BACHELOR OF EDUCATION P 12 (ABED) YEAR 4

PROJECT PARTNERSHIPS
APPLIED CURRICULUM PROJECT - REPORT
Pre-service teachers are required to complete the Applied Curriculum Project (ACP) Report at the end of the project.
Reference should be made to the ACP Plan developed earlier in the year. A brief comment by the mentor teacher (for
the ACP) is also required. Pre-service teachers must submit a copy of the report to the Praxis Inquiry VU Collaborate
space no later than 16 September 2016. This document must be word processed.
This report must:

describe the project and its outcomes

provide evidence of how the aims of the project were met or not met and why with reference to the relevant
educational theory and / or literature or policy cited in the plan

comment on the progress according to the action plan and advise of any changes to the plan and the reasons for
such amendments

evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation
methodology described in the plan, and

describe how each of the five, or more, professional skills nominated in the plan were used / applied during the
ACP.

PRE-SERVICE TEACHER AND SCHOOL DETAILS

Pre-service teacher name

Jade Hazlett

Student ID

4170054

VU campus

Footscray Park

ACP title

Numbers 1-10

ACP submission date

Friday 16th September

Partnership school

Edithvale Primary School

School Partnerships Coordinator

Andrew Schneider

Mentor teacher (for ACP)

Jaime Rohan

VU Praxis Inquiry lecturer

Ligia Pelosi

SECTION A:

PRE-SERVICE TEACHER TO COMPLETE 1-5

1. Brief Description of the Project and its Outcomes

This year I am placed at Edithvale Primary School in Foundation. For maths the three foundation
classes are split up into three groups that have been designed to focus on what the students
mathematical needs are. For my ACP I have been assigned to the support focus group. My ACP aim
was that by the end of term 2 the support group could count, order and write numbers 1-10. In order to
help the students reach this goal I planned a sequence of maths games designed to enhance their skills
and knowledge in this area. I made a variety of resources that I have left with the prep team to continue
to use in years to come. The results of the program were very successful, but due to time constraints
the outcome of my aim was reached at a later time frame.

2. Provide evidence of how project aims were met or not met and why with reference to relevant
educational theory / or literature or policy cited in the plan.

The aim of my ACP was to provide 6 engaging lessons to the support focus group so by the end of the
last lesson they are able to successfully count, order and write numbers 1-10.
I know that these aims were met as I conducted formative and summative assessment to prove that
each child can successfully count, order and write numbers 1-10.
In order to reach my aims I used the Teaching Primary Mathematics textbook by George Booker as my
reference/ recourse to guide my process. I used this book, as it is the resource used by all staff
throughout Edithvale Primary School. I also used my mentor Jaime, my more knowledgeable other
(MKO) to learn effective ways to deliver my lessons.

Bachelor of Education P-12 Project Partnerships: ABED Year 4: Applied Curriculum Project - Report

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3. Comment on progress according to your Action Plan and advise of any changes to this plan and the
reasons for any changes.

The nine tasks on my Action Plan were all completed with a successful outcome, although the dates of
Start and End program of the Actions Plan were different. Due to multiple changes made in the class
schedule I was not able to finish my numbers 1-10 program before the end of term 2. Starting the
program in term 3 turned out to be a positive. I was able to use the program for those who were
struggling with the concept, as well as a refresher for the other students. The program was successful in
teaching the students to count, order and write numbers 1-10 in as well as cementing the knowledge for
those who had previously been able to successfully count, order and write numbers 1-10.
4. Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology
described in the plan.

The steps of the evaluation methodology described in the plan were completed as described with a
successful outcome. Throughout the program I was able to see the growth in each student and after my
final session was able to successful determine that all members of the support focus group were able to
successfully count, order and write numbers 1-10.
Below are the lesson plans of the final two sessions along with evidence of students playing the games
and final work.

