Integrating Numeracy into the curriculum

Assignment 2: Leanne Wheaton S243072

Reflecting on the Curriculum

ETL421 Assignment 2

Leanne Wheaton_s243072

Reflecting on the Curriculum

Introduction Numeracy is a principal focus in contemporary education. The Melbourne Declaration Educational Goal two states that Australian governments commit to working in collaboration with all school sectors to support all young Australians to become successful learners [who] have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas and specifically states mathematics is of fundamental importance in all years of schooling (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETA], 2008, p. 8). Perso (2006, p. 36) defines numeracy as the disposition and capacity to use mathematics to function effectively and fully at home and in society and highlights the vital role teachers play in developing numerate behaviours in children and young people. Teaching Numeracy The National Numeracy Review Report (2008) states all students must be given opportunities to practice numerate behaviour and to learn to recognise when and how they can use mathematics to help deal with a situation. There is broad agreement among education stakeholders that we should teach mathematics in a way that reinforces development of skills for everyday applications and integrate mathematics across the curriculum as extensively as possible to emulate the natural way that mathematics is incorporated into real life situations (Council of Australian Governments [COAG] Human Capital Working Group, 2008). The range of learner diversity however, represents a significant challenge for teaching the language and literacies of mathematics. Students express a range of language ability and learning styles that may mask or prevent understanding of mathematics. Students who understand numerical representations and equations may appear to lack understanding when presented with the same problem in words or narrative. This may be a significant barrier to numeracy particularly for ESL and low literacy level students, therefore it is important to ensure that teaching strategies cater to a wide range of learning modes and offer opportunities to demonstrate evidence of learning and achievement through diverse modes of expression. There are many factors to consider when designing tasks for teaching mathematical concepts to dispel barriers and promote productive mathematical activity and learning. Barriers to numeracy include, absence from school, changing schools and learning disabilities as well as the method and efficacy of teaching such as lack of explicit teaching, incorrect pace and poor communication (Westwood, 2008, pp. 57-67). Westwood (2008) discusses research identifying twelve teaching tactics shown to be effective for promoting students learning: Excavating: Uncovering what students know Orienting: setting the scene Modelling: demonstrating Collaborating: acting as a co-learner Guiding: cueing, prompting Noticing: awareness of understanding Probing: clarifying Convince me: seek explanations and justifications Reflect and review: summarizing and sharing Extending: challenging, beyond simple ideas Apprenticing: encourage peer assistance (Department of Education, Science and Training (DEST), 2004 as cited in Westwood 2008, p. 62) ETL421 Assignment 2 Leanne Wheaton_s243072 2

A range of other teaching practices that lead to active and purposeful teaching are described by Anthony & Walshaw, (2007, p. 40). Activities should be designed to incorporate these teaching practices where possible. Mason and Johnston-Wilder (2006, p. 69) state however, The activity itself is not learning: it is just doing tasks. But it is in the course of this activity that learners encounter mathematical themes, develop and practise techniques and use their mathematical powers. The activity provides the basis for learning to take place. Teaching context The highly diverse group of students who constitute our class present some wonderful and challenging teaching opportunities for me as a pre-service teacher. The mix of ethnicity, language and maths ability, cognitive span and students with ASD require implementation of teaching strategies that cater to a wide range of learning styles and abilities. The revised activity plan outlined here has been designed to incorporate a wide range of effective teaching tactics and learning modes including, explicit teaching, brain storming, open ended questioning, group work, individual work, use of ICT and visual, written, tactile and oral components, reflection and extension (DEST, 2004 as cited in Westwood 2008; Marzano, Pickering, Heflebower, KanoldMcIntyre, & Boogren, 2012). Reflection Ewing (2010, p. 187) states Reflection is about creating time and opportunity to step back from events, ideas and feelings and to spend time considering them, what we learnt from them and exploring possible alternatives and the consequences of these alternatives. Through reflection we can consider the different phases of teaching and learning including the intended, operational and experiential outcomes (Ewing, 2010). There are many theories and models of reflective teaching practice and although they differ on the hierarchical nature they generally agree three modes comprise reflective thinking (Marzano et al., 2012). Max Van Manen proposed three different levels of knowing: technical, hermeneutic (or communicative) and critical, and his model served as the basis for many that followed (Ewing, 2010 p.191; Marzano et al., 2012). Figure 1.1 reproduced from Marzano et al. (2012, p. 3) illustrates an example of the three levels.

