PART ONE: PLANNING USING DATA AND EVIDENCE

INDIVIDUAL ASSESSMENT: OBSERVATION

NAME: Child A
DATE & FOCUS AREA OBSERVATION ANALYSIS / INTERPRETATION
TIME
01/06/2021 Mathematics- Bug counting diagnostic activity: Child A needed assistance to count the bugs
Number and algebra The children were asked to count the bugs in the garden. using the correct numbers and to ensure they
did not recount the bugs. Child A needed
Milestones: assistance to count in the correct order.
Touches objects to
count- starting to
understand the
relationship between
numbers and objects
counts 5-10 things,
counts by rote

KCG:
Count objects by
using one-to-one
correspondence Counted 4 lady bugs (actual- 4- with teacher assistance)
Know that numbers Counted 9 butterflies (actual- 3)
always happen in a Counted 6 ants (actual- 6- with assistance to count in order)
conventional order Counted 10 bees (actual-4)
(stable order) Counted 19 beetles (actual- 4)
Begin to understand Counting is out of order and not one-to-one correspondence.
that the starting point
and the order in
which you count them
does not affect how

1
01/06/2021 many (order Observation: Child A could not recognise the numbers
irrelevance) Whilst sitting in the sandpit, I drew some numbers for the children drawn out. Child A did guess number names.
Recite number names and asked if they knew which number was which. This child had no
in order consistently number recognition and needed assistance each time.
Recognise numerals,
03/06/2021 initially to 5, then 10, Playdough numbers diagnostic activity: Child A demonstrated that they knew different
then order them number names but not necessarily their
Partition small meaning or order.
numbers (part, part,
whole)
I have identified the learning need for Child A
to develop knowledge and understanding of
the numbers 1-5 and the ability to count these
numbers in order.

This child did not recognise the numbers on the playdough mat and
could not count independently. They knew number names but could
not count in order. They needed assistance to count in order and
count the correct number of playdough balls.

PLAN FOR FUTURE LEARNING EXPERIENCE: DOMAIN LINKS

COLOUR KEY
For future learning experiences, I am planning on focussing on building number awareness, counting correctly 1-5 • Physical (Fine Motor)
(stable order) and that the final number counted is the total amount counted (cardinal principle). • Physical (Gross Motor)
• Social
Future experiences will be hands-on and engaging to ensure they grasp the concepts. Activities will include counting
• Emotional
pom poms in muffin tins, weaving from number to number and a matching activity. • Cognitive/ Language
• Creative/Aesthetic
• Spiritual / Moral 2
 INDIVIDUAL ASSESSMENT: OBSERVATION

NAME: Child B
DATE & FOCUS AREA OBSERVATION ANALYSIS / INTERPRETATION
TIME
24/05/2021 Mathematics- Observation: Child B demonstrated an interest in numbers
9:30 am Number and algebra The children were at the table eating toast for morning tea. The and counting.
toast had been cut into four triangles and the children were Child B showed that they could count small
Milestones: counting the number of pieces of toast they had. This particular child numbers correctly.
Touches objects to showed an interest in the counting
count- starting to
understand the
27/05/2021 relationship between Bug counting Child B demonstrated one-to-one
numbers and objects correspondence when counting small
counts 5-10 things, numbers. Child A stopped counting one-to-one
may write some and guessed some numbers when counting
numbers, counts by larger numbers.
rote

KCG:
Count objects by
using one-to-one
correspondence
Know that numbers
always happen in a
conventional order
(stable order) Counted 3 butterflies (actual- 3)
Begin to understand Counted 4 beetles (actual- 4)
that the starting point Counted 7 butterflies and beetles (actual-7)
and the order in Counted 3 bees (actual- 3)
which you count them Counted 16 lady bugs, bees, beetles and butterflies (actual- 15)
does not affect how

3
 many (order Some recounting and one-to-one correspondence was not followed
irrelevance) when counting larger numbers.
Recite number names
02/06/2021 in order consistently Playdough numbers Child A demonstrated knowledge of most
Recognise numerals, numbers 1-10.
initially to 5, then 10, Child A was able to count the correct amount
then order them of playdough when placing them on the mats,
Partition small however, did need to recount if they didn’t use
numbers (part, part, one-to-one correspondence.
whole)
I have identified the learning need for Child B
to further practice counting numbers 1-10 to
develop an understanding of one-to-one
correspondence when counting, and that one
object will represent one count.

