Inclusive Education Assignment 3 – Curriculum Package

Introduction

This Year 5 mathematics unit is designed for students in a digitally focused school (1:1 iPad

scheme) in a middle socio-economic background. The class consists of 28 diverse learners with a

variety of physical, social, emotional and intellectual needs including:

- three gifted and talented students

- a student with a moderate intellectual disability

- a student with ASD

- culturally and linguistically diverse students

Unit Overview

Students apply the real-life context of ‘creating a school fete stall’ to develop a broad range of

mathematic knowledge including:

- creating and analysing data and graphs (ACMSP118) & (ACMSP120)

- the use of formal units and the application of measurement (ACMMG108)

- the use of finance and budget planning (ACMNA106) (ACARA, 2017)

Students develop their critical and creative thinking skills and personal and social capabilities

through participating in a variety of situated learning tasks (Barron & Darling-Hammod, 2008).

Classroom Layout/Environment (Appendix 1 - Proposed Layout)

Naturally well-lit, open space, providing seating so students can see the teacher and other

classmates during whole class activities (Queensland Government, 2017). Physical arrangements

will be rearrangeable to suit all activities (independent/group work). Each lesson will include
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group activities utilizing the alternate co-teaching model. Materials and technologies are easily

accessible to minimalise distractions (Gargiulo & Metcalf, 2015). A ‘sensory area’ (a quiet

separated space with a rocking chair/squeeze toys/earphones/music) will also be accessible to

support students within the classroom (The National Education Association, 2006). The

classroom will include culturally diverse posters/materials (Tomlinson, 2008).

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Two Focused Lesson Plans (Original lessons found in Appendix 2)

Lesson 1 Title: Creating a School Fete Stall Topic: Statistics and Probability CL:(ACMSP118)
Lesson goals: Resources:
Lesson 1 Lesson 2
All: High-Tech
- collect data - iPads
- create a frequency table including a title, categories, tallies, frequency and overall total - Padlet Q&A (Appendix 3(A3)
- analyse and describe information found within frequency tables - Video
https://www.youtube.com/watch?v=8g6HP-
Extension: kSVwg
- calculate percentages using data found within the frequency table - text-to-speech software
- research and analyse frequency tables - word prediction software

Specific Adjustments: Low-Tech

- students match prewritten elements to create a frequency table - graphic organiser (A4)
- assistive technologies - step-by-step task instructions
Lesson 2 - exit pass (A5)
All: - access to bilingual dictionaries
- identify different graphs - symbols/visuals
- describe information/number trends found in graphs Lesson 2
(Additional resources)
Extension: High-Tech
- calculate percentages using data found within graphs - Numbers IPad App
- create graphs - GO (A6)
- Kahoot quiz
Specific Adjustments: LT
- utilising manipulatives and pictures to identify information and trends in basic graphs - Manipulatives (graphs broken down (pie
- reading assistance slices) and as unifix cubes)

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Phase/time Activity description and teaching strategies

Inclusive Universal Design for Learning (UDL) / Differentiated Instruction (DI) Methods and Explanation
Introduction Whole Class
Watch School Fete Video (0.48-1.20) (authentic context/stimulus)
Provide a QR code link to a collaborative Padlet page featuring these questions. Show on the IWB. (Incorporating ICTs)
- What do you think a school fete L/S/F like? (utilising senses)
- Which stall would you want to visit, why?
Answers - verbal or written on the padlet page. (multiple modes(MM) of expression)

Introduce unit theme and lesson learning goals

(verbal/written explanation on IWB) (MM of representation)
Use Maths understanding to create a class stall for this year’s school fete. Today - deciding what type of stall to create.
WALT
How to create and use a frequency table to collect, categorise and summarise data.
WILF
Collecting data about which types of fete stalls for our class and correctly labelling and creating frequency tables to categorise and find
out which fete stall our class wants to create. (explicit communication of Learning Goals)

Introduce Frequency Tables (FT)