ETL421 Assignment 2

Leanne Wheaton_s243072

My first attempt to design and substantiate two rich interrelated activities addressing the teaching of numeracy was largely unsuccessful and initially, it was difficult to critically reflect on the limitations of expected learning and outcomes to make appropriate adaptations. With time, following discussions with peers and mentors and through personal reflection, I began to recognise how I could improve the activities to expand and complexify thinking required. Although the basis of the activities is a good real world problem, the assignment criteria werent adequately addressed because I was primarily functioning in the technical (least effective) thinking mode. I did not satisfactorily explain my pedagogy, address inequity, barriers to numeracy or ways to extend and increase the complexity of thinking and learning. Additional reading and a literature review helped me further develop my ideas. This outline of redesigned activities incorporates significant adaptations and improved explanations of my rationale and pedagogy. The array of intended curriculum outcomes is broader to enhance the complexity of mathematical learning involved and extend thinking into the other levels. Furthermore, the range and modes of planned diagnostic, formative and summative assessments are discussed. There is greater emphasis on teaching different aspects of curriculum content and opportunity for students to reflect on and problematise the range of possible logistical variables of the move. Different cross curriculum links are considered including how stated curriculum priorities such as sustainability can be incorporated as a surprising or interruptive idea to explore, tied in with ethical and social justice issues relating to use and sharing of resources (Australian Curriculum and Assessment Reporting Authority [ACARA], 2012; Mason & Johnston-Wilder, 2006). Students will have an opportunity to use digital and non-digital technologies including calculators and computers during activities as an additional learning mode to help sustain interest, better cater to learner diversity and mitigate barriers to numeracy (Mason & JohnstonWilder, 2006; Perso, 2006; Westwood, 2008). The emended teaching plan will facilitate deeper learning by utilizing a greater range of teaching and learning modes and strategies and should prove more sustainably engaging to many students. These considerations will help address educational inequity within our classroom more effectively and ensure that all students have an opportunity to learn and produce evidence of learning for assessment using a preferred or suitable approach while being supported and scaffolded by peers and/or teacher (me) when required. Overview of Activities and Curriculum Outcomes An array of curriculum outcomes are covered by these activities but measurement and geometry are the central mathematical focus and Big Idea (Shapiro, 1997). These are addressed in the curriculum at each preceding year level so many year four students may have prior knowledge to build upon, however, for various reasons including interrupted schooling or past failure to understand concepts, knowledge may be lacking and cannot be assumed (ACARA 2012). Learners will add to existing measurement and geometry schema and filter, interpret and adjust the new information in terms of what they already know synthesizing new learning where required (Westwood, 2008). The intention is to provide a context in which new ideas can be encountered or ideas that have been met previously can be practiced (Mason & Johnston-Wilder, 2006). Westwood (2008) highlights the importance of regularly re-visiting concepts to build on past learning. Various modes of engagement are planned at whole class and team and individual level to build knowledge for application to a real world problem-solving task of the type advocated by Programme for International Student Assessment [PISA], (2009). The problem is based on the real life situation that the classroom must be packed up and moved to a different building during renovation. The new classroom has many advantages because it is modern, light and has a great view but on the downside, it is a different shape and smaller than ETL421 Assignment 2 Leanne Wheaton_s243072 4

