CONTEMPORARY

TEACHER
LEADERSHIP
Assignment 1

Abstract

The following report focuses on the improvement of a Stage 6, Year 11 Mathematics

Unit” ‘Budgeting and Household Expenses’. This unit was originally designed for
low-ability students at Doonside Technology High School. The proposed
recommendations aim to cater for the needs of a range of students, including Gifted
and Talented and English as an Additional Language and/or Dialect (EAL/D)
students. In order to increase student academic achievement, the unit has been
reconstructed using the Understating by Design (UbD) framework. The
recommendations aim to enhance students’ skills in literacy and numeracy,
Information and Communication Technology (ICT), critical and creative thinking,
and personal and social capabilities.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY .................................................................... 3

O BJECTIVE AND CONTEXT ...................................................................... 3

G OALS .................................................................................................. 3
R ECOMMENDATIONS .............................................................................. 3
BACKGROUND INFORMATION .................................................................. 4

COMPARATIVE TABLE ..................................................................... 5

REPORT OF RECOMMENDATIONS ................................................. 7

RECONSTRUCTED UNIT ................................................................. 12

S COPE AND SEQUENCE ......................................................................... 12

C ONCEPT MAP ..................................................................................... 13
A SSESSMENT TASK AND MARKING CRITERIA ......................................... 14

REDESIGNED UNIT OUTLINE ........................................................ 20

REFERENCES .................................................................................... 24

APPENDIX .......................................................................................... 27
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EXECUTIVE SUMMARY

OBJECTIVE AND CONTEXT

The original unit outline presented in this report was developed by the mathematics
faculty at Doonside Technology High School, a public school in Western Sydney. The
new mathematics syllabus was implemented in term 1, 2018 and this unit was taught
in the second term of Standard 1 Year 11 pathway, where students were mostly English
as an additional language or dialect (EAL/D) leaners and from a low socioeconomic
background. The aims of the school is to make the school a safe environment for the
students and help them achieve to their potential. The adjustments in this report, made
using the UbD framework (Wiggins & MctTighe 2012), aim to cater for the needs of
these students as well as enhance their engagement and therefore, their academic
achievement.

GOALS

- Improve students’ literacy skills and provide them with additional opportunities
to enrich their mathematical literacy skills.
- Increase the use of ICT resources in the classroom to facilitate student learning
- Move from teacher-centred to student-centred approach.
- Create opportunities for collaborative learning to enhance the development of
students’ self-management and social skills.
- Develop a range of strategies for differentiation to meet the needs of all
students and create various opportunities for them to demonstrate their
learning.
- Replace instructional understanding with conceptual understanding .

RECOMMENDATIONS

The following recommendations are made assuming that the unit will be taught in a
classroom where students will be of mixed ability. Additionally, there will be EAL/D
learners, Gifted and Talented and/or Aboriginal and Torres Strait Islander students.

- Improve the differentiation by using several ways of differentiation suggested by

Bartlett (2016) and which are by task, support and resources to maximise student
learning and academic achievement.
- Encourage students to develop their creativity and critical thinking skills by
allowing them to work individually and in groups when challenging problems are
set, take part in discussions particularly when justifying a reasoning, and through
their use of ICT for a presentation.
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- Improve students’ literacy skills by giving them the definitions of key terms
throughout the unit and crossword puzzles as a starter. Enhance mathe matical
literacy skills by allowing students to analyse, compare, contrast and make
justifications for their reasoning.
- Increase ICT use in the classroom to enhance student learning and engagement. ICT
can be used to search for data from a credible sourc e using the internet, create
spreadsheets and create a multimodal presentation.

