Task description1. Firstly, analyse a student’s work sample for literacy and numeracy needs. Decide...

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Task description1. Firstly, analyse a student’s work sample for literacy and numeracy needs.	Decide on the year level and subject area you wish to teach in. Carefully select onework sample from a reputable website such as theACARAorNESAwebsites, or obtain one from your local school, for your year level and subject area. Briefly summarise the assessment task the work sample was produced to respond to.	Your work sample must display a substantial number of literacy and numeracy elements you can analyse. For example, a painting or musical performance recording with little linguistic text accompanying the artwork does not qualify as a work sample for Assignment 2.	Write an analysis of the sample and some feedback to the student in which you point out their specific strengths and weaknesses in literacy and numeracy.2. Secondly, choose three learning outcomes/content descriptions from your curriculum area. The learning outcomes/content descriptions are from the same learning area as the work sample you have analysed in 1. above.The topic you choose may be the same as the topic for the work sample or you may choose a different topic.You are not permitted to choose English as your learning area for this assignment as it is covered in other units.3. Thirdly, develop a sequence of four lessons (each approx 20-40 minutes) that embed the teaching of the literacy and numeracy demands associated with your chosen learning outcome(s)/content description(s):	demonstrating your knowledge of teaching subject-specific literacy and numeracy in teaching your subject area by using frameworks and models introduced in the unit material, for example, the teaching and learning cycle in the prescribed textbook by Derewianka and Jones (2016).	documenting the specific literacy and/or numeracy demands you have identified in each lesson as well as specific applications of language, literacy and numeracy teaching strategies to deal with the literacy/numeracy demands in each lesson.	demonstrating an understanding of the role of ongoing/formative assessment in each lesson.	demonstrating your approach to addressing the literacy and numeracy needs of the student whose work sample you have analysed.4. Fourthly, explain how your four-lesson sequence would achieve the selected learning outcomes/content descriptions and critique your approach to dealing with the literacy and numeracy demands and assessment in your unit of work.5. Finally, provide areference listby using the UNEAPA Referencing Guide. Include the sources cited in your portfolio.	Your reference list is not included in word count. Your in-text referencing is counted into your word limit.A template is provided to you for guidance below.	Assignment 2: Template1: Work sample analysis. (Approximately 400 words)						Provide a brief summary of the assessment task the work sample was produced to respond to.			Provide an analysis of the student work sample.			Provide feedback to the student, pointing out their strengths and weaknesses in relation to literacy and numeracy.			Attach a copy of the work sample in an Appendix (placed after your reference list)			2. Provide a brief overview of your four-lesson teaching sequence. (Approximately 200 words)	Identify three learning outcomes/content descriptions from your curriculum area that you will engage with in your four lessons.	Name the title/topic of the unit and the year level. The topic is the specific content of your subject that you teach in the sequence. The title captures your topic in an appealing way.	Indicate the duration of the unit (e.g. length of lessons).	Briefly summarise your four-lesson sequence.3. Four-lesson teaching and learning sequence. (approximately 1100 words)										Lessons										Codes of the Learning Outcome(s)/ Content Descriptions(s) selected for the lesson										Sequence of teaching and learning activities										Literacy and numeracy demands you identify in the teaching and learning activities										Approaches to handling the literacy and numeracy demands in the teaching and learning activities										Resources														Lesson 1																																																																Lesson 2																																																																Lesson 3																																																																Lesson 4																																																								4. Explainhow your four-lesson teaching sequence has addressed the selected learning outcomes/content descriptions, including for the student whose literacy and numeracy needs have been analysed. Consider the models or frameworks you have applied/adapted in designing the lessons, your handling of the literacy and numeracy demands, and assessment. In a reflection critique your approach to dealing with the literacy and numeracy demands and assessment in your unit of work. (Approximately 300 words)5. Provide a Reference list in APA format citing all sources used in the creation of the assignment.6.Include a copy of the student's work sample in an Appendix.	Marking criteria															Criteria																			Excellent																			Very good																			Good																			Satisfactory																			Poor																			Score																		Providing appropriatefeedbackon literacy and numeracy strengths and weaknesses based on theanalysisof the student work sample										Provides clear, relevant, specific feedback on literacy and numeracy strengths and weaknesses in the student work sample.										Most of the feedback on literacy and numeracy strengths and weaknesses in the student work sample is clear, relevant, specific.										Some of the feedback on literacy and numeracy strengths and weaknesses in the student work sample is clear, relevant, specific.										General feedback on literacy and numeracy strengths and weaknesses in the student work sample										Inadequate feedback on literacy and numeracy strengths and weaknesses in the work sample										10														Using/adapting the template provided, designs a detailed description of literacy and numeracy-embeddedunit of work, which clearly indicates how literacy, numeracy, subject content and assessment are integrated.										Designs an exceptionally well-presented and well developed unit of work which clearly indicates how literacy, numeracy, subject content and assessment are integrated										Designs a very well-presented and well developed unit of work which clearly indicates how literacy, numeracy, subject content and assessment are integrated										Designs a well-presented and reasonably well developed unit of work which indicates how literacy, numeracy, subject content and assessment are integrated										Designs aunit of workthat is satisfactory but requires further development										Inadequate description of unit of work										10														Explicitly details the specific literacy and numeracy demands in the lessons.										Presents very specific and highly relevant literacy and numeracy demands in all four lessons										Presents specific and relevant literacy and numeracy demands in most lessons										Presents relevant literacy and numeracy demands in most lessons										Presents relevant literacy and numeracy demands in some lessons										Inadequate literacy and numeracy demands										8														Designs meaningful teaching and learning activities that handle the literacy and numeracy demands identified in the lessons.										Details a variety of well-designed and engaging literacy and numeracy teaching activities in all four lessons										Details a variety of well-designed and engaging literacy and numeracy teaching activities in most lessons										Details at least two appropriate literacy and numeracy teaching activities in each lesson										Details at least one appropriate literacy and one appropriate numeracy learning activity in each lesson										Lacks appropriate literacy and numeracy learning activities										6														Provides evidence of using the unit material.										All the 10 core readings from the Study Schedule plus other relevant readings are effectively used in the essay.														Effectively uses more than 6 core readings in the Study Schedule.										Effectively uses more than 4 core readings in the Study Schedule.										Effectively uses the topic notes for the 8 topics and at least one core literacy and one core numeracy reading in the Study Schedule.										Shows limited use of the topic notes and core readings in the Study Schedule.										5														Uses APA referencing in-text and on the reference list.										Demonstrates accurate use of APA referencing										Uses APA referencing with occasional minor errors										Uses APA referencing with several minor errors										Uses APA referencing with some minor omissions and inaccuracies										Inadequate referencing with major omissions and inaccuracies										3														Displays professional presentation and literacy proficiency at all levels including double spacing, text/paragraph structure, grammar, punctuation and spelling.										Submits an extremely well presented and very well structured assignment.				Sophisticated professional writing, free from error										Delivers an effectively presented and very well structured assignment.				Very good standard of professional writing										Delivers a well-presented and well-structured assignment.				Good standard of professional writing										Delivers an assignment that is satisfactory in presentation and structure.				Errors in writing without interfering with understanding										Delivers a poorly presented and poorly structured assignment.				Significant number of errors in writing and/or lack of careful editing										4														Reflections on the unit of work that supports subject area learning through literacy and numeracy-embedded teaching.										Clearly explains how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons				Excellent critique of the use of the framework(s) or model(s) in handling literacy and numeracy demands and assessment										Clearly shows how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons								Sound critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment										Shows reasonably well how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons								Reasonable critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment										Makes general reflections on literacy and numeracy-embedded teaching in the unit work				Some relevant critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment										Little relevant reflections on literacy and numeracy-embedded teaching										4						Read both the Assignment