the old classroom. This presents a serendipitous opportunity to work on the real world problem of how to arrange the move and set up the new classroom. The students are curious and excited about the move but also apprehensive about the change so problematising the move will not only provide a learning opportunity but also give them some control and autonomy to allay anxiety and help maintain a positive classroom community (Anthony & Walshaw, 2007, p. 2). Their approach to the problem and the solutions suggested will have direct bearing on the functionality of their new classroom. This task affords the students some responsibility and choice within their learning environment consistent with constructivist learner-centred pedagogy expressed in my teaching philosophy (see Ass.1). The design, purpose and proposed outcomes of this activity sequence are consistent with the Marzanos Dimensions of Learning model incorporating five key dimensions of effective teaching (2006). The concluding activity will use ICT to plan a fantasy room based on a set of agreed criteria and lead to discussions and extension activities concerning social equity, ethics and sustainability. Skills in numeracy and design developed during these activities will transfer to a variety of applications and tasks students will undertake in the future both at school and home such as designing a school vegetable garden layout. Lesson sequence Activity 1 The introductory lesson will begin with learning team brainstorming to ascertain levels of prior knowledge focusing on ideas about standard and non-standard units, instruments and types of measurement. Teacher mediated whole class discussion of the results will follow with the teams contributing their post it note ideas to the table on a collaborative class poster with categories of Units, Instruments and Types of Measurement. This activity will provide evidence of preexisting knowledge and constitute a mode of diagnostic assessment to help direct my teaching. The shared class reading of How big is a foot presents the concept of standard and non-standard measurement in an engaging narrative form that will appeal to many students (Myler 1991). The concepts of area and perimeter will then be explored during class discussion and explicit teaching to ensure there is a common accurate understanding before starting the first key activity of determining the new classroom floor plan. The class will work through examples together using an interactive white board resource followed by a session of individual Mathletics focusing on measurement, area and perimeter to facilitate formative assessment before starting the problem-solving task. Working in learning teams of mixed ability, the students will support and scaffold one another to decide how to approach the new class design problem which may include accurately measuring all the spaces and furniture, recording and calculating dimensions, areas and perimeters, producing scaled cut-outs to arrange in order to generate an appropriately scaled annotated floor plan poster of their results and ideas. During this task, students will work collaboratively to use instruments and tactile materials, perform calculations (using calculators if they wish) and make decisions about criteria and considerations and I will circulate asking questions and helping groups as required. Each group will prepare a poster presenting their learning providing an opportunity for students to reinforce the language and literacies of mathematics using drawing and annotation. Groups will present their poster, information and learning, visually and orally to the class. Learning progress including demonstration of collaborative skills, effort, and numeracy understanding will be formatively assessed during the activity while the completed poster and presentation will constitute evidence for summative assessment. At all stages, assessment will be used to inform and emend teaching and enable me to provide appropriate feedback and extra assistance to students (Hattie & Timperley, 2007; Westwood, 2008). The ultimate form of assessment for this ETL421 Assignment 2 Leanne Wheaton_s243072 5

real world task will be the actual implementation of the best class floor plan judged by peer consensus. As an extension following on from this task (and before the actual move), the students will consider the various mathematical logistics involved in the move. This activity would be undertaken with the whole class and involve students working with number facts and practising automaticity by contributing to both questions and answers (Westwood 2008). This activity is consistent with the Dimensions of Learning model and supports the students guiding their own learning and development of ideas. Teaching support would be in the form of open-ended questioning, ensuring all students were encouraged to contribute and scaffolding where appropriate (Manazaro, 2006; Westwood, 2008). Problem development may include working on concepts of mass, time, money, geometry (e.g. change shape of room to a circle) and number of movers. Assessment will be achieved through observational formative evaluation during group work and then by an individual summative assessment using a combination of word and number sentence and diagrammatic problems at the conclusion. Activity 2 The final individual activity would be to design a fantasy room using 3D design software for children: SpexClassic. This software enables students to use and develop a range of mathematical skills and concepts through design, budgeting and representing information in a simple spreadsheet and graphically. The plans developed can be displayed as both 2 and 3D to help students learn about spatial relationships. Students will determine a budget and then choose items to include in their plans. There are a range of templates to use including playground, bedroom, classroom, shop and many others. Providing choice about the type of space they want to design allows students to express their interests while still constraining them to a specific set of tasks and learning outcomes within the software. The use of ICT for this activity will help dispel barriers to numeracy and cater to students comfortable with this learning mode. Boys and visual learners in particular will appreciate the well-presented graphics, 2 and 3D representations, spreadsheets and range different graphs to interact with and manipulate (Australian Government Department of Education, Science and Training (DEST), 2006). SpexClassic is a flexible but simple 3D design software with no predetermined outcomes so children use their imagination and initiative to make decisions and produce individual results. In addition to the mathematical concepts explored in this activity, extension will allow opportunities for discussions around aspects of money, ethics and social justice including the concept of needs as opposed to wants and equitable sharing of resources. This logically leads into a focus on the cross curriculum priority of sustainability. This adaptation of a surprising idea could lead to a range of further activity across different curriculum areas and promote thinking at higher contextual and dialectical levels (Ewing, 2010; Marzano et al., 2012; Mason & JohnstonWilder, 2006). Conclusion Critical reflection on the intended, operational and experienced curriculum outcomes is an important part of teaching (Ewing, 2010). Discussion and personal reflection has helped me emend and improve my proposed set of activities to better cater to diversity, address barriers to numeracy, complexify student thinking and learning and allow for a greater variety of different learning styles and pedagogical approaches. Furthermore, the tasks are richer, account for a broader array of curriculum outcomes and will be more engaging and interesting to the students.

