GTPA Exemplar

2018
Graduate Teacher
Performance Assessment
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Contents
Practice 1: Planning using data and evidence ..................................................................................................... 2

Practice 2: Teaching and learning ........................................................................................................................... 4
Practice 3: Assessing, feedback and professional judgement........................................................................ 6
Practice 4: Reflecting on teaching .......................................................................................................................... 8
Practice 5: Appraising impact of teaching practice.......................................................................................... 10
References ................................................................................................................................................................... 12
Attachment 1 – Professional experience context statement .......................................................................... 14
Attachment 2 – Profile of student data and collection of evidence .............................................................. 15
Attachment 3 - Evidence of moderation practice: Summative assessment of the GTPA learning
sequence ...................................................................................................................................................................... 74
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Practice 1: Planning using data and evidence
To gain an understanding of the individual learning needs of each student in the class as well as the three focus
students, profiling data and classroom evidence was collected and interpreted (refer to Attachment 1- Attendance
and Behavior Records). The data that was collected as a basis for initial planning was the individual student
information. This included attendance records, behavior management records and other student characteristics that
could influence student outcomes. Firstly, this data was used to identify if any gaps in understanding could be as a
result of disruption and time spent in class. Department of Education, Training and Employment (2013) highlight the
adverse outcomes of low levels of attendance which can lead to lower academic outcomes and disengagement. This
can also be the case with behavior issues where disruption to classroom learning can occur. For focus student B who
is at the expected level, data illustrated that there was 18 all day or partial day absences for Term 1. The high level of
absence could impact their readiness to proceed with new learnings that was taken into consideration. For focus
student A who is below expected level, there were 10 recorded behavior management issues from Term 1. This
could also impact their readiness to learn and prior learnings which was factored into the planning for teaching and
learning. Prior concepts were to be revisited to ensure understanding in the focus area of learning; shapes.
Data was also collected for the whole class to inform individual student learning needs and interests that needs to be
factored into planning. Classroom observations of students were also included in this document to help understand
how students learn best and react to certain teaching styles (refer to Attachment 2 – Class Profile). It was evident
through this process that students responded well to hands on activities where they were integrated into the
learning. Long durations on the carpet with teacher directed learning lead to off task behavior and disengagement.
This is supported by research conducted by Sullivan, Johnson, Owens, & Conway (2014) where it is identified that
students that remain in the same position for a long period of time while teacher directed learning is occurring can
be determinant to the motivation and engagement of the students. This also applied for the student diagnosed with
Autism Spectrum Disorder (ASD) another that presents similar signs and behavioral issues. These students need a lot
of guidance and direct instructions so that transitions were clear and the expectations are clearly defined. The use of
We Are Learning To (WALT), What I’m Looking For (WILF) and This Is Because (TIB) as well as a visual timetable
assisted these students through observations and is detailed in the school’s pedagogical framework (The State of
Queensland, Department of Education, 2018a).
Evidence that was used to understand learner’s progress included annotated analysis of student work samples,
existing assessment data both formative and summative (refer to Attachment 2 – Work Samples). For the three
focus students, this helped form an understanding of their achievement in class and what their strengths and
weaknesses were which will help guide future planning and differentiation. This information was also assessed in
combination with the whole class data.
• Student A (above expected level) – It was identified, through the work samples and observations, that
Student A has an above average understanding of numbers, numerals and quantities, and is beginning to
explore the use of number names. Patterns and algebra is also at an above average level where they can
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sequence based on size and create various patterns accurately. Although only provided a working with (at
expected level) mark for the grouping familiar objects task, the student clearly identifies understanding
through class discussion and other monitoring tasks. The student’s prior learning suggests they are ready to
further explore mathematical content descriptors.
• Student B (at expected level) – The work samples illustrated that Student B had trouble initially with the
number sense in matching numerals and quantities but was able to extend this later in the term by
accurately identifying 6-10. Number names is an area of difficulty to be further developed. Patterns and
algebra is at a sound level where object size proved to be challenging. Basic patterns were able to be
demonstrated but could be developed further. The student’s prior learning suggests they have an
understanding of the core concepts but further work is required to extend their understanding.
• Student C (below expected level) – The work samples and assessment collated for Student C demonstrated
low level knowledge of numbers by only being able to recognise one number, could not count a collection or
represent quantities. Their ability to demonstrate patterns was also very low where they could not finish a
pattern, make a colour pattern or create their own pattern. Surprisingly they did well with the grouping
familiar objects task but this may have been based on engagement of the objects. Observations conducted
identified below expected level with regards to their mathematical knowledge.
Once all the data was collated and analysed, planning documents were formed which guided the unit of work
detailing the curriculum, assessment and pedagogy (refer to Attachment 2 – Unit Plan). Students have been
exploring objects based on common characteristics and is moving onto sorting shapes and objects through the
sequence of lessons (ACARA, 2018) (refer to Attachment 2 – Lessons). Forward planning identified that students will
be working on building their two-dimensional understanding and introducing three-dimensional shape knowledge
which includes shape names, characteristics, ability to stack based on these characteristics and sorting these shapes
(refer to table 1. Teaching sequence and Attachment 2 – Assessment).
Table 1. Teaching sequence
Duration Topic Learning type

10 lessons Assessing students learning – 2D shapes Diagnostic/summative assessment
Describing lines and familiar two-dimensional shapes - Teaching lesson
revision
Matching two-dimensional shapes in the environment Teaching lesson
Identifying and sorting three-dimensional objects Teaching lesson
Comparing three-dimensional shape features Teaching lesson
Constructing using familiar three-dimensional objects Teaching lesson
Investigating common characteristics of shape and objects Monitoring/formative assessment
Grouping based on 3D characteristics Teaching lesson
Exploring 2D and 3D shape characteristics Teaching lesson
Assessing students learning – sorting shapes Summative assessment
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Practice 2: Teaching and learning
The learning sequence developed included a range of pedagogic decisions that took into account different learning
needs and teaching strategies. From the initial observations and data analysis captured, it was evident that students
needed clear instructions and support based on their understanding and readiness. A model that is adopted by the
school and was implemented within the classroom is the Gradual Release of Responsibility Model (Fisher, 2008). The
start of this model focuses on I do where the teacher uses direct and explicit instructions and can also be supported
by the use of WALT and WILF (The State of Queensland, Department of Education, 2018b). Prep students need this
explicit instruction as it allows for clear, sequenced and structured presentation of the lesson (CQU, n.d.). It also has
the ability to activate student’s interest and engagement from the outset and build upon existing knowledge in a
controlled way (CQU, n.d.). The majority of the lessons used throughout the focused unit of work integrated the I do
model using explicit instructions (refer to Attachment 2 – Lesson Plans). This also reignited well with students with
learning difficulties, specifically ASD, as they were able to know what was coming, comprehend what they will be
required to do and reduces communication breakdown (Department of Education, Training and Employment, 2016).
The next phase on the Gradual Release of Responsibility Model is the We Do phase. Learning strategies that were
integrated into the lesson plans were around guided instructions and modelling of tasks which allowed the students
to be involved in the learning, but in a controlled way. This also allowed for differentiated learning opportunities and
discussions which were targeted to certain students using a range of Bloom’s Taxonomy questioning techniques
(Crawford & Smith, 2014). This provided an opportunity to check for understanding and provide an in-the-moment
decision regarding the student’s readiness to progress with the content. For example, lesson plan dated 28 May
2018 was intended to introduce students to sorting three-dimensional shapes based on shape characteristics (refer
to Attachment 2 – Lesson Plans). Using a range of questioning techniques, it became apart that students were not
ready to learn this concept, they were still focusing on the shape features and characteristics. This was the first-time
students were introduced to three-dimensional shapes so this was too advanced for what they were ready for. The
enacted curriculum ended up focusing the shapes individually and their own characteristics in comparison to two-
dimensional shapes rather than sorting. The final phase looked at You Do where student completed the work
collaboratively or independently. This phase was not done as often as higher year levels based on their readiness.
Generally, student learning was supported by the teacher’s guidance.
Suitable adjustments were also made throughout the lesson planning to cater for differentiated student learning.
The last two lessons of the unit focused specifically on this where resources were implemented based on the
outcome of the formative assessment (refer to Attachment 2 – Lesson Plans). It was evident through the monitoring
task and data collection that students were at varying levels of understanding. As a result, students were split into
four groups focusing on the following:
- Two-dimensional shapes and their features

