes under each number on the clock face, they
will not write these until next lesson which will explicitly teach this concept).
 Student understanding is increased and monitored through an interactive online game (See Appendix 4).
 Reflection: students discuss as a class what they have learnt.

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 Assessment 2: Planning and Justification

Learning Experience 2
OUTCOME: A student: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.

LESSON INTENTION: Students learn to associate 5-minute intervals used on analogue clocks.

SUCCESS CRITERIA: Students read and communicate what time it is through understanding that by multiplying the number on a clock by 5 they can
determine what minute it is (i.e. 6 times 5 equals 30 minutes).

LESSON:
 Students revise the previous lesson and teacher ensures that students understand which hand represents the hours and which hand represents
the minutes on an analog clock.
 Students analyse the differences between a digital and an analog clock.
 Teacher guides students to understand that the clock is split into fractions and that to determine how many minutes have past we multiple the
number on the clock by 5. (Place notes on the class clock to reinforce this concept (See Appendix 5.a).
 Students return to their desks and using the flaps that were created on their clocks in the previous lesson (See Appendix 3) they write the
minutes appropriate number of minutes to the numbers indicated on their clock faces (individual activity but can assist peers).
 Teacher assesses understanding by asking students to put their thumbs up or down if they understand.
 “What time is it??” game (See Appendix 6). Teacher models and guides the task and then students complete in pairs.
 Class plays “Clock Bingo” (See Appendix 7). NOTE: There are a range of levels provided and could use their personal clocks for assistance.
Additionally, students could also work in pairs during the game or have the chance to write the time that is indicated on the cards before
commencing activity.

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 Assessment 2: Planning and Justification

Learning Experience 3
OUTCOME: A student: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
LESSON INTENTION: (Communicating) Students learn to tell time to half- and quarter-hour using the language ‘half-/quarter-past’ and ‘quarter-to’.

SUCCESS CRITERIA:
Students read and communicate what time it is to the half- and quarter-hour by stating “15 minutes past”, “30 minutes past” or “15 minutes to”.
DIFFERENTIATION: Student associates time as a fraction and recognises the numerals 3, 6 and 9 on an analog and 15, 30 and 45 minutes on a digital clock
with the terms 'quarter past', 'half past' and 'quarter to', respectively.

LESSON:
 Create class discussion using PowerPoint (See Appendix 8).
 Explicitly demonstrate quarter-to/past or half past on class clock.
 Teacher ads these terms to the class clock (See Appendix 5.b).
 Class brainstorm if they have heard any of these phrases before – link to visual daily timetable (See Appendix 9).
 Students work with a partner. Taking turns one partner writes a time on a white board (either written in words or numerals, digitally) and the other
partner must read the time out-loud and then use their clock and mini-whiteboard to express that time. (See Appendix 10)
 REFLECTION: Thumbs up or down and whole-class discussion.

Learning Experience 4
OUTCOME: A student: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
LESSON INTENTION: Using their knowledge of time, student’s record describe and compare the time and duration of events.

SUCCESS CRITERIA:
Students successfully describe, compare and orders the duration of hands-on activities and apply this knowledge to selected events from their daily lives.
LESSON
 Refer back to the brainstorm in the first learning experience. Ask the class if there is anything else to add? (Specifically ask why it is important to be
able to orally communicate what time it is? How do we do this?)
 Using an egg timer (located in class mathematic kit) students work in pairs to complete duration activity (See Appendix 11) NOTE: There are two
sheets for different levels/capabilities. All students have to complete Paper A) but can choose to also do B).
 Class look at the “What did you do this morning” activity (See Appendix 12) and then students individually complete the activity.
 Once complete have a mini gallery where students can walk around the room and look at what their peers created.
 Students are given a “Time Diary” (See Appendix 13) that they are to take home and complete (Teacher to explain activity). Remind class that must
bring their diary back to school tomorrow (A note is given to students for their parents).

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 Assessment 2: Planning and Justification

Learning Experience 5
OUTCOME:
A student: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
LESSON INTENTION:
Students learn about A.M and P.M time and recognise why events occur at particular times in the day and in a particular order.