ETL421 Assignment 2

Leanne Wheaton_s243072

Reflecting on the Curriculum: Design of Numeracy Activities

ETL421 Assignment 2

Leanne Wheaton_s243072

Works cited
(please refer to Appendix A for an annotated reference list) Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian Curriculum (3.0 ed.). Sydney, NSW:ACARA. The Australian Curriculum. Retrieved 20/9/12 from, http://www.australiancurriculum.edu.au/ Anthony, G., & Walshaw, M. (2007). Effective Pedagogy in Mathematics/Pngarau. Wellington, New Zealand. Council of Australian Governments (COAG) Human Capital Working Group (CHCW). (2008). National numeracy review report. Canberra: Australian Government Department of Education, Science and Training (DEST). (2004). Researching numeracy teaching approaches in primary schools. Melbourne: State of Victoria Department of Education and Training. Department of Education, Science and Training (DEST). (2006) Motivation and Engagement of Boys: Evidence-Based Teaching Practices. retrieved from http://www.deewr.gov.au/Schooling/BoysEducation Ewing, R. (2010). Curriculum & assessment: a narrative approach. South Melbourne, Vic.: Oxford University Press. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487 Marzano, R. J., Pickering, D. J., Heflebower, T., Kanold-McIntyre, J., & Boogren, T. (2012). Becoming A Relective Teacher. Denver, Co: Marzano Research Laboratory. Marzano, Robert J. (2006). A different kind of classroom: teaching with dimensions of learning. Heatherton, Vic.:Hawker Brownlow Education. Mason, J., & Johnston-Wilder, S. (2006). Mathematical activity (Chapter 4) Designing and using mathematical tasks (pp. 69-97). St. Albans, U.K.: Tarquin, 2006. Mathletics accessed at http://www.mathletics.com.au/ Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Carlton South, Vic: Curriculum Corporation. Retrieved from http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Ed ucational_Goals_for_Young_Australians.pdf Myler, R. (1991). How Big Is A Foot?. NY, NY:Yearling, Random House. Perso, T. (2006). Teachers of MATHEMATICS or NUMERACY?. Australian Mathematics Teacher, 62(2), 36-40. PISA. (2009). PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science. Shapiro, I. (director) (1997) Workshop 1. Patterns and Functions: What Comes Next? Annenberg Media. The Harvard-Smithsonian Center for Astrophysics and pige Massachusetts Corporation for Educational Telecommunications (MCET) [video podcast]. Retrieved from http://www.learner.org/resources/series98.html# SpexClassic Software. accessed at http://www.aspexsoftware.com/spex_math.htm Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell,Vic.: ACER Press