- Three-dimensional shape features
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- Sorting and differentiating two-dimensional and three-dimensional shape features
- Characteristics and naming three-dimensional shapes
Whole class scaffolding was provided initially where students then went on to work through the activity sheet
provided.
In the moment decision making was used throughout the lessons to ensure that the students were receiving
effective learning. Red text has been used on the lesson plans to illustrate aspects that were altered or added to the
lessons (refer to Attachment 2 – Lesson Plans). For example, students were not grasping the concept of stacking and
rolling as they were developing misunderstandings when shapes can balance. More time was placed on this concept
looking specifically at shape characteristics which determine which shapes can stack or roll. This impacted the rest of
the lesson where time dedicated to the next activity had to be reduced. This was vital to ensure students didn’t
progress with misunderstandings or a gap in knowledge which would influence future assessment and learnings.
General capabilities were integrated throughout the lessons and unit plan (refer to Attachment 2 – Lesson Plans and
Unit Plan). This specifically focused on literacy and numeracy capabilities as a learning continuum. With regards to
literacy, students were explicitly taught how to comprehend text through listening, reading and viewing and
composing text through speaking, writing and creating (ACARA, 2018). This is evident in comprehension questions
used throughout the lesson plans where students had to use language to interact with others and respond to these
questions. The assessment tasks also included conferencing with a teacher where students had to listen, interpret
and respond using spoken communication. With regards to numeracy, students were explicitly taught how to use
spatial reasoning (ACARA, 2018). This is evident in lessons plans where students used key features in the
environment to visualise, identify and sort shapes.
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Practice 3: Assessing, feedback and professional judgement
Diagnostic assessment was administered at the outset of the unit of work to identify the features of work and gaps
that needing targeting for each student (refer to Attachment 2 – Diagnostic Assessment). Direct feedback was
provided following this assessment to allow for goal setting with each student and a focus to work towards. This was
achieved by demonstrating to the student the correct way to complete the task with feedback which will provide
guidance for future lessons, activities and assessment.
Following the diagnostic task, a monitoring task/formative assessment was completed mid-way through the unit of
work (refer to Attachment 2 – Formative Assessment). Engagement was achieved through this task by providing a
hands-on activity with shape blocks. Engagement has been seen to provide a positive impact on learning and
achievement as students that exhibit positive emotions, behaviors and cognitions are more likely to be engaged and
show interest (Macklem, 2015). The students in this class were very motivated and engaged by hands on activities,
specifically building and construction, so by integrating this into the monitoring task/formative assessment, the
relationship between engagement and achievement was visible (Macklem, 2015). This hands-on activity also catered
for a diverse range of learners with varying ability and learning needs. Not all students at this year level have the
ability to explain their thoughts and processes through written form. This demonstrated that the assessment is fit-
for-purpose as it is reliable by being fair and consistent. Special provisions in the condition of assessment is reflected
in adjustments to presentation of the task to cater for EAL-D and ASD learners. This was achieved by actively
demonstrating the task through visual cues, providing additional response time and clarifying the responses if
needed (Department of Education, Training and Employment, 2018). After the assessment was implemented,
feedback was provided through student led reflection discussions. Students formed a circle and reflected on their
constructions and whether they felt it was successful or not and why. Feedback has one of the highest positive
impacts on student learning (Queensland Curriculum & Assessment Authority, 2015). Self and peer feedback is also
beneficial as it begins to develop self-regulation and self-monitoring and the student feels safe to make mistakes
(Queensland Curriculum & Assessment Authority, 2015).
The summative tool was developed to assess the students understanding for the unit of work conducted. Fore
fronting planning for this assessment task was done so that alignment between the curriculum and assessment was
achieved (refer to Attachment 2 – Unit Plan). The task was conducted as an interview process where students would
answer a series of questions and respond to questions using hands on materials. The task was valid in that it aligned
to what had been taught over the unit of work, reflected curriculum requirements and tested what it claimed to
measure (Queensland Curriculum & Assessment Authority, n.d.). There were improvements identified in the task
where certain terminology could have been strengthened so that the set task questions and criteria sheet aligned.
The task also proved to be authentic and appropriately challenging as there were a total of 4 students that were
making connections, 13 students working with and 3 students exploring. This demonstrated that majority of the
students were at the expected level following the set unit of work.
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On completion of administering the summative assessment task, a preliminary grade and comments were assigned
to each student work based on the criteria which formed the cognitive commentary (refer to Attachment 2 –
Summative Assessment). This took into account the students strengths and weakness and areas for improvement or
extension. A judgement was made which took into account curriculum and achievement standards that the
assessment was working towards. The curriculum states students are working towards grouping objects based on
common characteristics and the ability to sort shapes and objects. This is illustrated by being able to sort, describe
and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACARA, 2018). The
summative assessment specifically looked at students understanding and fluency of connecting shape names and
grouping objects moving onto their ability to problem-solve and provide reasoning for their sort.
Moderation was conducted with the supervising teacher. The initial judgements made were slightly altered after
moderation (refer to Attachment 3). Moderation is an important aspect of teaching practice as it is a process that
ensures quality management and assessment understandings and judgements (Maxwell, 2002). Through this
moderation process, it was identified that there were differences in perspectives and understandings of the
assessment criteria in some instances. Although this was the case, the grades can now be seen as reliable as they
went through a process of moderation and discussions about the standards occurred between assessors (Maxwell,
2002). One improvement that could have been made was the development of an exemplar especially because the
assessment was conducted as an interview style. The student’s marks were then modified to reflect the moderation
process. Moving forward in teaching and planning, this moderation and assessment process would help identify the
areas that needed focus for the class as a whole as well as individual students. Summative assessment also provides
an opportunity to see where students are placed with regards to others in their class. Specifically with regards to this
assessment task, correct terminology for shape characteristics need to be explored in more depth and understand
how these change depend on whether they are a two-dimensional or three-dimensional shape.
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Practice 4: Reflecting on teaching
Initial data choices for the whole class and focus students focused on their previous performance of term 1 results as
well as some work samples and collation of whole class data. On reflection, I was happy with the data I had collected
based on the students being in a prep year level therefore their knowledge and learning styles are still being
explored. Students had not touched on shapes in term 1 so I should have focused more on work samples and
observations from the first few weeks of term 2 where this topic was being introduced. As I was not in the class
during this time, it was difficult to obtain this information. Further discussions could have been had between myself
and the supervising teacher with regards to student’s readiness and understanding of shapes. There was also a
number of students that had specific learning needs that I needed to consider from the outset of my unit plan (refer
to Attachment 2 – Unit Plan). On reflection, I feel that I could have focused on these students more to research some
differentiated practices to support their learning needs.
The unit plan outlined the teaching topics to take place based on the data collected and the identified students
learning needs. On each lesson plan, the desired learning intentions and objectives was clearly defined to be able to
reflect on whether the intended learning had been learnt (Hattie, 2012). There were times when student learning
needs were not being met so modification to the following lesson had to be made. For example, the initial lesson
plan had focused on the variance between lines and two-dimensional shapes. It became evident through classroom
discussion and observations that students had grasped this concept and no further focus needed to be provided on
this topic (refer to Attachment 2 – Lesson Plans). Other evidence of learning was also used to monitor student
progress towards intended learning goals. At this year level, most of this evidence was centered around observations
and discussions and detailed in the lesson reflections (refer to Attachment 2 – Lesson Reflections). The WALT and
WILF model was also used to demonstrated the related learning goals for the lesson from the outset which was also
reflected on after the lesson had been implemented. This provided a basis not only for the teacher to reflect on, but
also the students.
Purposely connecting curriculum to the classroom can be seen as going from planned and enacted teaching (QCAA,
2014). A teacher can plan a lesson based on the objectives and learning goals but it is what occurs during the lesson
in the classroom where teachers have to make on the spot decisions to ensure students still achieve the learning
goals. This would occur frequently throughout lessons as behavior management may interrupt the lesson or students
to not grasp the concepts being taught. On reflection, the more prepared for the lesson I would be, the less changes
that would occur between the planned teaching and the enacted teaching. Also as the unit plans would continue,
modifications to the lessons would decrease. Enacting teaching on the spot is also demonstration of a skilled
professional. To be able to identify what is not working and to be okay with changing from the original plan, shows
that students are the main focus looking at their learning outcomes.
Assessing students’ progress to modify teaching and assessment strategies occurred throughout the lessons, but
specifically in the formative/monitoring task (refer to Attachment 2 – Formative Assessment). This task was used to
monitor students understanding of three-dimensional shapes, shape characteristics and modelling their
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understanding. Reflecting on the teaching and assessment outcomes of the students, future practices would be
recommended. This would look at the Gradual Release Model and focus more on You Do It Together and You Do It
Alone (Fisher, 2008). A lot the teaching that took place was mainly around guided instructions. Although this was
good to support the learners, it makes it difficult at times to provide feedback on their understanding and readiness
to progress. Collaborative and independent learning would allow the teacher to circulate the class and view students
work in action as well as work samples to review. This would also support peer review and feedback where students
can respond to others learnings in a small group environment (Queensland Curriculum & Assessment Authority,
2015). Further to this, general capabilities would be focused on in more detail as students work on their literacy
through comprehending and responding (ACARA, 2018). Future learning needs to focus on student’s ability to
understand shape characteristics for two-dimensional and three-dimensional shapes. It was evident through the
assessment task that this gap in knowledge meant students could not complete other parts of the assessment or
justify their decision.
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Practice 5: Appraising impact of teaching practice
Scenario One – Whole class teaching and learning

Differentiation was used to support learning needs of all students within the class. Student C, for example, was the
focus of this practice where pedagogical practices were used to facilitate learning. It was observed that Student C
would display positive learning outcomes if they were engaged by the task and motivated by the teaching delivered
(refer to Attachment 2 – Existing assessment data). The student was seen as a kinesthetic learner where hands on
activities and having the ability to move around would support their learning. This was also the case for majority of
the students in the class. Therefore, motivation and engagement was the focus of whole class teaching and learning
to decrease the impact caused by misbehavior. Coban (2015) has suggested that ‘physical order of the classroom,
boredom, inhibition, frustration, long-running courses, and no awareness classroom events’ can lead to misbehavior.
Engagement and motivation within a classroom setting can be the difference between ‘productive’ and
‘unproductive’ behaviors (Sullivan, Johnson, Owens, & Conway, 2014). When a teacher is left to deal with off-task
behavior, student learning outcomes can be impacted by this.
To address engagement and motivation in the classroom, the teaching strategies used included creating an
environment for learning by setting objectives, providing recognition, help develop understanding through questions
and applying knowledge through hands on activities (Antonetti & Garver, 2015). Hands on resources that were used
throughout the lessons were physical objects that students could see and feel. Rather than have students complete
written or verbal assessment, these resources were also used to assess the students understanding. This leads onto
students also testing hypothesis of applying the knowledge they have learnt (Antonetti & Garver, 2015). Students
are motivated to learn if they know that they get to implement the theory discussed. It also extends their
understanding through a specific teaching practice.
Challenges would still arise even when targeting engagement and motivation. At times students are engaged by
different things. The student profile data that was developed assisted with this where student’s interests could be
used to guide the lessons (refer to Attachment 2 – Class Profile). When looking at Student C sample work, the
integration of motivating and engaging activities has seen a positive impact with their learning outcomes (refer to
Attachment 2 – Work samples pre and post teaching). Although they are still learning to sort using shape
characteristics, the student is grasping the concept of shape characteristics and can now correctly identify two-
dimensional shapes. This could be due to a number of engaging activities such as the shape match game or geoboard
shape activity (refer to Attachment 2 – Lesson Plans).
Scenario Two – Meeting learning needs
The second scenario looked at the learning needs for specific students and how the teaching practice can support
these learners. This was based on the student in the class with ASD. The supporting evidence illustrates that change
was not evident over the duration of the unit as the student was receiving at expectation or above where the
summative assessment had the student at an exploring plus level (refer to Attachment 2 – Work samples pre and
post). This could be based on a number of reasons. The student had displayed a need for structure and a visual
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timetable of upcoming activities. The student also need detailed explanations of new terms or concepts and at times
can get caught up on smaller details surrounding a topic. He was also obsessed with the colour blue and does not
respond well to unstructured tasks or free play. The lesson plans attempted to cater for this through integrating
technology into the lessons. Students with ASD respond well to using iPads as it increases motivation academic
engagement (Hyde, Carpenter & Conway, 2013). Although in saying this, research has suggested that play skills will
need to be taught directly and there were times when the students were using the iPads independently.
Communication and language can also be difficult for students with ASD. The lesson plans tried to cater for range of
students by integrating comprehension questions to check for understanding. When targeting questions at this
student, more thought and planning should be made to make sure they are able to express what they mean and are
understood (Hyde, Carpenter & Conway, 2013). This could become frustrating to the student which means they
would disengage from the lesson or show misbehavior. This could also be the case for some of the assessment tasks
where conferencing was involved. The student may have struggled to understand the questions being asked or was
misunderstood which could lead to a lower level grade. Differentiation could have been provided at this time which
may have lead to a better overall result of the task. Challenge would also occur during lessons where in the moment
decisions had to be made. At times when the student would not understand a concept or something that had been
communicated, explicit instructions or modeling of the task would be added to the lesson. This would contribute to
further thoughts and processing of future lesson implementations.
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References
Antonetti, J., & Garver, J. (2015). 17,000 classroom visits can’t be wrong : strategies that engage students, promote
active learning, and boost achievement . Alexandria, VA: ASCD.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). Mathematics: Foundation Year.
Retrieved from the Australian Curriculum website https://www.australiancurriculum.edu.au/f-10
curriculum/mathematics
Central Queensland University (CQU). (n.d.). EDFE20036 Professional Praxis 3 Enacting Learning and Teaching: Topic
5 [Supplementary material]. Retrieved from https://moodle.cqu.edu.au/mod/page/view.php?id=569201
Coban, A. (2015). Teachers' reactions towards misbehavior in the classroom. Egitim Ve Bilim, 40(180)
Crawford, C., & Smith, M. (2014). Rethinking Bloom’s taxonomy: Implicit cognitive vulnerability as an impetus
towards higher order thinking skills. Exploring Implicit Cognition: Learning, Memory, and Social Cognitive
Processes (pp. 86–103). IGI Global. doi:10.4018/978-1-4666-6599-6.ch004
Department of Education, Training and Employment (2013). Performance Insights: School Attendance. Retrieved
from http://education.qld.gov.au/everydaycounts/docs/performance-insights-report.pdf
Department of Education, Training and Employment. (2014). C2C Unit 2: Mathematics Year Prep (V8). Retrieved
from http://education.qld.gov.au/c2c/
Department of Education, Training and Employment (2016). Day-to-day routines. Retrieved from
http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/index.html
Department of Education, Training and Employment (2018). Differentiation considerations for students with ASD.
Retrieved from http://education.qld.gov.au/asd-online-resource
kit/schools/curriculum_access/docs/differentiation-considerations.doc
Fisher, D. (2008). Effective Use of the Gradual Release of Responsibility Model. Retrieved from Central Queensland
University CQU Readings.
Hattie, J. (2012). Visible learning for teachers maximizing impact on learning. London: Routledge.
Hyde, M., Carpenter, L., & Conway, R. (2013). Diversity, Inclusion and Engagement. (2nd ed.). Sydney: Oxford
University Press.
Macklem, G. (2015). Boredom in the classroom : addressing student motivation, self-regulation, and engagement in
learning. Cham: Springer. doi:10.1007/978-3-319-13120-7
Queensland Curriculum & Assessment Authority (2014). Enacting Curriculum: Making Connections for quality
learning. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/ac_enact_ac_paper.pdf
Queensland Curriculum & Assessment Authority (2015). Feedback. Retrieved from https://www.qcaa.qld.edu.au/p
10/transition-school/continuity-curriculum-pedagogies/feedback
Queensland Curriculum & Assessment Authority (n.d.). Attributes of quality assessment. Retrieved July 29, 2018
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from https://www.qcaa.qld.edu.au/about/k-12-policies/student-assessment/understanding
assessment/attributes-quality-assessment
Maxwell, G. (2002). Moderation of teacher judgements in student assessment. Brisbane, Qld. Queensland School
Curriculum Council.
The State of Queensland, Department of Education (2018a). Jinibara State School Pedagogical Framework. Retrieved
from https://jinibarass.eq.edu.au/Pages/default.aspx
The State of Queensland, Department of Education (2018b). Jinibara State School: Welcome to Prep. Retrieved from
https://jinibarass.eq.edu.au/Supportandresources/Formsanddocuments/Documents/prep-2018-2019
handbook.pdf
Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? teachers' views
of unproductive student behaviors in the classroom. Australian Journal of Teacher Education
(Online), 39(6), 43-56. 10.14221/ajte.2014v39n6.6
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Attachment 1 – Professional experience context statement
Employing sector State school
Education phase Primary
Context location Metropolitan
Size of school/class School: 775 Class: 20
Other school Community partnerships