This child had good number recognition- 1, 5, 10, 6 and only

struggled with number 9. They were able to trace the number on the
page and could roll the correct number of playdough balls, except
for 9. They could also count in order, however, they did recount
some of the balls of playdough.

DOMAIN LINKS
PLAN FOR FUTURE LEARNING EXPERIENCE: COLOUR KEY
•
For future learning experiences, I am going to highlight the cardinal principle, the order-irrelevance principle and one- •
Physical (Fine Motor)
Physical (Gross Motor)
to-one correspondence when counting. •
•
Social
Emotional
Future experiences will include counting pom poms on ice-creams, counting spots on lady bugs and threading beads • Cognitive/ Language
• Creative/Aesthetic
onto a hungry caterpillar, ensuring that the three principles above are the focus of the three activities. • Spiritual / Moral

4
 INDIVIDUAL ASSESSMENT: OBSERVATION

NAME: CHILD C
DATE & FOCUS AREA OBSERVATION ANALYSIS / INTERPRETATION
TIME
01/06/2021 Mathematics- Bug counting Child C demonstrated number knowledge of 1
Number and algebra to 10 and then extended this by counting all
the bugs together to get a total number. Child
KCG: A followed one-to-one correspondence, had
Count objects by high number recognition and could count by
using one-to-one sight.
correspondence
Know that numbers
always happen in a
conventional order
(stable order)
Begin to understand
that the starting point
and the order in
which you count them Counted 4 beetles (actual- 4)
does not affect how Counted 6 ants (actual- 6)
many (order Counted 9 ants and butterflies (actual- 9)
irrelevance) Counted 8 bees and lady bugs (actual- 8)
Recite number names Total bugs: 21 (actual- 21)
in order consistently
Recognise numerals, Observation:
01/06/2021 initially to 5, then 10, Whilst completing a diagnostic activity, this child stated that they Child C demonstrated simple addition of even
then order them know some addition, “like 4 + 4 equals 8”. numbers.
Partition small
numbers (part, part,
whole)

5
 01/06/2021 Observation: Child C showed knowledge of multiplication,
Whilst completing another activity, this child recited that “10 x 10 which may have been rote learnt.
equals 100”, and that they knew some of their timetables.

Child C is strong in maths and has prior

knowledge from learning at home. To further
challenge and develop their maths skills, I have
identified the learning need for Child C to
develop further knowledge and understanding
on partitioning, which will lead into addition
and subtraction.

DOMAIN LINKS
COLOUR KEY
PLAN FOR FUTURE LEARNING EXPERIENCE: • Physical (Fine Motor)
For future planning, I will focus on extending this child to include partitioning, as well as increasing his number • Physical (Gross Motor)
awareness to 10-20. • Social
• Emotional
Activities and experiences will include throwing tennis balls into hula hoops, partitioning playdough and a partitioning • Cognitive/ Language
to make whole numbers. • Creative/Aesthetic
• Spiritual / Moral

6
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 7 YEAR LEVEL: LEARNING AREA/TOPIC: Maths

Toddlers/Kindy

EYLF Responsiveness to Learning Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to their sense of wellbeing and involved learners communicators
world

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (KCG) (include learner diversity)
7 3, Holistic, 1, Identity, Children will be Observations/ Diagnostic activity: How many Whiteboard
5 responsiveness, 2, connecting able to count anecdotal notes: The children will be asked to draw a … are in Markers
play, 3, and between 3-21 Children will be garden on the whiteboard. As they are your Laminated
intentional, 4, contributing, bugs. asked a series of drawing their garden, the educator will garden? bugs
environments, 5 wellbeing, questions place different groups of bugs in their
assessment learning and throughout the garden. They will be asked to count How many
thinking activity and them, and their answers recorded. The … and … are
their answers way they count will also be observed in your
recorded as (one-to-one, by sight, etc). garden?
observations.

7
7 3, Holistic, 1, Identity, Children will Checklist: Diagnostic activity: Are you
5 responsiveness, 2, connecting identify a variety of A checklist will The children will be asked to choose a sure? Could Playdough
play, 3, and numbers from 1- be used to playdough mat. They will then need to you recount mats
intentional, 4, contributing, 10. record the identify the number and make that for me? Playdough
environments, 5 wellbeing, children’s number of playdough balls. They will
assessment learning and Children will be answers and also have the choice to trace or make a Do you
thinking able to place the any playdough number on their mat. know what
correct number of observations number this
playdough balls that the is?
under the number educator makes.
they choose. How many
balls of
playdough
is that?