Malvika · Accepted Answer

Assignment 2
Literacies and Numeracies Portfolio
Work Sample Analysis and Teaching Sequence
Work Sample Analysis
Summary
	The student work sample selected for the analysis is from a Mathematics K-10 Stage 2 exercise given to students and credited Grade C by NSW Education Standards Authority [NESA] (NESA, 2020). The activity was named ‘What could the question be?’ and the students were given a timeline of 20 minutes to find the answers. The scenario presented to the students included that they had to find the possible questions that would lead to the answer to be 12. The students were instructed to use each operation i.e. addition, subtraction, multiplication and division. Additionally, NESA (2020) highlights that the students were given instructions to make use of whole numbers up to four digits, fractions and also decimals. The aim in the given task was to make students apply different numerical and literacy possibilities to come up with word problems and number sentences with the set answer i.e. 12. 
Analysis
	The work done by Ariel includes all the four mathematical operations that were in the suggestion for integration. There are number problems with addition, subtraction, multiplication, and division as well as a mix of the two operations. In the research conducted by Wang, Fuchs & Fuchs (2016) it is confirmed that the presence of relevant information is important for the development of cognitive and linguistic predictors of mathematical problems. The student was able to decipher the instructions and make use of the information provided. There are also some problems that have fractions and a word problem too. However, the word problem used is too simple and there is no use of decimals in any of the framed questions. In the discussion by Verschaffel et al. (2020) it is indicated that the word problems in mathematics education help the learners develop comprehensive skills and acquire cognitive strategies. Some of the problems framed by Ariel have an incorrect outcome and the answer is 6 and not 12. 
Feedback
	The student’s work brings to light the fact that the student possesses adequate level of understanding and competency pertaining to the construction of mathematical problems. The application of different mathematical operations confirms the ability of the student to understand and apply them. However, the student was not able to integrate decimals in the given assessment. There was also a lack of use of four-digit numbers, which was suggested in the given instructions. Thus, the work done by the student is adequately marked at C grade. 
Four-Lesson Teaching Sequence
	The developed teaching sequence lesson plan is for Stage 2 wherein students are aware of three-digit and four-digit numbers as well as the simple methods of extracting information from the given figures. 
	MA2-1WM: Using appropriate terminology to describe, and symbols to represent, mathematical ideas
	The title of the unit would be ‘Graphical Representation of Mathematical Numbers’. A class of 30 minutes and a minimum of five lessons will be included to cover the topic and ensure that all the possibilities are covered. 
MA2-2WM: Selects and uses appropriate mental or written strategies, or technology, to solve problems.
The title of the unit would be ‘Data Handling’, as the students will be taught to draw conclusions from the given data and figure out what is to be done to reach the answers. There will be three classes of 30 minutes each to cover the topic. 
MA2-3WM: Checks the accuracy of statement and explains the reasoning used.
The unit would be titled ‘Playing with Numbers’, as the students will be motivated to use their mental thinking skills and engage in formation of numbers with different types of digits in different sequences.