SUCCESS CRITERIA:
Describes why events occur at particular times of the day and have a similar occurrence for all humans (i.e. breakfast occurs in the morning).
DIFFERENTIATION: Acknowledges that events in their own lives occur at specific times of the day and in a particular order.

LESSON:
 Class discuss A.M and P.M: teacher to explicitly teach.
 Students bring in their “Time Diary” and create a poll/tally on the white board to see how many people did similar activities. Class discuss similarities
and differences (See Appendix 14).
 Visual AID: Clothes line activity: Using a series of photographs and a piece of line the class arrange the images by their occurrence throughout a
typical day (See Appendix 15). –Discuss in relation to A.M and P.M
 Teacher poses the question as to why certain events occur at particular times of the day – can you think of any other events that occur at a similar time
every day? Why? Is this the same in other countries?
 Based on the Pen Pal activity they are currently participating in during English lessons, students will discuss if they have a similar daily routine to other
children.
 Class look at the daily life of someone in Japan – discuss and compare to the students’ lives. (Ask B.I and L.M if they have anything to add).

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 Assessment 2: Planning and Justification

SOUTHERN CROSS UNIVERSITY – PROFESSIONAL EXPERIENCE II (2018)

KLA: Mathematics Date: 17-09-2018 Time: 10:00 Class: 2I School: XXXXXXXXX
APST FOCUS AREA:
1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
4.1: Support student participation.
Syllabus Outcome (Code and descriptor):
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
Objective / Learning Intention:
As a result of this lesson the students will be able to tell and communicate time to half- and quarter-hour using the language ‘half-/quarter-past’ and ‘quarter-to’.
Background and / or Prior Knowledge (Significance):
Students have a basic understanding of time and have spent 2 lessons participating in a lesson sequence I have designed. The two lessons focused on learning
how to read and communicate time using both digital and analog clocks and the students explored hour and half hour time and have analysed how the
numbers on an analog clock represent 5 minute intervals.
General Capabilities: Please highlight the GC’s you feel relate to your lesson. You should only highlight one or two.
Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Personal and Social Capability
Ethical Understanding Intercultural Understanding
Quality Teaching Framework Please highlight the QTF elements you feel relate to your lesson. You should only highlight three
Intellectual Quality Quality Learning Environment Significance
Deep Knowledge Higher Order Thinking Explicit Quality Criteria Social Support Cultural Knowledge Connectedness
Deep Understanding Meta Language Engagement Student Self- Knowledge Integration Narrative
regulation
Problematic knowledge Substantive Communication High Expectations Student Direction Inclusivity See above
Timing Procedure Preparation/Considerations Differentiation Strategies Assessment – students
INTRODUCTION (O): Equipment: Ask B.M if he could please come and
10 minutes  Students sit on the floor in front of the teacher and  Interactive whiteboard sit at the front of the class because you Informal: formative
want him to model to the rest of the
whiteboard.  Paint (for completing the assessment based on
class how they should sit and listen student’s engagement,
 ENERGISER ACTIVITY: brainstorm and writing the during demonstrations. participation and responses
- Draw a circle on the board and ask students to think questions on the
in group activity.
of some possible shapes that are similar or could whiteboard) Whole-class strategy will be utilised to
make up the shape (i.e. Semi-circle, or a pizza (split  PowerPoint enable inclusivity. This will also
in slices). Students to raise their hand and give  Interactive clock include individual reflection and
answers.  Class clock shared responses to enable all students

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 Assessment 2: Planning and Justification