demographics
• Early Years Learning Centre – Holding Hands Midwifery, Playgroup
• ECEC (Early Childhood Education and Care) – Occupational Therapist, Speech Language
Pathologist
Sporting and cultural programs
• Caboolture District for 10-12 year old’s
• School Musical (annually)
• Choir
• Instrumental Music program/band
Specialised programs
• Instrumental Music Program
• SMA (Science Maths Academy) with Narangba Valley State High School
• Digital Technology program
• Dance Program
• LOTE (French)
Special Education unit
• 53 students with a verified disability
• Trial school for QSIL (Queensland School of Inclusive Leadership) – this led to the “Whole
School Approach to Support Student Learning”
ICSEA (Index of community socio-educational advantage)
• 995 students
Cultural and linguistic composition of the student population
• 27 EAL/D students – Korean, Filipino, Japanese, Spanish, Hindi, Persian, Maori, Portugese,
Somoan
• 30 Indigenous students
School pedagogical Organised around an evidence-based model of instruction, “Marzano Art and Science of Teaching
framework Framework Learning Map”
Year level Prep
Teaching area -
Focus of learning The learning sequence that will be used as evidence towards the GTPA is Mathematics: Shapes.
sequence or unit of
work
Student characteristics • One student diagnosed with ASD

in this class • One student is from Japan and speaks Japanese at home
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Attachment 2 – Profile of student data and collection of evidence
Designed by pre-
Level of use
Timing in the teaching and Type of data 1 and service teacher
Purpose Source Relevant APSTs
learning cycle evidence 2 Whole
Student Yes No
Class
To identify behavioral
1.1, 1.2, 1.3, 1.5, Three
issues that may have OneSchool – Behavior and
1. Data 2.2, 2.6, 3.1, 3.2, focus ☒
impacted learning and to attendance records
3.6,4.3, 5.1, 5.4 students
guide future planning
To gather information
about each student’s
1.1, 1.2, 1.3, 1.5,
interests, learning styles Class profile – data and Whole
2. Data 2.2, 2.6, 3.1, 3.2, ☒
and profile, adjustments, observations class
3.6,4.3, 5.1, 5.4
behavior and other
relevant information
Planning teaching, learning To collect and interpret
and assessment using data student data to
and evidence understand their current Three
Annotated pre-existing 1.5, 2.3, 3.6, 3.7,
3. Evidence performance level and focus ☒
student work samples 5.1, 5.2, 5.4, 7.3
areas that need focus for students
future planning and front-
ending assessment
To collect and interpret
student data to
understand their current Three
1.5, 2.3, 3.6, 3.7,
4. Evidence performance level and Existing assessment data focus ☒
5.1, 5.2, 5.4, 7.3
areas that need focus for students
future planning and front-
ending assessment
To identify the sequence
1.1, 1.2, 1.3, 1.4,
of learning, curriculum
Teaching informed by 1.5, 1.6, 2.1, 2.2,
content, knowledge, skills
planning and continual 2.5, 2.6, 3.1, 3.2, Whole
5. Evidence and concepts as well as Unit plan ☒
collection of learning 3.3, 3.4, 3.5, 4.1, class
general capabilities and
evidence 4.2, 4.3, 4.5, 5.1,
assessment strategies to
5.2, 5.4
be implemented.
1
The term ‘data’ is understood to include systemic, standardised test information (e.g. PAT-M, PAT-R, NAPLAN) and individual student information (e.g. attendance, achievement and behavior records).
2
The term ‘evidence’ is understood to include information collected, interpreted and used to inform whole class teaching, and review adjustments for individual students (e.g. classroom observation
records, student consultation records, and work sample analysis with annotations).
15 | P a g e
1.1, 1.2, 1.3, 1.4,
Used to guide teaching 1.5, 1.6, 2.1, 2.2,
and the learning sequence 2.5, 2.6, 3.1, 3.2, Whole
6. Evidence Lesson plans ☒
underpinned by the unit 3.3, 3.4, 3.5, 4.1, class
plan. 4.2, 4.3, 4.5, 5.1,
5.2, 5.4
1.1, 1.2, 1.3, 1.4,
Front end assessment 1.5, 1.6, 2.1, 2.2,
developed to work Assessment tasks and 2.5, 2.6, 3.1, 3.2, Whole
7. Evidence ☒ ☒
towards throughout the marking criteria 3.3, 3.4, 3.5, 4.1, class
unit of work. 4.2, 4.3, 4.5, 5.1,
5.2, 5.4
Diagnostic assessment was 1.1, 1.2, 1.3, 1.4,
administered at the outset 1.5, 1.6, 2.3, 3.6,
Whole
8. Evidence of the unit to provide Diagnostic assessment 4.1, 4.4, 5.1, ☒
class
feedback and direct 5.2, 5.3, 5.4, 5.5,
learning. 7.2
Monitoring/formative
Assessing, making
assessment to assess 1.1 1.2, 1.3, 1.4, Three
judgements and providing Monitoring/formative
9. Evidence students understanding 1.5, 1.6, 2.3, 3.6, focus ☒ ☒
feedback to improve student assessment
and to target future 4.1, 4.3, 5.1, 5.2 students
learning
learning.
1.1, 1.2, 1.3, 1.4,

To assess students Focus
10. Evidence Summative assessment 1.5, 1.6, 2.3, 5.1, ☒
understanding of the unit. students
5.3, 5.4, 6.3
Reflecting on practice to To evaluate implemented

1.2, 2.3, 5.4, 5.5, Whole
improve future teaching and 11. Evidence lesson to guide future Lesson reflection ☒
6.2, 6.4 class
student learning learning
Appraising effectiveness of To assess the students’