500 Words:

The data collected from the diagnostic assessments conducted reflects a different skill level for each focus child. Child A’s learning will be based
on both the Developmental Milestones (Department of Education, Employment and Workplace Relations [DEEWR], n.d) and the Kindergarten
Curriculum Guidelines (KCG) (School Curriculum and Standards Authority [SCSA], 2014). The Milestones state that between ages 3-5 children
should be able to count five to ten things by rote (DEEWR, n.d). Child A demonstrates little knowledge and understanding on number names,
figures and counting in the correct order. The KCG suggests that children be able to recognise numbers 1-5, and then to 10, and be able to count
these numbers (SCSA, 2014). I believe that Child A is ready to work towards these curriculum points, as they can name some number names,
and they need to work towards making the connections when counting. In future planning and assessing, the focus for Child A will be to develop
a foundational understanding of the numbers 1-5 and counting in the correct order.

Child B’s learning will also be based on the Developmental Milestones (DEEWR, n.d) and the KCG (SCSA, 2014). The Milestones state that between
the ages 3-5, children should be able to count 5-10 things by rote, touching the objects to count (DEEWR, n.d). This would demonstrate the
beginning of one-to-one correspondence, which is outlined in the KCG (SCSA, 2014). As demonstrated in the diagnostic assessment samples,

8
Child B shows a sound understanding of number knowledge and counting, however is lacking the use and understanding of one-to-one
correspondence when counting. Future planning and assessment for Child B will focus on developing more confidence through practicing using
one-to-one counting. Child B is ready to further develop this skill, as they already have the knowledge of counting, however, they lack the
understanding of one-to-one counting, and that each object represents one count.

Child C’s learning will be based on the KCG (SCSA, 2014). The KCG states that children will develop partitioning using part, part, whole (SCSA,
2014) or making a larger number from smaller numbers, which will lead into addition. As demonstrated in the diagnostic assessment
observations, Child C already has knowledge on addition, and demonstrates a high degree of knowledge and understanding on numbers, their
properties and counting, which demonstrates their readiness to be extended in future learning and planning to develop an understanding of
partitioning (part, part, whole).

The lessons for these children will be maths based, however they will also have a literacy aspect to them. This will be highlighted through the
skills children develop when asking questions, engaging in mathematical conversations, and listening to children’s literature as they learn the
mathematical concepts. The early learning centre has a focus on play-based, hands on learning using a rich learning environment which will be
demonstrated in these activities planned for the three focus children. When learning through play, the focus children will be in control of the
learning they are doing and will be more engaged and interested. Piaget (Robinson et al., 2018) believes that children build on knowledge that
they already have when playing and adjust what they already know based on what they are learning (Robinson et al., 2018). This will be done as
children further develop their mathematical knowledge and correct any misconceptions they may have.

9
 PART TWO: TEACHING AND LEARNING
FORWARD PLANNING DOCUMENT

CHILD A Weeks: 8-10 YEAR LEVEL: KINDY LEARNING AREA/TOPIC: NUMERACY

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK EYLF (for all three lessons) AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (KCG) All three (include learner diversity)
lessons
8 3, Responsiveness, 1, Connecting and Children will Anecdotal The children will be invited to a mat What Laminated
5 learn through 3, contributing- successfully notes: session which will review the numbers number is numbers
play, intentional 4, Children plan and recognise the The educator 1-5. The educator will go through each this? 1-5
teaching, 5 carry out a few numbers 1-5, will take notes number with the children, saying the How many Pegs
continuity of simple, sequenced their names, on the key name and placing the correct number pegs do I
learning and steps. and their questions as the of pegs onto each number. They will have?
transitions, Wellbeing- actively quantity. children then have the children count the Can you help
assessment for engage in learning complete this number of pegs and repeat the me count?
learning experiences, Children will activity. number.
be able to

