1.

Cohort analysis
What does the data tell you about the class?
The data for the class of 20 year 8 students suggests that the classroom is below the
expected standard for Year 8 Numeracy AusVels level. There are equal number of males
and females in the classroom. Data further indicates that 12/20 of students were given
Year 7 Level homework or higher despite their General OnDemand test scores being
between 1.8-7.4, makes one wonder how is it possible for students to independently
complete Year 7 Level homework yet score so low on General OnDemand test. For
example Cal, according to homework data he has been given Year 7 Level but on the
General OnDemand test he scored 3.2 in Semester 1 2014 and 3.3 in Semester 2 2014, is
it fair to assume that Cal was not prepared for any of the three General OnDemand tests,
given that in other testing area he averages on about 5.5 Level, were the tests too difficult
and not related to subject content covered in class? Half of the classroom students have
gone backwards in the following years General OnDemand test , possible explanation
could be summer school holidays, students didn't do much numeracy practise over the
break. Another observation made was the inconsistency of test data when students did
the General OnDemand test and single strand tests (Stats&Probability, Meas&Geom,
Number&Algebra) test data for General OnDemand was significantly lower than the test
data for single strand tests. Given that the entire class failed to meet Year 8 Numeracy
level criterion when tested in Semester 1 2015 it is fair to suggest that these results are
not a student learning problem rather a teaching problem. Whatever teaching strategy
was used, whatever examples were employed, or whatever explanation was offered, it
simply didn't work.
What could the gaps in the data indicate?
Significant gaps in the data suggest that the student (Abby) was absent during testing
period or she has left the school, maybe she doesn't like Numeracy or gets nervous when
she know she is having a test. Homework data for Adam, Cathy, Dot, Eliza, Fiona and
Jess is also missing indicating that the students did not complete their homework during
Semester one or they were not given any homework. Interesting to note that Cathy, Dot,
Eliza, Fiona, Jess all had gaps under Homework data for Semester 1 2015 yet their single
strand test scores averaged Year 6.5 Level which is a higher level than for students that
were given homework. Test result data for OnDemand testing for Betty in Semester 2 is
missing, most likely she was absent on the day as no other data gaps appear for her
during the year. Helen and Jess do not have test results data for Statistics & Probability,
again most likely they were absent on the day of testing .

What could you do to find out about those students?

In order to find out about students that had gaps in their classroom assessment data I
would firstly discuss the situation with another Numeracy teacher at the school and get
her/his opinion on how best to assess Betty, Helen and Jess on the tests they have
missed out on, would it be wise for them to sit an OnDemand test again or should their
teacher undertake formative assessment in the classroom in order to get an idea of each
students Numeracy level. Given that Abby has most of the gaps on the test data I would
discuss this with other teachers at the school, support staff and school principal to see if
she has also been absent for any other assessments in her other subjects and if her
parents have been contacted and questioned about their child's absence . If Abby is going
to be absent from school even more an alternative educational plan needs to be
organised in order to minimise disruption to Abby's schooling.

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

Absence Learning Plans should be implemented to support the education of students
who are absent from school for an extended period. They should be developed
collaboratively by teachers, students and their parents (Education and Training, 2014).
Assuming that Abby will continue to be absent due to illness, crisis in a family or any
other reason that we don't know about I would suggest a use of a google classroom
where all class materials that is distributed daily is available online for her to view and
partake in, similarly her Numeracy teacher can test her understanding online . It is
important for the school to identify if there are any behavioural, health or social issues
that are contributing to Abby being absent for so long. Additionally the school should
access other external community service organisations in order to get additional advice in
dealing with extended student absences ). Other students that were absent during testing-
Betty, Helen and Jess it is assumed that their absences are not a regular occurrence, they
can have a quick catch up with their Numeracy teacher and sit the test at another time.
2. Class profile on the mathematical abilities of my students
3. Based on this analysis how will you organise the class to support all learners?
COHORT 1:

It is assumed that this Cohort level is able to reach the required Grade 8 Level of Numeracy
abilities. In order to further develop ability and help students stay engaged, students can be
taught about "real life" examples of a particular Numeracy topic, it might be in their Science class
or cooking class. They can also subscribe to some popular used Numeracy applications. Once
the required level has been reached students can be provided with extension activities to
further develop and consolidate learning.

