Processes In Designing Learning

Stage 2 Geometry Outcome

Uses simple maps and grids to represent position and follow routes,
including using compass directions. MA2-17MG

Mathematics K 10 Syllabus Associated Outcomes

Uses appropriate terminology to describe, and symbols to

represent, mathematical ideas. MA2-1WM

Measures, records, compares and estimates lengths, distances

and perimeters in metres, centimetres and millimetres, and
measures, compares and records temperatures. MA2-9MG

Cross Curricular Links

English
EN2-7B Identifies and uses language forms and features in their own
writing appropriate to a range of purposes, audiences and contexts.
EN2-9B Uses effective and accurate sentence structure, grammatical
features, punctuation conventions and vocabulary relevant to the type of
text when responding to and composing texts.
EN2-12E Recognises and uses an increasing range of strategies to
reflect on their own and others learning. (Board of Studies NSW, 2012)

Geography
GE2-3 Uses geographical tools and skills to process and communicate
geographical information. (Board of Studies NSW, 2014)

Science
ST2-5WT Applies a design process and uses a range of tools,
equipment, materials and techniques to produce solutions that address
specific design criteria. (Board of Studies NSW, 2012)

Creative Arts
VAS2.2 Uses the forms to suggest the qualities of subject matter. (Board
of Studies NSW, 2006)

PDHPE
COS2.1 Uses a variety of ways to communicate with and within groups.
DMS2.2 Makes decisions as an individual and as a group member.
INS2.3 Makes positive contributions in group activities.
PSS2.5 Uses a range of problem-solving strategies. (Board of Studies
NSW, 2007)
Key:
IT Incorporating technology
CG Collaborative group work
IB Inquiry based
HO Hands-on activity
RL Links to real life

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Learning Experiences
Syllabus Content / Concepts

Activities, Sequence & KLA

Links
Lesson 1 Part 1 (30 minutes)
Introductory lesson to revisit
students knowledge of maps.
Students receive a map of their
town, with a red star marking a
destination (Appendix 1).
Students draw on the map one
route they would take to reach
the destination from their school
(marked SPPS on the map). Using
their route, students then create
a set of directions, outlining each
step they took to reach the
destination. (Appendix 2 gives an
example of what student work
may look like.)

Prior Knowledge

Diverse Learners

Students have achieved

MAe-16MG (describes position
and gives and follows simple
directions using everyday
language) and MA1-16MG
(represents and describes the
positions of objects in everyday
situations and on maps) during
Early Stage 1 and Stage 1.
Therefore students have a basic
understanding of the use of
maps for plotting position, and
are able to follow simple
directions.

2 IB, HO, RL.

Stage 2 Position 1: Students
are able to identify and mark
particular locations on maps
and plans, given their grid
references.
GE2-3, VAS2.2.

Lesson 2 Part 1 (20 minutes)

Locating positions on a map.
Students are given a map of
Thurgoona each, and are asked to
mark four positions on their map.
The positions are listed under
Appendix 4, which is an example
of what student work may look
like.

Students have demonstrated

that they are able to interpret
simple maps by identifying
objects in different locations, e.g.
find a classroom on a school plan
map and use drawings to
represent the positions of objects
along a path during Stage 1.

3 IB, HO, RL, CG.

Stage 2 Position 1: Students
are able to draw and describe
routes or paths on gridreferenced maps and plans,
(Position 2) use simple scales,
legends and directions to
interpret information contained
in basic maps (ACMMG090) and
calculate the distance between

Lesson 2 Part 2 (30 minutes)

Plotting routes between
locations.
Using their maps from the
previous learning experience
(Appendix 4) students should
work in groups of 3 4, to decide
which two destinations are the
closest together, and which are
the furthest. Students should

Students have demonstrated

that they are able to describe
the path from one location to
another on drawings and give
reasons when answering
questions about the positions of
objects during Stage 1.

