Teagan Ainslie - 17712779

TEB Assessment Task 2

Teagan Ainslie
17712779

PART 1:

1. Analyse your cohort:

What does the data tell you about the class?
The data depicts the mathematical results of a year eight classes on demand
test, two tests were completed, one in first semester and another in second
semester. The data is also broken down to display each students results for each
learning area of mathematics, making it easier to identify areas that may need
more attention, additionally, there is as a column for the amount of homework
completed.
Year eight students are expected to achieve a level eight standard. It is
evident from the data that all students were under the expected standard in the
first semester, with only one student managing to achieve the expected
standard by the second semester test. The data illustrates that there is a very
broad range of ability within the class; one student was still at year one level
while another is well ahead on year seven level.
What could the gaps in the data indicate?
The gaps in the data indicate when a student did not complete a specific
component of the on demand test. There could be many reasons this may be
occurring. A student who has no data over a whole semester may be due to the
student potentially leaving the school, or continually skipping school on the days
the test are held.

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Whereas, a student who has only missed a specific learning area may have
been ill on the day of testing, or away for another reason, where as some
students may have intentionally not sat the test. Some reasons this may have
occurred could include a student skipping school or refusing to attempt the
questions due to a dislike for the topic, finding the topic too hard or being
embarrassed to get questions wrong. There was also quite a few students with
gaps in their homework submission at the start of the year. These could be due
to the student disliking homework, failing to submit completed homework or
potentially there could be some personal issue at home that are restricting the
individual from completing their homework. Such circumstances could include
poor living condition, lack of family support or having to look after younger
siblings.

What could you do to find out about those students?

The first step in addressing this students absence, would be meeting with

other teachers who teach this child to determine if it is just one class they are
constantly missing or if they are away a lot and fail to complete work in other
classes as well.

In order to begin to understand the possible reasons that a student may have
been missing these tests, I would arrange a meeting with the student to see if they
had an explanation, if this achieved nothing or very little, I would organise a
meeting with the students parents or carers. Throughout this meeting, I would
discuss any underlying issues which could be affecting the students school
attendance, and ability to complete the tests and homework.

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What strategies could you put in place to support those students?

In order to assist this student it is imperative that I first determine the
reasons the student is missing school and the assessments, then create and
implement a plan accordingly. It is important to keep the parents informed and
assist them in actively supporting their childs schooling. If it is determined that the
student is not attending or completing task due to finding them too difficult it is the
teachers responsibility to work with the student and their parent/s in order to see
improvements. This may include differentiating work for the student, to allow them
to understand the fundamentals of the topic at their current level in order to allow
them to scaffold their further knowledge and development. The teacher may also
need to implement lunchtime or after school tutoring to assist the student in areas
they are struggling and to go over class work.

If the issue is related to their home or personal life, it is important to first

address these issues and support the student. Creating relationships with their
parent or carer will encourage support and participation in their childs learning.
Class work will be sent home when class is missed to ensure the student does not
fall behind.

2. Develop a class profile on the mathematical abilities of your

students.

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The table below depicts each student in the year eight cohort on demand test
results. These have been broken down into topic areas to allow for easy
differentiation between different abilities within the class. This will give teachers a
guide as to how each student may go with the set task based on their prior
knowledge and assess which students may require some more instructions and
development before attempting the task.
Subject
area:
Statistics
and
probability

Level 4 and
below
Jack

Level 5

Level 6

Level 7

Adam

Barry
Cal
Darren
Eddy
Fred
George
Harry
Ian
Abby
Betty
Cathy
Dot
Fiona
Gigi
Helen
Jess

Eliza
Izzy

Measureme
nt and
geometry

Adam
Jack

Cal
Ian
Gigi

Barry
Darren
Eddy
Fred
George
Harry
Abby
Cathy
Dot
Fiona
Helen

Izzy
Jess
Eliza

Number
and algebra

Adam
Jack

Cal

Barry
Darren
Fred
Eddy
George
Abby

Eliza
Fiona
Helen
Izzy
Jess

Level 8

Harry

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Betty
Cathy
Dot
Gigi
Ian
Gigi

