Early Years: Mathematical Understandings

EAP401: EARLY YEARS: MATHEMATICAL UNDERSTANDINGS
ASSESSMENT ONE: STUDENT NEGOTIATED ASSESSMENT
Due Date:    Wednesday 2nd April (Week 6) Submission mode: Assignment Minder
Length:    1500 words plus graphics compiled in the student's choice of either a:  •    Newsletter,  •    Poster,  •    Brochure or,  •    PowerPoint presentation (save to CD)  Plus a bibliography and a completed planning template. APA reference style.
Weighting:    50% (both Assessment 1 and 2 must be satisfactorily passed to successfully pass the unit)
Outcomes:    1, 2, 3
Orientation
This assessment task provides you an opportunity to demonstrate your understanding of early years mathematics and numeracy in accordance with literature, research, policy and curricula. Work on this task will assist the synthesis of your conceptual and pedagogical early years mathematics knowledge and enable you to educate others of its importance and relevance in early years settings. This assessment assists you to develop capabilities aligned with the Queensland College of Teachers Professional Standards. In particular, this assessment builds upon two of the three key facets of teachers' work - teaching and learning and professional relationships. The newsletter gives you the opportunity to foster positive relationships through effective communication. This assessment is 'educative' in nature. Also, it potentially contributes to a vibrant profession, thus touching upon the third dimension of QCT Standards which highlights teachers' commitment of the professional to reflective practice.
Before you begin your task you must choose:
1.    the audience you are targeting for your publication/presentation:
•    Parents?
•    Staff at a centre?
•    Other teaching professionals?
2.    The children with whom your targeted audience engages. That is, be aware of the context in which your communication is occurring. This will influence the content of your communication and the curricula and policy that you reference.
Remember, you are welcome to contact your tutor to discuss your ideas prior to starting the assessment.
Your task

As a teacher who has embraced early years mathematics and numeracy education, you have been asked to communicate your understanding with others.
The aim of the task is to INFORM others about early childhood mathematics and numeracy, using an engaging mode of communication (newsletter, brochure, PowerPoint presentation or poster).
You are required to describe early childhood mathematics and the role it plays in young children's education in your communication. To fully explain the essential inclusion of mathematics in early childhood settings the following information must be articulated:
•    Why early mathematics is an essential component of foundational development
•    The national contemporary agenda and policy
•    The research base that describes children's mathematical competencies
•    The mathematical learning that young children engage in (i.e. Number and Algebra, Measurement and Geometry, and Statistics and Probability^- including detail about prescribed curricula that underpin planning and practice
•    The pedagogical practices (ways of working) and resources that best support early learning and development. You are required to justify the approach to teaching mathematics that is best adopted in the context in which you are communicating.
It is important that you consider the style of your presentation. It must be inviting and engaging. Consider:
•    Colour
•    Graphics
•    Layout
•    Fonts and headings
•    Images, photographs, etc
This publication/presentation might be a resource that could be used during your field experience or as a component of your teaching portfolio! A BIBLIOGRAPHY AND PLANNING TEMPLATE MUST BE PRESENTED AS AN ATTACHMENT TO THIS ASSIGNMENT
•    The bibliography must show the references made to curriculum documents (ECEC settings for children aged 4-8 years), policy, research, and other academic literature on early childhood mathematics (at least 10 sources).
•    Use APA referencing - check the Library page for details!
•    The planning template (attached) must be completed. This document demonstrates your planning and consideration of the relevant materials that you have used to develop your communication. Please complete, print and attach with your bibliography to your assessment submission.

Planning template for EAP401 Assessment One: Student negotiated
assessment
Name:_ Student no:
To assist you to create an effective, rigorous and engaging communication, complete the planning template. Dot points may be used. NOTE: Before completing and submitting this planning template, please ensure that you have read the marking criteria and have a clear understanding of expectations.
Chosen audience   
Context audience is operating within (centre, school, regional, rural, schooling system)   
Policy referred to (national, state, context specific)   
Research base accessed (national, international)   
Mathematical teaching, learning and content specific to early years   
Curricula explored and referenced   
Mode of communication Why would this mode be most suitable for the context?  