This lesson can be altered to

suit diverse learners by
providing students who need
further assistance a map that
has a destination that is
closer/more simple to reach.
Students are then able to
complete the same task as their
peers, which has been altered
slightly to better suit their
needs. Students who need
extension could be asked to
draw a route to a different
position on the map, (and
identify this position if possible)
and write directions for this
route.
This learning experience is
designed to suit all learners, but
could be altered to suit gifted
students by asking them to
identify further locations on the
map, or providing them a more
detailed map, e.g. Appendix 5
and asking them to identify
locations on this map instead/as
well.
This learning experience could
be altered to support students
who require additional
assistance by drawing a path
from one location to another,
and then drawing a straight line
between these two locations,
and asking them to identify
which is a shorter distance. Ask
students to continue with this

1 IB, RL.
Stage 1 Position 1: Students
are able to give and follow
directions, including directions
involving turns to the left and
right, to move between familiar
locations, e.g. within the
classroom or school and
describe the path from one
location to another on
drawings.
EN2-7B, EN2-9B, GE2-3,
VAS2.2, PSS2.5.

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

two points on a map using a

simple given scale.
MA2-9MG, EN2-7B, EN2-9B,
GE2-3, ST2-5WT, COS2.1,
DMS2.2, INS2.3, PSS2.5.

4 CG, IB, RL.

Stage 2 Position 1: Students
are able to use grid references
on maps to describe position,
e.g. 'The lion cage is at B3' and
(Position 2) use a legend (or
key) to locate specific objects
on a map
EN2-7B, EN2-9B, GE2-3,
COS2.1, INS2.3, PSS2.5.

5 CG, IB, RL.

Stage 2 Position 1: Students
are able to draw and label a
grid on a given map and draw
simple maps and plans from an
aerial view, with and without
labelling a grid, e.g. create a
map of the classroom.
EN2-7B, EN2-9B, GE2-3,
VAS2.2, COS2.1, INS2.3.

EMM210 Lucy Walker

discuss this with their peers, and

justify their reasons for their
decision. I.e. Did students
measure road distance, or a
straight line across the map (not
taking into account roads etc.)?
Students should use their ruler
and the scale to measure the
distance in metres.
Lesson 3 Part 1 (30 minutes)
Reading maps using
coordinates.
Students work in groups of 3 4,
using one copy of Appendix 6 per
group. Students should work
together to locate the points
marked on their map, e.g. Hungry
Jacks, Library Museum etc.
Students should record the
coordinates of each location in
their workbooks. To ensure
students are working
collaboratively the teacher should
instruct students to take turns
and discuss their opinion with
their peers, or have one person
finding the latitude and one
person finding the longitude.
Lesson 4 (45 minutes)
Creating maps.
Students construct their own map
of the classroom on grid paper.
The maps should include
coordinates, cardinal points (show
students north using a compass
in the classroom as a starting
point) and at least 10 classroom
objects (e.g. student desks,
teachers desk, computer tables.)
Students use the maps they
created to identify the
coordinates of the objects in their

Isabel Horton 11477162A

method between other

locations.
Gifted students can identify
further locations on the map, or
providing them a more detailed
map, e.g. Appendix 5 and
asking them to identify locations
on this map instead/as well.
Students have demonstrated
that they are able to interpret
simple maps of familiar locations
and identify the relative
positions of key features and
describe the positions of objects
in models, photographs and
drawings during Stage 1.

This learning experience is

designed to suit all learners, and
students requiring additional
assistance are supported by
their peers during collaborative
work.
Gifted students can locate
points on the map that arent
labelled, e.g. they know that
Target is on the corner opposite
the school and the Plaza, and
find the coordinates of these.
For further extension the
teacher can provide these
students with coordinates and
students can identify the
landmark that they represent.

Students have demonstrated

that they are able to describe
the path from one location to
another on drawings and draw a
sketch of a simple model during
Stage 1.

This learning experience could

be altered to support students
who require additional
assistance by providing them
with a partially drawn map, that
they need to complete.
Providing students with the
basis for their map, i.e. walls of
the class, and some main
features would scaffold their
learning, and allow them to
complete the task without
feeling overwhelmed or
becoming caught-up in the

Assessment Item 2

6 IB, HO, RL.

Stage 2 Position 1: Students
are able to use grid references
on maps to describe position,
e.g. 'The lion cage is at B3',
draw and label a grid on a given
map, draw and describe routes
or paths on grid-referenced
maps and plans and identify
and mark particular locations
on maps and plans, given their
grid references
GE2-3, VAS2.2, INS2.3,
PSS2.5.