BACKGROUND INFORMATION

Doonside Technology High School is a co-educational and a highly diverse school,

with 41% of students being from a non-English speaking background and 15%
identified as Aboriginal and Torres Strait Islander students (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2018) (see figure 1). Notably, some
of the students come from a refugee background from countries such as Syria and
Afghanistan. The number of boys and girls enrolled in this school is relatively the
same, with 53% and 47% respectively (ACARA, 2018). The majority of the students
also come from a low socioeconomic background, with 64% of the parents standing
in the bottom quarter earners (ACARA, 2018) (see figure 2). In addition, the results
for Year 9 NAPLAN for literacy and numeracy indicate that students are performing
at the national minimum standard (ACARA, 2018).
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COMPARATIVE TABLE
Strengths of the
Area of Concerns of the area of Suggested Changes to Research support for the
area of
consideration consideration counteract concerns changes suggested.
consideration

Although not Little mention of how to - Writing reports Abdullah, Halim & Zakaria
explicitly stated, improve literacy: writing a - Extended responses to (2014);
Literacy this topic involves report was mentioned once. justify answers Carmichael, Muir &
reading to solve There is enough space for - Concept maps Callingham (2017);
problems. literacy improvement as - Glossary worksheet Dobinson & Buchori (2016);
the topic deals mostly with - Crossword puzzles Hammond (2012);
real-life situations. - Discussions after clips Marshman (2014)
- Mathematics literacy
using real-world
examples
Many Numeracy using ICT very - Online calculators to Barlett (2016);
opportunities to little mentioned. calculate stamp duties Bature (2016);
Numeracy make calculations Spreadsheets were - Interpreting statistics Callow & Orlando, (2015);
throughout the unit included few times and as from the Australian Fitzgerald (2016);
(the whole lesson part of the outcomes. Bureau of Statistics Goos, Vale & Stillman (2017)
is about - GeoGebra to make graphs
calculations, and interpret them
problem solving - Spreadsheets to compare
and working costs of cars and
mathematically) budgeting
Only one activity for - Opportunities to design Forawi (2016)
Critical and investigation. Students posters and make Goos, Vale & Stillman (2017)
Creative must be given more presentations
Thinking opportunities to practice - Class discussions
X these skills. - Opportunities to interpret
graphs and statistics
- Design a map to show
costs around various
regions
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Although nothing Collaborative work not - Collaborative work Barlett (2016)
Personal and is explicitly stated, mentioned at all in the unit throughout the unit Goos, Vale & Stillman (2017)
Social the unit gives the and therefore, teachers (group/pair) Von Renesse and Ecke (2015)
Capabilities teachers the might not integrate it in - Part A from the
freedom to do the their lessons. assessment task is a group
activities the way task
they want.
No assessment task; no - Start with the desired Mangelsdorf (2013)
scope and sequence; no results which are the Mctighe s& Wiggins (2012)
Understanding assessment of any form. outcomes
by Design Although the outcomes are - Design the assessment
listed yet nothing shows task
X
that UbD was implemented - Design the unit outline to
teach the skills needed for
the assessment.
- Concept map
- Scope and sequence
Although nothing Nothing is mentioned for - Extended activities for Barlett (2016)
is mentioned, yet Gifted and Talented, more capable students Goos, Vale & Stillman (2017)
the activities are EAL/D, Aboriginal and - EAL/D supported with Von Renesse and Ecke (2015)
left for the Torres Strait Islander glossary sheet
Differentiation
teachers to adjust. students and therefore, - Real-world examples for
there is a need of meaningful content
mentioning them so that all
teachers use differentation
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REPORT OF RECOMMENDATIONS

The original unit outline, ‘Budgeting and Household Expenses’ for Year 11

Standard pathway, was obtained from Doonside Technology High School with no scope

and sequence, concept map or an assessment task, which left the Mathematics faculty with

very limited information as to how this unit would be structured to develop students’ skills,

engage them and improve their academic outcomes. A scope and sequence is essential as

it provides a timeframe that gives a clear structure and direction for teachers as well as

students (Arguedas, Daradoumis & Xhafa, 2016). Mathematics is all about connections

between concepts and therefore, a concept map has been added in order to clarify the key

concepts and their relationships. Marshman (2014) argue that a concept map enables

teachers to sequence their lessons in a logical way that makes students progressively build

on their knowledge. Rather than just memorising a formula, they will be able to derive it,

understand and apply the concept communicated in the formula. Therefore, the unit outline

was redesigned, after the identification of the existent weaknesses, to include

differentiated activities for the diverse learners while focussing on improving student

literacy and numeracy skills, creative and thinking skills, personal and social capabilities,

conceptual understanding and integrating ICT. All of these can be met by using the

Understanding by Design (UbD) framework when designing the unit as teachers will be

able to explain and teach the skills needed for the assessment task and therefore, create

challenging tasks in class where students work collaboratively with their peers and move

beyond their ‘zone of proximal development’ (Vygotsky, as cited in Goos, Vale &

Stillman, 2017, p. 29).