Hi thank you for doing my assignment please follow the instruction carefully as it is very importand for me to pass this task. It is for Australia ( Queensland ) and if you need to choose an school please take the Australian International Islamic Coleege in Durack Australia. I do Master of teaching early years grade 1-3. If you need further information please contact me i will attach an reading list from the unit and other information what could be usefull. Kind regards Tanya EARLY YEARS: MATHEMATICAL UNDERSTANDINGS ASSESSMENT ONE: STUDENT NEGOTIATED ASSESSMENT Due Date: Wednesday 2nd April (Week 6) Submission mode: Assignment Minder Length: 1500 words plus graphics compiled in the student’s choice of either a: Newsletter, Poster, Brochure or, PowerPoint presentation (save to CD) Plus a bibliography and a completed planning template. APA reference style. Weighting: 50% (both Assessment 1 and 2 must be satisfactorily passed to successfully pass the unit) Outcomes: 1, 2, 3 Orientation This assessment task provides you an opportunity to demonstrate your understanding of early years mathematics and numeracy in accordance with literature, research, policy and curricula. Work on this task will assist the synthesis of your conceptual and pedagogical early years mathematics knowledge and enable you to educate others of its importance and relevance in early years settings. This assessment assists you to develop capabilities aligned with the Australia Queensland College of Teachers Professional Standards. In particular, this assessment builds upon two of the three key facets of teachers’ work – teaching and learning and professional relationships. The newsletter gives you the opportunity to foster positive relationships through effective communication. This assessment is ‘educative’ in nature. Also, it potentially contributes to a vibrant profession, thus touching upon the third dimension of QCT Standards which highlights teachers’ commitment of the professional to reflective practice. Before you begin your task you must choose: 1. the audience you are targeting for your publication/presentation: Parents? Staff at a centre? Other teaching professionals? 2. The children with whom your targeted audience engages. That is, be aware of the context in which your communication is occurring. This will influence the content of your communication and the curricula and policy that you reference. Remember, you are welcome to contact your tutor to discuss your ideas prior to starting the assessment. Your task As a teacher who has embraced early years mathematics and numeracy education, you have been asked to communicate your understanding with others. The aim of the task is to INFORM others about early childhood mathematics and numeracy, using an engaging mode of communication (newsletter, brochure, PowerPoint presentation or poster). You are required to describe early childhood mathematics and the role it plays in young children's education in your communication. To fully explain the essential inclusion of mathematics in early childhood settings the following information must be articulated: Why early mathematics is an essential component of foundational development The national contemporary agenda and policy The research base that describes children’s mathematical competencies The mathematical learning that young children engage in (i.e. Number and Algebra, Measurement and Geometry, and Statistics and Probability)- including detail about prescribed curricula that underpin planning and practice The pedagogical practices (ways of working) and resources that best support early learning and development. You are required to justify the approach to teaching mathematics that is best adopted in the context in which you are communicating. It is important that you consider the style of your presentation. It must be inviting and engaging. Consider: Colour Graphics Layout Fonts and headings Images, photographs, etc This publication/presentation might be a resource that could be used during your field experience or as a component of your teaching portfolio! A BIBLIOGRAPHY AND PLANNING TEMPLATE MUST BE PRESENTED AS AN ATTACHMENT TO THIS ASSIGNMENT The bibliography must show the references made to curriculum documents (ECEC settings for children aged 4-8 years), policy, research, and other academic literature on early childhood mathematics (at least 10 sources). Use APA referencing – check the Library page for details! The planning template (attached) must be completed. This document demonstrates your planning and consideration of the relevant materials that you have used to develop your communication. Please complete, print and attach with your bibliography to your assessment submission. Planning template for EAP401 Assessment One: Student negotiated assessment Name: _______________________ Student no: ______________________ To assist you to create an effective, rigorous and engaging communication, complete the planning template. Dot points may be used. NOTE: Before completing and submitting this planning template, please ensure that you have read the marking criteria and have a clear understanding of expectations. Chosen audience Context audience is operating within (centre, school, regional, rural, schooling system) Policy referred to (national, state, context specific) Research base accessed (national, international) Mathematical teaching, learning and content specific to early years Curricula explored and referenced Mode of communication Why would this mode be most suitable for the context? EAP401 Assessment One: Student negotiated assessment Criteria Unsatisfactory 1 - 3 Satisfactory 4 - 5 Good - 6 Excellent - 7 Demonstrate sound fundamental knowledge of the nature and value of mathematics and numeracy education in early years (research, policy, curricula). 15 marks The nature and value of mathematics and its contribution to EC development are not clear. The nature and value of mathematics and its contribution to EC are clearly stated. The nature and value of mathematics and its contribution to EC development are very clearly stated. The nature and value of mathematics and its contribution to EC are expertly stated Demonstrate understandings of teaching and learning strategies and resources that build on and support early mathematical learning and numeracy (pedagogical practices). 15 marks Educational approaches, strategies & resources not explicit or not appropriate. There is a need for better quality supporting information. Educational approaches, strategies & resources are appropriate and clearly stated; the supporting reasoning is satisfactory. Educational approaches, strategies, resources all appropriate. Main ideas are very explicit and the supporting reasoning is good. Educational approaches, strategies & resources are highly appropriate. Main ideas expertly stated and the reasoning is excellent. Identify and use an effective communication mode to communicate learning goals about contemporary early childhood mathematics 10 marks Communication mode does not reflect the content and purpose. Inappropriately designed and not engaging. Some links have been made between the communication mode and the mathematics content. Is attractive and appropriate for audience. Appropriate presentation and linking of communication content and audience. Resource is attractive and aim explicit. Excellent presentation and link between mathematics content and audience. Professionally created, engaging communication mode. Use of supporting reference material 5 marks Supporting details and information are often unclear or not related to the topic. Too few sources. Supporting details and information are relevant, and an appropriate number of sources used. Supporting details and information are relevant, of high quality and from a variety of sources. Relevant, quality details give information beyond the obvious or predictable from a variety of sources. Completion of planning template 2½ marks Planning template is not submitted with assessment. Planning template is submitted but does not adequately reflect the content of the publication/presentation. Template contains supporting details and information that reflect the planning of the communication task. Template contains relevant, quality details that scaffold the creation of an engaging robust communication. Correct referencing and written expression. 2½ marks Frequent errors in referencing within text, in reference list, grammar, spelling, and punctuation. Occasional errors in referencing within text and in reference list. Occasional errors in grammar and spelling. Very few errors in referencing within text and in reference list. Very few errors in grammar and referencing. Consistent, with no errors in referencing within text and in reference list. No errors in grammar or spelling. Lecturer: ____________________ Date: ________________ Grade: ____________