7 CG, IB, HO, RL.

Stage 2 Position 1: Students
are able to create and interpret
simple grid maps to show
position and pathways, use
given directions to follow routes
on simple maps and use and
follow positional and directional
language, (Position 2)
determine the directions north,
east, south and west when
given one of the directions and
use north, east, south and west
to describe the location of a
particular object in relation to
another object on a simple
map, given an arrow that
represents north, e.g. 'The
treasure is east of the cave'.
EN2-7B, EN2-9B, EN2-12E,
GE2-3, COS2.1, DMS2.2,
INS2.3, PSS2.5.

EMM210 Lucy Walker

classroom. Students should

identify 5 objects each, and then
share their work with a partner.
Lesson 6 (50 minutes)
Plotting locations on a map.
Students are each given a copy of
Appendix 7 (printed onto grid
paper), as a class move around
the school and parish grounds.
Students should plot their
classroom, the library, the church,
the oval and the basketball
courts, as well as any other
features of the school. (Follow up:
Once students have detailed the
school landmarks onto their map,
they should label their axis with
coordinates, and identify the
coordinates of the features listed
above in italics.)
Lesson 7 Part 1 (40 minutes)
Using maps and giving
directions.
Using the maps of the school that
they completed, students
individually create directions and
draw the route from one point in
the school to another. They
should be allowed to work around
the school grounds, so they can
make their directions as explicit
as possible. (E.g. Start at our
classroom, facing west, take 40
steps forward) Once students
have completed their set of
directions (20 minutes approx.)
they should work with a group of
2 3 other students to share their
work. Each student in the group
should take turns to give the
directions to their peers, and the
other group members attempt to

Isabel Horton 11477162A

drawing.
Students have demonstrated
that they are able to make
simple models from memory,
photographs, drawings or
descriptions, e.g. students make
a model of their classroom and
draw a sketch of a simple model
during Stage 1.

This lesson supports students

who require additional
assistance through the structure
of a whole class activity,
students who need support are
able to work closely with the
teacher, while other students
may move at their own pace.

Students have demonstrated

that they are able to use the
terms 'left' and 'right' to describe
the positions of objects in
relation to themselves and from
the perspective of a person
facing in the opposite direction,
e.g. 'The ball is on her left' and
give and follow directions,
including directions involving
turns to the left and right, to
move between familiar locations,
e.g. within the classroom or
school during Stage 1.

This learning experience could

be altered to support students
who require additional
assistance by allowing students
to work with Teachers Aid (if
available) or they may be
grouped with more able
students who are able to
support them throughout the
lesson. Ensure students do not
allow become excluded from the
learning experience if they do
not understand concepts by
questioning all students
throughout the lesson to
concrete
Gifted students should be
instructed to create directions
for someone who has not visited
the school before, therefore
including more detail and
landmarks for reference. E.g.

Assessment Item 2

8 IT, CG, IB, HO, RL.

Stage 2 Position 1: Students
are able to use given directions
to follow routes on simple maps
and use and follow positional
and directional language and
use digital technologies
involving maps, position and
paths.
EN2-7B, EN2-9B, EN2-12E,
GE2-3, ST2-5WT, COS2.1,
DMS2.2, INS2.3, PSS2.5.

EMM210 Lucy Walker

follow the directions, without

following what their peers are
doing (i.e. just listening to
instructions, and interpreting
them independently.)
Lesson 7 Part 2 (20 minutes)
Writing directions for a route.
Students work in groups of 3 4
to step out a route within the
school grounds, they should
choose a designated starting and
finishing point, and record the
directions they take on the iPad.
Students should exclude their
final destination from the
directions; so another group can
follow their directions and finish
at the intended spot. Students
swap iPads with another group
and attempt to follow the
directions. At the conclusion of
the task, students should
collaborate with the group they
swapped with, to ensure the
directions were given and
followed correctly.

Isabel Horton 11477162A

Turn left at the front gate, and

walk north towards the
basketball courts, turn right at
the basketball courts
Students have demonstrated
their ability to give and follow
directions during previous
lessons, and will use this
learning experience to
consolidate their learning and
their use of appropriate
metalanguage.

Assessment Item 2

This learning experience

supports students who require
further assistance through
collaborative group work.
Students peers are able to
support them without isolating
them from the task by having
them complete a different
activity.
Gifted students can hide an item
somewhere on the school
grounds (within bounds) and
give directions to a partner or
group members to find it. This
activity would be used if one
group had finished the task
early, so the teacher should
have some items on hand (e.g.
tennis balls) to hide.

