M 1 iii Identify hour and half-hour times Teachers: explore hour and half-hour times for the delivery of letters in the post office M 1 iv Describe durations months, weeks, days and hours Teachers: identify durations using hours, days and weeks when deliveries are posted and arrive at their destinations Catering for diversity Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth). Specific adjustments in Post office — spatial reasoning and Using measurement may include: opportunities to explore and play with materials before the assessment altered resources, e.g. larger, more visual repeated opportunities to respond. Teacher preparation This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June. Familiarise yourself with the assessment by: reading the entire document noting the highlighted aspect of each indicator that is the focus of the assessment noting the specific evidence that you will be looking for within each section. Plan for implementation by preparing the necessary resources and considering the following questions: How will I implement this assessment within my regular teaching program? What additional support will I require? Resources Teachers will need the following resources when implementing this assessment: Section Resources
Implementing Record all evidence on the checklist provided as Appendix A. Section 1. Giving directions and describing pathways SR 1 ii Suggested implementation Source of evidence Use positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location Explain to the children that they will be delivering mail to a familiar location within the school, e.g. tuckshop. Say: “There is mail to be delivered to/collected from (familiar location in the school, e.g. tuckshop). Can you use position words to tell me the way to get there from our classroom? It will be easy for me if you can think of some special shapes or objects I can look for along the way”. Note: The child may refer to objects such as “around the big tree”, “near the gate”. Say: “Can you tell me how to get from (the familiar location) back to our classroom using a different pathway? Can you think of some special shapes or objects I can look for along the way?” Note: The child could record directions electronically or on a voice recorder for others to follow. Suggestion: If the child is not describing position and location, record what they do say as a starting point for future teaching and learning. Children: give oral directions to get from the classroom to the suggested location using shapes/objects along the way as a guide describe a second set of oral directions to return to the classroom using a different route Resource resources to track pathways, e.g. electronic devices Suggested time 5 minutes Section 2. Measuring M 1 i Suggested implementation Source of evidence Place three different-sized envelopes in front of the child. Children:
Measure and compare, with and without the use of digital technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps capacities of pairs of objects, using uniform informal units Ask the child to select three envelopes and use multiple uniform informal units to measure each envelope. Suggestion: If the child is not using the terms described in the assessment, record the language they do use and their actions to compare the attributes as a starting point for future teaching and learning. identify the length of each envelope using multiples of uniform informal units compare the two measurements and use comparative language of longer or shorter to describe the difference Resource three envelopes of significantly different sizes Suggested time 4 minutes Section 3. Comparing attributes M 1 i Suggested implementation Source of evidence Measure and compare, with and without the use of digital technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps Place three boxes side by side. Ask the to: measure the boxes using uniform informal units compare the measurements of all three parcels work out which box holds more describe what they have out. Prompts: Children: measure using uniform informal units attend to gaps and overlaps for accuracy in measuring length attend to spillage/ overfilling in measuring capacity use comparative language when comparing measurements of e.g. they are longer/shorter, they hold more/hold less
Describe durations using months, weeks, days and hours “Wednesday is the day this letter was posted. It will be delivered to Olivia on Friday.” “Work out how many days it took to get “The letter was posted at 9 and delivered at 12 o’clock on the same day”. “Work out how many hours it took to get there”. Prompt: Continue to ask the questions if you need more clarification of the child’s understanding, e.g. “the parcel was posted at 1 o’clock and was delivered at 4 o’clock. Note: Ensure that the times selected are within the morning or the afternoon. count the durations in days and hours Suggested time 5 minutes