- Complete same activity but hold up the clock. (Wait  Prepared cards to place to participate and share their ideas
until someone points out that it is the same shape). around the class to label it as (Ellis & Tod, 2015).
 This leads onto the class revising what they have a fraction (See Appendix 5.b)
already learnt about time. Ask students to raise their There will be verbal discussions as
Considerations: well as visual demonstrations
hands and share what they have learnt.
(Tomlinson, 1999).
WE ARE LEARNING TO:  Monitor student
 Teacher explains that in today’s lesson the class is engagement and if students A combination of direct questions
going to be learning how to communicate and read are losing interest or not such as “What does half-past mean?”
what the time is so that they can apply it to their participate motivate them. and higher-order questioning will be
daily routine.  Ensure T.W and O.P are employed to increase student’s
 Plays Time Power-Point (See Appendix 8). not sitting together. understanding of the topic and
 Teacher to read the slides out loud and to pause after  Ensure all students can see determine their current understanding
each transition to allow students to have time to the whiteboard and hear of the concept is (Stronge, 2018).
think and respond to the questions. the discussion.
 Use class interactive clock to explicitly demonstrate what  Teaching much be explicit Positively reinforce all students when
the students are learning. I.e. After each slide tells to ensure all students know they are doing the right thing as
what you are trying to necessary but specifically reinforce
them a new way of expressing time give them
B.M.
examples “What time would we say it is if I put the convey.
hour-hand on the 9 and the minute hand on the 5?”  Assistant teacher in the
 Using the prepared cards and the new metalanguage room.
(Half-past, quarter-past and quarter-to) to the class
clock (See Appendix 5.b).
 Brainstorm:
Ask the students if they have heard these phrases
before and if so where?
Have they used them before?

BODY (G):
 Explicitly reinforce and demonstrate on the Equipment: Time is a difficult concept to Informal/formative. Based
interactive clock that when the minute hand is:  Class clock understand and it is important to on the students responses
5 minutes
-At the 6 we say half past :  Interactive clock to clearly explain what you are teaching and participation.
demonstrate on. through both verbal and visual cues so
-At the 5 we say quarter past:
 Box of the student’s that all students have the opportunity Previous anecdotal notes to
-At the 9 we say quarter-to: interactive clocks. to understand you are saying be used by teacher to
i.e. “If I say the time is quarter-past 12 then that  Interactive Whiteboard: Paint (Jorgensen & Dole, 2011). explicitly teach and remove
must mean the minute hand is pointing at the 5 Tool. Therefore this method will be utilised: students’ misconceptions.

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 Assessment 2: Planning and Justification

(place minute hand on the 5) and the hour hand is  Class rules poster. -At the 6 we say half past :
pointing at the 12 (point hour-hand at 12).  Prepared time cards for the 1. Reinforce this idea by covering half New anecdotal notes will be
Note: See differentiation for how to teach this so all exploration activity (See of the clock to show that half of the recorded based on teacher’s
students will understand this concept. Appendix 10) ensure there minutes have passed by. observations throughout the
are enough for each group. 2. WHY IS IT HALF? Write it as a activity.
 12 Mini whiteboards (if fraction: “As we learnt in the previous
EXPLICITLY EXPLAIN TASK: lesson when the minute hand is at the
5 minutes unavailable use laminated
 Students to work in the same pairs they had in 6 it represents 30 minutes. Because
paper.
previous mathematics lesson (these are based on  Texters or whiteboard there are 60 minutes in an hour we
their mathematics groups). markers. know that that is exactly half way
 One person will read one side of the sheet to their between the hour.
partner and the other is to write the time that their Considerations: -At the 5 we say quarter past:
partner reads on their whiteboard in digital form and  Remind Students of 1. Reinforce this idea by covering a
then express the time on their analog clock. appropriate behaviours (class quarter of the clock to show that half
 Go through an example with the class and rules and how to work of the minutes have past by.
effectively in pairs) – Have 2. WHY IS IT A QUARTER? Write as
demonstrate.
a fraction (similar to above).
 Note that the answer is written on the page so that S.M remind the class of why
-At the 9 we say quarter-to:
they can check to see if they are correct. But do not it’s important to do this and
how you should listen and 1. Reinforce this idea by covering
show your partner the answer, let them attempt to three quarters of the clock to show
give your partner time to
answer it a couple of times and then assist them if respond to the question that three quarters of the minutes have
you need to. without rushing them or past by)
WHAT IM LOOKING FOR: giving them the answer. 2. 2. WHY IS IT A QUARTER-TO?
-Student can clearly read and express the time so  Assistant teacher to support Write as a fraction (similar to above
that their partner knows what time it is. and assist students by i.e. there is only a quarter remaining).
-The partner can then apply the knowledge we have walking around and helping
when needed. Giving the students time to process the
just learnt to indicate that time digitally and in information and questions will
analog form. specifically target B.M’s needs as he
 Explain that once the students have finished one side requires extra time to process
of the sheet they swap roles and the other partner information (Gibbons, 2013).
reads the other side of the sheet to their peer.
Giving S.M a role will ensure that she
 Students can choose to do the next groups card. But
does not take over the activity.
they must do their own first and get them all correct.
 Ask a student to remind the class of what they are There are 3 maths groups based on
doing. their abilities, prior assessments and
 Before students start the task remind/ask them what ability to work within those teams.
behaviour you will expect (refer to class rules) and HIGH: Gwala