ETL421 Assignment 2

Leanne Wheaton_s243072

Appendix A Annotated reference list

Anthony, G., & Walshaw, M. (2007). Effective Pedagogy in Mathematics/Pngarau. Wellington, New Zealand. This report looks at the New Zealand perspective but is still very relevant to the teaching context in Australia. The authors discuss a range of strategies for effective teaching of mathematics which I found helpful. They highlight the importance of creating a positive classroom community to promote successful learning. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian Curriculum (3.0 ed.). Sydney, NSW: ACARA. Retrieved (20/9/2012) from http://www.australiancurriculum.edu.au/Home Please refer to appendix B for curriculum outcomes COAG Human Capital Working Group, C. H. C. W. (2008). National numeracy review report. Canberra: Australian Government This report provides an excellent overview of numeracy teacing in Australia and highlights research and strategies which may be successful for improving learning outcomes. The report highlights various definitions of numeracy and discusses researchbased evidence about good practice in numeracy and the learning of mathematics. This review examines all aspects of numeracy from definitions, outcomes, strategies to factors invovling the teaching workforce and international best practice. Department of Education, Science and Training (DEST). (2004). Researching numeracy teaching approaches in primary schools. Melbourne: State of Victoria Department of Education and Training. A primary reference cited by Westwood (2008) discussing research that identified strategies used by successful teachers of numeracy. I was unable to find the primary paper because the links cited by Westwood were no longer active. Department of Education, Science and Training (DEST).(2006) Motivation and Engagement of Boys: Evidence-Based Teaching Practices. retrieved (20/4/2012) from http://www.deewr.gov.au/Schooling/BoysEducation This report focuses on particular issues and strastegies relating to successful teacing and learning of boys. It highlights the judicious use of ICT as a particularly effective strategy to promote engagement for learning in boys. Ewing, R. (2010). Curriculum & assessment: a narrative approach. South Melbourne, Vic.: Oxford University Press. Ewing uses a narrative and storyline approach to explore the various issues and approaches to design and implementation of curricula. She highlights the importance of reflective practice in teaching by outlining some of the ideas of early educational theorists and explaining the different modes of reflection and how they can be used in practice to improve teaching. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487 In this article, Hattie and Timperly discuss the different types of feedback and its importance for teaching and learning. They review the literature and assess many studies on the types and effectiveness of feedback. They discuss a conceptual analysis of feedback and interpret evidence about how feedback can improve both learning and importantly, teaching. They consider four feedback levels, relating to task (FT), process ETL421 Assignment 2 Leanne Wheaton_s243072 9

(FP), self-regulation (FR) and self directed (FS) and nominate a combination of the first three to be the most beneficial for improving student outcomes. The authors reinforce the importance of specific and appropriate feedback while highlighting that non-specific, self directed feedback can be counter-productive for improving learning outcomes. Marzano, R. J., Pickering, D. J., Heflebower, T., Kanold-McIntyre, J., & Boogren, T. (2012). Becoming A Relective Teacher. Denver, Co: Marzano Research Laboratory. Marzano is a contempory education researcher and theorist whose work is wides used by educational bodies across Australia and the world. I have read a number of his papers and book chapters and note that many education authorities and bodies have implemented his ideas and frameworks into their guidelines for teaching with the Dimensions of Learning Framework being the main one. Marzano, Robert J. (2006). A different kind of classroom: teaching with dimensions of learning. Heatherton, Vic.:Hawker Brownlow Education. Marzanos Dimensions of Learning (DoL) Framework covers all aspects of teaching and provides practical strategies for classroom management and effective teaching. I always refer to Marzanos DoL when planning lessons to ensure I have incorporated a range of effective strategies and considerations for successful teaching and learning. Mason, J., & Johnston-Wilder, S. (2006). Mathematical activity (Chapter 4) Designing and using mathematical tasks (pp. 69-97). St. Albans, U.K.: Tarquin. This chapter on mathematical activity differentiates between task and activity teachers set a task which generates activity by learners. The authors highlight important aspects to consider tasks in order to generate appropriate activity to promote numerate behaviour and learning. They define the different types of mathematical activity including natural powers, stressing and ignoring, specialising and generalising Mathletics accessed at http://www.mathletics.com.au/ A widely used interactive online mathematics environment that can be tailored for each student by the teacher and used to help reinforce mathematical concepts and for students to practice problem solving. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Carlton South, Vic.: Curriculum Corporation. Retrieved from http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Ed ucational_Goals_for_Young_Australians.pdf An important reference which provides government and legislative context to educational goals and policy directions in Australia. Myler, R. (1991). How Big Is A Foot?. NY, NY:Yearling, Random House. This narrative about the problems arrising from using a non-standard measurement is an entertaining and different way to highlight this concept to students. The story will appeal to many of the students because it is humerous and has a resolution they may predict. The language level is fairly simple and will cater to students who have English as a second language or dialect (ESLD).