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The UbD framework consists of three stages: identification of the d esired results,

determination of the assessment and evidence and planning the learning experiences and

instruction (Mangelsdorf, 2013; Mctighe & Wiggins, 2012). The alignment of those stages

is the key concept of the UbD framework (Mctighe & Wiggins, 2012). Therefore, the goals

were firstly set and these include the syllabus outcomes that are central to the discipline

and lead to success (Goos et al. 2017; Roth, 2007). Additionally, another salient result is

students acquiring a conceptual understanding of the topic. In other words, enabling

students to know the ‘why’ not only the ‘how’ which makes them create a web of

knowledge that is long-term lasting (Ley, 2014; Skemp, 1976). The assessment evidence

was then determined to ensure that the desired results are being met (Mangelsdorf, 2013;

Mctighe & Wiggins, 2012). The original program did not include any form of assessments

and therefore, formative and summative assessments were integrated into the

reconstructed unit. Students acquire a deeper understanding if they are able to interpret,

justify and apply their knowledge (Goos et al., 2017). As a result, informal formative

assessments were included throughout the unit in form of class discussions, Kahoot

quizzes, Google forms and starters at the beginning of each lesson. These will inform

teachers where students are at their learning and their abilities and assist them in planning

future lessons to ensure that students are learning the skills needed for the assessment task.

The assignment task was designed after considering the desired results in stage 1. For the

first part, students will be working in groups whereas the second part is an individual

report. The final stage of the backward design is to plan for the most suitable lessons

(Mangelsdorf, 2013; Mctighe & Wiggins, 2012; Roth, 2007). It describes the instructional

practices, learning experiences and resources used to address the desired results in stage

1. In this stage, the program was revised to address differentiation, use of ICT, students’

literacy and numeracy skills, students’ personal and social capabilities.

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Recommendations for the Mathematics faculty include supporting student literacy

and mathematical literacy skills. As mentioned before, there is a high enrolment of

students from a non-English speaking background and therefore, not understanding the

technical vocabulary impacts negatively on their academic achievement (Abdullah, Halim

& Zakaria, 2014; Dobinson & Buchori, 2016; Hammond, 2012). As a result, differentiation

by ‘support’ and ‘resources’ (Barlett, 2016) was implemented in the revised program since

the original one did not include any support for EAL/D students. This was firstly done by

providing students with a glossary sheet that includes all the terminology and their

definitions. Secondly, encouraging students to write a summary at the end of each lesson

aids them to improve their writing skills. Finally, crossword puzzles were also integrated

to enhance their literacy skills and engagement. Mathematical literacy was tackled by

using real-world examples throughout the unit to make the content more relevant. Even

the assessment task designed consists of students using real-life scenarios and getting

quotations from car dealers and lending institutions, and writing a report. These strategies

enable students to apply their literacy skills to solve problems as well as explain their

choices (Carmichael, Muir & Callingham, 2017).

Students are encouraged to be creative and critical thinkers. This capability

includes students being able to “generate and evaluate knowledge, ideas and possibilit ies,

and use them when seeking solutions” (ACARA, 2017). Although the original program

includes opportunities for students to practice their creative and critical thinking skills

without being explicitly stated, students do not have the opportunity to demo nstrate them.

The unit was thus modified to include activities where students create posters such as

designing a map showing the cost of insurance in various regions, and an assessment task

in which students will have to investigate the costs related to purchasing different cars and

justify their choice, all of which constitutes being a creative and critical thinker (Forawi,

2016).
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A broad range of studies have shown that an effective use of ICT impacts positively

on student engagement and hence, on student achievement (Bature, 2016; Callow &

Orlando, 2015; Fitzgerald, 2016; Goos et al., 2017). The original unit included minor use

of ICT and therefore, Kahoot games, Nearpod, Google forms that serve as an informal

assessment, PowerPoint presentations to save time while engaging students, spreadsheets

to create budgets, compare the costs of different cars and construct graphs to c alculate

stamp duties, use of the internet to search for credible sources particularly theft statistics,

Google docs where students write their lessons’ summary, and GeoGebra to make graphs,

just to name a few, have been incorporated in the modified unit. Hence, students improve

their ICT skills which is important to navigate in the 21st century.