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 Assessment 2: Planning and Justification
what it means to be a helpful partner (i.e. do not
ridicule them if they get the answer wrong, give
them another chance at it and then if they get it
wrong again try and help them understand of put
your hand up and I will come and help you).
 Explain that the class will start packing up at 10:40.
(Why?? Point to the visual daily timetable –lunch is
at 11) (See Appendix 9)
 Call the Gwala group to come to the front and
collect a sheet, clock and white board and go work
independently with their partners.
 Ask the Gugubarra group to go see Miss Libby
(Teacher’s aid) and go collect their worksheets,
clocks and whiteboards and work independently.
 Have the Wallaba group come to sit in front of you.
-Ensure they understand the task.
-Explain that their cards say the time in minutes but
if they want to try the next level cards they can do
so.
-Complete an example with them as a group.
-Assess their understanding.
-When they seem confident allow them to o work
independently in their pairs.
15-20 BODY (E):
minutes
 Walk around the room and ensure all students are on
task and assist where necessary.
 Identify to the students when there is five minutes
remaining until pack-up.
MIDDLE: Gugubarra
LOWER UNDERSTANDING:
Walaba.
(Note these groups are flexible and are
continually monitored and assessed)
(Killen, 2013).
Ask the Walaba group ( B.M, K.I, P.I
and J.K ) to come see you when the
rest of the group start the exploration
activity. (Based on previous formative
assessments they require a little more
assistance with this topic and work
well as a team). Work closely with
then and determine if they have any
misconceptions about the task.
Complete the task as a small group
and then once it is clear that they
understand what to do split them into
pairs and allow them to work
independently. (But as you are
walking around the room monitor their
participation).
Allow B.M to choose whether or not
he wants to read the card first or if he
wants to write it down.
This lesson incorporates group,
individual and paired work so that all
learning preferences are attended to
(McDonald, 2013).
Walaba group is focusing on reading
the time and therefore their cards
express the time in minutes. However,
they can choose to use the next levels
cards if they choose.
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 Assessment 2: Planning and Justification

5-10 CONCLUSION (R): Equipment: Group self-assessment task (Thumbs) Observational: based on the
minutes  Ring the class bell to single for the students to finish the  Class bell (used to signal to students ability to express
activity and commence packing up and returning to the the students that they need to the time on their clocks.
floor. stop what they are doing and
 Ask the students to only bring their interactive clock to face the teacher and quietly Self-assessment will give an
the floor. await instructions). indication of each student’s
 Students sit on the floor with their interactive clocks. confidence in their ability to
Considerations:
 Teacher expresses a time (Say and write on the tell the time and their
 Specific feedback is required understanding of duration
white board in digital form) and then all of the
to address misconceptions and occurrence of events.
students use their own clocks to model nominated and affirm correct This will also be used to
times allocated by the teacher. (Repeat until you understandings. provide a comparison
have determined the students understanding).  Lunch is at 11 o’clock. between their assessment of
 Ask students to give a thumbs up or down (or the option their abilities and the
to shake their hand in the middle) if they: teacher’s assessment
-Where able to clearly express the time to their partner. (Fullan, 2013).
-Where able to correctly identify the time expressed by
their partner on their clocks. Make anecdotal notes of
-They understand why we say “quarter-to, half-past and student’s responses to help
quarter-past” when telling the time. assist future learning and
-If they feel confident enough to use these terms when teaching methods.
telling the time.
 If students are indicating that they are struggling to
understand aspects of the topic or lack confidence,
discuss/pose questions as to how they believe their
learning could be improved and what they would like to
learn.
 Remind them that it is okay to ask for help and they can
come and see you or leave a note on your desk if they
would like extra help with something.
 Students exit the room for lunch (Think of an interesting
way for them to exit so they don’t all leave at once i.e.
girls first then boys or if their name starts with a certain
letter).