10
 conversations and successfully The educator will have the children How many Pom poms
play experiences; count the place pom poms into a muffin tin. The pom poms Muffin tin
Create and use numbers 1-5 in numbers 1-5 will be stuck onto the do you need? Numbers
simple order. inside of the tin and children will need What 1-5
representation to to identify the number and place the number is
organise and correct amount in there. this?
communicate
mathematical ideas At the conclusion of the activity, the Can you help
and concepts; educator will have the children count me count the
name the last the pom poms in the muffin tray and pom poms?
number the count name the numbers on the bottom of What
that represents the tin. number
how many in the comes next?
set; know that
numbers always
9 happen in a Children will Observations: The children will be invited to complete What comes Laminated
conventional successfully The educator a mat session. They will sing the circle after this numbers
order; recognise identify the will take song and sit around in a circle. Starting mumber? 1-5 to
numerals 1-5. numbers 1-5. observations with the educator, they will start show the
down as the counting (1 … 2 … 3 … 4 …), until they children as
Children will activity is get to five. Then they will count again, they
successfully completed. ensuring that all the children are Do you know count.
count the counting in the correct order. where to
numbers 1-5 in Work sample: thread the
order, after The educator The educator will have the children wool next? Wool
identifying the will take a photo complete a weaving activity. The Can you Weave
numbers of the children’s children will need to weave a piece of count these boards
correctly. work to track wool through the numbers 1-5 in the numbers for
progress. correct order. me?

11
 At the conclusion of the activity, the Can you help
educator will go through each of the me count?
numbers, having the children say them What comes
as the educator points. next?

10 Children will Work sample: The children will be asked to a mat Which
successfully The educator session before completing the activity. number
recognise all will collect As a group, the children will go around comes next?
numbers 1-5 images of the counting in order 1-5, with each child Can you help
and match children’s work saying a number. They will have to hold me count the
these to as a sample to up the correct number of fingers when next
quantities. assess against they say their number. number?
the objectives Matching
Children will Children will have to complete a Which number
successfully Checklist: matching game. They will be given number is cards
count The work cards numbered 1-5, and cards that this?
quantities of sample have the corresponding amount of dots How many
objects 1-5. collected will be on them. The children will be tasked dots are on
used to fill out a with matching the amount of dots to this card?
checklist the number.
covering the
specific lesson To conclude the activity, the educator Does this
objectives. will go through each matched pair of card match
cards and have the children help them this card?
count.

12
ANNOTATIONS:
- When completing the first activity, the mat session was modified to just review the numbers 1-5 with the pegs already placed on them,
not having the child place the pegs on them. This allowed for the child to focus only on the numbers shown, and to count the pegs
already placed.
- When completing the second activity, the mat session was completed multiple times, and the main activity was as well. Before the child
threaded the wool through the board, they traced the numbers in the correct order to ensure they knew the numbers and order to
count.
- When completing the third activity, it was more guided and supported than planned. The educator would give the child a number and
they would count the dots to find the correct dot card.

13
 FORWARD PLANNING DOCUMENT

CHILD B WEEKS: 8-10 YEAR LEVEL: KINDY LEARNING AREA/TOPIC: NUMERACY

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

General capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK EYLF (for all three lessons) AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (KCG) All (include learner diversity)
three lessons
8 3, Responsiveness, 1, Identity- Show Children will Anecdotal The children will be invited to a mat What Pegs
5 learn through 2, increasing successfully notes: session. They will begin by counting the number is Laminated
play, intentional 3, confidence in use one-to-one The educator number of pegs that are attached to this? numbers
teaching, 4, their abilities. correspondenc will take notes laminated numbers. They will be asked How many 1-10
continuity of 5 Connecting and e when on the key to name the total number that they pegs are on
learning and contributing- plan counting questions as the have counted (cardinal principle). it?
transitions, and carry out a numbers 1-10. children
assessment for few simple, complete this The children will be asked to complete How many Ice-cream
learning sequenced steps Children will activity. the ice-cream activity. They will have to pom poms cones
when successfully place the correct number of pom poms do you need? Pom poms
investigating. count the onto the numbered ice-cream cones.
Wellbeing- numbers 1-10. How many
actively engage in To conclude the activity, the children pom poms
learning will be asked to count the number of are on this
experiences, pom poms on their ice-cream cone, and cone?