Class Discussion
(Write Q’s and A’s on the IWB)
What does the word frequency/FT mean? Has anyone used a FT before? Why? (linking Prior Knowledge)

Provide example FT (unpack use/features)

FTs are used in statistics to organises data as an ordered list of scores and their frequency. (Add key vocabulary and their definitions to
the class word/picture wall). (unpacking language demands)

(Show FT on IWB).
FT shows 3M’s favourite ice-cream flavour. Ask What is it about? (The Title) Details? (The Categories) Recording (By Creating Tallies).
Tally totals (The Frequency). Frequency total (Total Scores). (deconstructing the big idea –processing/understanding information)

Body Co-create a FT – (guided reconstruction, transferring/representing information)

Revisit FT components. (repetition-enhance understanding)

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Think, Pair & Share (fostered collaboration) (Use symbols) (visual cues)
Think about five different types of fete stalls they could create. Share ideas with a partner (either verbally or class padlet).

Note top five stall types and fill in the category section of FT.
Ask students to stand up to vote –students write tallies on the IWB. (movement)
Students calculate frequencies and the overall total.

Extension
Students calculate percentages and research where FT are commonly used and analyse the information in the tables. (HOT tasks)

Mixed Ability Group Activity (peer mentoring) (Use symbols)

Consider sale items for stall.
In groups create FT including title, potential categories and collect data of which categories your group members would choose (using
tallies). Determine frequency for categories and decide on sale items.
(Provide graphic scaffolding (via IPad and hard-copies) and step-by-step instructions).
Conclusion Discuss Student Work
Student groups present their work to the class. Collect/write the top two stall selling choices on the board.

Revisit/Discuss WALT and WILF (display on the IWB)

Evaluate confidence in creating/using a FT? (5 Finger self-assessment). What data was collected? How? Outcome?

Exit Pass – (use symbol to show individual task) Labelling a FT

(Read task and materials aloud to students).
Students match the FT sections to the information you would find there i.e. the categories and frequency. (Provide additional processing
time as required).

Lesson 2 Title: Last year’s stalls Successes Topic: Statistics and Probability CL: (ACMSP120)
Phase/time Activity description and teaching strategies
Inclusive UDL / DI Methods and Explanation
Introduction Whole Class – Discussion
Revisit Prior Learning – kahoot quiz.
Display a variety of images of different types of graphs (bar/line/pie) on the IWB. Create a mind-map about graphs on the IWB.
What is a graph? Why are they used? Are there different types of graphs, Why? (Open-ended strategic questioning).

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WALT
How graphs can be used to show collections of information and number trends.
WILF
A variety of graphs that show information of the popularity of last year’s fete stalls -identifying information and number trends.

Whole Class
Explore and unpack three different graphs (bar/pie/line). (verbally/write notes IWB)
Explicitly identifying each graph’s features i.e. title, categories, scores and number trends.

Body Tiered Group Work

Each group is given a bar graph, pie or line graph containing info about last year’s stall fetes. Students unpack information utilising their
graphic organiser and share findings verbally/Padlet. Students are provided manipulatives to contextualise learning. (teacher aid – re-
teach ideas/extend student thinking).

Extension
Create graphs to extend mathematics understanding – using numbers iPad app/handwrite.

Conclusion Whole Class

(Verbally/display info IWB) Compare findings from graphs, identify trends of most popular stall times, types and sales.
Revisit learning goals.

Individual
Students analyse three graphs of varying difficulties, identifying components and number trends. (extra processing time/teacher support
as necessary)

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Positive Student Interaction Plan

The teaching philosophy will be based on social constructivism, which views schools as cultures in the

making and emphasises the importance of positive social interactions within the school context

(Carrington & MacArthur, 2012). Within this philosophy the teachers will embed a variety of practices to

promote social learning within their classroom including proactively role modelling democratic citizenship

and eliciting the importance of respect and care for all members of the school community (Carrington &

MacArthur, 2012). Maximisation of social participation through providing multiple modes of expression

(CAST, 2015). Supporting students to constructively voice frustrations and communicate their feelings,

through utilisation of emotional thermometers (Aspect Practices, 2005). Explicit teaching of group work

strategies and leadership and mentoring opportunities will be imbedded to develop peer relationships

and enhance communication skills (Gargiulo & Metcalf, 2015).