3. Based on this analysis, how will you organise the class to support all
learners?
Due to the large variation in student ability, there is a need for the class to be
effectively organised to benefit all learners. The classroom will be generally set up
in a U formation; this is particularly important when giving group instructions and
introducing a new topic. This U formation allows all students to see the teacher
and their resources (whiteboard, projector, etc.), as well as allowing the student to
see all students. This assists the teacher in allowing everyone has understood the
instructions as well as being aware of those who appear not to be following.
My classroom will be very flexible and group tasks will be highly utilised, as I
believe that students can learn far more off each other than they can in isolation.
The learners in this maths class can be quite easily broken up into groups of
abilities, as per the above table. I would organise the class in a way that allows
each student to be with those of similar abilities, allowing them to learn off each
other and share their ideas. This will also allow the classroom teacher to spend
more time assisting those that are struggling with the topic, while those that have
a higher ability will be able to collaboratively find the answers.
Balson (1997), suggests that always grouping students based on ability can
be counterproductive to class cohesion. In order to avoid this I will also incorporate
one session every one to two weeks where some higher achieving students and

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grouped with some who are struggling with the topic. This will allow the higher
achieving student to test his knowledge and understanding by their ability to assist
the lower achieving students, thus allowing both students to further their learning.

4.

Physical education strategies

Statistics and probability
Statistics can be incorporated into to physical education in a variety of
different ways. This can be done by creating a round robin of different sports,
where two teams are competing in the chosen sport while a third team is
recording statistics of the game. For example if the chosen sport was
basketball, the third team would be required to record aspects such as
successful goals, missed shots, fouls, double dribbles, travelling, number of
passes etc. They are then as a class able to analyse the data to suggest
reasons as to why a team may have won or lost.

Measurement and geometry

Measurement can easily be implemented in physical education; this
would be exceptionally easy to incorporate into a unit of athletics. Where
students will be required to measure out the distance of the running events,
measure the distance athletes have travelled in long jump and triple jump as
well as how far they have thrown projectiles such as shot put, discus and
javelin. This allows them to use different types of measuring tool as well as
converting between metres and centimetres, while being likely oblivious to
the fact they were concurrently using and improving mathematical skills.

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Numbers and algebra

Physical education requires students to use numbers quite a lot. I will
require my students to complete fitness testing as part of my physical
education classes; students will be required to complete activities such as the
shuttle run, vertical jump, max push-ups, standing long jump, etc. Once
completing these activities students will be required to record their data.
They will complete three fitness tests in a year, at the start of the year, half
way through and at the end. After each session of fitness testing, students
will need to compare their results with their previous test and record the
differences. The results will be shared as a class, and the students will be
required to analyse the data to find out the percentage of students who both
improved and declined in each fitness test component.

5.

Individual learning plan

Name: Jack

Date commenced: 8/7/16

Date reviewed: 19/8/16

Team participants : Teagan Ainslie

Focus area
linked to
curriculum

Jack is well
behind the
rest of his
cohort in
Statistics

Specific leaning
outcome

Identify questions or
issues for categorical
variables.
Identify data sources

Intervention plan,
curriculum
adaptations, teaching
strategies, resources,
personnel.
Differentiated tasks:
Jack will be given
differentiated tasks in
order to help his
understand the basic

Monitoring and
evaluation
strategies

Jack will be informally

assessed during class
time, he will be
observed on how he
perceives and
comprehends the

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and
probability,
thus this
will be the
focus of his
ILP.

and plan methods

of data collection and
recording (ACMSP068)

(ACARA, 2016a)
Collect data, organise
into categories and
create displays using
lists, tables, picture
graphs and simple
column graphs, with
and without the use of
digital technologies
(ACMSP069)

(ACARA, 2016a)

concepts of Statistics
and probability, to use
as a scaffold for him to
progress his skills to
hopefully achieve level
three standard by the
end of the unit.
Lunch time/after
school tutoring
sessions:
Jack will be offered one
on one mathematics
tutoring once a week,
which he will be highly
encouraged to attend.
These sessions will be
dedicated for Jack to
voice is concerns or
areas he is struggling
with, complete
homework tasks or class
tasks as well as offering
him extra questions and
explanations in order to
excel his mathematical
development.
Ability based
collaboration: Once a
week, Jack will work
collaboratively with a
group of students with
similar abilities. The
students will share ideas
and learn off each other.