Lesson Plan
Lesson 7 Using Maps & Giving Directions
1 Hour & 40 Minutes (Double Lesson) Stage 2
Year 3 / 4
Rationale
Syllabus Outcomes
Students will practice
MA2-17MG: Uses simple maps and grids to represent position and follow routes, including using
and consolidate their
compass directions.
learning about position
MA2-1WM: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas.
geometry. Students
Syllabus Indicators
should be able to give
Position 1
clear directions to their
Create and interpret simple grid maps to show position and pathways. (ACMMG065)
peers, using a map of a
Use given directions to follow routes on simple maps.
familiar location.
Use and follow positional and directional language.
Position 2
Determine the directions north, east, south and west when given one of the directions.
Cross Curricular Links
EN2-7B, EN2-9B, EN2-12E, ST2-5WT, COS2.1, DMS2.2, INS2.3, PSS2.5.
Prior Knowledge
Risk Assessment
Resources
Students have strong understanding
Be aware of potential allergens, potential
Sun safe school attire
of the use of maps and coordinates,
for slips and falls on grass, concrete or
Student workbooks to lean on
and have practiced using them for
unlevelled ground, sun safety, students
Maps of SPPS on grid paper
giving directions, as well as having
moving to unsupervised areas of school

created their own map and plotting

grounds, area must be clear of hazards. (If
locations on this and others.
a Teachers Aid were available, extra
supervision for time outside would be of
assistance.)
Specific Teaching Target
Classroom management is a challenge for all teachers, pre-service or otherwise, and in particular working with students in an
outdoor setting may increase the challenge. During this lesson, the specific teaching target will be to ensure all students remain
on task and engaged, even while in an unusual setting. One strategy for achieving this is working with groups of students as they
may look to be moving off task, by redirecting students back to the activity in a positive way, they will ideally complete the
learning outcomes.
Syllabus
Content / Learning Experiences / Time
Teaching
Class
Integrated
Indicators
Strategies
Organisation
Assessment
MA2-1WM, EN2Introduction (Engagement)
Discussion
Whole Class
Questioning
7B, EN2-9B, EN2E5 Instructional Model (State Government Victoria,
Questioning
12E
2014)
Engage: As a class, brainstorm the descriptive language
used for giving directions. Write the terms onto the

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

MA2-17MG, MA21WM, EN2-7B,

EN2-9B.

MA2-1WM, EN27B, EN2-9B.

MA2-17MG, MA21WM, EN2-7B,
EN2-9B, EN2-12E,
COS2.1, DMS2.2,
INS2.3, PSS2.5

white board for future reference. Discuss with students

why these terms are used and how they enable people
to give clear instructions. (5 Minutes)
Explore: Practice using the terms listed by having
individual students be directed around the classroom.
The teacher should choose a starting and finishing point,
and select one student who will be given directions, and
then one student at a time to give a direction to reach
the finishing point. (15 Minutes)
Explain: Discuss the effectiveness of the directions
given. Were any mistakes made? How well did the
directions work? (5 Minutes)
Body (Exploration / Transformation / Presentation)
Explain: While students are seated on the classroom
floor, give instructions for the main activity. Explain to
students that they will be working outside with the maps
they created in Lesson 6 (Appendix 7) and that they will
be creating a route from one point of the school grounds
to another (ensuring they do not go out-of-bounds or out
of sight of the teacher/s). Students will be stepping out
their directions, and writing explicitly the steps and
direction to take. Students will work in groups of 3 4,
and take turns directing the rest of their group through
their route. Students should ensure they follow
directions how they think is best (to ensure they
understand the language used, and that the directions
are accurate.) Students Complete Task (40 Minutes)
Supporting Diverse Learners:
This learning experience could be altered to support
students who require additional assistance by allowing
students to work with Teachers Aid (if available) or they
may be grouped with more able students who are able
to support them throughout the lesson. Ensure students
do not allow become excluded from the learning
experience if they do not understand concepts by
questioning all students throughout the lesson to
concrete
Gifted students should be instructed to create directions
for someone who has not visited the school before,
therefore including more detail and landmarks for