14
 name the last identify the number labelled on the ice- How many
number in the cream cone. does it need?
count that
represents how
many in the set;
8 count objects by Children will Observations: The children will be invited to complete How many Book
using one-to-one continue to The educator a mat session. During the mat session, monkeys do ‘Count the
correspondence; successfully will take down the children will read the book ‘Count you think will Monkeys’
begin to use one-to-one observations as the Monkeys’. be on the
understand order correspondenc the children next page?
irrelevance; e when complete this The children will then be given a Laminated
recognise counting. activity. laminated image of a lady bug without Can you draw lady bugs
numerals 1-10. any spots on their backs. The educator … spots? markers
Children will Work sample: will write a number in the box on the How many
successfully The educator page and the children will have to spots do you
count higher will take a photo identify the number and draw that need to
numbers and of the children’s number of spots on the lady bugs back. draw?
larger work to track
quantities progress. To conclude the activity, the children Can you
using one-to- will be asked to count the number of count the
one spots on the lady bugs back, and if it spots for me?
correspondenc matches the number that the educator Does that
e. wrote. match the
number?

9 Children will Work sample: The children will be invited to a mat How many … Book ‘The
successfully session to read the story ‘The Very did the Very

15
 use one-to-one The educator Hungry Caterpillar’. During the reading, caterpillar Hungry
counting at will collect the educator will ask a series of eat? Caterpillar
least three images of the questions. ’
times. children’s work How many
as a sample to In the main activity, the children will pom poms Pom poms
Children will assess against need to thread pom poms onto a piece have you String
successfully the objectives. of string to make their own very hungry threaded?
count a caterpillars. Once they have threaded Can you
number of Checklist: their pom poms, they will be asked to thread …
their choice. The work count the number of pom poms they pom poms?
sample have threaded. They will complete this
collected will be three times. What
used to fill out a number did
checklist To conclude the activity, the educator you choose?
covering the will have the children choose their own How many
specific lesson number and thread that amount of pom poms is
objectives. pom poms onto their string. that?

ANNOTATIONS:
- When completing the first activity, there was an emphasis placed on the importance of understanding that one object is represented
by one number, and the whole group at the end is the total number counted.
- When completing the second activity, the child wrote their own numbers onto the template to draw the dots on, as they were losing
interest when the educator gave the number to count.
- When completing the third activity, the caterpillars that the child had threaded were made into bracelets. Instead of the educator
choosing a number for the child to thread three times, the educator chose the number for the first caterpillar, and the child chose the
number for the next three to ensure they stayed interested in the activity. This did work well however, as the child didn’t choose
simple, ‘easy’ numbers but higher numbers in 1-10.

16
 FORWARD PLANNING DOCUMENT

CHILD C WEEKS: 8-10 YEAR LEVEL: KINDY LEARNING AREA/TOPIC: NUMERACY

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

General capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK EYLF (all three lessons) AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (KCG) All (include learner diversity)
three lessons
9 3, Responsiveness, 1, Connecting Children will Anecdotal The children will be invited to a mat How many
5 learn through 2, and successfully notes: session. They will hold up two fingers fingers are
play, intentional 3, contributing- partition small, The educator and say how many fingers they are you holding
teaching, 4, plan and carry even numbers. will take notes holding up. They will then hold up two up on this
learning 5 out a few on the key fingers on their other hand and count hand?
environments, simple Children will be questions as the the four fingers together. This will be How many
continuity of sequenced exposed to children done multiple times to introduce the fingers are
learning, steps; use play partitioning small, complete this concept of partitioning. you holding
assessment for to investigate odd numbers. activity. up in total?
learning and explore The children will be asked to throw a Hula hoop
new ideas. number of tennis balls into a hoop. How many 12 tennis
Wellbeing- They will need to count the number of tennis balls balls
develop hand- tennis balls that land inside the hoop,

17
 eye and foot- then the number outside the hoop, and are in the
eye then the total number. This will be hoop?
coordination; done multiple times using a different How many
actively amount of tennis balls each time. outside?
engage in How many
learning To conclude, the children will be asked tennis balls
experiences; to partition a number of their choice are there all
create and use using the tennis balls. together?
simple
representation
to record
9 mathematical Children will be Observations: Children will be invited to a mat What Foam dice
ideas and able to The educator session. They will be asked to look at a number is
concepts; successfully will take large foam dice. They will roll it and that?
partition small partition numbers observational look at the number it lands on. They What other
numbers (part, from smaller notes during the will discuss the different numbers that numbers can
part, whole). numbers into activity. can be used to make that whole larger make this
larger numbers. number. number?
Work sample: Laminated
Children will be The educator Children will then be given a laminated What partitionin
able to will take a photo playdough partitioning mat. They will number is g mats
successfully of the children’s be given a number at the top of the that? Playdough
identify how to work to track mat, and will need to make that How can you
partition progress. amount using the playdough. They will make that
numbers. then split the playdough into two number up?
groups to investigate what two
numbers put together can make that
number.

