M 1 iii Teachers: Identify hour and half-hour explore hour and half-hour times for the delivery of letters times in the post office M 1 iv Teachers: Describe durations months, identify durations using hours, days and weeks when weeks, days and hours deliveries are posted and arrive at their destinations Catering for diversity Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth). Specific adjustments in Post office spatial reasoning and Using measurement may — include: opportunities to explore and play with materials before the assessment altered resources, e.g. larger, more visual repeated opportunities to respond. Teacher preparation This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June. Familiarise yourself with the assessment by: reading the entire document noting the highlighted aspect of each indicator that is the focus of the assessment noting the specific evidence that you will be looking for within each section. Plan for implementation by preparing the necessary resources and considering the following questions: How will I implement this assessment within my regular teaching program? What additional support will I require? Resources Teachers will need the following resources when implementing this assessment: Section Resources
M 1 iii Identify hour and half-hour times Teachers: explore hour and half-hour times for the delivery of letters in the post office M 1 iv Describe durations months, weeks, days and hours Teachers: identify durations using hours, days and weeks when deliveries are posted and arrive at their destinations Catering for diversity Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth). Specific adjustments in Post office — spatial reasoning and Using measurement may include: opportunities to explore and play with materials before the assessment altered resources, e.g. larger, more visual repeated opportunities to respond. Teacher preparation This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June. Familiarise yourself with the assessment by: reading the entire document noting the highlighted aspect of each indicator that is the focus of the assessment noting the specific evidence that you will be looking for within each section. Plan for implementation by preparing the necessary resources and considering the following questions: How will I implement this assessment within my regular teaching program? What additional support will I require? Resources Teachers will need the following resources when implementing this assessment: Section Resources
yr1_jun_num_check_po_space_meas.docx