Task description 1. Firstly, analyse a student’s work sample for literacy and numeracy needs. Decide on the year level and subject area you wish to teach in. Carefully select onework sample from a...

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Lessons	Codes of the Learning Outcome(s)/ Content Descriptions(s) selected for the lesson	Sequence of teaching and learning activities	Literacy and numeracy demands you identify in the teaching and learning activities	Approaches to handling the literacy and numeracy demands in the teaching and learning activities	Resources
Lesson 1
Lesson 2
Lesson 3
Lesson 4

Criteria	Excellent	Very good	Good	Satisfactory	Poor	Score
Providing appropriatefeedbackon literacy and numeracy strengths and weaknesses based on theanalysisof the student work sample	Provides clear, relevant, specific feedback on literacy and numeracy strengths and weaknesses in the student work sample.	Most of the feedback on literacy and numeracy strengths and weaknesses in the student work sample is clear, relevant, specific.	Some of the feedback on literacy and numeracy strengths and weaknesses in the student work sample is clear, relevant, specific.	General feedback on literacy and numeracy strengths and weaknesses in the student work sample	Inadequate feedback on literacy and numeracy strengths and weaknesses in the work sample	10
Using/adapting the template provided, designs a detailed description of literacy and numeracy-embeddedunit of work, which clearly indicates how literacy, numeracy, subject content and assessment are integrated.	Designs an exceptionally well-presented and well developed unit of work which clearly indicates how literacy, numeracy, subject content and assessment are integrated	Designs a very well-presented and well developed unit of work which clearly indicates how literacy, numeracy, subject content and assessment are integrated	Designs a well-presented and reasonably well developed unit of work which indicates how literacy, numeracy, subject content and assessment are integrated	Designs aunit of workthat is satisfactory but requires further development	Inadequate description of unit of work	10
Explicitly details the specific literacy and numeracy demands in the lessons.	Presents very specific and highly relevant literacy and numeracy demands in all four lessons	Presents specific and relevant literacy and numeracy demands in most lessons	Presents relevant literacy and numeracy demands in most lessons	Presents relevant literacy and numeracy demands in some lessons	Inadequate literacy and numeracy demands	8
Designs meaningful teaching and learning activities that handle the literacy and numeracy demands identified in the lessons.	Details a variety of well-designed and engaging literacy and numeracy teaching activities in all four lessons	Details a variety of well-designed and engaging literacy and numeracy teaching activities in most lessons	Details at least two appropriate literacy and numeracy teaching activities in each lesson	Details at least one appropriate literacy and one appropriate numeracy learning activity in each lesson	Lacks appropriate literacy and numeracy learning activities	6
Provides evidence of using the unit material.	All the 10 core readings from the Study Schedule plus other relevant readings are effectively used in the essay.	Effectively uses more than 6 core readings in the Study Schedule.	Effectively uses more than 4 core readings in the Study Schedule.	Effectively uses the topic notes for the 8 topics and at least one core literacy and one core numeracy reading in the Study Schedule.	Shows limited use of the topic notes and core readings in the Study Schedule.	5
Uses APA referencing in-text and on the reference list.	Demonstrates accurate use of APA referencing	Uses APA referencing with occasional minor errors	Uses APA referencing with several minor errors	Uses APA referencing with some minor omissions and inaccuracies	Inadequate referencing with major omissions and inaccuracies	3
Displays professional presentation and literacy proficiency at all levels including double spacing, text/paragraph structure, grammar, punctuation and spelling.	Submits an extremely well presented and very well structured assignment. Sophisticated professional writing, free from error	Delivers an effectively presented and very well structured assignment. Very good standard of professional writing	Delivers a well-presented and well-structured assignment. Good standard of professional writing	Delivers an assignment that is satisfactory in presentation and structure. Errors in writing without interfering with understanding	Delivers a poorly presented and poorly structured assignment. Significant number of errors in writing and/or lack of careful editing	4
Reflections on the unit of work that supports subject area learning through literacy and numeracy-embedded teaching.	Clearly explains how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons Excellent critique of the use of the framework(s) or model(s) in handling literacy and numeracy demands and assessment	Clearly shows how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons Sound critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment	Shows reasonably well how the unit of work has achieved the learning outcomes/content descriptions through integrating subject, literacy, numeracy and assessment by citing relevant literature and examples from the lessons Reasonable critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment	Makes general reflections on literacy and numeracy-embedded teaching in the unit work Some relevant critique of the use of the frameworks or models in handling literacy and numeracy demands and assessment	Little relevant reflections on literacy and numeracy-embedded teaching	4