Supervising teacher: Date:

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 Assessment 2: Planning and Justification

LESSON ANALYSIS

Learning experience three has been designed with the intention of addressing the New South Wales Education Authority (NESA) Syllabus
outcome, “MA 1-13MG; describes, compares and orders duration of events and reads half- and quarter-hour time (New South Wales Education
Standards Authority (NESA). (2017). The purpose of the lesson is to enable students to understand how to read and communicate quarter-hour
time in order to prepare them for the summative assessment in week eight. Additionally, it has been designed to adhere to the dimensions of the
Quality Teaching Framework (QTF) (New South Wales Department of Education and Training, 2003) and addresses the Australian Professional
Standards for Teaching (APST) (2011); 1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities and 4.5
Support student participation.

It is crucial that teachers generate high intellectual quality lessons and assessments because authentic intellectual tasks enrich instruction, not
only for able students, but for all students (Newman, 2011). To achieve this the lesson plan has been developed in accordance with an
understanding of each student’s current ability level and based on previous assessments and nominated achievable learning goals (Herbert &
Alford, 2017). The plan focuses on promoting student’s deep knowledge and understanding through focusing on the idea of expressing time
quarter-hourly and exploring how and why these phrases are expressed in daily encounters. To do so, higher order thinking is imbedded
throughout to enable students to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information and metalanguage is
explicitly taught to reinforce students understanding (New South Wales Department of Education and Training, 2003). Additionally, the diverse
intellectual needs of the class have been considered through the inclusion of an authentic task that has been modified to suit the diverse
mathematical abilities of the class. Based on previous assessments, students have been sorted into flexible mathematics groups and will
complete a partnered task based on the group’s current knowledgeability (Killen, 2013). For example, rather than changing the lesson intention

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 Assessment 2: Planning and Justification

scaffolding has been implemented to ensure that students with a lower mathematical ability, including B.M, who are still learning to understand
the concept of time, can participate. Subsequently, those students will complete a differentiated activity that expresses the time in minutes before
they move on to the next stage of interpreting it as a fraction. In doing so, the students will be able to participate alongside their peers and
develop their ability to read and communicate time (Jorgensen & Dole, 2011). Thus, this lesson addresses the Australian Professional Standards
for Graduate Teachers (APST) (2011) which states teachers must “Differentiate teaching to meet the specific needs of students across the full
range of abilities,” because it caters for the needs of all students within the class and will enable students of all abilities to understand, participate
and achieve the learning intention (APST, Focus Area: 1.2).

A quality learning environment exists when students and teachers work productively in an environment clearly focused on learning (McDonald,
2013). To ensure this the lesson relies on the implementation of effective classroom management to ensure that students are actively engaged in
the learning and have the opportunity to regulate and direct their learning (Stronge, 2018). This is achieved by establishing and modelling high
expectations for the students to abide by classroom rules and work collaboratively so that minimal attention to the disciplining and regulation of
student behaviour will be required throughout the lesson (Australian Institute for Teaching and School Leadership (AITSL), 2017). Additionally,
the purpose for allocating roles and a partner that shares a similar understanding and working ethic, is to enable the pairs to develop one
another’s understanding (Churchill, R., Godinho, S., Johnson, N.F,. Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nage,
M.C., Shaw, K., Ferguson, P., Nicholson, P., Vick, M., 2016). In doing so, this ensures that students like M.A, work productively and are
contribute to the learning task rather than relying on a student like S.M to tell them the answer. Thus, addressing creating an inclusive and
supportive learning environment and the Australian Professional Standards for Graduate Teachers (APST) (2011) which asserts teachers
“Support student participation” (APST, Focus Area: 4.5).