Work samples pre and 1.1, 1.2, 3.6, 5.4, Focus
teaching and identifying 12. Evidence progress from the start to ☒ ☒
post teaching 6.1, 6.2, 6.4, 7.4 students
impact on student learning the end of the unit of work
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1. Data
Behavioural and absence details
Below expected level – Student C
At expected level – Student B
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Above expected level – Student A
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2. Data
Class Profile and Student Observations
Name Behavior Interests Medical Hearing, Interact well with Literacy Numeracy
conditions/ sight, others
allergies speech
difficulties/
delays
Student 1 Requires direct instructions and construction ASD speech Yes – doesn’t read Highest level literacy group. Good number knowledge.
routine. Difficulty with free play others body Focus on sounding out letters to Target: extension in shapes for 3D
and stopping when requested. language construct sentences. shapes
Difficulty regulating emotions
and does not like loud noises.
Student 2 Difficulty following instructions. Games, PS4, no no Is warming up and Second lowest literacy group. Is Base understanding of shapes and
Needs to be reminded of task technology beginning to form building up letter and sound knowledge patterning. Base number knowledge
and provided direct more connections to support construction of sentences. Target: Work on teen numbers as
instructions. since coming from Target: Independent writing. he sometimes skips some. Also
overseas number names
Student 3 Needs firm, direct instructions. Outside, no no Yes but will dob on Has recently been moved down to Good number knowledge.
Tries to set the rules and thinks blocks people frequently second lowest literacy groups. Believes Target: Number names
he is in charge. he knows more than he actually does.
Target: Staying on task and sounding
out words.
Student 4 Likes to be moving, doesn’t sit Animals, no speech Needs help with Low level literacy group. Struggles with Lower level for maths but has a
still. Can be chatty at times. ocean life, social interactions CVC. Is improving in maths and his base understanding of numbers and
outside, counting and number knowledge. shapes. Contributes to class
building, Target: improve sounding out words discussion.
cooking and reading. Target: extend onto teen numbers
and fluency
Student 5 Good behavior. At times can Transport, no no Yes – gets along Highest level literacy groups. Constructs Higher understanding on maths.
talk to others in class. riding bikes with most in the simple sentences but could be Great number knowledge. Can
class extended based on sound knowledge. count beyond 20.
Target – CVCC and CCVC word. Extend Extend: Number names and
on sight words. patterning
Student 6 Well behaved most of the time science no no Yes A good reader and can sound out words Needs support on patterns and
but can get distracted easily but struggles to but the sounds struggles with concept at times in
and disengages. A quiet together. making patterns.
achiever. Target – CVC words
Student 7 A lot issues with behavior and Motorbike no no At times. Cannot Has been moved up to the highest Very engaged with shapes and
non-compliant. Parents feel it is riding, be seated near literacy groups but is struggling at this patterning. Confident in number
as a result of before school remote some students level. More focus is required on ability and has the chance to be
care. Interact with parents control cars sounding out words appropriately extended.
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regularly about outcome of day.
Cannot go to the toilet when
others do.
Student 8 No behavior issues evident. Outgoing, Asthma – no yes Recently she is performing well in Higher performer in maths. Shei s
singing, comes and literacy. Potential to move up to grasping her shape knowledge but
dancing goes highest literacy group as an extension could be extended with regards to
as she is able to sound out her words shape features of three-dimensional
and write sentence accurately. shapes.
Student 9 Very quiet therefore no drawing Rashes in no yes Not confident in her ability and always Engages well with shapes and
behavior issues. Can get cool seeing what others are doing. Should patterns. Needs extension on her
emotional if spoken to weather – eb moved down to lowest level literacy number names.
regarding not following dry skin group as she struggles to read and
instructions. sound out words. Also her writing is
below the expected level.
Student 10 Very well behaved. 4WD, dogs, no no yes Middle literacy group but struggles to Hasn’t completely grasped his
eating, bikes, put sounds together to read words. number knowledge and sometimes
balls, Support is required with CVC words. misses numbers when counting to
swimming 20. Also number names are not at
expected level.
Student 11 Will be the instigator of Drawing and no no yes Highest literacy group and excels in her Loves patterns in identifying and
discussions and will dob on singing reading. Is the second highest in her creating patterns. Could explore
others. reader and sight word. Could be shapes further with characteristics.
extended with CCVC and CVCC words.
Student 12 Tendency to hurt others when Sensory Potentially Speech Yes – trouble Lowest literacy group. Struggles to Has improved in his shape
on the carpet or in line. Will activities, ASD – delays making friends sound out words and identify letters knowledge. Can count mostly to 20
complain of being tired. Uses a craft, sandpit currently and sounds. Differentiation required. but misses a few numbers. Has also
hug-a-chair and fidget toys. being improved in creating patterns but
assessed could be supported in identifying
patterns.
Student 13 Very well behaved and Dancing, Heat rash no yes Struggles to read at times and Enjoys shapes and is actively
(EAL/D – engaged. swimming, when very communicate orally. Has improved over engaged in discussions. Number
Japanese) dolls, hot or time but needs assistance with names is an area for improvement.
roleplay, before sounding out letters and phonics
animals getting sick knowledge.
Student 14 Prompts to make sure that she Playdough, Turned Wears Yes, but can be Has no letter and sound knowledge Can identify two-dimensional
is listening. Easily distracted outside, right eye glasses all bossy apart from letters in her name. Cannot shapes. Improving her ability to
and follows what others are sandpit, iPad, Operation the time write a sentence and struggles copying count but struggles to show
doing. Constantly being spoken craft to connect from the board. At times writes her quantities and numerals to match.
to and reminded of the rules. bowel to name backwards and upside down. A
stomach lot of assistance required.
when born
Student 15 Sometimes can get chatty with Blocks, books, No – no yes Can sound out words but struggles to Struggles to identify shapes at
those around her. ICT, games, eczema put them together. Writing is a times. Can count and represent
outdoors, when weakness where she will be the last quantities but struggles with
young person to form a sentence. Doubts her number names.
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singing, ability and frequently asks for
dancing assistance.
Student 16 Very well behaved. Always Playing, Asthma no Yes - helpful Highest literacy group. Enjoys reading Does well in maths. Can be
engaged and on task. making but could improve with sounding out extended with her shape knowledge
things, words. Does well with rhyming words and identifying shape
technology and formulating sentences. characteristics.
Student 17 Requires firm instructions. Play, cars, Not no Getting better – Has the ability to do well if her applies Very confident in his counting,
Enters the classroom construction currently social issues himself. Enjoys sounding out words. represent quantities and generally
heightened when Mum does but being Could improve with his rhyming words. does well with number names.
drop off. Takes time to relax. assessed. Patterns is an area he is not
Gets angry easily and will not Visiting a interested so typically disengages.
following instructions. psychologis
t.
Student B Very emotional and will cry a Drawing, n/a n/a yes Does well with her sounding out and Has had a lot of improvement in her
lot. Good behavior but Barbie, phonics knowledge. Is in the second maths. She is able to count to 20,
sometimes need to be outside lowest literacy group but could move represent quantities but is still
reminded of the rules. Likes to up a group. Needs to work on working on her numeral names. Is
chat at times. formulating ideas to write about and performing well with shapes but
writing sentences. could focus on shape
characteristics.
Student A Very well behaved. Rarely Eat, building, Asthma – no yes Highest level readers and sight word Has the ability to do well but at
needs to be spoken to about transformers, has a plan colours. Is very confident in his ability times does not apply himself. Very
talking to others. thumb wars to read and sound out words. Could be confident with number knowledge,
extended in his writing and using his counting beyond expected level,
reading knowledge and apply this to his representing quantities and number
writing. words.
Student C Difficulties at the start of the Making things No No Cares for others Lowest literacy group. Has seen an Sometimes misses numbers when
year staying in classroom and and hands on and will always improvement with sounding out words. counting. Struggles with number
would run away. Was never activities. help if someone is Does not enjoy reading and writing and names. Has seen an improvement
compliant and caused harm to upset. needs encouragement. with her shape knowledge and
others. Has since calmed down being able to name two-
and more on task in class. dimensional shapes.
Occasionally reminding of rules.
Does not like to say goodbye to
Mum I the mornings
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3. Data
Work Samples
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Student C
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4. Evidence
Existing assessment data
Student A demonstrated ability to

sort and group familiar objects
based on one common feature.
They understand the concept of
sorting and describing their sort.
They were able to focus on
colours as a type of sort as well as
the objects their selves. This is
beginning to show their high
order thinking.
They were unable to achieve a

making connections or above
based on their inability to place a
new item into an appropriate
group. This demonstrates that
although they grasp the sorting
and grouping concept, they still
need to extend on this
understanding for different
circumstances.
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Student B demonstrated ability to
They were also able to explain this
sort. They were only able to
demonstrate one type of grouping
where student A was able to
produce two. This student could
be supported through looking at
different objects and items and
exploring all the different ways it
could be grouped. They need to
further their understanding to
know that items can be sorted not
just on what they are but also
their colour, size, shape and
function.
They were unable to achieve a

making connections or above
based on their inability to place a
new item into an appropriate
group. This demonstrates that
although they grasp the sorting
and grouping concept, they still
need to extend on this
understanding for different
circumstances.
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Student C demonstrated ability to
They were also able to explain this
sort. They were only able to
demonstrate one type of grouping
where student A was able to
produce two. This student could
be supported through looking at
different objects and items and
exploring all the different ways it
could be grouped. They need to
further their understanding to
know that items can be sorted not
just on what they are but also
their colour, size, shape and
function.
They were able to achieve a

working with based on their
ability to place a new item into its
appropriate group. This
demonstrates that they
understood their grouping to the
point that they were able to apply
the sort rule.
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5. Evidence
Unit Plan
Year: Prep Duration: 9 lessons Learning Area: Mathematics Topic: Shapes
Overview: Throughout this unit, students will
Achievement standard: By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects
using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to
describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students
answer simple questions to collect information and make simple inferences.
Content Descriptions:
Measurement and Geometry - Shape
• Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)
o sorting and describing squares, circles, triangles, rectangles, spheres and cubes
General capabilities:
Literacy
• Comprehending texts through listening, reading and viewing
• Composing texts through speaking, writing and creating
Numeracy
• Using spatial reasoning
Information and communication technology (ICT) capability
• Investigating with ICT
Critical and creative thinking
• Inquiring – identifying, exploring and organising information and ideas
Assessing students learning – 2D 16 May - Describing lines and familiar two- 23 May - Matching two-dimensional 28 May - Identifying and sorting
Shapes (Diagnostic assessment) dimensional shapes shapes in the environment three-dimensional objects
Assessment to sort two-dimensional • Revision to explore the difference • Name and describe familiar two- • Sort objects based on shape
shapes between lines and shaoes dimensional shapes features
• Discussing two-dimensional shape names • Identify two-dimensional shapes in the • Identify familiar objects based on
• Identify two-dimensional shapes in the environment shape
environment • Explore three-dimensional
shapes
30 May - Comparing three- 6 June - Constructing using familiar three- 7 June - Investigating common 14 June - Grouping based on 3D
dimensional shape features dimensional objects characteristics of shape and objects characteristics
(Formative assessment)
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• Explain shape features of three- • Apply knowledge of familiar 3d shapes to • Apply knowledge of familiar 3d shapes • Identify the
dimensional shapes construct a new object. to construct a new object. differences/characteristics
• Identify three-dimensional between a 2D and 3D shape for
shapes that can stack and roll sorting
15 June - Exploring 2D and 3D 19 June - Summative assessment
shape characteristics
• Identify the Assessment of the unit
differences/characteristics
between a 2D and 3D shape for
sorting.
• Revisit misunderstood concepts
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6. Evidence
Assessment task
Recording sheet – sorting shapes
Name: _________________________________________________ Date: ________________________
Instructions Evidence
Ask students to name each shape as it is indicated Correctly identifies:
☐ square
☐ circle
☐ triangle
☐ rectangle
☐ names shape in multiple orientations
Comments:
Ask students to draw another 2D shape and state what makes it 2D ☐ ability to draw another 2D shape
☐ explains why it is 2D
Comments:
Point to a square and ask the student: ‘Where do you see this shape ☐ matches shape to environmental feature or object
in the classroom?” Comments:
Ask students to sort the 3D shapes ☐ sort shapes into groups
Comments:
Ask students to describe their sort ☐ explains the sort using 3D shape characteristics
Comments:
Ask students to sort the shape in a different way and explain their ☐ generates a different sort
new sort ☐ explains characteristics of the new sort
Comments:
Ask students to identify the shapes that can stack Correctly identifies:
☐ cube
☐ rectangular prism
☐ cylinder
Comments:
Ask students to describe what makes these shapes stack ☐ explains why shapes stack using shape characteristics
Comments:
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Year: prep Mathematics: Unit 2 – Sorting Shapes
Name: _________________________________________________ Date: ________________________
Understanding and fluency Problem solving and reasoning

Name familiar two-dimensional shapes Sort familiar three-dimensional shapes Explain the sorting of shapes Explain the ability for shapes to stack
Applying
Explains why one shape meets the Explains why the shape can stack by
Identifies additional shape and features. Generates multiple ways of sorting shapes
criteria for a particular group. describing shape characteristics
connections
Making
Describes why a shape can stack using
Names shapes and in multiple orientations Generates a different sort Describes each different sort.
some shape characteristics
Names familiar two-dimensional shapes.
Working
Identifies familiar two-dimensional shapes in Describes a sort using shape Describes why the shape can stack
with
Sorts a collection of familiar shapes
the environment. characteristics. using a shape characteristic
Exploring
Identifies some familiar two-dimensional Describes part of the characteristics
Attempts to sort based on a characteristic Describes part of a sort.
shapes that allow a shape to stack
Becoming
aware
Attempts to describe features of
Matches a shape to an environmental feature Rearranges a collection of shapes. Attempts to describe a sort.
stacking
Comments:
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7. Evidence
Lesson plans
These lesson plans have been adopted and modified from the C2C framework (Department of Education, Training
and Employment, 2014).
Lesson Focus Learning Area / Strand Year Level Implementation Date

Maths – Describing lines and Maths Prep 16 May 18
familiar two-dimensional shapes
Duration
80 minutes
Prior knowledge of learners (What do they already know?)

