Audience: All primary educators from one school.
Maximum: 35 participants
Course code: 5H-CTJ
NESA PD Hours: 5 hours
Bookings: Please contact us to make a booking enquiry.
Availability: To view all available dates, click here.
Cost: All tailored on-site events incur a fixed presenter’s fee and variable travel costs as shown on Anita’s Schedule of Fees.
Whole-day Staff Workshop
Tim Waugh, Consultant and Learning Strategist K-6 for Anita Chin Mathematics Consultancy, has over 20 years cross-sectoral experience as a classroom teacher, school leader, curriculum consultant and teacher educator across Australia. He draws upon a wealth of knowledge to transform teacher practice to enhance learning outcomes in mathematics K-6.
This professional learning day is designed to empower all educators with pedagogical content knowledge and mathematical content knowledge to enhance teacher understanding of the common grade scale, learning trajectories and the Mathematics K-10 Syllabus for the Australian Curriculum in NSW, which form the basis of curriculum assessment and reporting in NSW.
It will enhance teachers’ skills in achieving consistent judgement and grade allocation by developing a clear understanding of quality assessment practices for mathematics. Collaborative assessment moderation and student work sample analysis will enable teachers to apply their newly acquired skills.
On the Day
Educators work collaboratively in small professional learning teams within the one learning space, with Tim facilitating a whole-school approach model of professional learning. The PL can also be delivered to just leaders of PLT’s and Mathematics/Numeracy team members.
Step 1 – Examine the importance of consistent teacher judgment, the quality of the task and the protocols of the moderation process.
Step 2 – Develop an understanding of how the analysis of student work samples (derived from rich mathematical tasks) can be used by teachers to make informed decisions about the depth of student skill, knowledge and understanding.
Step 3 – Consider the importance of teacher knowledge of the common misconceptions in mathematics, why they arise and how to use this knowledge to inform their practice.
Step 4 – Engage in a collaborative moderation process using a variety of authentic work samples.
Completing Mathematical Task Analysis, Assessment and Consistent Teacher Judgement will contribute 5 hours of NESA Registered PD addressing 2.5.2, 6.2.2, 6.3.2 and 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.