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 Assessment 2: Planning and Justification

Continually, student participation is directly influenced by their ability to identify the learning as significant to their lives. Therefore, it is
imperative that teachers identify why the learning matters to each individual (New South Wales Department of Education and Training, 2003).
The lesson has been designed to connect to the student’s lives through conveying how reading quart-hour time can be applied to their lives
through examples such as, “The school day commences at nine-fifteen” (Tomlinson, 1999). To ensure this is achieved a range of quality
teaching practices are employed including, using verbal and visual instruction on the electronic board, discussing and sharing information to
develop understanding and providing opportunities for students to apply the knowledge and their understanding to meaningful tasks. In doing so,
the lesson caters for the students’ prior knowledge and connects to real life contexts to explicitly build their understanding and provide
opportunities for them to apply their knowledge outside of the classroom (New South Wales Department of Education and Training, 2003). Not
only will this address the needs of high achievers such as, S.M who seek to develop their critical thinking skills, it will ensure that all students
are able to understand the topic as they can relate the content to their personal experiences (Groundwater-Smith, Ewing & Cornu, 2010). Thus,
by linking the learning to the student’s daily lives, the lesson plan increases the opportunity for all students of a range of abilities to achieve the
learning intention.

Evidently, by employing the QTF (2003) and selecting focus areas from the APST (2011), this lesson plan enables a teacher to differentiate their
teaching to cater for the diverse needs of their students and effectively addresses the nominated syllabus outcome and the learning needs of the
nominated students and class.

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 Assessment 2: Planning and Justification

NSW SYLLABUS Year 2| Task-specific standards — matrix

TASK: My Time (Summative Assessment) STUDENT NAME: _____________________
Purpose of assessment: To analyse the students understanding and achievement of the nominated outcome. Students will complete a task sheet that assesses their
knowledge of half-hour and quarter-hour time and will then apply their own creative-thinking to demonstrate their understanding of why events in their daily lives
occur at specific times and in a particular order.
SYLLABUS OUTCOME: MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time.
Applying A B C D E
(AP) (4 POINTS) (3 POINTS) (2 POINTS) (1 POINTS) (0 POINTS)

TELLING THE TIME:

Identifies the hour and Student can identify the Student can accurately Student can accurately Student can identify the Student cannot identify
minute hand on an hour and minute hand all identify the hour and minute identify the hour and minute hour and minute hand on a the hour hand and the
of the time. hand one at a time on the hand one at the time clock time clock with minimal minute hand accurately
analog clock
clock most of the time. Can sometimes. Can indicate accuracy, but still needs on a time clock. Student
indicate most numbers on numbers on clock assistance. is unable indicate
the clock. sometimes. numbers on the clock.
Identifies the hour and Student can identify the Student can accurately Student can accurately Student can identify the Student cannot identify
minutes on a digital hour and minutes all of the identify the hour and identify the hour and minute hour and minutes on a the hour and the minutes
time. minutes one at a time on a one at a time on a digital time clock with minimal accurately on a digital
clock (12 hr)
digital clock most of the clock sometimes. accuracy, but still needs clock.
time. assistance.
Tell the time to the Student can accurately tell Student can accurately tell Student can accurately tell Student can somewhat tell Student cannot tell time
quarter-hour on analog the time to the quarter- the time to the quarter- time to the quarter-hour half time to the quarter-hour, to the half-hour, quarter-
and digital clocks hour, half-hour and hour hour, half hour, and hour hour and hour most of the half-hour and hour but not hour or the hour.
(12hr) all the time. most of the time. time that they are asked. every time they are asked.
ANALYSING EVENTS:

Understands the Student correctly identifies
difference between A.M what A.M and P.M time
(Morning) and P.M represents and correctly
(Afternoon/ night). applies this knowledge to
order events.
Identifies, compares Student correctly identifies
and describes why when and why events
events occur at specific occur at specific times of
times (i.e. breakfast) the day and compares
them with other events and
people.
Student correctly identifies
what A.M and P.M time
represents and somewhat
applies this knowledge to
order events.
Student identifies when and
why events occur at specific
times of the day and
compares them to other
events.
Student correctly identifies
what A.M and P.M time
represents and demonstrates
the ability to apply this
understanding to their own
life.
Student identifies when and
why events occur at specific
times of the day.
Student correctly identifies
what A.M and P.M time
represents.
Student identifies when
events occur at specific
times of the day.
Student cannot identify
what A.M and P.M
represent.
Student cannot identify
when or why events
occur at specific times of
the day.