ETL421 Assignment 2

Leanne Wheaton_s243072

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Perso, T. (2006). Teachers of MATHEMATICS or NUMERACY? Australian Mathematics Teacher, 62(2), 36-40. Perso gives a thorough overview of the current dilemas and issues surrounding the teaching of numeracy in Australia and also gives an interesting summary of the historical context. She draws the comparison with the philosophical approaches taken to literacy education and notes that at one time, numeracy teaching was diminished considered to be part of literacy. Her definitions are very helpful for thinking about and comparing the concepts of mathematics and numeracy education and she highlights the importance of confindence and disposition for promoting numerate behaviour in children. In the end, she advocates balance between mathematics and application is key to producing the student outcomes we want which is an important factore for all teachers to keep in mind when designing programs to teach numeracy. Program for International Student Assessment (PISA- OECD). (2009). PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science. This report results from an undertaking by OECD member countries to monitor outcomes in education systems in terms of student achievements within an agreed framework. This publication presents the guiding principles of skills students need to acquire and the contexts in which the knowledge and skills are applied. The Mathematics frameworkincludes information about theory, organisation and assessment as well as task characteristics and a number of specific examples as guides. Shapiro, I. (director) (1997) Workshop 1. Patterns and Functions: What Comes Next? Annenberg Media. The Harvard-Smithsonian Center for Astrophysics and Massachusetts Corporation for Educational Telecommunications (MCET) [video podcast]. Retrieved from http://www.learner.org/resources/series98.html# This audiovisual program highlights the concept of tackling mathematics in a thematic way that they call The Big Idea. SpexClassic Software. Aspex Software. Accessed (20/9/2012) at
http://www.aspexsoftware.com/spex_math.htm

This software is designed for children and includes many mathematical concepts such as measurement, geometry, budgeting, graphs and spatial awareness. Users can design floor plans of rooms or spaces in 2 and 3 dimensions, develop spreadsheets and represent data in a variety of different graphs.

Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell,Vic.: ACER Press This is an excellent resource for teachers because it covers the many factors involved in teaching numeracy and offers many very practical strategies and insights that can be implemented in the classroom. Westwood offers a definition of numeracy and discusses the relationship between literacy and numeracy aswell as mathematics and numeracy. He strongly represents the idea that numeracy skills are needed in all areas of the curriculum and discusses the affective components of numeracy also highlighted by Thelma Perso such as learners attitudes, confidence and disposition to use numeracy skills.

ETL421 Assignment 2

Leanne Wheaton_s243072

11

Appendix B Australian Curriculum outcomes

Mathematics
Measurement and Geometry Using units of measurement Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) Compare objects using familiar metric units of area and volume (ACMMG290)

Shape
Compare the areas of regular and irregular shapes by informal means (ACMMG087) Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088) Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)

Number and Algebra Money and financial mathematics

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

Statistics and Probability Data representation and interpretation

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)

English Language
Language for interaction Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group

Literacy
Interacting with others Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Use interaction skills such as acknowledging anothers point of view and linking students response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently

Cross-curriculum priorities Sustainability World Views

(OI.4) World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability. (OI.5) World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.

Futures
(OI.6) The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. (OI.7) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. (OI.8) Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.

ETL421 Assignment 2

Leanne Wheaton_s243072

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