Pre-requisites

ED733 Assessment, Data and Curriculum: Professional Experience 1A
ES610 Primary English
ES611 Primary Mathematics
A combination of 6 units from the student’s Major and Minor

Co-requisites

ED623 Integrating ICT Across the Curriculum
ED732 Professional Identity and Engagement: Ethics and the Law

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Demonstrate and apply expert content knowledge, pedagogical content knowledge, and knowledge and understanding of research on current theory and practice with a biblical worldview in order to plan for highly effective and differentiated teaching in Mathematics, including the evaluation of technologies for enhancing teaching and learning, in order to promote mathematical thinking

• Analyse and synthesise numeracy requirements across the whole primary curriculum, teaching and learning

• Apply sound judgement and knowledge to analyse assessment data from a range of assessments such as formal and informal diagnostic, formative and summative assessment and determine students’ numeracy proficiencies and learning needs, and plan differentiated learning goals that provide achievable challenges for students across the full range of abilities, including students with additional needs and gifted students

• Analyse and understand how socio-cultural circumstances, school policies and procedures, educational theory and other educational contexts can facilitate or impede students’ numeracy learning and explore ways for advancing numeracy learning and teaching in the classroom to ensure all students are able to maximise their learning.

• Demonstrate knowledge, understanding and application of research into how students learn numeracy, appropriate pedagogical practices to support numeracy learning, and a range of teaching strategies and resources, including ICT to expand learning of diverse students, including EAD/L students and Aboriginal and Torres Strait Islander students, while respecting their histories, cultures and languages

• In the context of a placement plan and implement effective Mathematics lesson sequences using a range of differentiated teaching, assessment, recording and feedback strategies, and appropriate resources, including ICT, in response to the learning strengths and needs of diverse students; and organise classroom activities, providing clear directions and using a range of communication and classroom management strategies that support the engagement, safety and well-being of diverse students

• In the context of a placement critically reflect on your own and others’ teaching practices, seek, evaluate, and apply advice and feedback from experienced teachers in order to evaluate and improve your teaching practice, and demonstrate an increasing knowledge and understanding of the Australian Professional Standards for Teachers and The Victorian Teaching Profession Code of Conduct, and their application to professional practice and identity

Unit Description

This subject builds on ES611 Primary Mathematics and focuses on developing expert content knowledge in Mathematics as well as pedagogical content knowledge, and the integration of these for developing highly effective teaching strategies relevant to teaching Mathematics.

Current developments in understanding factors impacting upon the teaching of Mathematics and numeracy (such as diverse learning needs including gifted and talented students, whole school mathematics and numeracy programs) will be critically analysed. The unit also covers the impacts of integrating ICT into mathematics and numeracy programs to advance students’ numeracy proficiencies.

The unit enables students to extend their knowledge and skills in the teaching of mathematics and numeracy for the primary years. It develops understanding of assessment and data-analysis for identifying the learning needs of students, including those with additional needs and gifted students. The unit examines current developments for advancing and integrating numeracy in Mathematics and across the curriculum. The unit will engage with educational theory to advance knowledge and skills in developing curriculum, and planning learning experiences and assessment strategies for students with diverse needs in order to improve numeracy proficiencies through the Mathematics discipline as well as across all curriculum areas.

The professional experience component of this unit entails attending a placement school (primary or secondary respective of the course being completed) for a block of 10 consecutive days in the same school attended for ED733. Under the supervision of an experienced teacher you will apply and develop your teaching practices, teaching whole classes for whole lessons up to a half-day load as negotiated with your supervising teacher based on your progress and performance. You will continue to focus on learning through regularly observing and reflecting on experienced teachers’ practices.

You will attend a preparation class prior to the professional experience placement and a debrief class after its completion. During the placement, your supervising teacher will provide you with advice, support and feedback to support your progress and improve your practices, and will assess your teaching against the Australian Professional Standards for Teachers at the graduate level. You are required to incorporate digital technologies into your teaching, learning, preparation and assessment practices displaying improving personal proficiency. As you progress through the Professional Experience, you are expected to demonstrate increasing competence and professional growth and become well immersed in school life.

Topics

• Core elements of mathematical knowledge and competency
• Educational theory and pedagogies for teaching Mathematics
• Policy documents and school processes for advancing numeracy learning and teaching in the classroom.
• Research-based highly effective teaching strategies in Mathematics
• Biblical worldview in the Mathematics classroom
• Factors impacting upon the teaching of mathematics and numeracy, applying a Christian perspective
• Analysis and evaluation of numeracy programs
• Analysing student data to identify numeracy proficiencies and learning needs (e.g. PAT, Essential Assessment, NAPLAN data)
• Differentiating teaching and supporting students with additional needs in mathematics and numeracy learning
• Analysing programs and strategies to challenge and engage gifted students in Mathematics
• Preparing for Professional Experience in school
• Reflecting and debriefing on your professional experience in school

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Unit offerings

Face to face: Semester 2, 2025 and Semester 2, 2026 (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.