PEDAGOGY MAP

General Key Ideas Low-End High-End Authentic Learning ICT Connection

Capabilities Pedagogy Pedagogy Pedagogy
Literacy Teaching Challenging Deep Understanding: Students should use and
Students students to find Through evidence of experiment with vocabulary
vocabulary more powerful students work using high by typing responses into
through hand- and high modality modality vocabulary when Grammarly to show them
outs or alternatives to responding to questions and where sentences are
presentation low modality mathematical problems. fragmented, poor word
words such has choice or incorrect use of 3rd
because, person. Also, students
assuming or Knowledge as Problematic: should use note sharing
shown etc. Students will clique their programs to swap responses
own and peers use of and check for clear
vocabulary to suit the task. explanation of ideas and
cohesiveness.
In the general Capability for Literacy Background Knowledge:
this tie into Mathematics through the Students will have to dive
use of students learning and deep into past knowledge of
understanding the vocabulary higher modality vocabulary
associated with numbers, space, to select the correct
measurement, mathematical concepts, adjectives or verbs when
modality of vocabulary to use when communicating their
responding to questions and how to thoughts, opinions and
interpret and challenge a range of conclusions.
texts that are typical of mathematics.
This can include but is not limited to;
Calenders, maps and complex data
displays. (Australian Curriculum,
Assessment and Reporting Authority,
2018)
Numeracy
series of
instruction to
solve problems
“The Australian Curriculum:
Mathematics plays an important role in
ensuring the mathematics curriculum
provides the opportunity to apply
mathematical understanding and skills
in context. A particularly important
context for the application of NUMBER
AND ALGEBRA is financial
mathematics. In MEASUREMENT
AND GEOMETRY, there is an
opportunity to apply understanding to
design. The twenty-first-century world
is information driven, and
through STATISTICS AND
PROBABILITY students can interpret
data and make informed judgements
about events involving chance.”
(Australian Curriculum, Assessment
and Reporting Authority, 2018)
Explicitly teach Teach students Problem Based Curriculum, Students can use
instructions to Active Citizenship & Cultural spreadsheets to convey data
basic problems Knowledges: Mathematical and calculate simple
and provide a problems may be created to variables of common data
range of challenge existing ideas graphs i.e. quartiles, mean,
problems that about cultural problems median and mode for
incorporate prior involving finance, land or statistics. Students will also
knowledge and leadership through statistics use blogging websites for
complex wording. and metric calculations. assessment purposes and
Problems may also act to blog their thoughts and
foster positive solutions to opinions as well as research
waste disposal, food pricing they undertook for the
and costs of commonly assessment.
purchased items i.e. from
Cars, furniture & houses to
groceries, phones and
collectables through the use
of financing (compound
interest, fixed rate interest
and variable rate interest
calculations).
Knowledge Integration:
Students must integrate
knowledge of algebra into
geometry calculations as
well as measurement
conversions.
Background Knowledge:
students must recall
background knowledge on
simple algebra and
geometry to apply to more
complex mathematical
problems.
ICT Capability Students use Students use a Substantive Conversation: - Spreadsheets
Word to type range of note Students will engage in - Animated
notes and sharing programs conversation debating problems/solutions
assignments. to share notes for correct ICT tool/design or - AutoCAD for 3D
group the solution of solutions and
assessments and mathematical problems. designs
create advanced
digital
presentations to Student Direction: Students
convey will get to choose and
arguments of define the ICT tool they
assessments. utilise including the extent
Students will of its use. Including distance
receive copies of measuring apps on iPads.
any presentation,
In the Australian Curriculum: notes or quiz
Mathematics, students develop ICT through email or
capability when they investigate, online learning
create and communicate mathematical programs i.e.
ideas and concepts using fast, Class dojo,
automated, interactive and multimodal learning place etc
technologies. They use their ICT
capability to perform calculations; draw
graphs; collect, manage, analyse and
interpret data; share and exchange
information and ideas; and investigate
and model concepts and relationships.
Digital technologies, such as
spreadsheets, dynamic geometry
software and computer algebra
software, can engage students and
promote understanding of key
concepts. (Australian Curriculum,
Assessment and Reporting Authority,
2018)
Critical and Explain different students will be Deep Understanding: In
Creative ways to tackle tasked to search order for students to find
Thinking difficult for different ways more sophisticated ways to
mathematical to combat the tackle the mathematical
problems. problem to get problems they must have a
the correct deep understanding of the
solution. topic.
Problem-based curriculum:
Student are tasked with
problems that will be highly
likely to cross their paths in
the future and must think
up creative and effective
ways to tackle the problem
and find a solution.
“In the Australian Curriculum:
Mathematics, students develop critical
and creative thinking as they learn to
generate and evaluate knowledge,
ideas and possibilities, and use them
when seeking solutions. Engaging
students in reasoning and thinking
about solutions to problems and the
strategies needed to find these
solutions are core parts of the
Australian Curriculum: Mathematics.
Students are encouraged to be critical
thinkers when justifying their choice of
a calculation strategy or identifying
relevant questions during a statistical
investigation. They are encouraged to
look for alternative ways to approach
mathematical problems; for example,
identifying when a problem is similar to
a previous one, drawing diagrams or
simplifying a problem to control some
variables.” (Australian Curriculum,
Assessment and Reporting Authority,
2018)