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Hands-On Task
Instruction
Collaboration
Modelling

Whole Class

Observation

Discussion
Questioning

Whole Class

Questioning

Direct
Instruction
Observation

Small Groups (3
4 Students)

Observation
Anecdotal
Notes

MA2-17MG, MA21WM, EN2-7B,

EN2-9B, EN2-12E,
ST2-5WT, COS2.1,
DMS2.2, INS2.3,
PSS2.5

MA2-1WM, EN27B, EN2-9B, EN212E.

reference. E.g. Turn left at the front gate, and walk north
towards the basketball courts, turn right at the
basketball courts
Elaborate: In the same group, students should travel
from one point to another within the school grounds,
and record the directions onto an iPad, without naming
the final destination. They do not need to draw their
route onto a map, but should be explicit enough in their
directions that another group (upon switching iPads) can
follow their directions and finish at the intended
destination. Students should come together with the
group they collaborated with and discuss whether they
reached the intended destination. If they did not reach
the destination students should walk through the route
together to find the mistake in the directions. (20
Minutes)
Conclusion (Presentation / Reflection)
Evaluate: Each student should write a journal entry
outlining three things that they learnt during the lesson,
whether they felt they were able to effectively navigate
the school and give directions, what they found
challenging in the lesson, whether they felt they had
improved their navigation skills throughout the lesson,
and whether there is anything from the lesson they do
not understand. (10 Minutes)
Students should share one thing they learnt with the
class to complete the lesson. (5 Minutes)

MA2-1WM, EN27B, EN2-9B, EN212E.

8 Aboriginal Ways Of
Learning
Reference:
http://8ways.wikispaces.co
m/

Small Groups (3
4 Students)

Observation
Anecdotal
Notes
Work Samples
(iPads)

Prompting
Observation

Individual
Students
Working
Independently

Work Samples

Prompting

Whole Class

Observation

Quality Teaching/Quality Learning Framework

o

o
o

Intellectual Quality
Deep Knowledge
Deep Understanding
Problematic Knowledge
Higher-Order Thinking
Metalanguage
Substantiative
Communication

o
o

EMM210 Lucy Walker

Direct
Instruction
ICT Use
Observation

Isabel Horton 11477162A

Quality Learning
Environment
Explicit Quality Criteria
Engagement
High Expectations
Social Support
Students SelfRegulation
Student Direction

Assessment Item 2

o
o

o
o

Significance
Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Summative Assessment Task

Summative Assessment Task - Position
Rationale
To assess students knowledge and understanding of
the use of maps and coordinates and assess their
skills in giving and taking directions.

Prior Knowledge
Students have completed the Geometry unit of
Position and have demonstrated their ability to meet
the outcomes during formative assessment tasks
and learning experiences.
Risk Assessment
Be aware of potential allergens, potential for slips
and falls on grass, concrete or unlevelled ground,
sun safety, students moving to unsupervised areas
of school grounds, area must be clear of hazards,
students moving around classroom quickly.
Syllabus Indicators

Stage 2 Position 1:
Students are able to draw and label a grid on a given
map and draw simple maps and plans from an aerial
view, with and without labelling a grid, e.g. create a
map of the classroom.
Stage 2 Position 1:
Students are able to use and follow positional and
directional language.
Stage 2 Position 1:

EMM210 Lucy Walker

Isabel Horton 11477162A

60 Minutes
Stage 2
Year 3 / 4
Syllabus Outcomes
MA2-17MG: Uses simple maps and grids to represent position and follow routes,
including using compass directions.
MA2-1WM: Uses appropriate terminology to describe, and symbols to represent,
mathematical ideas.
Cross Curricular Links
EN2-7B, EN2-9B, EN2-12E, ST2-5WT, COS2.1, DMS2.2, INS2.3, PSS2.5.
Resources
Sun safe school attire
Grid paper
Directions for second task
Notepads for checkpoints
Student workbooks

Content / Learning Experiences

Introduction (Engagement)
Students seated as a whole to be instructed in the following four summative
assessment tasks. Teacher should give explicit detail, to ensure that students
understand and are able to complete the tasks. Ensuring all students understand
what they are required to do means the task is a fair assessment for all students.
Body (Exploration, Transformation, Presentation)
Students will complete the following tasks and a circuit, and should take around
15 minutes to complete each task.
Task 1:
Students create a map of their home using grid paper. Students should include as
much detail as possible; students should include main features of their home,
coordinates, cardinal directions (if known) and a scale.
Task 2:
Students follow directions (provided by the teacher) from their classroom to 10
points around the school. At each point the students should sign their name, as
though the points are check points in a race.
Task 3:

Assessment Item 2

Students are able to describe the location of an

object using more than one descriptor, e.g. 'The
book is on the third shelf and second from the left'
Stage 2 Position 2:
Students are able to use north, east, south and west
to describe the location of a particular object in
relation to another object on a simple map, given an
arrow that represents north, e.g. 'The treasure is
east of the cave'
Stage 2 Position 1:
Students are able to use grid references on maps to
describe position, e.g. 'The lion cage is at B3' and
identify and mark particular locations on maps and
plans, given their grid references.

Students write the directions that would be needed to reach the library from their
classroom, by passing the bubblers and the toilets. Students may walk out the
route once, and should take notes as they do so.

Task 4:
Students are given a copy of Appendix 6, and are asked to identify different
features using the grid coordinates.
1. What are the coordinates of SPPS?
2. What are the coordinates of the tree at QEII Square?
3. What is located at coordinates 16G?
4. What is located at coordinates 19I?
5. Which direction would you be heading if you went from Hungry Jacks
towards Creek Street?
6. Which direction would you be heading if you went from 8Q to 32K?
7. What are coordinates of the location 6 squares north of Paddys?
8. What is the closest landmark to these coordinates?
Conclusion (Presentation / Reflection)
Appendix 8 should be used to grade student work samples.
Quality Teaching/Quality Learning Framework

o
o
o

Intellectual Quality
Deep Knowledge
Deep Understanding
Problematic Knowledge
Higher-Order Thinking
Metalanguage
Substantiative Communication

EMM210 Lucy Walker

Isabel Horton 11477162A

Quality Learning Environment

Explicit Quality Criteria
o Engagement
High Expectations
o Social Support
o Students Self-Regulation
o Student Direction

Assessment Item 2

o
o

o
o
o

Significance
Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative

Justification
The learning outcome Uses simple maps and grids to represent position and follow
routes, including using compass directions. MA2-17MG (Board of Studies NSW, 2012)
provides a range of opportunities to develop knowledge and skills vital to everyday
life. The learning experiences outlined are designed in a way that best allows students
to reach their potential, and achieve the outcomes set for them. Many people, and in
particular, some cultural groups, believe mathematics to be a procedurally bound
discipline; one that requires students to rote learn and apply numerous rules.
(Siemon, et al., 2011, p. 86) The inclusion of real life scenarios allows students to
make a connection to their work, and understanding the value of geometry and its
uses. Through connecting maths to real life, students are able to better make
meaning.
Questioning, as a teaching strategy has been used during the learning experiences in
order to prompt higher-order thinking from students, and ensure that the experiences
include inquiry-based learning in some way. Inquiry-based learning is believed to
increase intellectual engagement and foster deep understanding through the
development of a hands-on, minds-on and research-based disposition towards
teaching and learning. (Stephenson, 2012) Inquiry-based learning allows students
and teachers to collaboratively build, test and reflect on their learning (Stephenson,
2012).
The inclusion of assessment throughout the learning experiences, and outlined in the
lesson plan is to ensure that assessment remains a process whereby information is
gathered to make judgements about what students can do and understand (Bobis,
Mulligan, & Lowrie, 2013, p. 261), rather than a single experience for students that
may not accurately represent their abilities. Assessment within these learning
experiences is both formative and summative, allowing the teacher to gain an overall
view of students achievements, as well as to identify areas that students need to
improve. All teachers should aim to ensure their assessment tasks are authentic, as
authentic assessment challenges assessment practices to be relevant, meaningful
and engaging for students. The assumption is that, under such conditions, students
will have a much greater opportunity to perform at their best (Brady & Kennedy,
2009). Authentic assessment is greatly valuable to teachers, for example it can assist
in planning, be evidence for feedback or be used as a marker towards student
performance.
Teachers need to know and understand the diverse background of their students. In
understanding the diversity of their classrooms, teachers will be better able cater for
their learning needs. Students in Australian classrooms have multiple, diverse, and
changing needs that are shaped by individual learning histories and abilities as well as
cultural, language backgrounds and socio-economic factors (ACARA, 2012). The
diverse classroom that was planned for in these learning experience is made up of
students in Year 3 / 4 classroom at a private, catholic primary school, aged 8 to 10
years. Most students come from an Anglo-Celtic background, but 1 students parents
moved to Australia from India before he was born (he faces no ESL difficulties). One
student comes from a low socio-economic background, and his parents face
difficulties in relating to his teachers. The school is located in the CBD of Albury, and is
very well regarded for its all-round education, as well as specifically its Autism
Spectrum Sector, being one of very few in regional NSW.
Ensuring that learning experiences are relevant and meaningful will benefit all
students, including diverse learners. Teaching has occurred only if someone has
EMM210 Lucy Walker Isabel Horton 11477162A
Assessment Item 2