Another aspect considered when planning the unit is differentiation. Students are

only able to engage in their learning if the activities are differentiated (Barlett, 2016;

Fitzgerald, 2016; Goos et al, 2017). In other words, differentiating is acknowledging that

students have various abilities and learning styles, and accommodating for these

differences to ensure that all students achieve to their potential. This can be achieved by

modifying the tasks, resources and providing support (Barlett, 2016). The original program

did not include any differentiated activities and therefore, the unit was modified

accordingly. Lists of key vocabularies to support EAL/D students, extended activities and

challenging tasks for Gifted and Talented students, PowerPoint slides for those with

hearing impairment or visual learners, and group work were incorporated in the

reconstructed unit. Hence, the new unit will ensure that the needs of the diverse students

are being met and that they will successfully complete the assessment task.
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The inquiry-based learning approach (IBL) framework was also used to plan the

unit. Von Renesse and Ecke (2015) explain that this approach enables teachers to shift

from teacher-centred to student-centred approach. In most of the activities in the revised

unit, students are encouraged to research and investigate instead of just be given the

formulas. Additionally, a key feature of the IBL is collaborative learning (Von Renesse &

Ecke, 2015; Goos et al. 2017). Group and pair work have been implemented to enhance

student engagement and achievement, allowing thus students to share the ideas and

opinions. As a result, students will be developing their interpersonal and social skills.

Furthermore, the first part of the assessment task enables teachers to assess these skills.

In conclusion, the UbD framework was crucial for the redesign of the unit outline

provided by Doonside Technology High School. The backward mapping assisted in

integrating various activities, resources and teaching strategies to modify the unit and

achieve equity. These modifications were adapted to maximise the learning outcomes of

all students, regardless of their backgrounds and abilities, and most importantly, to ensure

that all students acquire a conceptual understanding of the topic.

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RECONSTRUCTED UNIT
SCOPE AND SEQUENCE

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 We ek 7 Week 8 Week 9 Week 10

Topic Financial Mathematics Statistical Analysis Measurement
Term 1

Unit title Interest and Depreciation F1.1 Classifying and Representing Data S1.1 Practicalities of Measurement M1.1
MS11-2, MS11-5, MS11-6,
Outcomes MS11-2, MS11-7, MS11-9, MS11-10 MS11-3, MS11-4, MS11-9, MS11-10
MS11-9, MS11-10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 We ek 8 Week 9 Week 10

Topic Statistical Analysis Measurement Financial Mathematics Algebra
Term 2

Relative Frequency and Probability Perimeter and Area Budgeting and Household
Unit title Formulae and Equations A1
S2 M1.2 Expenses F1.3
MS11-3, MS11-4, MS11-2, MS11-5, MS11-6, MS11-1, MS11-6, MS11-9,
Outcomes MS11-8, MS11-9, MS11-10
MS11-9, MS11-10 MS11-9, MS11-10 MS11-10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 We ek 7 Week 8 Week 9 Week 10

Topic Statistical Analysis Measurement Financial Mathematics
Term 3

Unit title Exploring and Describing Data S1.2 Working with Time M2 Earning and Managing Money F1.2
MS11-2, MS11-7, MS11-9, MS11- MS11-2, MS11-5, MS11-6, MS11-9,
Outcomes MS11-3, MS11-4, MS11-9, MS11-10
10 MS11-10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 We ek 7 Week 8 Week 9 Week 10

Topic Algebra Measurement Financial Mathematics
Term 4

Unit title Linear Relationships A2 Scale Drawings M5 Investment F2

MS11-1, MS11-2, MS11-6, MS11- MS1-12-3, MS1-12-4, MS1-12-9,
Outcomes MS1-12-5, MS1-12-9, MS1-12-10
9, MS11-10 MS1-12-10
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CONCEPT MAP
Insurance types Compulsory
third-party
insurance
Registration include
fees Third-party
Comprehensive
insurance
Stamp duty
Premiums
Vehicle’s
make
depends on Affected
Costs by Vehicle
Off-peak
type
include
Driver’s
Postcode Shoulder
identify age
Price
rates
include
Peak
Repairs Gas
Getting a Water
loan Servicing Buying
a car
Electricity Internet
Compares advantages
& disadvantages Fuel
consumption
include