Students have been exploring lines and two-dimensional shapes. They have been exploring ways to group and
sort these items. This lesson is a revision of misunderstood concepts identified in the assessment.
Lesson objective/s
By the end of this lesson, students should be able to:
• Copy and describe lines.
• Compare lines and two-dimensional shapes
• Name and describe familiar two-dimensional shapes.
• Identify two-dimensional shapes in the environment.
• Sort familiar two-dimensional shapes.
Link to Curriculum (identify relevant Strands and Content Descriptors)

• Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment
(ACMMG009)
Evidence of learning
Distinguish between lines and two-dimensional shapes [observation]
Name and describe familiar two-dimensional shapes [observation]
Identify two-dimensional shapes in the environment [Observation/work sample]
Classroom Management Strategies

ESCM 1. Establishing expectations will be used to guide the expected behavior through transitioning and
movement throughout the class.
ESCM 8. Redirecting to the learning if students disengage by moving or talking to others.
Resources
• Easel and whiteboard markers
• Two-dimensional shapes laminated
• Rope and a pretend animal
• Projector and computer - https://www.youtube.com/watch?v=dsR0h50BiFQ and Sunshine Online (Activity 1 –
I am a triangle)
Differentiation considerations
Support Extension
- Consider placement of students on the carpet. - Higher order thinking and comprehension
Have xxxxxx use his hug-a-chair to decrease questions will be used to further the students
the level of fidgeting. understanding
- Lower level learners will be supported through - Provide opportunities for students to describe
modelling the task and identify complex and irregular shapes
- Hands on materials will be provided to engage
the learners.
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Lesson Introduction Establishing expectation
• Whole body listening. Legs are crossed, hands in lap, ears are listening, eyes are
watching and mouth is closed.
• Everybody should be facing me on their bottoms on the floor ready to learn.
Lesson introduction
WALT – Today we are going to revisit lines and what the difference is between a line
and a two-dimensional shape. We are also going to discuss different two-dimensional
shapes and spot them in our environment.
WILF – What I’m looking for by the end of today is whether you can describe what a
two-dimensional shape is and what they are called.
TIB – This is because shapes are everywhere in our environment and it is important to
know what they are called.
Lesson Body Modelled and guided discussion

Assist students to draw a variety of lines of varying lengths, thickness, color, path and
direction on the whiteboard. Demonstrate how to create different lines and introduce
different vocabulary to describe the lines such as think, thin, wide, narrow, curved,
straight, long, short, parallel, cross lines.
Ask for students to come to the board to have a go at drawing their own line. Once the
line has been drawn, ask if they can describe the type of line they have chosen to the
class.
Comprehension questions
Q – How would you describe this line?
Q – How are these lines the same? How are they different?
Q – How could we change this line to make it the same as that line?
Classroom activity – guided discussion

Using direct instructions, have students stand, hold hands with a partner to formulate a
circle. Prior to moving ensure they are aware of their expectations such as moving
quickly and quietly and being responsible. Be mindful of being more explicit with
these instructions for future lessons, students were off task and too a lot longer
to move to their spot.
Once the circle has been formed, discuss how we are going to use a rope to look at
lines and how when lines overlap or are closed, they form a shape. We are going to
pretend that the rope is a fence and we have an animal that we are going to be using.
Demonstrate different lines and discuss as a class where should we put the animal to
ensure that it does not escape. Any spaces that are closed is secure for the animal to be
and this is where we have formed our closed shape.
Q – Is this a shape or a line? How do you know?
Q - What could be the name of this shape?
Q - What do you notice about the space outside the shape?
Explain to students that two-dimensional shapes are flat and cannot be picked up.
That’s what makes them two-dimensional. As a class, explore images of different
shapes. See if students can identify the names of each of the shapes (target those
students who struggle with certain shape names for scaffolding). Once all the shapes
have been explored, see if students can identify this shape in the environment
throughout the classroom, reminding them that the shape must be flat and cannot be
picked up.
Interactive learning – ICT

Transition students back to their tables calling groups one at a time using direct
instructions. Explain to the students that we are going to be exploring the two-
dimensional shapes that we just discussed in the environment. Shapes and everywhere
are we are going to learn to identify them.
Play the following clip explaining to students prior that they can copy by drawing the
shapes in the air: https://www.youtube.com/watch?v=dsR0h50BiFQ
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Once students have viewed the video, open Sunshine Online – Activity 1 I am a
Triangle. Talk through the different aspects of a triangle prompted on the screen. Play
the activity calling students to the board to point to the different triangles they can see in
the environment. Differentiate for lower level learners by scaffolding and modeling as
appropriate.
Lesson Conclusion Present each two-dimensional shape again to the class. See if they can recall the name
of each shape. Discuss what makes it two-dimensional.
Evaluation of lesson engagement/implementation Plans for improvement

Students were engaged for the majority of the lesson. A This lesson could have been improved by providing a
lot of the lesson focused on teacher directed learning more challenging task. Student clearly understood the
rather than students completing their own activity. concepts of lines and two-dimensional shapes and
Engagement was maintained as there was continuous focus needed to be placed more on two-dimensional
movement. shapes.
Were the objectives achieved? Adjustment for next lesson
Yes, student could clearly grasp the concept of lines. For future lesson, ensure that the tasks allow a mixture
Students also started to correctly identify two- of teacher directed learning, shared learning and
dimensional shapes. independent learning.
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Maths – Matching two- Maths Prep 23 May 18
dimensional shapes in the
environment Duration
60 minutes

Students have been exploring lines and two-dimensional shapes as well as their names. They have been
exploring ways to group and sort these items and identifying these shapes I the environment.
Lesson objective/s
• Identify two-dimensional shapes in the environment
• Match two-dimensional shapes

(ACMMG009)
Name and describe familiar two-dimensional shapes [observation]
Identify two-dimensional shapes in the environment [Observation/work sample]

ESCM 2. Give instructions will be used when transition from the carpet into designated groups. Also when rotating
to the next group.
ESCM 4. Cuing with parallel praise for the group that moves the quietest and is on task.
ESCM 8. Redirecting to the learning if students are getting too loud and off task.
Resources
• Images of two-dimensional shapes
• Classroom objects
• Easel and whiteboard marker
• Glue
• Colouring in pencils and led pencils
• Maths books
• Find the shape [worksheet]
• Match the shape [game]
Support Extension
Have xxxxxxx use his hug-a-chair to decrease questions will be used to further the students
modelling the task two-dimensional shapes that are represented in
- Hands on materials will be provided to engage the activity.
the learners.
- Split lower level learners between the two
groups to ensure they are supported and
grouped with higher level learners.

Lesson introduction
WALT – Today we are learning to continue to explore two-dimensional shapes and
identify these shapes in our environment. We will also be trying to identify familiar two-
dimensional shapes and what it is called.
WILF – What I’m looking for by the end of today is that you can show me that you know
the names of two-dimensional shapes and can find this shape all around you.
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Lesson Body Guided discussion
Present to the students the laminated two-dimensional shapes from the previous lesson.
See if students can remember the names of these shapes. Discuss how some shapes
have corners and some shapes have sides. Demonstrate what part of the shape is a
side and what part of the shape is a corner. For example, a square has four corners and
four sides. Each side is the same that’s how we know it is a square.
Pose the following questions having students identify features that differentiate the
shapes from each other:
Q – Who can show me the shape that has 3 corners. Remember corners are the pointy
parts of the shape (scaffolding).
Q – What about this shape. How many corners does this shape have?
Q – Who can show me which shapes have four sides?
Q – What is the difference between a rectangle and a square? (extension)
Modelled/Independent learning
Discuss with the class that these shapes are all around us in the environment. Last
lesson we had a look at some triangles that were in the environment. Find some
triangles in the classroom. Once this is done, ask students to identify different two-
dimensional shapes in the classroom. Remind them that two-dimensional shapes are
flat.
Group activities
Direct instruction
“We are now going to be splitting into two groups to work through an activity. Group one
will be working on this activity with Miss Scobie. It asks us to find all the rectangles. Can
someone remind me which shape was a rectangle? That’s right, a rectangle has four
corners and four sides but two sides and the same and the other two sides and the
same. It then asks you how many rectangles you found and you write the number here.
Once you have done this, Miss Scobie will come around and ask you what other shapes
you see in the pictures. The other group will be with me on the carpet. We will all have a
card with our shapes on it. You will be picking up a card from the middle and telling me
what the shape is called, you will then place it on the shape from your card.”
Call students out that will be working on activity 1 first, specifying the table colour they
will be working on. Remind students to move quietly and wait for their next instruction
from Miss Scobie.
Activity 1 – Find the shape

This task requires students to find the rectangles in the environment. They will then be
required to count how many they found and also state the other shapes they see. This
will test students understanding of two-dimensional shapes and also their other shape
knowledge.
Activity 2 – Match the shape

This task requires students to identify familiar objects and the shapes they represent.
Lesson Conclusion All students will be directed to move to the carpet. Here, present different objects from
the classroom. See if students can identify which shape they represent.

Students were very engaged with the activities. Describe what makes a shape two-dimensional in more
detail. Three-dimensional shapes could have been
mentioned to differentiate between what makes a
shape two-dimensional and three-dimensional.
Yes, students were able to complete the set tasks and Students are starting to correctly identify two-
were majority able to identify and describe the two- dimensional shapes. Focus is still needed for the
dimensional shapes. For activity 1, students were difference between a rectangle and a square
confused when a rectangle was very wide or a shape highlighting the different size sides.
was inside another shape.
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Activity 1 Activity 2
Student work samples illustrated that a few students missed some rectangles if they were really wide. Some
extension students were able to identify a rectangle inside another rectangle but this was only the case for a few
students.
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Maths – Identifying and sorting Maths Prep 28 May 18
three-dimensional objects
Duration
60 minutes

Students have been exploring lines and two-dimensional shapes. They have been looking at two-dimensional
shapes in the environment and sorting two-dimensional shapes looking at their features.
Lesson objective/s
• Identify the difference between a two-dimensional shape and three-dimensional shape
• Understanding of some three-dimensional shape characteristics
• Compare and sort familiar objects based on their shape.

(ACMMG009)
• Sort objects based on shape features [observation]
• Identify familiar objects based on shape [observation]

ESCM 1. Establishing expectations will be used to guide the expected behavior when in a circle and observing
different objects. Students will miss out on activity if not following instructions.
ESCM 8. Redirecting to the learning if students disengage
ESCM 10. Follow through with expectations and consequences.
Resources
• Bag containing familiar items representing three-dimensional objects (e.g. can of food, milk carton, an orange,
a salt shaker and a biscuit box)
• five to six hula hoops (for sorting items)
• models of regular three-dimensional objects (e.g. cone, pyramid, cylinder, cube, rectangular prism)
• Butcher paper
• Permanent marker
Support Extension
modelling the task. and identify shape characteristics discussed.
- Hands on materials will be provided to engage - See if students know the names of three-
the learners. dimensional shapes.
- Use common objects that interest students

Lesson introduction
WALT – Today we are learning to look at other types of shapes and their special
features. This will be used to sort the shapes into different groups.
WILF – What I’m looking for by the end of today is that you can describe different
features of our new shapes and identify their special group that they belong to.
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Discuss with the class that we have been looking at two-dimensional shapes lately, a
shape is two-dimensional if it is flat. Today we are going to be looking at shapes that
can be picked up and that means they are solid.
Direct students to form a circle on the carpet.
Introduce the learning activity where students will start to feel different shapes without
looking at them and describe what they are feeling to the class. Model this to the
students by selecting an item from the bag and describing if it is pointy, flat, round etc.
Present a bag of items to a student and ask them to:

• close their eyes and feel one of the objects inside the bag
• describe how it feels
• identify what the object might be
• remove the object from the bag and place it into a sorting hoop Did not follow
this point as students couldn’t understand how to sort. Concentrated
more on the shapes features and what they could feel.
Pass the bag to the next student to do the same until the bag is empty. Repeat with the
remaining bags, asking students to place each object into a hoop with similar shaped
items.
• What can you feel when you touch the object? Describe it.
• What might it be?
• Why do you think so?
• Which hoop do you think it belongs in? Explain why you think that. Did not ask this
• Do you know what the shape is called? (extension)
Once students have looked at the features of all the shapes, see if they can find similar
objects in the classroom.
• Which group of objects do you think have a similar shape?
• Why do you think so?
• How would you describe this object?
Direct instructions/modelled
Direct students to turn back to facing the front of the class. Discuss any new shape
vocabulary used by students to describe what they felt when they were picking up the
objects. Provide models of three-dimensional shapes. Explain the name of each model
and discuss its features. Write this on the butcher paper.
• Cube – 6 faces (flat sides on the object), 8 corners (pointy parts of the shape),
12 edges (where two faces meet)
• Sphere – one curved surface
• Cylinder – 2 faces (flat sides of the object), 1 curved surface, 2 edges
• Rectangular prism – 6 faces, 12 edges, 8 corners
• Cone – 1 face, 1 curved surface, 1 corner
Look at the objects that were used earlier and see if students can state which three-
dimensional shape it is. Clarify by looking at their features to see if they are the same.
Once completed draw a picture on the butcher paper under what we see.
Lesson Conclusion As a lesson conclusion, represent different two-dimensional and three-dimensional

shapes. See if students know the difference between two-dimensional and three-
dimensional. Scaffold as necessary.