COHORT 2:

This cohort could should work on a Year 5 Level numeracy while simultaneously being
presented with some Year 8 Level concepts, this can keep them motivated and not feel that
they are so behind in Numeracy. Typically older children can cover many Numeracy levels in
one year, it is not necessary for them to do every single worksheet for Year 5 Level rather
just skim through the curriculum and if there are any difficult questions the teacher can
explain and assist the group.

COHORT 3:
Given that this cohort has significant difficulties with Numeracy, active teaching, which includes
explicit teaching and direct instruction methods should be implemented in order to assist in
achieving higher results (Edwards-Groves, 2002). Research reminds us that a major constraint in
improving numeracy standards in low-achieving students is the student negative self-concept that
they cannot learn mathematics (Martin & Marsh, 2006). Furthermore Carol Dweck (2000) argued
that finding ways to support low-achieving students is as much connected to their orientation to
learning as it is to cognitive approaches. Given that the two students in this cohort are operating
between levels 1.3-5 and they both had some OnDemand growth between Semesters 1 & 2 they
could both be placed to work on Level 3 with the strategy to provide them with accelerated
learning and move them forward each time they reach a level, while it might not be possible to
move them from Grade 3 Level to Grade 9 Level in one year pace of the Numeracy curriculum
could leave them totally disengaged if no strategy to assist them is not implemented. By starting
at Grade 3 Level students should be would be well engaged as it is a level they are able to operate
in and hopefully move forwards.

4. In terms of your discipline (Business management), outline three strategies that you
could implement in class to support the students skills and knowledge in mathematics

Building up on the Numeracy skills students already have, I would structure learning based
on the mathematical skills students have already mastered, this will make students feel
comfortable and provide them with a sense of accomplishment. I would make effort to
demonstrate how the Numeracy concept is useful in the real world by giving examples. I
would incorporating the use of technology into classroom lessons, there are some great
Numeracy apps such as the study ladder that students can log into during class time or at
home and engage in some fun learning.

For example Cohort 1 Grade 6-8 Level numeracy:

Number & Algebra

ACMNA187 Solve problems involving the use of percentages, including percentage

increases and decreases, with and without digital technologies (Australian Curriculum and
Assessment Reporting Authority ACARA, 2012)

What is 40% of $500=$300, it can be explained to students that using an example of a bike
being on sale at a local bike shop and all bikes are 40%, how much would their favourite
bike cost with the % reduction?

Statistics & Probability

(ACMSP292) Represent events in two-way tables and Venn diagrams and solve related
problems (ACARA, 2012)

Explain to students that probability is used to calculate insurance tables. For example, data
collected concerning car accidents, including gender and age of driver and model of car is used
to determine the chance of accidents occurring (Siemon, Beswick, Brady, Clark, Faragher,
Warren 2015).

Measurement & Geometry

(ACMMG195) Choose appropriate units of measurement for area and volume and convert
from one unit to another (ACARA, 2012)

Convert 490 grams into milligrams, while cooking, measuring weight of gold, silver etc
students are provided with real life examples of where their skills might be needed.
5. Planning for individual-create an Individual Learning Plan for a low achieving
students in your class.

Student details: John

Year level: 8

Class: Numeracy

School contact: Numeracy teacher

Understanding the student:

Jack is a Year 8 student experiencing significant difficulties in Year 8 Numeracy. He

achieved an overall average of Grade 2.2 Level. Jack has demonstrated ability to increase his
achievement by having 1.5 OnDemand growth in Semester 2 results. In order to move Jack
forward to a higher level he will be placed to work on Year 3 Numeracy Level with the strategy
to provide him with accelerated learning and move him forward each time he reaches a level. He
will be working in a group with no more than two students. In order to keep Jack engaged and
make the Numeracy content more relevant we will use real life examples in all Numeracy
concepts. Various Numeracy applications will be used in order to assist Jack in making relevant
uses of Numeracy in our daily lives.