Maintenance enables Phones

Banks
Lending Household
such as
institutions bills
Finance Budgeting involves
companies Income paying
requires
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ASSESSMENT TASK AND MARKING CRITERIA

Doonside Technology High School

Year 11 Assessment Notification 2018
Subject: Mathematics Stage: 6 Year: Standard
Weighting 20%

Date assigned: Due Date:

Outcomes:
A student:
› represents information in symbolic, graphical and tabular form MS11-2
› models relevant financial situations using appropriate tools MS11-5
› makes predictions about everyday situations based on simple mathematical models
MS11-6
› uses appropriate technology to investigate, organise and interpret information in a range
of contexts MS11-9
› justifies a response to a given problem using appropriate mathematical terminology
and/or calculations MS11-10
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REDESIGNED UNIT OUTLINE

Stage 6- Mathematics Standard- YEAR 11
Strand: Financial Mathematics Unit duration: 2.5 weeks
Sub-strands: F1.3 Budgeting and Household Expenses Syllabus Pages: Page 40

Key concepts/ Big ideas The importance of learning

Outcomes Resources
A student: New Century Mathematics Textbook
› represents information in symbolic, graphical and tabular form MS11-2 MathsLinks: https://mathslinks.net/browse/ms-f1.3-budgeting-and-
› models relevant financial situations using appropriate tools MS11-5 household-expenses
› makes predictions about everyday situations based on simple mathematical Interactive lessons- PowerPoints
models MS11-6 YouTube clips-
› uses appropriate technology to investigate, organise and interpret information GeoGebra-
in a range of contexts MS11-9 Kahoot questions-
› justifies a response to a given problem using appropriate mathematical Nearpod-
terminology and/or calculations MS11-10 Google forms
General capabilities Additional
Adjustments
 Critical and creative Information and communication  Literacy  Numeracy (the  Personal and social Extended activities for
thinking technology capability whole unit is about capability more capables students;
numeracy) Informal formative
assessment

Content
Students interpret and use
information about a
household’s electricity,
water or gas usage and
related charges and costs
from household bills AAM
◊ In groups, students explore the various ways organisations charge for their services.
21
Teaching and learning suggestions Literacy
Pre-test: diagnostic test to check student prior knowledge on interests and repayments. Market value
Provide students with a glossary sheet in which they will have to fill the definitions throughout the unit, whenever a Domestic rate
new term is learnt.
Off-peak rate
Introduce the topic by using the YouTube clip to brainstorm factors related to electricity bills.
https://www.youtube.com/watch?v=2CnE-04eVM4 Stand-by power
Students use household documents to interpret information about a household’s energy usage in pairs
Extension: more capable students work on a water usage bill

Past HSC Questions: 2013-26d

Introduce the topic by using the YouTube clip to mind map the costs related to purchasing a car
Students plan for the purchase
https://www.youtube.com/watch?v=7rXdTPbfKzE Registration
of a car AAM ◊ In pairs, students search for various types of lending organisations to purchase a car using the internet (e.g. Banks,
- investigate on-road costs Finance companies, etc.) and write a report showing the different rates Green slip
for new and used vehicles, Extension: more capable students find the various rates of these institutions.
Stamp duty
including sale price (or loan
repayments), registration, Fuel
insurance and stamp duty at consumption
current rates rate
- consider sustainability
when choosing a vehicle to Original price
(or cost)
purchase, for example fuel
consumption rates
- calculate and compare the
cost of purchasing different
vehicles using a
spreadsheet (ACMGM009)
 22