Bachelor of Education P-12 Project Partnerships: ABED Year 4: Applied Curriculum Project - Report

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Session 1
Activity 1**Summative Assessment Activity
Fill in the blanks activity
Use Teacher demonstration on floor with students to demonstrate activity
Students to go back to tables and fill out work sheet
Once all students finish gather back on floor and discus answers
Activity 2Bingo numbers 1-10 activity
**Formative Assessment Activity
Demonstrate bingo activity on floor with students
Students have one bingo card each- play bingo
Activity 3Celebrity heads numbers 1-10 activity
**Formative Assessment Activity
Students on floor x2 students standing up on whiteboard
A student on floor chooses a number between 1-10 and writes it on white board behind head
Student asks questions to try and guess what number they are.
Once guessed swap
Season 2
Activity 1All about number worksheet
**Summative Assessment Activity
On floor show students worksheet. Explain what they would do with multiple different numbers.
Give each student a number between 1-10 and worksheet
Students to go back to tables and fill out work sheet
Once all students finish gather back on floor and go over worksheets from 1 to 10
Activity 2Blocks activity
**Summative Assessment Activity
Explain/ demonstrate activity on floor
Teacher yell out random number between 1 and 10- students to stack together that number of blocks
Once all numbers 1 10 have been made ask students to put them in order 1 -10
Activity 3Memory Activity
**Formative Assessment Activity
Students in small groups play a game of memory with numbers 1-10
Once all numbers have been found- order numbers- and start again

Bachelor of Education P-12 Project Partnerships: ABED Year 4: Applied Curriculum Project - Report

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5. Professional Skills Utilised

Describe how each of the 5, or more, professional skills nominated in your plan were used / applied during the ACP.

Professional skill

How the skill was used / applied

Planning

Planning was a huge skill required to successfully complete my

ACP. I planned each lesson with exciting and engaging games in
order for the students to reach my outcomes. I planned one
lesson at a time, so I could evaluate the students progress after
each lesson and plan the next lesson accordingly.

Negotiating

With the change of the schedule, negotiation was a vital skill.

Jaime and I had to negotiate the new days, which suited both our
schedules, for me to come in and take the numbers 1-10 lessons.

Communicating

Jaime and I were in constant communication throughout the

whole process. We communicated via email, face to face and
occasionally via text message. I used my communication skills in
order to connect and converse with the students. The fact that the
students can now successfully count, order and write numbers 110 proves that my communication with the students was clear and
well delivered.

Researching

I researched a variety of educational games to keep the students

engaged and help them reach their goal to successfully count,
order and write numbers 1-10. I use the maths textbook used by
Edithvale Primary School as a valuable resource to begin and
develop my program.

Reporting

I shared my findings and evidence with Jaime to prove to her that

the students have reached the required outcomes. I was able to
establish clearly that all students had reached the outcome after
my final session and reported these findings to Jaime.

Bachelor of Education P-12 Project Partnerships: ABED Year 4: Applied Curriculum Project - Report

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SECTION B:

MENTOR TEACHER (FOR ACP) TO COMPLETE

1. Please comment on the professional skills displayed by the pre-service teacher in the completion of
the project [refer to Section A, item 5 above in your response - note that additional space can be added as required].
Were the expected outcomes, as identified in the ACP Plan, met?

Jade planned and conducted this unit very well. She assessed the students understanding as she went
to ensure they were progressing accordingly and held focus groups to address individual needs. Jade
used videos and songs to engage the students and a range of hands on games and activities for the
students to practise the skills. She used the schools textbook, Teaching Primary Mathematics, and
followed the agreed Mathematics teaching sequence set out by the school. Overall, the unit was a
success as the students learned new skills and knowledge in Mathematics.

SIGNATURES

DATE

Pre-service teacher:
Mentor teacher (for ACP):
SIGNATURES

DATE

Pre-service teacher: Jade Hazlett

16/09/2016
16/09/2016

Mentor teacher (for ACP): Jaime Rohan

School Pre-service Teacher Coordinator: Andrew Schneider

16/09/2016

NOTE: Pre-service teachers must ensure that all signatories (above) receive a copy of this ACP plan and submit a copy to the
Praxis Inquiry VU Collaborate space by the due date.

Bachelor of Education P-12 Project Partnerships: ABED Year 4: Applied Curriculum Project - Report

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