learnt (Siemon, et al., 2011, p. 47) and if students are engaged, they are much more
likely to learn. Teachers must ensure that they are working to the best of their ability
to help all of their students learn, not just that they are being taught.

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

References
ACARA. (2012). Diversity of Learners. From The Australian Curriculum Information Sheet:
http://www.acara.edu.au/verve/_resources/information_sheet_diversi
ty_of_learners.pdf
Board of Studies NSW. (2006). Creative Arts K - 6 Syllabus. From K - 6
Educational Resources:
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b5127b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?
MOD=AJPERES
Board of Studies NSW. (2012). English K - 10 Syllabus. From NSW
Syllabuses for the Australian Curriculum:
http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies NSW. (2014). Geography K - 10 Draft Syllabus. From NSW
Syllabuses for the Australian Curriculum:
http://www.boardofstudies.nsw.edu.au/australiancurriculum/pdf_doc/geography-k-10-draft-syllabus-forconsultation.pdf
Board of Studies NSW. (2012). Mathematics K - 10 Syllabus. From NSW
Syllabuses for the Australian Curiculum:
http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
Board of Studies NSW. (2007). Personal Development, Health & Physical
Education K - 6 Syllabus. From K - 6 Educational Resources:
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5336e-44f8-8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES
Board of Studies NSW. (2012). Science K - 10 Syllabus. From NSW
Syllabuses for the Australian Curriculum:
http://syllabus.bos.nsw.edu.au/science/science-k10/
Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for Children:
Challenging Children to Think Mathematically. Frenchs Forest:
Pearson Australia.
Brady, L., & Kennedy, K. (2009). Principles of Assessment for Learning. In
Celebrating Student Achievement: Assessment & Reporting (pp. 15
- 31). Frenchs Forest: Prentice Hall.
Modern Teaching Aids Pty Ltd. (2015). 3D Shape. From MTA - Modern
Teaching Aids: http://www.teaching.com.au/catalogue?
catalogue=MTA&category=MTA-3D-SHAPE

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E.
(2011). Teaching Mathematics: Foundation to Middle Years. South
Melbourne: Oxford University Press.
State Government Victoria. (2014). The E5 Instructional Model. From
Deparment of Education & Training:
http://www.education.vic.gov.au/school/teachers/support/pages/e5.a
spx
Stephenson, N. (2012). Introduction To Inquiry Based Learning. From
Teach Inquiry: http://www.teachinquiry.com/index/Introduction.html

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix
Appendix 1 Albury CBD Map

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 2 Albury CBD Map (Student Work Example)

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Directions:
Exit SPPS onto Kiewa Street and turn right, turn left onto Smollett Street, turn right onto Townsend Street, turn left
onto Dean Street, turn right onto Wilcox Street and the destination will be on your left.

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 3 Map of Thurgoona

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 4 Map of Thurgoona (Student Work Example)

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

1.
2.
3.
4.

Mark
Mark
Mark
Mark

78
15
57
17

Honeyeater Circuit in RED

Bullfrog Court in BLUE
Egret Way in PURPLE
Firetail Street in ORANGE

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 5 Map of East Albury

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 6 Albury CBD Map with Grid Lines & Coordinates

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 7 Saint Patricks Parish School Map

What are the coordinates of the following school landmarks? Find the
nearest grid reference to the middle of these features!
1. Your Classroom?
2. The Library?
3. The Church?
4. The Oval?
5. The Basketball Courts?