Other Resources:
Stamp duty calculator: http://mths.co/3409

Past HSC Questions: 2017-14, 2016-26c, 2014-22, 2014-27a(i)(ii), 2014-27b

Comprehensive
Students plan for the running
insurance
and maintenance of a car
AAM ◊ Compulsory
- describe the different types insurance
of insurance available, Non-
including compulsory and compulsory
non-compulsory third-party insurance
insurance, and
comprehensive insurance Third-party
insurance
- investigate other running
On-road costs
costs associated with
ownership of a vehicle, for Running costs
example cost of servicing,
repairs and tyres Premium

calculate and compare the

cost of running different Other Resources:
vehicles using a spreadsheet Car operating costs: http://mths.co/3472
(ACMGM009)
Past HSC Questions: 2016-27a, 2015-25, 2014-27a(iii)(iv)
 23
Budget
Students prepare a personal
budget for a given income, Fixed spending
taking into account fixed and
discretionary spending
(ACMGM004) AAM ◊

Assessment task to be submitted:

Part A- Group assignment
Part B- Individual critical report

Other Resources:
- Budget WordSearch
- Can you afford to move out of home?: http://mths.co/4209
- Moving out: http://mths.co/4210
- Australia’s spending habits: http://mths.co/4786
- Budget Planner http://mths.co/4212 or MoneySmart
- Can you make it through the month?: https://mathslinks.net/links/spent

Past HSC Questions: 2010-23d, 2005-25a

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REFERENCES
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influences students' motivation, engagement, self-regulation and learning outcome.

Journal of Educational Technology & Society, 19(2), 87-103. Retrieved from

https://search-proquest-com.ezproxy.uws.edu.au/

Australian Curriculum, Assessment and Reporting Authority. (ACARA). (2017). Critical and

Creative Thinking. Retrieved August 27, 2018, from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities

/critical-and-creative-thinking/

Australian Curriculum, Assessment and Reporting Authority. (ACARA). (2018). Doonside

High School, Doonside, NSW. Retrieved August 25, 2018, from

https://www.myschool.edu.au/school/41820

Bature, B. (2016). The role of information and communication technology as a tool for

effective teaching and learning of mathematics. Journal of Applied & Computational

Mathematics, 5(6), 5-6. Doi: 10.4172/2168-9679.1000333

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: framework of student

engagement for students from low socio-economic backgrounds with implications for

technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-

371. Doi: 10.1080/1554480X.2015.1066678

Carmichael, C., Muir, T., & Callingham, R. (2017). The impact of within-school autonomy on

students’ goal orientations and engagement with mathematics. Mathematics Education

Research Journal, 29(2), 219-236. Doi: 10.1007/s13394-017-0200-z

 25

Dobinson, T. J., & Buchori, S. (2016). Catering for EAL/D students’ language needs in

mainstream classes: Early childhood teachers’ perspectives and practices in one

Australian setting. Australian Journal of Teacher Education, 41(2), 32-52. Retrieved

from http://search.informit.com.au.ezproxy.uws.edu.au/

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Creativity, 20, 52-62. Doi: 10.1016/j.tsc.2016.02.005

Goos, M., Vale, C., Stillman, G. (2017). Teaching secondary school mathematics: Research

and practice for the 21st century (2nd ed.). Sydney, Australia: Allen & Unwin.

Hammond, J. (2012). Hope and challenge in the Australian curriculum: Implications for EAL

students and their teachers. Australian Journal of Language and Literacy, 35(2), 223-

240. Retrieved from http://search.informit.com.au.ezproxy.uws.edu.au/

Ley, J. (2014). Too much content too little time. Reflections 39(1). Retrieved from

https://vuws.westernsydney.edu.au

Mangelsdorf, N. (2013). Understanding by design. TLN Journal, 20(1), 38-39. Retrieved from

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Marshman, M. (2014). Using concept maps to show 'connections' in measurement: An example

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UbD_WhitePaper0312.pdf
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Roth, D. (2007). Understanding by design: A framework for effecting curricular development

and assessment. Cell Biology Education, 6(2), 95-97. Doi: 10.1187/cbe.07-03-0012

Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics

Teaching, 77, 20–26. Retrieved from https://vuws.westernsydney.edu.au/

Von Renesse, C., & Ecke, V. (2015). Inquiry-based learning and the art of mathematical

discourse. PRIMUS, 25(3), 221-237. Doi: 10.1080/10511970.2014.921799

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APPENDIX
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