PART 2:
Literacy

tasks over the six

week period.

During his tutoring

session, Jacks
homework and class
work will be marked.
The teacher will
discuss what he is
doing well and where
he is still struggling
and guide the
sessions and
homework based on
the outcomes.

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Traditionally physical education and literacy where far from connected,
physical educators did not want their class of physical movement taken over by
reading and writing (Buell & Whittaker, 2001). However, literacy is now
commonplace among physical education. Literacy can now be incorporated into
physical education in subtle ways that do not take up excessive class time (Buell
and Whittaker, 2001). Students are often required to read out rules, read task
requirements and instructions, write out answers to laboratory reports and quizzes,
and learn specific terminology (James and Mason, 2015). In order for the students to
successfully complete these tasks they must have a fundamental level of literacy. To
facilitate this I will have game rules and specific terminology around the gym and in
the change rooms that encourages reading and comprehension, as well as
incorporating written tasks and designating students to read out specific rule or
instructions each class.

ACARA (2016b) suggests that literacy development is supported by physical

education through the introduction and use of specific terminology. To ensure that I
promote this, I will require all students to broaden and expand their terminology
while ensuring they understand the meaning. I will have posters around with
specific terminology as well as questioning students throughout class as to the
meaning of each term.

Physical Education also allows students to critically analyse, interpret and

challenge their own and others views and opinions (ACARA, 2016b). To ensure that I
encourage this development, I will commonly ask for students opinions on texts,
games and rules. As a class, we will discuss and suggest ways to improve games,

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rules to add and remove, in order to make the game run more successfully. They will
also be required to analyse each others movements and provide critical feedback
to ensure appropriate technique is achieved.
Personal and Social Capability
Physical Education plays a fundamental role in promoting and developing
personal and social skills (ACARA, 2016c). Incorporating group collaboration is
thought to be a major contributor to such developments (ACARA, 2016c). In order
to promote the development of their personal and social skills, my classes will
incorporate both small and large group activities. This will allow them to use
interpersonal skills such as communication, teamwork, differing perspectives and
negotiation, which are essential to creating class cohesion and an effective playing
team.

ACARA (2016c), states that physical education provides opportunities to

explore their own identities as well as expand their understanding of the influencing
factors that have helps shape them as a person. This will be incorporated into my
lessons, by allowing my students realise their strengths and weaknesses and
facilitate their ability to respond effectively to their own and their peers emotions.

Additionally, ACARA (2016c) develops students abilities to understand and

set reasonable goals. This gives them as sense of responsibility as well as requiring
them to manage their time and priorities effectively (ACARA, 2016c). To ensure my
students are promoting their personal skills, I will require all students to set goals at
different stages throughout the year. Their goals need to challenge them but also

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need to be reasonable. They will set both fitness goals as well as a goal that
promotes their interpersonal and intrapersonal skills.

References
Australian Curriculum and Assessment Authority [ACARA]. (2016a). F-10 Curriculum:
Mathematics, level 3. Retrieved from
http://www.australiancurriculum.edu.au/Browse?
a=M&a=H&a=G&a=CNC&a=ENB&a=da
&a=dr&a=ma&a=mu&a=va&a=DE&a=DI&a=HPE&y=3&y=4&layout=2&browseLa
yout=2
#page=2

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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016b).
General Capabilities in
the Australian Curriculum: literacy. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/inthe- learning-areas
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016c).
General Capabilities in
the Australian Curriculum: personal and social capabilities. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/personal-andsocial-capability/introduction/in-the-learning-areas
Balson, M. (1997). Discipline; An old problem in a new world. Retrieved from:
https://lms.latrobe.edu.au/pluginfile.php/2273856/mod_book/chapter/96849/Dreik
urs%20by%20Balson0.pdf
Buell, C & Whittaker, A. (2001). Enhancing content literacy in physical dducation.
Journal of Physical Education, Recreation & Dance, 72(6), 32-37.
DOI:10.1080/07303084.2001.10605768
James, A. & Manson, M. (2015). Physical Education. A Literacy-Based Approach.
Urbana: Sagamore Publishing. Retrieved from
https://www.sagamorepub.com/files/lookinside/492/peliteracy-galley1-3.pdf