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 Assessment 2: Planning and Justification

REFERENCES

Australian Professional Standards for Teachers (AITSL). (2011). Retrieved from:

https://www.aitsl.edu.au/teach/standards

Churchill, R., Godinho, S., Johnson, N.F,. Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nage, M.C., Shaw, K., Ferguson,
P., Nicholson, P., Vick, M. (2016). Teaching: Making a difference (3rd ed). Australia: Wiley & Sons Inc. ISBN: 9780730315452.

Ellis, S., & Tod, J. (2015). Developing relationships for learning. In Promoting behaviour in the classroom: Effective strategies, personal style
and professionalism. New York: Routledge.

Fullan, M. (2013) The new pedagogy: Students and teachers as learning partners. University of Toronto.

Gibbons, M. (2003). The self-directed learning handbook: challenging adolescent students to excel. Retrieved from https://ebookcentral-
proquest-com.ezproxy.scu.edu.au

Groundwater-Smith, S., Ewing., R., & Le Cornu, R. (2010). Understanding learner diversity. Teaching challenges and dilemmas (Chap 3).
Victoria, Australia: Cengage Learning.

Herbert, P. & Alford, G. (2017). The beginning teachers’ companion (2nd Ed.). ITC Publications. Australia ISBN: 978-0-9806598-9-4.

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 Assessment 2: Planning and Justification

Killen, R. (2013). Foundations for effective teaching. In Effective teaching strategies: lessons from research and practice. Victoria, Australia:
Cengage Learning.

McDonald (2013). Classroom management: Engaging students in learning. Australia: Oxford University Press.

Newmann, Marks & Gamoran (1996) Authentic Pedagogy and Student Performance. American Journal of Education.

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde,
NSW: State of NSW, Department of Education and Training.

New South Wales Education Standards Authority (NESA). (2017). Mathematics K-10 Syllabus. Retrieved from.
http://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/outcomes/

R. Jorgensen & S. Dole, (2011) Teaching Mathematics in Primary Schools (2nd Ed.) Allens &Unwin.

Stronge, J. H. (2018) Qualities of effective teachers (3rd Ed.) Alexandria, Virginia. ASCD. ISBN: 9781416625889.

Tomlinson, C. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria: Association for Supervision and
Curriculum Development.

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 Assessment 2: Planning and Justification

APPENDIX
1. Show an analogue clock and discuss the face, drawing out the students' experiences with clocks and time.
DISCUSSION QUESTIONS
 What can you tell me about the face?
 What numbers are there? Why (is there nothing above 12)?
 How are the numbers arranged? Why?
 Tell me about the clocks that you have at home?
 What is the biggest clock you have ever seen?

2. Using the interactive resource found at: http://www.teacherled.com/iresources/numeracybasics/?resource=clock

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 Assessment 2: Planning and Justification

3. Hand-made adjustable clocks

NOTE: Clocks include details to assist students and an extra plate underneath is added to reveal what minute each number represents.

4. Interactive game that students use individually to increase their knowledge and understanding whilst teachers
monitor each student’s progress.
GAME: http://www.adaptedmind.com/gradelist.php?grade=2

Students create their own digital character and work through levels of activities focused on TIME TELLING. For
example:

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 Assessment 2: Planning and Justification

If they need assistance with remembering aspects of the question they can choose to watch a virtual lesson:

EXAMPLE QUESTION:

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Assessment 2: Planning and Justification

5. Class clock with notes

a) In learning experience 2 the teacher adds the 5 minute intervals to the clock
b) In learning experience 3 the teacher adds the hour, quarter- and half-hour indicators.

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 Assessment 2: Planning and Justification

6. “What Time Is It??”