The lesson had to be slightly altered based on the This lesson could be improved by splitting the class into
students understanding. It became evident that two groups. One group can focus on another task,
students were unable to group the shapes based on maybe an activity sheet that can be done
their shape characteristics so we first focused on independently, while the other group could work on the
describing their features. Students at times became sort and describing shape features. Student might be
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disengaged when other students were having a turn more engaged as they are more involved as there are
and had to refocus on the task. less students.

Yes, students were beginning to identify three- Next lesson continue to explore shape features and
dimensional shape features. Sorting based on these characteristics in more detail and leave sorting until the
features still need to be explored further. concepts are grasped.
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Maths – Comparing three- Maths Prep 30 May 18
dimensional shape features
Duration
50 minutes

Students have been exploring lines and two-dimensional shapes. They have been looking at two-dimensional
shapes in the environment and sorting two-dimensional shapes looking at their features.
Lesson objective/s
• Understanding of some three-dimensional shape characteristics
• Compare three-dimensional objects based on visual and functional features.
•
(ACMMG009)
• Explain shape features of three-dimensional shapes [observation]
• Identify three-dimensional shapes that can stack and roll [observation]

ESCM 1. Establishing expectations will be used to guide the expected behavior.
ESCM 8. Giving instructions when directing students to find objects in the classroom
ESCM 10. Follow through with expectations and consequences.
Resources
• models of regular three-dimensional objects (e.g. cone, pyramid, cylinder, cube, rectangular prism)
• Projector – Humpty dumpty song
• Boiled egg
• Butcher paper from previous lesson
• Construction cards
• Building shapes
Support Extension
modelling the task. and identify shape characteristics discussed.
- Hands on materials will be provided to engage - See if students know the names of three-
the learners. dimensional shapes.
- Use common objects that interest students

• Whole body listening. Sitting on your chairs properly, legs in front of you.
• No swinging on the chairs or feet on your chairs.
Lesson introduction
WALT – Today we are learning how, based on shape characteristics, some shapes can
stack and some shapes roll.
WILF – What I’m looking for by the end of today is that you can describe different
features of our shapes that allow them to stack or cause them to roll.
Play the humpty dumpty song to the students. Once the song has finished, ask students
if they can describe why they think humpty dumpty kept falling of the wall.
Present the students the boiled egg. Discuss shape characteristics which may have
contributed to the egg falling off. Model this to the students at the front of the class.
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Q- Why do you think Humpty fell off the wall?
Q - How would you describe his shape?
Q - Why would that shape fall off the wall?
Q - What other objects might fall off the wall?
Q - What shape could he have been so he didn’t fall?
Q - Why would rolling or not rolling be important if you put something on a wall?
Direct instructions
Transition students back to the carpet one group at a time. Remind them to move quietly
and sit on the carpet ready to learn.
Guided discussion Here, this discussion had to be extended as students were not
grasping the concept using shape characteristics. Students would see shapes
balancing and state that a cylinder could stack, for example. This needed to be
explained and test different shapes and terminology before progressing on.
Explain the term roll and stack with the students.
Ask students to look around the room and predict which objects:
• would ‘fall off’ a wall (roll)
• would not ‘fall off’ a wall (do not roll).
Test these objects by having students bring the object to the front of the room:
• test the shapes to determine which objects would stay on a wall
• use mathematical language to explain what they are observing.
Q- What happened when you used this object?
Q - Why did it fall / not fall?
Q - How could you describe this shape?
Small group work

“Now we are going to have a go at constructing our own buildings using familiar objects.
I am going to split you into groups and you will have your own building cards which you
need to construct using the objects. Let’s look at this one for example.
Q - What objects can you see in this building?
Q - Does anyone see where an issue could occur? Why?
Split students into four groups, 5 in each group. Allow 5 minutes for this activity.
When the students come back together as a class, discuss the following:
Q – Was there a problem with your construction? Why
Q - Could an object be placed in a different position?
Q – Were the objects with flat faces most helpful? Why do you think that was?
Q – What do you need to think about when you are building?
Lesson Conclusion Show all three-dimensional shapes. Have students state whether they are shapes that
can stack or shapes that roll.

A lot of time was spent on the carpet for this lesson so More interactive activities to confirm understandings.
there were times when engagement was low. Also
because students were not grasping concepts you
could see some students drifting away.

Not throughout the lesson, but by the end students Confirm understanding of a shape still being able to
were starting to grasp the concept. Will have to remind stack if it has a curved side. As long as there are two
students about the different between something flat surfaces.
balancing or accurately stacking.
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Building cards
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Maths – Constructing using Maths Prep 6 June 18
familiar 3d objects
Duration
50 minutes

Students have been exploring the features of a 3d object including their faces, surfaces, edges and corners.
Students have been discussing the concept of stack and roll and what 3d objects can be used to stack.
Lesson objective/s
• Apply knowledge of familiar 3d shapes to construct a new object.

(ACMMG009)
Ability to describe features of a 3D shape and their ability to construct a new object (Observation/Class
discussion)
Ability to plan and construct a new object using familiar 3d shapes (work sample)

Resources
• Classroom 3D objects
• Plan a construction worksheet [handout]
• Pencils
Lower level learners will be supported through using hands on materials to grasp the concept of constructing a
shape using 3d objects. Example and scaffolding will be used.
Consider placement of students on the floor such as xxxxxxxx, xxxxxxxxx etc. xxxxxx to use his hug-a-chair
Extension learners will be encouraged to use features to describe their construction.

• Everybody should be facing me on their bottoms on the floor ready to read our
book.
Lesson introduction
“Lately we have been looking at different shapes, specifically three-dimensional shapes.
Let’s have a look at the sheet we worked on last week. What is this shape called? Can
anyone remind me what features this shape has (sides, edges, corners, faces). Can it
stack, roll or slide?”
Work through the different shapes we have explored.
“Today we are going to look at using these shapes and how they can be joined to make
new objects.”
Lesson Body Guided discussion.

“Using the shapes we have been looking at, I can link these together to make a new
object. Let’s have a look at my friend teddy. If I wanted to create a similar shape to
teddy using these objects, what could I use to build her arm?”
Assist students to identify objects/construction materials that could be used to represent

the part.
Q – What shape do you think this part looks like?
Q – What material could we use to represent this body part?
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Guided discussion
“Now we are going to have a go at coming up with a plan of our own plan to construct a
section of a town using familiar shapes.”
Present the PowerPoint presentation looking at different features of the town and how
we could use these to construct our town. Discuss the use of 2-d flat shapes and 3d
shapes. What two-dimensional shapes could be used to decorate it.
Q – What shapes could be used to represent this part of the town?
Independent learning
If time permits, model the planning of a town using objects within the classroom. Need
to be careful of being too explicit of the monitoring task right before students
complete the task.
Q - What will you make?
Q - What three-dimensional objects will you need? Why?
Q - How will you make it?
Q - What classroom materials will you use?
Q - How will you join them?
Q - What could you use to make this town feature?
Q- Describe the plan using mathematical language
Students begin to plan their design using the planning sheet [worksheet]
Lesson Conclusion Students to clue their planning sheet into their maths book tomorrow’s lesson.

On reflection, this lesson was rushed and some Monitor student’s readiness to progress prior to
students were not ready to progress onto the implementing the lesson.
monitoring task. I felt I had to continue with the set
lesson due to time restrictions. This may be reflected
in students work.
For some students yes, others are still developing their At the outset of the lesson, remind students of the aim
understanding. of the task.
Shape Town
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Maths – Investigating common Maths Prep 7 June 18
characteristics of shape and
objects Duration
90 minutes

Lesson objective/s
• Apply knowledge of familiar 3d shapes to construct a new object.

(ACMMG009)
Ability to describe features of a 3D shape and their ability to construct a new object (Observation/Class
discussion)
Ability to plan and construct a new object using familiar 3d shapes (work sample)

Resources
• Shape blocks
• Plan a construction worksheet [handout]
• Pencils
• Ipads
• Geoboard shape cards
• Camera
Lower level learners will be supported through using hands on materials to grasp the concept of constructing a
shape using 3d objects. Example and scaffolding will be used.
Consider placement of students on the floor such as xxxxxxx, xxxxxx etc. xxxxxx to use his fidget chair
Extension learners will be encouraged to use features to describe their construction.

book.
Lesson introduction
“Today we are going to be continuing on with our construction of our town using
common 2d and 3d objects. If I was wanting to make an ice cream shop, what shapes
might I use to construct in?”
Model example on the whiteboard.
What is the best part of a town you can build using three-dimensional objects?
Students are to complete their construction plan if not done so already.
Lesson Body Monitoring task Independent work

Half of the students are instructed to move Students will be working independently on
onto the carpet. Here they will use the the iPads. Teacher aid to assist.
shape blocks to construct their plan
Students will receive geoboard shape
cards that show a picture that has been
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Complete conferencing with the students constructed using shapes. Students are to
once they are complete and ask questions attempt to replicate the image on their
such as what have they constructed, what geoboards. Teacher aid to walk around
objects have they used, what features do and prompt students to discuss what
they have? What would they change and shapes were used to achieve the picture.
why?
Fast finishers can develop their own
Students are to remain of the carpet picture using shapes.
until conferencing has been completed
with all the students. Once completed,
transition students to the independent
task.
Lesson Conclusion As a class, students form a circle. Students will represent their construction and using
peer-conferencing and evaluation, they will provide feedback on the effectiveness of
their construction.

At times, students were off task. An in the moment Allow more time for peer-conferencing and feedback.
decision was made to keep the group on the carpet
until all conferencing was completed. This prevent
disruption to the rest of the class.
Geoboard shape cards
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Maths – exploring 2D and 3D Maths Prep 14 June 2018
Duration
45 minutes

Students have learnt different characteristics of 2D shapes which allows them to sort.
Lesson objective/s
• Identify the differences/characteristics between a 2D and 3D shape for sorting.