18
 To conclude, the children will be asked What Dice
to come up with their own number, number did Playdough
and what two numbers make that you choose?
number. They can use either the dice, How can you
the playdough, their fingers, etc. to make this
complete this. number?

9 Children will be Work sample: The children will be invited to a mat How many Counting
able to The educator session. The educator will have them bears are in bears
successfully will collect count bears that are inside the tub and the tub?
partition to images of the bears that are outside the tub. How many
create whole children’s work bears are
numbers. as a sample to In the main activity, the children will be there in Counting
assess against given some bears and a bus template. total? bears
Children will the objectives. The educator will give a number of Bus
successfully bears that are already on the bus, and a How many template
partition numbers Checklist: number of bears that get on the bus. bears are in
at least three The work They will then have the children count the bus?
times using sample the bears on the bus, off the bus, and Out of the
physical objects collected will be how many altogether. The educator will bus?
to count. used to fill out a continue to use phrases such as … and Altogether?
checklist … equals …
covering the Counting
specific lesson To conclude the lesson, the educator Did we add bears
objectives. will ask the children to phrase their bears to the
addition in a way that they did bus or take
previously. them away?

19
ANNOTATIONS:
- In the first activity, the weather did not permit the child to go outside to complete the activity, so it was completed inside, and a pillow
was used instead of a hoola hoop. Instead of throwing the tennis balls the child placed some on the pillow and the educator placed
some on the floor, and the child counted those on the floor, those on the pillow and the total amount of tennis balls.
- When completing the second activity, the child used their fingers in the mat session instead of the foam dice.
- When completing the third activity, the child lost interest of putting bears on the bus, so the educator allowed them to choose the
bears that got on the bus, and encouraged them to use those numbers chosen to say a sentence explaining the maths. The educator
also allowed the children to choose the colour of bears that they have on their bus to keep the child engaged.

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500 Words:

When planning the learning experiences for my focus children, I took into account their learning needs that I had previously identified. Using
these needs and the relevant curriculum documents, I was able to plan a series of three activities for each child, each activity extending their
knowledge and understanding further. The prior knowledge that I had gathered on these children supported me in planning for incorporating
their learning needs (Robinson et al., 2018). These activities and their objectives also showed the differentiation between each child and the
learning that would take place.

When planning for these experiences and activities, my decisions were influenced by the plan, teach, assess cycle (Australian Children’s Education
and Quality Care Authority [ACECQA], 2019). I planned experiences based on the data that I had gathered in the diagnostic assessments and
planned for them based on their strengths, interests, and what they need. When implementing these experiences for each child, I made sure to
support the learning through the use of the environment (ACECQA, 2019). For example, planning for what materials the children need to
complete the activity, or if they would need a quiet space where they can focus. When assessing the children, I made sure to gather information
based on the objectives, and used a range of formative and summative assessments, such as checklists, work samples and observations.

I used many play-based pedagogical decision in these experiences. I ensured that the children had some control over the activities that they
were participating in, while I directed it. This balance between child and educator-initiated experiences allowed for the children’s learning to be
maximised (Robinson et al., 2018). I used the Early Years Learning Framework (EYLF) (DEEWR, 2009) to make connections to play throughout the
nine experiences I planned. All of the focus children’s activities were play-based and hands on, which link to the EYLF Outcome One and Outcome
Four in that the experiences were hands-on for the children to engage with in group settings to extend their learning (DEEWR, 2009).

I used engaging ‘mat sessions’ and hooks in all nine activities to ensure that the children were excited about the learning that was going to take
place. These also allowed the children to recap on what they already knew on the topic. Play is a way to facilitate children’s learning in maths
(Robinson et al., 2018). This was beneficial when planning how I would hook the children into the learning experiences.

When teaching these maths concepts, I used the strategy of the Gradual Release of Responsibility Model (GRRM) (Annandale et al., 2004). In all
experiences I first modelled the concept, for example, in Child B’s activities, one-to-one correspondence when counting. When doing this, I
would also use think alouds, such as the idea that there is one count for on object. I would then work with the child, asking them to count as I
point to each object. They would then work with some guidance from me, before completing the activity on their own. I think that this ensured
that they full grasped the concept that was being taught.