GUIDED: Teacher rolls two special dice (1 represents the hour and the other represents minutes). They then call out/write what minutes (in text
and/or digital form) that were chosen by the dice (red represents hour and blue minutes) and the students individually show on their clocks.
Students hold up their clocks when they have finished. This is then discussed and repeated over a number of times until all students are grasping
the concept.
PAIRS: After practicing this, students select partners and repeat the activity. They take turns to roll the die record the time on the card based on what
they have rolled. They can use their clocks to assist them in recording the analogue time.

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 Assessment 2: Planning and Justification

7. Clock Bingo

Example of some of the cards (only times at half-past)

HARDER VERSION WITH MIXED CLOCK FACES:

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Assessment 2: Planning and Justification

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 Assessment 2: Planning and Justification

8. POWER-POINT

Note: There are opportunities to pause to allow the student time to think of the answer/guess what it will be.

Use an interactive class

clock to demonstrate
different times and have
students raise their hands
and say what time it is
indicating.

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 Assessment 2: Planning and Justification

9. PARTNER ACTIVITY: CARDS FOR THE CHILDREN TO READ TO THEIR PARTNER BASED ON THEIR
MATHS GROUPS
a)

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 Assessment 2: Planning and Justification

b)

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 Assessment 2: Planning and Justification

c)

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 Assessment 2: Planning and Justification

10. Example of a visual daily timetable to help kids learn the importance of reading the time and know their daily
schedule:

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 Assessment 2: Planning and Justification

11. DURATION ACTIVITY WORKSHEET:

a)
b)

Retrieved from: Vincent, J., (2004). Maths Tracks new South Wales: Stage 1 student book. Harcourt Education. Melbourne:
Victoria. Pg. 39 & 94

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 Assessment 2: Planning and Justification

12. “What did you do this morning?” activity:

Retrieved from: Vincent, J., (2004). Maths Tracks new South Wales: Stage 1 student book. Harcourt Education. Melbourne:
Victoria. Pg. 192

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 Assessment 2: Planning and Justification

13. Time Diary

NOTE FOR PARENTS:
DATE: / /
(Insert class name here) is currently learning about MEASURING TIME during Mathematics lessons. For today’s homework, I
would like your child to record what they are doing on the hour and half-hour from when they get home until 6:30. I have given all
students a diary that I would like them to fill out. In this diary students are given a table that asks them to write the time (for example
“Six o’clock”) and either draw the hands on the analogue clock or write the time on the digital clock. Additionally, in the activity
column they can either draw a picture or write what they are doing.
All students will need to ensure that they bring their diary to school tomorrow as the class will be using them for further learning.
I appreciate your help in making this a meaningful task for your child/children.
Yours Sincerely, Miss Irwin.

___________________‘s TIME DIARY

(Student’s name)

TIME Is it A.M or Analogue clock Digital Clock Activity

P.M?

Leaving school
Three o’clock

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 Assessment 2: Planning and Justification

Half-past four

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Assessment 2: Planning and Justification

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 Assessment 2: Planning and Justification

14. Clothes line

(Note for the purpose of this assignment I have done the activity on a computer. However, in the lesson it would be a physical and interactive activity that they students
would be able to participate in).

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 Assessment 2: Planning and Justification

15. ASSESSMENT TASK: To be completed as a summative assessment at the end of the topic (learning experience 8).
SUMMARY: Students complete the following task to determine if their knowledge of analog clocks and their ability to associate the numerals
3, 6 and 9 with 15, 30 and 45 minutes and use the terms ‘quarter-past and ‘quarter-to’. Additionally their understanding of why events occur in a
specific order and at nominated times of the day is also tested.
1. TASK SHEETS (Note: to fit on this page sheets have been reduced in size however they will be presented on A4 paper for each student)

EXAMPLE: (Used to clearly explain what you mean by the last two columns of the assessment).

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Assessment 2: Planning and Justification

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 Assessment 2: Planning and Justification

NOTE: this shows an example of how students could choose to either draw or write an acrostic poem (Which they have been learning in English
lessons) for the assessment.

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16. RUBRIC EXPLANATION TO STUDENTS GUIDE

While explaining the task it is important to go through the rubric and identify to the students what you will be looking for during the assessment.
Below shows an example of words that could be used to explain each level of achievement:
(Note: Point at the sections when explaining).

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Assessment 2: Planning and Justification

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