(ACMMG009)
Ability to describe features of a 2D and 3D for sorting (Observation/Class discussion)

Resources
• Classroom 3D objects
• 2D Shapes
• 3D Shapes
• Whiteboard and markers
• Large butcher paper
• Picture of wolf, shapes and speech bubbles
• What does the wolf say song - https://www.youtube.com/watch?v=jLrcnDNwWsE
Lower level learners will be supported through using hands on materials to grasp the concept of shape features.
Example and scaffolding will be used.
Lower level learners focus questions on 2D shapes until it is grasped.
Consider placement of students on the floor such as xxxxxxxx, xxxxxxxx etc. xxxxxxx to use his hug-a-chair
Extension learners will be encouraged to use the name of the 3d object if known.

book.
Lesson introduction
WALT – We are continuing to learn about shapes that are two-dimensional and three-
dimensional and their special characteristics.
WILF – What I am looking for is that everyone has a go at naming the shapes
characteristics and what makes the shape special.
TIB – This is because we need to understand the different types of shapes as they are
everywhere in the world around us.
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“Lately we have been looking at different 2D and 3D shapes and their different characteristics.
There are different number of faces, sides and corners that make up our shapes. We have been
learning about the different names of the shapes and what makes a shape 2D and 3D.
Remembering that faces are the flat surfaces of a shape, the corners are the points and sides are
where the faces join.
Q- Can you remind me what makes a shape 2D?

Q – What makes a shape 3D?
Q – Here I have a 2D shape, can anyone remember its name?
Q – How many sides and corner does this shape have?
Q – What about this 3D shape? What is its name?
Q – How many faces, sides and corners does this shape have?
Learning activity
“On the whiteboard I have pictures of the different 3D shapes that we have discussed and their
names against it.”
Q – How do you know these pictures are of 3D shapes?

Q- What is the name of this shape (do this for all 3D shapes).
Q – What is special about this 3D shape? (sphere – curved, can’t be stacked)
“Now I want to see if you can identify this shape in the environment. Look around the classroom,
can you see something that is shaped like a sphere, cylinder, cube, rectangular prism.” Explain
that while these are different objects they are the same shape, the shape is called a sphere
therefore we call it a sphere not a ball. Continue to confirm the understanding of different
characteristics of shapes.
What does the wolf say? Independent work

Students will be working independently on the
“Now I have some different shapes lined up on iPads. Teacher aid to assist.
the easel that are two-dimensional and three-
dimensional shapes. We have a big wolf that is Students will receive geoboard shape cards
asking the question What does the shape say? that show a picture that has been constructed
Who has heard the song What does the wolf using shapes. Students are to attempt to
say? (Play the song) We are going to sing this replicate the image on their geoboards.
song to figure out what our different shapes Teacher aid to walk around and prompt
are, how many faces they have, edges and students to discuss what shapes were used to
sides.” achieve the picture.
Work through the activity labelling the shapes Fast finishers can develop their own picture
with the appropriate names and attaching the using shapes.
speech bubbles that state the correct
characteristics i.e. the picture of a cube should
be labelled cube, listed 6 faces, 8 corners and
12 edges. To help confirm understanding, see
if students can then locate that object again
showing the features.
Lesson Conclusion Once students have completed, rotate with the other group calling them one at a time.
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Maths – exploring 2D and 3D Maths Prep 15 June 2018
Duration
90 minutes

Lesson objective/s
• Identify the differences/characteristics between a 2D and 3D shape for sorting.

(ACMMG009)
Ability to describe features of a 2D and 3D for sorting (Observation/Class discussion)

Resources
• Pencils
• Colouring pencils
• Scissors
• Glue
• Maths book
• 3D shape attributes [WS]
• 2D and 3D shape sort [WS]
• Stack, roll or slide [WS]
• 2D shapes
• 3D shapes
All groups are split based on their level and taking of differentiation considerations
Lower level learners will be supported through using hands on materials.
Extension learners will be encouraged to use the name of the 3d object if known.

book.
Lesson introduction
WALT – We are continuing to learn about shapes that are two-dimensional and three-
dimensional and their special characteristics. We will also look at sorting these shapes.
WILF – What I am looking for is that everyone has a go at naming the shapes
characteristics and what makes the shape special.
TIB – This is because we need to understand the different types of shapes as they are
everywhere in the world around us.
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Yesterday we looked at different 2d and 3d shapes and discussed their different
features that made them different from each other. Can someone remind me what this
shape is called? (Hold up a 3D shape). How many faces does it have, edges does it
have and corners does it have? (Continue this process to confirm understanding of
features).
As a class, form a circle and complete the following:

• Create a sort using shapes from the classroom. See if students can identify
what the sort is using shape characteristics.
• Have a student create a sort based on shape characteristics
• See if students can identify the odd shape from a sort
• See if students can find a shape in the classroom that belongs to one of the
sorts
In a moment we are going to be splitting off into different groups to work through some
activities. If I call your name, listen to where you need to go.
Group 1 – Lower level - 2D shapes

A teacher aid will be used to support this group. They will be using 2D shapes and they
will be discussing the different features and groupings that could be done based on
these features.
Group 2 – Second lowest level – Stack, roll or slide

Students will be completing the solid shape experiment. These students have difficulty
grasping the concept of shapes that stack, roll or slide based on features. They will be
experimenting with different 3D shapes and colouring the tick or cross if they think it
stacks, rolls or slides.
Group 3 – Third lowest level – 2D and 3d shape – sorting
Students will be focusing on identifying the difference between 2D and 3D shapes by

sorting the pictures based on their features.
Group 4 – Highest level – 3D shapes attributes
Students to complete 3D shapes attributes work sheet to determine the number of

faces, edges, and sides. 3D objects to be placed in the middle of the table to assist
students in determining the features.
Lesson Conclusion Once students have completed, return to the class and summarise the lesson by
discussing the following:
• What makes a shape 2D?
• What makes a shape 3D?
• Which 3D shapes can stack?
• What are different features of shapes that we can see?
There was less support than anticipated so one of the
groups was removed in the moment. Also during the
lesson it was decided that the group 4 might be too
high for some of the students. Student A was provided
this sheet to see if he can be extended.
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Maths – Summative Maths Prep 20 June 2018
assessment
Duration
90 minutes

Students have been exploring the features of a 3d object including their faces, surfaces, edges and corners that
allows shapes to be sorted.
Lesson objective/s
• Apply their knowledge of 2d and 3d shapes in the summative assessment

(ACMMG009)
Ability to describe features of a 2D and 3D for sorting (Work sample)

Resources
• Rotational activities – Ipad geoboards and shape activity, pattern blocks, shape blocks
• Two-dimensional and three-dimensional objects
• Pencil
• Conferencing sheet per student
Lower level learners will be provided support by explain the task in more detail, if required.

book.
Lesson introduction
Explain to the students that there will be set activities in the class where students will be
rotating to each activity. The teacher and teacher aid will be calling students one at a
time to the desks.
Lesson Body Direct instruction

Split students into three groups taking into consideration of students that do not work
well together. Set expectation from the outset and consequences of behavior if not done
correctly. This will include time out and missing out on the activities. Allow students to
complete activities and rotate groups every 15 minutes which will allow for continued
engagement and on task behavior.
Summative assessment
Call students up one at a time to complete the summative assessment. Request the
next student for the students to go and receive so that the transition is quick and
efficient.
Lesson Conclusion Request students pack up activities and sit on the carpet. If time permits, play Simon
Say working on student’s positional language.
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8. Evidence
Diagnostic assessment
Student A – Student was able to extend on shape knowledge and identify

additional two-dimensional shape. They were able to create a sort and
accurately describe the sort.
Student B – Student incorrectly identified one of the two-dimensional shapes.

They were only able to develop one type of sort and was unable to describe how
the shape meets the characteristics of the sort.
Student C – Student incorrectly identified one of the two-dimensional shapes.

They were unable to create a sort or describe a sort.
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9. Evidence
Formative assessment
Student A – Student was able to use their knowledge of three-dimensional shapes to correctly describe their chosen shapes. They were able to describe
their shapes using three-dimensional shape characteristics. The student also correctly selected tree-dimensional shapes that can stack and was able to
explain this in their response. The student could extend their explanation of why those particular shapes can stack using more shape characteristics.
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Student B – Student was able to use their knowledge of three-dimensional shapes to correctly describe their chosen shapes. They were able to describe
their shapes using three-dimensional shape characteristics. The student also correctly selected tree-dimensional shapes that can stack and was able to
explain this in their response. The student did select a cone but used this for the top of their building. The student could be extended on their shape
characteristic knowledge that allows shapes to stack and be able to explain this in more detail.
Student C – The student has not understood the variance between a two-dimensional shape and a three-dimensional shape in their initial plan. This became
evident when the student came to construct their plan. The student was only able to name two-dimensional shapes even when using three-dimensional
shapes for their construction. Student is still developing concept and correct understanding.
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10. Evidence
Summative Assessment
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Cognitative commentary
Assessment task overview
Conducted by an interview process between the teacher and student, apply an understanding of shapes by naming two-dimensional shapes, sorting three-dimensional
shapes and demonstrating an understanidng of features that allow a shape to stack.
Understanding and Fluency
Judgement: This student’s work demonstrated a Working With standard in understanding and fluency.
Strenths: The students work demonstrated that they can correctly name and identify two-dimensional shapes. Fluency is evident in their application of shapes in multiple
orientations. The student has been able to apply a sort to a collection of familiar three-dimensional shapes.
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Problem Solving and Reasoning
Judgement: This students work demonstrated a Working With standard in problem solving and reasoning.
Strengths: The student can use their understanding of shape characteristics to explain what allows a shape to stack. They have used this knowledge of shape characteristics
to also describe a part of a sort.
Overall judgement: Overall, this student’s work is graded at a Working With minus standard.
Areas for improvement or extension: The student has demonstrated a basic understanding of shape characteristics indentified in their ability to explain why shapes stack.
Areas for improvement include their ability to describe shapes in more detail by using specific shape characteristics. This would allow them to be able to correctley sort and
produce various sorts based on their level of understanding.
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Judgement: This student’s work demonstrated a Working With standard in understanding and fluency
Strenths: The students work demonstrated that they can correctly name and identify some two-dimensional shapes. Fluency is evident in their application of shapes in
multiple orientations. The student has been able to apply a sort to a collection of familiar three-dimensional shapes.
Judgement: This students work demonstrated an Exploring standard in problem solving and reasoning.
Strengths: The student can use their understanding of sorting to describe their chosen sort. They have been able to use a shape characteristics to describe why some
shapes can stack.
Overall judgement: Overall, this student’s work is graded at a Exploring plus standard.
Areas for improvement or extension: The student has demonstrated a basic understanding of shape characteristics indentified in their ability to explain why shapes stack.
Areas for improvement include their ability to describe shapes in more detail by using specific shape characteristics. This would allow them to be able to correctley sort and
produce various sorts based on their level of understanding. Naming familiar two-dimensional shapes is also an area for improvement as the student incorrectly identified
one of the shapes.
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Judgement: This student’s work demonstrated a Making Connections standard in understanding and fluency.
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orientations. The student has been able to apply multiple ways of sorting a collection of familiar three-dimensional shapes.
Judgement: This students work demonstrated a Working With standard in problem solving and reasoning.
to also describe a part of a sort.
Overall judgement: Overall, this student’s work is graded at a Working With plus standard.
Areas for improvement or extension: The student has demonstrated an understanding of shape characteristics indentified in their ability to explain why shapes stack and
how they sorted their collection of shapes. Areas for improvement and extension include their ability to describe shape sorts in more detail by using a range of shape
characteristics. This would allow them to be able to explain why one shape meets a specific criteria for one group over another. Naming familiar three-dimensional shapes
and identifying these in the environment could also be provided as an extension.
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Student sample 6
orientations. Although the student was only able to attempt to sort a collection of three-dimensional shapes.
Judgement: This students work demonstrated a Exploring standard in problem solving and reasoning.
Strengths: The student can use their understanding of shape characteristics to explain what allows a shape to stack. They were unable to explain their sort and used twod-
eimsnional shapes to describe rather than three-dimensional.
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Areas for improvement or extension: The student has demonstrated their understanding in naming two-dimensional shapes and multiple orientations. The student was
also able to identify shapes that can stack and attempt to use shape characteristics to explain why those shapes stack. An area of imrpovement would be being able to sort
three-simensioanl shapes. The student readiness had not pregress onto three-dimensional shapes which is evident in their inability to sort or describe their sort. Focusing
on basic shape characteristics is needed.
Student sample 3
Student sample 3
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Judgement: This student’s work demonstrated a Making Connections standard in understanding and fluency.
orientations. The student has been able to apply multiple ways of sorting a collection of familiar three-dimensional shapes.
Judgement: This students work demonstrated a Working With plus standard in problem solving and reasoning.
to also describe a part of a sort and describes the second sort but not using shape characteristics.
Overall judgement: Overall, this student’s work is graded at a Working With plus standard.
Areas for improvement or extension: The student has demonstrated an understanding of shape characteristics indentified in their ability to explain why shapes stack and
how they sorted their collection of shapes. Areas for improvement and extension include their ability to describe shape sorts in more detail by using a range of shape
characteristics. This would allow them to be able to explain why one shape meets a specific criteria for one group over another. Naming familiar three-dimensional shapes
and identifying these in the environment could also be provided as an extension.
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Student sample 1
Student sample 1
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orientations. The student also describe part of the feature that makes a shape two-simensional. Although the student was only able to sort one collection of three-
dimensional shapes.
Judgement: This students work demonstrated a Exploring standard in problem solving and reasoning.
Strengths: The student can use part of their understanding of shape characteristics to explain what allows a shape to stack. They were only able to attempt to explain their
sort anddone so without using shape characteristics,
Areas for improvement or extension: The student has demonstrated their understanding in naming two-dimensional shapes and multiple orientations. The student was
also able to identify shapes that can stack and attempt to use shape characteristics to explain why those shapes stack. An area of imrpovement would be being able to sort
three-simensioanl shapes. The student readiness had not progressed onto three-dimensional shapes which is evident in their inability to sort or describe their sort. Focusing
on basic shape characteristics is needed.
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11. Evidence
Lesson Reflection
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12. Evidence
Work samples pre and post teaching
Scenario One
Work samples of Student C illustrating their work from the start of teaching and end of teaching. This work sample
demonstrates student inability to sort based on shape characteristics and/or shapes. They then progressed onto
understanding a shape that illustrates a rectangle and was nearly able to identify all of these shapes. The last work
sample shows how the student had transitioned onto three-dimensional shapes. They attempted to sort but was
unable to explain their sort. Although in saying this they responded to other questions using shape characteristics
showing their progression on content taught.
Scenario Two
Work sample of this student looks specifically at their ASD needs. By observing their grades at the start of the unit
and their mark for the summative task, it is evident that change did not occur. Although enacted practice focused on
teaching styles and and targeted student needs, that change in routine and focus impacted this learner.
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Attachment 3 - Evidence of moderation practice: Summative
assessment of the GTPA learning sequence
Student sample 1: Meets year level expectations