Assessment Plan

Diagnostic & Formative Assessment Tasks

Identification of student prior knowledge through diagnostic discussions. Formative assessment tasks

including; anecdotal observations, interactive kahoot quizzes, work samples and checklists. Self/peer-

assessment using the five-finger strategy and checklists (Newman & Flaherty, 2012).

Summative Task – Student Portfolio (Our School Fete Stall)

Artefacts of student work will be collected and put together to create a student portfolio to evaluate the

students’ mathematical knowledge utilised throughout the unit. Students will explain their mathematics

understanding (verbally or through annotations) in relation to each artefact.

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Tiered Assessment Goals:

All Students –Create a mathematics portfolio demonstrating knowledge of a broad range of mathematics

concepts including five work samples.

Extension – Demonstrate understanding of a higher level of mathematics (incorporate percentages and

HOT tasks (such as creating and analysing mathematical tables and graphs).

Specific Adjustments – Include a minimum of three work samples with the aid of assistive technologies

including speech to text software and word predictive software.

Community Linkages

The ATISL Standard 7 emphasises the importance of engaging in community partnerships and building

professional relationships with colleagues, families and external student support (ATISL, 2017). As

parents/carers play a crucial role in assisting the development of their child’s attitude to learning, strong

relationships are fostered with the students’ families through actively engaging them in educative

processes (Foreman & Arthur-Kelly, 2017). This is achieved through valuing parents’/carers’ knowledge

and creating an open communication channel with parents, including providing ongoing student feedback

and utilising online communication tools including ‘class dojo’. This classroom will utilise an alternate co-

teaching model through seeking support from special education teacher to work with small groups

supporting diverse students’ needs. The teachers will seek further assistance from the school support

team and inclusive coaches and specialists.

Conclusion

This unit plan utilises the UDL principles of multiple modes (representation/engagement/action &

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expression) and DI approaches (process/environment/product/content) to ensure accessibility and

maximisation of learning for all students (CAST, 2015).

References
Scholarly
Carrington, S. & MacArthur, J. (2012). Teaching in Inclusive School Communities. Milton, QLD: John Wiley
& Sons Australia, Ltd

Forman, P. & Arthur-Kelly. (2017). Inclusion in Action. (5th ed.) Melbourne, VIC: Cengage Learning
Australia
Gargiulo, R. & Metcalf, D. (2015). Teaching in Today’s Inclusive Classrooms – A Universal Design for
Learning Approach. (3rd Ed). Boston, USA: Centage Learning
Gartner, A. & Riessman, F. (1993) Peer-Tutoring: Toward a New Model. Washington, DC: ERIC
Clearinghouse Teaching and Teacher Education

Salend, S. (2011). Creating inclusive classrooms: Effective and reflective practices. (7th ed.) Upper
Saddle River, NJ: Pearson Education
Websites
ACARA. (2017). Mathematics Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-
10-curriculum/mathematics/

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

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

Aspect Practices. (2005). Teaching Emotional Regulation to students with ASD. Retrieved from
https://www.autismspectrum.org.au/sites/default/files/Aspect%20Practice%20Education%20Re
sources%20-%20Teaching%20Emotional%20Regulation.pdf

Barron, B. & Darling-Hammod, L. (2008). Powerful Learning: Studies Show Deep Understanding
Derives from Collaborative Methods. Retrieved from http://www.edutopia.org/inquiry-
project-learning-research
CAST. (2015). Top 10 UDL Tips for Developing Learning Goals. Retrieved from
http://castprofessionallearning.org/wp-content/uploads/2015/09/CAST-Professional-Learning-
udl_top_10_learning_goals.pdf
Newman, L. & Flaherty, S. (2012). Checking for Understanding: Key Assessment for Learning Techniques.
Retrieved from https://www.engageny.org/sites/default/files/resource/attachments/checking-
for-understanding-techniques.pdf