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PART THREE: ASSESSING, FEEDBACK AND PROFESSIONAL JUDGEMENT
Assessment Child A:
Formative:
The child could successfully identify the numbers on the board and the order they go in.
The child counted the numbers 1-5, however the first and second time they counted they skipped number two.
On the third time counting, the child successfully counted 1-5 in the correct order.

Child A has shown improvement in their counting and number

identification, however more practice and
activities to help grasp the concept will be beneficial for them. In this
activity, the child was required to identify and count numbers 1-5
correctly. They accomplished this through the GRRM.

Summative:

Child A Identify how many dots Identify the numbers on Objective One- Objective Two-
are on the card the cards successfully recognise all successfully count
numbers 1-5 and match quantities of objects 1-5.
these to quantities.
Good Excellent Objective one: Objective two:
Easily identified and Successfully identified The child successfully The child successfully
counted the amounts 1, 2, each number 1-5 on the identified and matched counted numbers 1, 2, 3
5. cards correctly. the number cards to and 5, however they need
Needed some assistance numbers 1, 2, 3 and 5, but more practice to gain
to identify and count 3. needs more practice with more confidence when
Could not identify and number 4. counting.
count 4.

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Assessment Child B:
Formative:
Child B was able to recognise the numbers 1, 2 and 3, and could write these independently.
Child B recognised numbers 4, 5, 6, 10 but could not write them.
Child B needed some assistance to recognise numbers 7, 8 and 9 however by the end of the
activity they recognised these numbers and were able to draw the correct number of spots
on the ladybug.
The child counted the numbers of spots on the ladybug correctly using one-to-one counting
and did this slowly as they drew the spots.
The child did demonstrate some ability to count on as they drew spots on one side of the
ladybug and then moved onto the next.
Child B has improved their one-to-one
correspondence counting and appears to have
developed a stronger understanding of the fact that
one object equals one count. In this activity, the child
was required to count higher numbers (5-10) using
one-to-one correspondence, which they achieved
Summative: independently.

Child B Identify how many pom Identified a number and Objective One- Objective Two- count a
poms have been threaded threaded the correct successfully count using number of their choice
number one-to-one
Excellent Excellent Objective one met Objective two met
Successfully counted the Chose a number and used The child successfully The child was able to
number of pom poms one-to-one counting to used one-to-one counting choose a number
that had been threaded count the pom poms to count the pom poms between 1-10 and count
three times. threaded. that they threaded. They this correctly.
counted slower to do so.

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Assessment child C: Child C developed a
Formative: basic understanding of
Child C could develop a strategy to partition after observing the educator first. partitioning (part, part,
This strategy was to place playdough balls in the circles until the whole number was reached. whole) which will be
Child C developed their own strategy after splitting the whole number equally to split it beneficial when they
into an unequal amount. are introduced to the
Child C identified the number to be partitioned and added playdough each time. concepts of addition
The child chose their own number to partition, which was higher than ten (12), and and subtraction. In this
was able to partition it with some assistance from the educator. activity, the child was
required to use two
smaller numbers to
make the larger
number, which they
developed a strategy to
do so successfully.
Summative:

Child C Identify number of bears Identify if bears were Objective One- Objective Two- complete
in and out of the bus taken out of or put onto partitioning from whole three times
the bus numbers
Excellent Excellent Objective one met Objective two met
Identified the number of Identified when bears Child demonstrated they The child demonstrated
bears in the bus and the were put on the bus. could partition and make partitioning (part, part,
total number of bears out Attempted to phrase the larger numbers from two whole) three times whilst
of the bus. ‘equation’- … added on to smaller numbers. completing this activity.
… makes … bears.

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The formative and summative assessment types were chosen because they offer evidence that can be annotated and inform future planning.

Cognitive Commentary Child A

Achievement standard:
Developmental Milestones:
Touches objects to count- starting to understand the relationship between numbers and objects, counts 5-10 things, may write some numbers,
counts by rote
Kindergarten Curriculum Guidelines:
• Name the last number in the count that represents how many in the set (cardinal value)
• Count objects by using one-to-one correspondence
• Know that numbers always happen in a conventional order (stable order)
• Begin to understand that the starting point and the order in which you count them does not affect how many (order irrelevance)
• Recite number names in order consistently
• Recognise numerals, initially to 5, then 10, then order them
• Partition small numbers (part, part, whole)
• Compare collections of objects and describe whether there is more, less, the same or not the same

Summary of task:
The child was given the numbers 1-5 on laminated cards and asked to match them to the corresponding card with the correct number of dots
on them. They were required to count the dots on the card in order to match them, which assessed their ability to count the numbers 1-5 in
order.

