In the Australian Curriculum: Mathematics Prep (Foundation level) Answer yes/no questions to collect information Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions In the Australian Curriculum: Science Prep (Foundation level) Respond to questions about familiar objects and events Share observations and ideas Assessment Make judgments Describe the assessment In this unit learning is documented using: observation across contexts for learning Children are given opportunities to demonstrate their knowledge, skills and understanding a history journal “Family Stories” through a range of assessments. The assessment is collated in folios and allows for ongoing feedback to children on their learning. a contextualised assessment task Prep teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. Each contributes to an assessment folio that is used when The teaching and learning experiences throughout the unit provide opportunities for children to making an on-balance judgment against the achievement develop the understanding and skills required to complete these assessments. As children standard for the purposes of reporting. engage with these learning experiences, the teacher can provide feedback on specific skills. Teachers gather evidence to make judgments against about The sequence of teaching and learning provides opportunities to gather evidence of the following characteristics of work: children’s children’s learning in a variety of contexts for learning over time. The evidence may provide teachers with Understanding valuable additional information to: Identification or description of similarities and differences monitor growing use of historical understandings and skills children’s between their own and other families determine future directions for teaching and learning with children Skills assist in making on-balance judgments on a folio of work when reporting. Sequencing significant familiar events in an order Distinguishing between the past and present using terms to Guided research: Presentation (Multimodal) denote time The purpose of this assessment is to make judgments about abilities to research and Use of questioning about familiar artefacts in relation to children’s draw conclusions about family structures including their differences and commonalities. In the personal and family histories assessment teachers and children collaborate to gather and technique “guided research”, Communication of stories relevant to personal histories record information. using a variety of texts Setting the scene for the contextualised assessment: In preceding weeks children have built an understanding of their own family and
In the Australian Curriculum: Mathematics Prep (Foundation level) Answer yes/no questions to collect information Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions In the Australian Curriculum: Science Prep (Foundation level) Respond to questions about familiar objects and events Share observations and ideas Assessment Make judgments Describe the assessment In this unit learning is documented using: observation across contexts for learning a history journal “Family Stories” a contextualised assessment task Each contributes to an assessment folio that is used when making an on-balance judgment against the achievement standard for the purposes of reporting. Teachers gather evidence to make judgments against about the following characteristics of children’s work: Understanding Identification or description of similarities and differences between their own and other families Skills Sequencing significant familiar events in an order Distinguishing between the past and present using terms to denote time Use of questioning about familiar artefacts in relation to personal and family histories Communication of stories relevant to personal histories using a variety of texts Children are given opportunities to demonstrate their knowledge, skills and understanding through a range of assessments. The assessment is collated in folios and allows for ongoing feedback to children on their learning. Prep teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. The teaching and learning experiences throughout the unit provide opportunities for children to develop the understanding and skills required to complete these assessments. As children engage with these learning experiences, the teacher can provide feedback on specific skills. The sequence of teaching and learning provides opportunities to gather evidence of children’s learning in a variety of contexts for learning over time. The evidence may provide teachers with valuable additional information to: monitor children’s growing use of historical understandings and skills determine future directions for teaching and learning with children assist in making on-balance judgments on a folio of work when reporting. Guided research: Presentation (Multimodal) The purpose of this assessment is to make judgments about children’s abilities to research and draw conclusions about family structures including their differences and commonalities. In the assessment technique “guided research”, teachers and children collaborate to gather and record information. Setting the scene for the contextualised assessment: In preceding weeks children have built an understanding of their own family and
ac_history_prep_unit_overview.docx