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Queensland Government. (2017). Classroom Layout Tips for Students with ASD. Retrieved from
http://education.qld.gov.au/asd-online-resource-kit/schools/learning-environment/classroom-
organisation.html

The National Education Association. (2006). The Puzzle of Autism. Retrieved from
https://www.nea.org/assets/img/pubToday/0802/autismpuzzle.pdf
Tomlinson, C. (2008). The Goals of Differentiated Learning. Retrieved from
http://shop.ascd.org/ASCD/pdf/journals/ed_lead/el200811_tomlinson.pdf

Appendices

1) Proposed Classroom Layout

IWB

Sensory Area
Plants/Flowers

M
a
t
e
r
i
a
l
s
Culturally Flexible/movable
Inclusive Posters desks

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2) The lessons were adapted from a previous maths learning sequence.

Lesson 1 Creating a School Fete

Intro Whole Class Discussion
What is a school fete? What do school fetes have? What types of stalls do they have?
Why is your favourite, why?

Unit Theme/Lesson Goals

This term we will use Maths understanding to create a class stall for this year’s school fete. Today we will build
our understanding of frequency tables to decide what type of stall to create.

Class Discussion
What is word frequency/FT mean? Has anyone used a FT before? Why?
FTs are used in statistics to organise data as an ordered list of scores and their frequency.

Explore an Example FT
Discuss components and information contained.
Body Group Activity
In groups create FT to help determine what fete stall we’ll create. Include a title, potential categories and collect
data of which stall type your group members would chose. Find out frequency for each category and decide on
sale items and share your table with the class.
Conclusion Discuss Student Work
Student groups present their work to the class.

Exit Pass Creating a FT

Students use supplied information to create a frequency table.

Lesson 2 Previous School Fete’s Successes

Intro Whole Class – Discussion
What is a graph? What types of graphs do you know of? What are they used for?

Introduce learning goal – today we’ll be reviewing graphs that show information about last year’s school fete to
confirm/change our mind about how we will create our stall.

Whole Class
Explore and analyse three different graphs a bar graph, pie and line. Discuss similarities and differences.
Body Group Work
Each group is given three graphs (bar graph, pie and line graph) containing info about last year’s stall fetes.
Students discuss and unpack information in their groups.

Conclusion Whole Class

Discuss findings from graphs, identify trends of most popular stall times, types and sales. Discuss potential
changes or justification for how we should create our stall.

Individual
Students analyse three graphs identifying components and number trends.

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3) Padlet Q&A https://padlet.com/cj25/iyq5fmaaktru

4) Graphic Organiser (Lesson 1)

TITLE
Categories

Tallies

Frequency

Overall Total

5) Exit Pass – Complete the Frequency Table

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Matching Cards

TITLE Frequency Overall Total

Categories Tallies Year 2’s Favourite Sweets
Gummy Bears Chocolate Lollipops

IIII III II
2 4 3
9

6) Graphic Organiser (Lesson 2)

Graph Analysis
Questions Answers
Which type of Graph is it? (Pie/Line/Bar) - circle

What does the Graph tell us?

What is the lowest/highest values on the graph?

Which category had the highest/lowest values?

Patterns/Trends found in graph data?

Extension Questions
Which categories had the highest/lowest
percentage – what are they? (Show working)
What elements would you need to create your
own pie/line/bar graph?
Research where and why bar/line/pie graphs
are used. (display your findings in the answers
column).
Select a graph and revisit previous questions.

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7) Graph Manipulatives
a) Pie Graph Pieces

b) Unifix cubes

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8) Differentiation Placemat (Highlighted Parts utilised in Lesson Adaptations)

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