Overall judgement:
Overall, the child did well. They have improved in number identification, however, they did need some assistance when counting the dots in
the correct order. The child could recite numbers 1 and 2 in order, and then needed assistance with 3 and 4 before counting 5 independently.

Strengths:
The child is very strong in naming different number names, and can name a variety, out of order, from 1-10.

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Areas for improvement:
To further improve, the child could be given more opportunities to practice counting in order, and have further exposure to the numbers 1-5,
before moving on to 6-10. I think that the child needs to be given engaging opportunities to practice counting, as they become uninterested
when they are sitting still for too long.

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Part Four: Reflecting on Teaching
The initial data gathered was adequate in providing a range of information on each focus child. In having three pieces of data for each child, I
was able to identify the common learning needs and plan accordingly. When gathering the initial data, I used Vygotsky’s Zone of Proximal
Development (ZPD) (Robinson et al., 2018). The ZPD allowed me to see what the children knew and could achieve on their own, and highlighted
the gaps in their learning where they needed scaffolding and support from an educator. The use of the ZPD was then used further in the learning
experiences that I planned.

An essential factor of effective teaching is to reflect on the teaching practices used. The changes that were made during the activities were in
the moment and usually done to ensure the children stayed focussed on the task at hand. One of the changes that I often made was to allow
the child to have slightly more control of the activity, for example, in Child B’s third learning experience, I allowed them to choose the number
of pom poms to thread. This was because there was no one number that I needed to observe them counting, it was the way they counted that
I was assessing. The changes I made also reflected Vygotsky’s ZPD (Robinson et al., 2018) because, as they grew more confident and gained more
understanding, the children needed less scaffolding and assistance from the educator.

The formative and summative assessment styles used allowed for me to go back and look at what the children had accomplished and examine
if they had shown improvement. The checklists used came from the objectives I had come up with, which came from the Developmental
Milestones (DEEWR, n.d) and the Kindergarten Curriculum Guidelines (SCSA, 2014). The EYLF (DEEWR, 2009) guided the decisions I made from
my assessment, following along with the practice, Assessment for Learning (DEEWR, 2009). The assessment types communicated how the
children are tracking and offered information that can be further used in the plan, teach, assess cycle.

When completing future planning, it would be beneficial to take into consideration planning from the KCG and the Developmental Milestones,
not just the EYLF as the centre I was at does. This will ensure that the staff can plan accordingly, especially for the kindies at the centre. When
planning for Child A, I would recommend more counting activities to ensure they have a strong understanding of the numbers 1-5, prior to
extending them with numbers 6-10. This child can get overwhelmed and subsequently lose interest if exposed to too much information at once.
When planning for Child B, I would engage them in activities to extend their number knowledge and counting in numbers 10-20 and beyond. It
will also be important to continue to ensure this child keeps using the one-to-one correspondence when counting, until they have completely
grasped the concept that one object is represented by one count. When planning for Child C, it may be of interest to be in contact with their
parents, and find out what this child does on days that are at school or home, as the child is only at the centre one day a week, to ensure they
are building on the knowledge they are gaining elsewhere.

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References:
Australian Children’s Education and Quality Care Authority. (2019). The planning cycle. https://www.acecqa.gov.au/sites/default/files/2019-
07/18012019%20Planning%20Cycle%20infographic%20v2_EDIT.pdf.

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (2004). First Steps: Writing resource book (2nd ed.). Rigby Heinemann.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/.

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being & Becoming: The Early Years Learning Framework for
Australia. https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-
becoming-early-years-learning-framework-australia.

Department of Education, Employment and Workplace Relations. (n.d). Developmental Milestones.

Robinson, C., Treasure, T., O’Connor, D., Neylon, G., Harrison, C. & Wynne, S. (2018). Learning through play: creating a play-based approach
within early childhood contexts. Oxford University Press.

School Curriculum and Standards Authority. (2014). Curriculum and assessment outline: Kindergarten curriculum guidelines.
https://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Western-Australian-Kindergarten-Curriculum-Guidelines-
pdf.pdf.

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