Proposed grade of student work prior to moderation: Working with (C – At expectation)
Finalised grade of student work as a result of moderation: Exploring (D+ - Below expectation)
Comment on the grade adjustment addressing the following:
1. Where the teacher’s grading decision and yours differed, what was the source of the difference (e.g. particular
interpretations of the specified criteria)?
The overall grade for this student, after moderation, was at a slightly lower grade than I had initially granted. This
was based on my interpretation of the marking sheet where I saw their description of their 3D shape sort to be at
expected level. On reflection, and through discussion with my moderator, the student was able to describe their
sort, but not using shape characteristics. This was explicitly stated on the criteria sheet. As the student described
their sort by shape, this is not a shape characteristic.
2. What feedback would you report to the student and parents/carers about student achievement in this work?
This student has been able to apply their understanding of two-dimensional shapes by correctly identifying their
name, their presence in the environment and some shape features. Their understanding of three-dimensional
shapes is still at an exploring level where they were only able to generate one type of sort. Further development is
required with regards to their understanding and reasoning of shape characteristics. They actively applied their
selves within the classroom and contributed to classroom discussion.
3. What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the
judgement of student work?
Through this process, I identified the importance of pulling out key terms that are used to place the student at a
particular level. By highlighting these terms, it would have helped with the marking. Moderation is a key
component of the marking process as it helps identifies these gaps that may have occurred.
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Student sample 2: Meets year level expectations
Proposed grade of student work prior to moderation: Working with - (C- : At expectation) (Student B)
Finalised grade of student work as a result of moderation: Working with - (C- : At expectation)
The only variance that occurred between the proposed grade and the moderated grade was a half a mark which
was added to the section regarding the student’s ability to explain their sort. Although they were not able to
accurately identify all aspects of the sort, the moderator felt that half a mark was deserving based on their partial
description. This did not affect the overall mark granted to this student.
shapes is still at an exploring level where they were only able to generate one type of sort. Further development is
required with regards to their understanding and reasoning of shape characteristics. They actively applied their
selves within the classroom and contributed to classroom discussion.
Student sample 3: Above year level expectations

Proposed grade of student work prior to moderation: Making connections (B : Above expectations)
Finalised grade of student work as a result of moderation: Working with + (C+ : At expectations)
The student was deducted a mark as the moderator felt that they were only able to describe part of the
characteristic that allows a shape to stack. By providing a more detailed or additional response, they would be
able to receive the higher mark that states that they can describe why the shape can stack using a shape
characteristic.
name, their presence in the environment and shape features. Their understanding of three-dimensional shapes is
at a working with level. They are able to generate various sorts but their ability to describe the sort and shape
characteristics could be extended. This student is very engaged in class when working with shapes by contributing
to classroom discussions and activities.
The learnings through this moderation is that rubrics need to be developed carefully to ensure the correct
terminology is used for the correct purpose. When it comes to the application of scoring rubrics, this is the guide
for making judgements. If they are not developed using the correct terminology, this could impact the students
grade.
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Student sample 4: Above year level expectations
Proposed grade of student work prior to moderation: Making connections (B : Above expectations)
(Student A)
Finalised grade of student work as a result of moderation: Working with + (C+ : At expectations)
The student was deducted half a mark for two sections after moderation. This was based on their ability to explain
and describe the sort they generated. The moderator felt that by describing their sort by stating they had two
faces, is not using shape characteristics to describe the sort. I had interpreted this section different and felt that
this met the criteria for describing a sort using shape characteristics.
shapes is at a working with level. They are able to generate various sorts but their ability to describe the sort and
shape characteristics could be extended. This student is very engaged in class when working with shapes by
contributing to classroom discussions and activities.
Through this moderation process, it was evident that the standards used to judge students work can vary
depending on the person. This illustrates the importance of a moderation process to ensure consistency across
different classrooms and schools to ensure a consistent approach.
Student sample 5: Below year level expectations

Proposed grade of student work prior to moderation: Exploring – (D- : Below expectations) (Student C)
Finalised grade of student work as a result of moderation: Exploring + (D+ : Below expectations)
One aspect of the rubrics was very different to mine. This was based on my misunderstandings of how to use a
rubric accurately. I was not aware that students can get a tick for a criterion above another which they may not
have met. They were also provided marks for a section that I had misinterpreted. The student was able to sort a
collection based on their size. I had marked this incorrectly as it is not based on three-dimensional characteristics.
It was pointed out by the moderator that the criteria does not specify this.
name and their presence in the environment. Their ability to describe features of a two-dimensional shape and
what makes a shape two-dimensional needs to be explored further. The student was able to present a part of a
sort but was not based on three-dimensional characteristics. They attempted to describe their sort and what
makes a three-dimensional shape stack.
Through this process, I learnt that a student can received a tick for a criterion even though they may not have met
the below criteria. I also learnt through the application that terminology is important in awarding a student a grade.
There needs to be consistency across students therefore the description on the rubrics cannot be misinterpreted.
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Student sample 6: Below year level expectations
Proposed grade of student work prior to moderation: Exploring + (D+ : Below expectations)
Finalised grade of student work as a result of moderation: Exploring + (D+ : Below expectations)
There was no variance between the proposed grade of the student work prior to moderation and after moderation.
name and their presence in the environment. Their ability to describe features of a two-dimensional shape and
what makes a shape two-dimensional needs to be explored further. The student was unable to present a sort
when looking at three-dimensional shapes. They attempted to describe their sort and what makes a three-
dimensional shape stack.
When the scoring rubrics and criteria specifications is applied correctly, it can be beneficial in ensuring
consistency across grades.
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2018

Practice 1: Planning using data and evidence ..................................................................................................... 2

Table 1. Teaching sequence

Duration Topic Learning type

- Two-dimensional shapes and their features

Scenario One – Whole class teaching and learning

Scenario Two – Meeting learning needs

active learning, and boost achievement . Alexandria, VA: ASCD.

Retrieved from the Australian Curriculum website https://www.australiancurriculum.edu.au/f-10

5 [Supplementary material]. Retrieved from https://moodle.cqu.edu.au/mod/page/view.php?id=569201

Processes (pp. 86–103). IGI Global. doi:10.4018/978-1-4666-6599-6.ch004

Retrieved from http://education.qld.gov.au/asd-online-resource

University CQU Readings.

learning. Cham: Springer. doi:10.1007/978-3-319-13120-7

learning. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/ac_enact_ac_paper.pdf

of unproductive student behaviors in the classroom. Australian Journal of Teacher Education

(Online), 39(6), 43-56. 10.14221/ajte.2014v39n6.6

Education phase Primary

Context location Metropolitan

Size of school/class School: 775 Class: 20

Other school Community partnerships

Year level Prep

Student characteristics • One student diagnosed with ASD

1.1, 1.2, 1.3, 1.4,

Reflecting on practice to To evaluate implemented

Appraising effectiveness of To assess the students’

Below expected level – Student C

At expected level – Student B

Student A demonstrated ability to

They were unable to achieve a

They were unable to achieve a

They were able to achieve a

Understanding and fluency Problem solving and reasoning

Names familiar two-dimensional shapes.

Lesson Focus Learning Area / Strand Year Level Implementation Date

Prior knowledge of learners (What do they already know?)

Link to Curriculum (identify relevant Strands and Content Descriptors)

Classroom Management Strategies

Lesson Body Modelled and guided discussion

Classroom activity – guided discussion

Interactive learning – ICT

Evaluation of lesson engagement/implementation Plans for improvement

Prior knowledge of learners (What do they already know?)

Link to Curriculum (identify relevant Strands and Content Descriptors)

Classroom Management Strategies

Lesson Introduction Establishing expectation

Activity 1 – Find the shape

Activity 2 – Match the shape

Evaluation of lesson engagement/implementation Plans for improvement

Prior knowledge of learners (What do they already know?)

Link to Curriculum (identify relevant Strands and Content Descriptors)

Classroom Management Strategies

Lesson Introduction Establishing expectation

Direct students to form a circle on the carpet.

Present a bag of items to a student and ask them to:

Lesson Conclusion As a lesson conclusion, represent different two-dimensional and three-dimensional

Evaluation of lesson engagement/implementation Plans for improvement

Were the objectives achieved? Adjustment for next lesson

Prior knowledge of learners (What do they already know?)

Classroom Management Strategies

Lesson Introduction Establishing expectation

Small group work

Evaluation of lesson engagement/implementation Plans for improvement

Were the objectives achieved? Adjustment for next lesson