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

Appendix 8 Summative Assessment Marking Rubric

Syllabus Content

Grade A
Excellent
Accomplishment
Student work clearly
demonstrates
extensive ability to
draw and label a grid
and draw a simple
map. Map is clear and
concise and includes
all details.

Grade B
High Level Of
Achievement
Student work
clearly
demonstrates
thorough ability to
draw and draw a
simple map. Map is
clear and concise
and includes most
details.

Grade C
Substantial
Accomplishment
Student work
demonstrates
substantial ability to
draw and draw a
simple map. Map is
clear and includes
some details.

Grade D
Satisfactory
Achievement
Student work
demonstrates basic
ability to draw and
label a grid and
draw a simple map.
Map is clear and
includes few
details.

Grade E
Elementary
Achievement
Student work
demonstrates little
to no ability to
draw and label a
grid and draw a
simple map. Map
includes very few
details.

Students are able to

describe the
location of an object
using more than
one descriptor, e.g.
'The book is on the
third shelf and
second from the
left'.

Student work
demonstrates
extensive ability to
follow directional
language. Student was
able to easily reach all
locations using
directions.
Student work
demonstrates
extensive ability to
describe locations and
provide directions.
Student clearly gave
directions that were
accurate and easy to
follow.

Student work
demonstrates
thorough ability to
follow directional
language. Student
was able to reach
all locations using
directions.
Student work
demonstrates
thorough ability to
describe locations
and provide
directions. Student
gave directions
that were accurate
and mostly easy to
follow.

Student work
demonstrates
substantial ability to
follow directional
language. Student
was able to reach
most locations using
directions.
Student work
demonstrates
substantial ability to
describe locations
and provide
directions. Student
gave directions that
were mostly accurate
and mostly easy to
follow.

Student work
demonstrates basic
ability to follow
directional
language. Student
was able to reach
some locations
using directions.
Student work
demonstrates basic
ability to describe
locations and
provide directions.
Student gave
directions that were
sometimes
accurate.

Student work
demonstrates little
to no ability to
follow directional
language. Student
was able to reach
few locations using
directions.
Student work
demonstrates little
to no ability to
describe locations
and provide
directions. Student
gave directions
that were rarely
accurate.

Students are able to

use north, east,
south and west to
describe the

Student work
demonstrates
extensive knowledge
of N, S, E, W and

Student work
demonstrates
thorough
knowledge of N, S,

Student work
demonstrates
substantial
knowledge of N, S, E,

Student work
demonstrates basic
knowledge of N, S,
E, and W. Student

Student work
demonstrates little
to no knowledge of
N, S, E, and W.

Students are able to

draw and label a
grid on a given map
and draw simple
maps and plans
from an aerial view,
with and without
labelling a grid, e.g.
create a map of the
classroom.
Students are able to
use and follow
positional and
directional
language.

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2

location of a
particular object in
relation to another
object on a simple
map, given an
arrow that
represents north,
e.g. 'The treasure is
east of the cave'.
Students are able to
use grid references
on maps to describe
position, e.g. 'The
lion cage is at B3'
and identify and
mark particular
locations on maps
and plans, given
their grid
references.

student has made

mention of NW, SW,
etc. Student can
clearly identify the
relationship between
objects using direction.

E and W. Student
can usually identify
the relationship
between objects
using direction.

and W. Student can

often identify the
relationship between
objects using
direction.

can sometimes
identify the
relationship
between objects
using direction.

Student can rarely

identify the
relationship
between objects
using direction.

Student work
demonstrates
extensive ability to use
and understand grid
references. Student
was able to easily
identify points on a
map, and use grid to
find coordinates.

Student work
demonstrates
thorough ability to
use and
understand grid
references. Student
was able to identify
most points on a
map, and use grid
to find coordinates.

Student work
demonstrates
substantial ability to
use and understand
grid references.
Student was able to
identify some points
on a map, and use
grid to find
coordinates.

Student work
demonstrates basic
ability to use and
understand grid
references. Student
was able to identify
few points on a
map, and
sometimes use grid
to find coordinates.

Student work
demonstrates little
to no ability to use
and understand
grid references.
Student was able
to identify very few
points on a map,
and rarely use grid
to find

EMM210 Lucy Walker

Isabel Horton 11477162A

Assessment Item 2