LEARNING ACTION WHO HOME

GOAL ACTIVITIES
What is my What do I need to specifically Who will What you can do at
learning goal? to achieve my goal? support me home to help with
with my progress?
goal?
To achieve 1.Investigate the conditions required for a Teacher, 1.Play dice games and ask
number to be odd or even and identify odd Parents, student if the number is odd or
Year 3 Level and even numbers (ACMNA051) Student even
Numeracy by the Support Staff
end of Term 1 2. Recognise, model, represent and order by use of 2.Get students to count by 10s,
numbers to at least 10 000 (ACMNA052) various 100s, 1000s when at home and
simple ask student to explain the value
3.Apply place value to partition, rearrange learning of number .
and regroup numbers to at least 10 000 to methods.
assist calculations and solve 3.Assist student with regrouping
problems(ACMNA053) numbers instead working out
what 79-16 is, get student to
 4.Recall multiplication facts of two, three, five
and ten and related division facts
(ACMNA056)
5.Tell time to the minute and investigate the
relationship between units of time
(ACMMG062)
6.Identify symmetry in the environment
(ACMMG066)
7.Identify angles as measures of turn and
compare angle sizes in everyday situations
(ACMMG064)
8.Conduct chance experiments, identify and
describe possible outcomes and recognise
variation in results (ACMSP067)
Source: (ACARA, 2012)
Teaching & 1.Simple use of numeracy concepts
Learning at a level suitable for Jack
adjustments 2.Viewing of instructional online
videos demonstrating use of
numeracy in various settings
3.additional skill development to
prepare for participation in class
activities
Monitoring and Teacher to document evidence
evaluation about Jack's progress by formative
strategies assessment, make any necessary
calculate the tens first
70+10=80 then calculate the
ones 9+16=15
4.Practise multiplication for
example we need to purchase 3
new tyres, one tyre costs $70
how much are 3 tyres going to
cost us
5. Advise the student he/she has
600 seconds to get dressed, how
many minutes is that and what
time it will be on the clock?
6. Explore different shapes that
can be found in the garden, look
for shapes that are hidden in
objects for example a pond,
paving stone, garden bench.
7. Get students to open and
close doors and compare the
size of angles created.
8.Get student to toss coins, ask
student what is the probability
of the coin landing on either
side-heads or tails
 adjustments to the plan and note
down progress.

ILP Completed by (name): Signature:

Date:

In regards to the Australian Curriculum General Capabilities, how will you ensure the
overall development of Literacy & Personal and Social Capability?

A) Literacy
In the subject area of Numeracy there are various methods that teachers can implement in order
for students to ensure overall development in Literacy. For example in Numeracy students are
introduced to the vocabulary associated with number, space, measurement, mathematical
concepts and processes. This vocabulary extends to the use of technical terminology as well as
common words that have a specific meaning within the context of Numeracy. In the Ausvels
Numeracy Curriculum students might be required to represent and solve problems involving
multiplication using efficient mental and written strategies and appropriate digital technologies
(ACMNA057), student's task is to write simple world problems in numerical form and vice
versa . Measurement & Geometry: Tell time to the minute and investigate the relationship
between units of time (ACMMG062) students can create and interpret a range of texts such as
yearly calendars, clocks, scales etc. In order to tackle Numeracy activities students need to read
the question and comprehend what it is asking them to do. During problem solving time
students discuss, produce and explain possible solutions (Ausvels 2012).
B) Personal and Social Capability
In Numeracy students develop and use personal and social capability as they apply mathematical
skills in a range of personal and group contexts. It might be through numeracy activities they are
given tasks that relate to learning in their own lives or the use of statistics, it might be when they
are counting how much money they have in their wallets or managing time. If students are asked
to problem solve a numeracy task they could be given a 10 minute time limit, this would assist
them in managing time. Numeracy given students the chance to take initiatives, taking, and
decision-make, communicating their processes and findings, and working independently and
collaboratively in the mathematics classroom.
Enhances the development of students personal and social capabilities by providing
opportunities for initiative taking, decision-making, communicating their processes and findings,
and working independently and collaboratively in the mathematics classroom.
References

Australian Curriculum Assessment and Reporting Authority. (2012). the Australian Curriculum in
Victoria. Retrieved from: http://ausvels.vcaa.vic.edu.au/
Department of Education and Training 2014. Strategies to Improve Students Attendance
Retrieved from
http://www.education.vic.gov.au/school/principals/participation/Pages/improvementstrategies.asp
x#link15

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development.

Philadelphia, VA: Psychology Press
Edwards-Groves, C. (2002). Connecting students to learning through explicit teaching. In
DEST, MyRead: Strategies for teaching reading in the middle years. Retrieved from
http://www.myread.org/explicit.htm
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational
correlates: A construct validity approach. Psychology in the Schools, 43(3), 267281. McLeod,
D. B., & Adams, V. M. (1989). Affect and problem solving. New York: