1. Student Learning English and Mathematics Developmental Continua P - 10
Office of Learning and Teaching
This presentation is to brief you on two new resources, the English and Mathematics Developmental Continua P – 10.
The Continua provide evidence based indicators of progress and teaching strategies, consistent with the standards and progression points of the English and Mathematics Domains
Indicators and teaching strategies have been developed for all the dimensions of Mathematics and for Reading and Writing dimensions of English. Being an online resource enables us to remain at the forefront of current research. The English and Mathematics Developmental Continuum P – 10 will continually grow in response to both teacher input and future research.
Teachers have been involved in all phases of the development of the Continua.
As the English and Mathematics progression points are revised the new version will be incorporated into the Continua
This presentation should take approximately 2 and a half hours, depending on the depth of discussion and types of activities that facilitators incorporate.

2. English & Mathematics Developmental Continua P - 10
OUR EDUCATIVE PURPOSE
LEARNER
What is powerful
learning and
what promotes it?
What is powerful to
learn?
English & Mathematics
Developmental
Continua P - 10
Principles of
Learning
and Teaching
Victorian
Essential Learning
Standards
Animation on this slide …
The key message is that the English and Mathematics Developmental Continua P – 10 bring together:
what is powerful to learn? (links to the Victorian Essential Learning Standards and progression points)
what is powerful learning and what promotes it? (through examples of research based teaching strategies)
how do we know it has been learnt? (through the use of assessment to inform purposeful teaching and assessment of what has been learnt from the focused teaching).
The English and Mathematics Developmental Continua P – 10 will be most effective when they are used to identify and plan for personalised student learning and to support purposeful teaching for individuals and small groups of students with similar learning needs.
The starting place is to identify where students are in their learning – this requires assessment for learning.
Identify progress against the standards and progression points
Plan the most effective teaching and learning strategy that builds on students’ prior knowledge and skills, supporting them to develop new knowledge and skills
Check to see if it has been learnt
How do we know
it has been learnt?
Assessment

3. Beliefs about Student Learning
All students can learn
Schools and particularly teachers make a difference
If students are assisted to work hard and make an effort they improve
An assessment culture in schools and the classroom is critical
Failure is not an option for students, teachers or schools
Closing the Loop p. 3
Office of Learning & Teaching, DE&T
Beliefs about learning: The commitment to excellence in achievement for all students in schools in Victoria stems from core beliefs about learning and teaching that are grounded in modern educational research. These beliefs are:
• All students can learn
Recent research confirms that almost all students can engage in higher order learning given the right conditions, and that all students can make progress with sufficient time and support.
• Schools and particularly teachers make a difference
Research has consistently demonstrated the capacity of good schools and good teaching to make a positive difference to student outcomes.
• If students are assisted to work hard and make an effort they improve
A student’s ability is one factor in achievement; however, the amount of effort a student makes has even more to do with their success at school.
• An assessment culture in classrooms and schools is a critical factor in student achievement
This involves students, teachers and parents in planning how learning will occur, monitoring progress and, importantly, explaining how progress can be assured for all.
• Failure is not an option for students, teachers or schools
With its challenging targets for education and training over the next two years, the Victorian Government is firmly stating that all students must succeed at school.

4. Our challenge Learning standards Now The Future
Department of Education & Training’s Mission - To ensure the provision of high quality education and training that:
Raises achievement for all students;
Reduces disparity between students; and
Leads to opportunities.
Raising the bar and closing the gap
To achieve this the challenge is predominately to meet the needs of individual students to ensure that their learning progresses as effectively as possible. This includes, in particular, the needs of students at either end of the spectrum.
A major challenge for teachers and leaders in schools is catering for the diversity that exists within the classroom.
The English and Mathematics Developmental Continua complement a suite of resources designed to support teachers to address this challenge.
Now
The Future

5. Building on what students know and are able to do
To most effectively use the English and Mathematics Developmental Continua P – 10 identification of students’ prior knowledge is critical.
Vygotsky (1978) argued that when students are effectively supported in their learning, they are operating within their ‘zone of proximal development’. This is ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers’ (Vygotsky 1978).
If teachers are directing learning experiences below students’ zone of proximal development, students will be bored and disengaged. Alternatively, if teachers are directing learning experiences above the zone of proximal development, students are at risk of becoming anxious and stressed.
Scaffolding in an educational context is a process by which a teacher provides students with a temporary framework for learning. Undertaken correctly, such structuring encourages a student to develop his or her own initiative, motivation and resourcefulness.
This is about focused teaching and that is exactly what the Continua supports teachers to do

6. The learner at the centre
The English and Mathematics Developmental Continua P – 10 will be most effective when they are used to identify and plan for personalised student learning and to support purposeful teaching for individuals and small groups of students with similar learning needs.
The starting place is to identify where students are in their learning – this requires assessment for learning.
Identify progress against the standards and progression points
Plan the most effective teaching and learning strategy that builds on students’ prior knowledge and skills, supporting them to develop new knowledge and skills
Check to see if it has been learnt
And start the cycle again………………..!

7. Key Messages The English and Mathematics Developmental Continua P-10
will assist teachers to:
deepen their understanding of the English and Mathematics domains
monitor individual student progress towards achievement of the Victorian Essential Learning Standards in English and Mathematics
enhance teaching skills to enable purposeful teaching
identify the range of student learning levels within their classes
develop a shared language to describe and discuss student progress.
The English and Mathematics Developmental Continua are designed to support purposeful teaching; focused professional learning and sustained intervention
They compliment the suite of resources to support the diverse learning needs of students. These resources include:
Victorian Essential Learning Standards
English and Mathematics Progression Points and Assessment Maps
Learning focus statements for the English and Mathematics Domains
Curriculum Planning Guidelines
Curriculum Planning Modules
PoLT Professional Learning Modules
Assessment professional learning modules
ESL companion document
Student Well-being Language Support Program
Koorie literacy materials
Teachers also have access to
Tools to support whole school planning for literacy
Early Years and Middle Years Literacy professional development materials
Reading Recovery Guidelines
Making a difference, literacy intervention resource
Online Literacy Leader Professional Learning Modules (released early 2007)
Literacy Research eLert paper (Issue 9, 2006)

8. Purpose of the English and Mathematics Developmental Continua P - 10
Improve student learning …
The Continua identify evidence based indicators of progress consistent with the standards and progression points
The Continua provide a range of powerful teaching strategies that support purposeful teaching for students with similar learning needs
The English and Mathematics Developmental Continua P – 10 are resources that will assist teachers to determine where a particular student is up to in their learning and then move them on.
The Continua:
provide evidence based indicators of progress, that assist teachers to determine where a student is up to in their learning,
linked to powerful teaching strategies that can be used to create powerful learning experiences
The Continua are:
aligned to the progression points and the standards for the English and Mathematics Domains of the Victorian Essential Learning Standards
and based on current research into student learning.
The English and Mathematics Continua have the facility to be enhanced and strengthened as new teaching strategies are identified, therefore providing a more comprehensive resource over time.
The English and Mathematics Developmental Continua complement the processes, tools and resources that classroom teachers already use to support student learning.
They allow for more accurate decisions to be made about the student’s future learning and the pathway to be taken.
The Continua are not a syllabus, a lesson framework or a set of activities to be used with the whole class

9. In the English and Mathematics Developmental Continua you will find:
standards and progression points for each dimension
indicators of progress
teaching strategies
To summarise:
The organisation of the English and Mathematics Continua is based on a process of identifying where students are in their learning using the standards, progression points and indicators of progress; and selecting teaching strategies that will best support further learning, towards the next standard.

10. Each dimension in the English and Mathematics domains are based on an underlying continuum of learning.
Standards define what students should know and be able to do at different levels.
Progression points indicate what typical progress towards the standard may look like.
Level 6
Level 5
Level 4
Level 3
The English Continuum complements the structure of the Victorian Essential Learning Standards – and offers strategies which assist teachers to support students to progress along the learning continuum.
The standards define what students should know and be able to do at different levels. Standards in the Victorian Essential Learning Standards are set at a challenging level, not minimum competence, in age and developmentally appropriate ways. This helps to ensure that students are stretched to learn, rather than doing work they find easy which potentially leaves them bored. Each standard describes what students are expected to know and be able to do at that level, and how well they should know and be able to do it. Standards in the English and Mathematics domains are aligned to agreed national benchmarks.
Progression points provide support in order to determine if a student is at the expected level of achievement for a particular time in their schooling. The progression points are not indicative of the development of all students. Students learn in different ways and at different rates. Progression points will assist teachers in making on balance judgements about student progress towards a standard.
Level 2
Level 1

11. Indicators of progress
Indicators of Progress are points on the learning continuum that highlight critical understandings required by students in order to progress through the standards
They support teachers’ understanding of student growth along the learning continuum
They do not capture all aspects of learning within a dimension
Each is an indicator to show progression in an area of English or mathematics within that dimension. They do not capture all aspects of learning within a particular dimension. As the Continua are online, further indicators of progress will be added over time to further strengthen the resource.
The indicators of progress support purposeful teaching by informing teachers of the progress students are making and the types of learning and teaching experiences appropriate for further progress to occur. In this context teachers will use the indicators of progress as part of their ongoing assessment and monitoring.
Teachers do not report against the indicators of progress, they are not used in the formal reporting process. However, the indicators of progress and the illustrations could assist teachers to describe student achievement for comment in reporting.

12. Teaching Strategies Teaching strategies are designed for
explicit, purposeful teaching to move
the student forward in their
learning towards the next standard
Teaching strategies – are designed for explicit, purposeful teaching designed to move the student forward in their learning towards the next standard

13. Mathematics Developmental Overviews
Standards and progression points
for each dimension
Related
progression
points
In the Mathematics Continuum, the indicators of progress often highlight common misconceptions of students across the five dimensions of Number, Space, Measurement, chance and data, Structure and Working mathematically.
The Developmental Continua P – 10 will be most effective when used to identify and plan for personalised student learning and to support purposeful teaching for individuals and small groups of students with similar learning needs.
Start with the knowledge, skills and behaviours of the student – ‘learner at the centre’ – Assessment FOR Learning
Refer to the Standards and progression points to see where the students knowledge, skills and behaviours broadly align
Align the students’ current knowledge, skills and behaviours more precisely with the indicators of progress in the Mathematics Developmental Continuum
Identify the indicator of progress appropriate to the student, then refer to the related progression points to develop a holistic understanding of the prior learning and the future learning associated with this concept
Use observation or a diagnostic task to highlight students’ knowledge, skills and behaviours – and maybe identify any misconceptions present
Select the most appropriate teaching strategy to enable purposeful teaching – more than one may be best to support this student’s progress
Refer to the Developmental Overview to enhance the sequence of progress
Mathematics Developmental Overviews

14. Begin with the student’s knowledge, skills and behaviours
The challenge for all teachers is to accurately identify where a student is located on the learning continuum and to design learning experiences which enable all students to make progress.

15. John has to take 20ml of medicine three times a day. How long will a
Example
Problem:
John has to take 20ml of medicine
three times a day. How long will a
300ml bottle last?
To most effectively use the English and Mathematics Developmental Continua P – 10 identification of what students know and are able to do is critical.
Let’s look at an example:
Our first example is a problem taken from the Mathematics Developmental Continuum P – 10.
Some of you will be particularly interested in English or Mathematics – we will go through each of the Continua.
As you work through these examples consider sharing with your colleagues if your area is not currently the one being discussed….
On the next slide is an example of student work interpreting the problem on the screen.

16. This student knows that multiplication is involved.
Student work sample
This student knows that multiplication is involved.
She uses repeated addition to correctly show that there are 15 doses in 300ml of medicine.
It appears from this sample of work, she may not know division is useful here.
This work sample is also taken from the Mathematics Developmental Continuum P – 10.
Activity
Before the presenter inserts the annotations …
The following questions can be used to focus discussion:
What does this piece of evidence show us about the students’ knowledge and skills?
Where do we want to take this student in her learning, building on her prior knowledge and skills?
Analysis of this work sample provides the evidence of the student’s starting point - we now know where to scaffold this student’s learning from and what the learning focus will be. The ‘big idea’ is multiplicative properties, and that is what we want to build for this student.
Even though the answer to this question is correct, repeated addition will become an inefficient strategy as the problems become increasingly more complex.
Focused teaching must occur to scaffold her learning in order for her to build better strategies.
Prior to this presentation, teachers may want to do this diagnostic task with their students to provide real examples of students’ thinking.

17. Choosing multiplication and division for calculations
Indicator of progress
Level 4
Number:
Choosing multiplication and division for calculations
3.25
Level 3
Students choose to use multiplication and division to solve problems.
Previously, they will have used repeated addition or subtraction, even when this was inefficient.
For the purpose of this exercise the teacher has identified that the knowledge, skills and behaviours evidenced in the work sample link to the learning expectations of a student working towards Level 4 – progression point: 3.25.
The indicator of progress aligned to this is: 3.25 Choosing multiplication and division.
The evidence in the work sample provides us with the our teaching focus.
As the work sample showed us, the student was using repeated addition to solve the problem.
We need to use powerful teaching strategies to scaffold her learning about multiplication and division concepts.
If you can go to 3.25 on the Continua CD or website and talk through the material provided at 3.25 on the Mathematics Continuum
Level 2

18. The Number dimension index page will provide teachers with an overview of the standards and progression points, it also provides links to the related indicators of progress.
Once a teacher has made an on balance judgement as to where a student’s (or cohort of students’) learning is on the Continuum, they are then able to identify which teaching strategies will best scaffold the student’s future learning and progression for particular components of learning captured by the indicator of progress.
Slide 19 to slide 21 can be accessed through the DVD of the Continua.

19. This screen shows the teaching strategies appropriate for this indicator of progress.
After using a sample of work, teachers will determine whether the student:
recognises but is avoiding division/multiplication, or
does not recognise that it applies to a given problem situation.
Students in these two categories need different teaching strategies.
The choices include:
Activity 1 is for students avoiding division/multiplication, but who recognise that it is appropriate. The strategy here centres on building confidence and skills with multiplication and division operations, after showing the advantages of using the more sophisticated approach.
Activity 2 is for students who do not recognise the applicability of division/multiplication so it centres around developing meaning for the operations.
Activity 3 particularly highlights the array interpretation of multiplication because of its importance to the meaning of multiplication.

20. Activity 2: Strengthening recognition of operations
Teaching strategy
Activity 2: Strengthening recognition of operations
Recognising situations where division applies.
At this level, most situations for division will be either partition or quotition. Partition division problems (sharing problems) split a quantity into a given number of parts. Quotition division problems allocate a given quota to an unknown number of recipients.
Examples of the types of questions to ask students:
I spent $1.95 on 3 apples. How much each?
3 groups of ? = 195c
3 x ? = 195
partition situation
I spent $1.95 on some 65c apples. How many did I buy?
? groups of 65c = 195 c
? x 65 = 195
quotition situation
Activity
The following questions can be used to focus discussion:
What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their understanding?
What would you do if they hadn’t moved in their understanding?

21. Activity 3: Arrays and multiplication
Teaching strategy
Activity 3: Arrays and multiplication
Rectangular arrays are a fundamental tool in teaching about multiplication, but some students in the middle years do not have a thorough understanding of the link.
Place 13 counters in a row on a table, and a second row underneath it. Ask students how they could work out the number of counters in total.
Discuss responses, especially highlighting 2 rows of 13 (2 x 13) and 13 columns of 2. Link these expressions to 2 groups of 13 and 13 groups of 2 and to 2 x 13 and 13 x 2. Ensure that students see the array from both of these points of view.
2 groups of 13
As the work sample showed us, the student was using repeated addition to solve the problem. We need to use powerful teaching strategies to scaffold her learning about multiplication and division.
This teaching strategy example has been provided to support the development of knowledge and skills about choosing multiplication and division for calculations … ie developing Multiplicative Thinking.
Activity
The following questions can be used to focus discussion:
What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their understanding?
Consider:
Look back at the student work sample provided.
What was the area agreed for personalising teaching for this student? (Answer: Developing concepts about division.)
Which of these two highlighted strategies provides a personalised focus? Do both strategies provide for purposeful teaching? (Answer: While both are appropriate activities, the first option is highly focused on developing concepts about division)
13 groups of 2
Add more rows asking similar questions. Then ask students to use calculators to find the number of counters in arrays with more rows (e.g. 8) both by repeated addition and by multiplication.

22. What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their learning?
Activity
The following questions can be used to focus discussion:
What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their learning?

23. Related progression points
Level
Progression Point
2.0 Standard
They describe and calculate simple multiplication as repeated addition , such as 3 × 5 = ; and division as sharing, such as 8 shared between 4.
2.5
They solve multiplication problems using strategies such as commutativity ( a × b = b × a and a × b × c = c × b × a ), skip counting and building up from known facts.
3.25
They choose multiplication or division rather than repeated addition or subtraction, such as finding how many 20ml doses in a 300ml bottle of medicine by division.
Students find equivalent fractions, multiples and fractions of fractions, such as twice one sixth or half of one third, (Can't always do this as repeated addition)
and perform simple addition and subtraction with fractions using fraction models, including linear models.
3.5
They use the language of multiplication to describe enlargement and reduction, such as 3 times as tall or one fifth the size. ( Can't always do this as repeated addition)
4.75
Students use equal multiplication by 10 to divide by decimals, such as 0.24 ÷ 0.04 = 24 ÷ 4 = 6.
They use a range of strategies for estimating multiplication and division calculations with decimals, fractions and integers.
(Can't always do this as repeated addition subtraction).
These are the related progression points for multiplicative properties
It helps you to see where the students have come from in their thinking and where they will move to with effective teaching

24. Mathematics Developmental Overview
Overview of Numeration: Base Ten and Place Value Properties
Level 1 2 3 4 5 6
Whole Numbers
two digit (tens and ones)
three digit four digit
to millions and beyond
scientific notation, calculate with exponents
Decimals
tenths
hundredths
thousandths and beyond
Additive properties
importance of 10 as a group
use 10 as a group in adding
describe place value of digits
use 100 as a group in adding or subtracting
rounding
Multiplicative properties
convert e.g. 100s to 10s
multiply by 10 and multiples
convert e.g. hundredths to tenths
divide and multiply by powers of 10
convert e.g. 100s to tenths, and vice versa
appreciate exponential growth of numbers as powers of 10 increase
The Developmental Overviews form another component of the Mathematics Continuum
They provide a reference guide (A4 printable page) for teachers to place the concepts (in this example) around Numeration: Base Ten and Place Value Properties understandings across the 6 Levels.
There are developmental overviews for other BIG ideas in Mathematics:
Proportional reasoning
Algebra
Measurement
Space
Working mathematically
The Developmental Overviews show progression and growth consistent with the standards.

25. In the English Continuum, indicators of progress always build on prior knowledge across the three dimensions: Reading, Writing and Speaking & Listening. They aim to identify developing student skills and behaviours towards the next standard.
The Developmental Continua P – 10 will be most effective when used to identify and plan for personalised student learning and to support purposeful teaching for individuals and small groups of students with similar learning needs.
(Probably don’t need to repeat all the points below – they are in the notes for the Mathematics overview)
Must start with the knowledge, skills and behaviours of the student – ‘student at the centre’ – Assessment FOR Learning
Refer to the standards and progression points to see where the students knowledge, skills and behaviours broadly align
Align the students’ current knowledge, skills and behaviours more precisely with the indicators of progress in the English Developmental Continuum
Having identified the indicator of progress appropriate to the student, refer to the related indicators of progress to develop a holistic understanding of the prior learning and the future learning associated with this concept
Select the most appropriate teaching strategy to enable purposeful teaching – more than one may be best to support this student’s progress

26. Indicators of progress in English
Reading
Text Level Knowledge
Word Level Knowledge
Phonological Knowledge
Self Management and
Direction
Letter and Letter Name
Knowledge
Writing
Ideas Communicated in
Conventions of Writing
Writing Strategy
Conventions of Spelling
Indicators of progress are specific for each dimension but the complete set do not appear at every progression point and level.
For example:
Text level knowledge has indicators of progress supported by teaching strategies for all standards and progression points, but for Phonological knowledge there are no indicators beyond 3.0

27. A teacher has identified that a student is
Example
A teacher has identified that a student is
currently working at reading level 4.75,
however needs to further build skills in
developing a reading plan.
This scenario provides an example of how a teacher can use the English Developmental Continuum P- 10 to assist in improving student learning.
Once a teacher has identified the area for improvement, they are then able to use the continuum to scaffold a student’s learning.
The following slides highlight the process a teacher would follow to move the student along the continuum towards the next standard
Process
The teacher would:
Observe student’s work or reading behaviours to ascertain the standard the student is working towards ( )
Identify the progression point the student is working at (4.75)
Refer to the indicators of progress for 4.75 Reading dimension in the English continuum
Select the indicator of progress most closely matched to the student’s need (within Text Level Knowledge 4.75)
Select the most appropriate teaching strategy to use
Use that strategy within the text provided or within the teacher’s own text choice
Decide which is the most strategic phase in the reading dimension in which to use this strategy (Before Reading)

28. Indicator of progress Reading Dimension: Text Level Knowledge
Students describe their reading plan for these types of texts noting most of the actions mentioned in level 4, and modify their reading plan to include the use of the strategies below.
Level 5
4.75
The teacher has identified the need to extend the student’s knowledge and understanding at a text level by working on developing a reading plan. The teacher has identified the student’s current performance level, the indicator of progress that supports the student’s future learning and the text.
For the purpose of this presentation, only one dot point within the indicator of progress has been shown
Level 4

29. The reading dimension index page will provide teachers with an overview of the standards and progression points, it also provides links to the related indicators of progress.
Once a teacher has made an on balance judgement as to where a student’s (or cohort of students’) learning is on the Continuum they are then able to identify which teaching strategies will best scaffold the student’s future learning and progression for particular components of learning captured by the indicator of progress.
Slide 29 to slide 33 can be accessed through the DVD of the Continua.

30. You can scroll down, or click to 4
You can scroll down, or click to this provides access to the appropriate Indicators of Progress and the related Teaching Strategies

31. This example is the text modelled with the teaching strategies at this level in the continuum. It should be noted that the strategies provided can be used against any teacher selected text.
Activity
Using this text, how will you scaffold the learning experiences to assist the student in developing a reading plan?

32. Teaching Strategies Before reading During reading After reading
Teaching strategies are organised under the following:
Before reading
During reading
After reading
Having provided the students with the focus text, teachers will determine what point in the reading dimension (before, during and after) they are going to focus on and the associated strategies that could be used with their specific students.
For the purposes of this example, we are using teaching strategies from the Before reading phase.

33. Teaching strategy 4.75 Before Reading
Developing a reading plan
Students say the strategies or
actions they will use to:
read each piece of text
compare each piece of text
develop an integrated understanding across the pieces of texts
For example the student says:
I will first read the pieces of text
I will highlight key phrases
I will summarise key information across paragraphs
I will make links between the pieces of texts I have read and
I will compare information that is presented
Describing and developing a reading plan would consist of the student identifying what he/she needed to do in order to make meaning of the text.
This will include the strategies he/she will use as well as the explicit actions undertaken

34. To reiterate the process
Teacher on-balance judgement
Align work sample to standards and progression points
Cross reference with indicators of progress
4. Identify the area to focus on
5. Select the most appropriate teaching strategy
To reiterate the process:
Teacher on-balance judgement
Align work sample to standards & progression points
Cross reference with indicators of progress
Teachers need to be aware of what prior learning should have taken place and what future learning is to be planned for so it is essential to consider all indicators of progress for the phase.
4. Identify the area that I will focus on – for this example, it was ‘developing concepts about division’
5. Select the most appropriate teaching strategy
Suggest that participants think of a particular student and where this student is up to in his/her learning; Go to the Continua on the DVD and work through the standards/pp/indictors of progress and related teaching strategies that most relate to their current work.
20-30 minutes for this familiarisation process

35. Planning The Continua are a powerful resource for planning
purposeful teaching:
Know the students’ existing knowledge, skills and behaviours
Identify the most powerful teaching strategy
Implement:
When it will be used with the student/s?
When will the student/s will be involved in learning with the teacher?
What will I do first with the student/s?
What will I do next?
What will the students do to apply their understanding?
What will the students do independently to consolidate and demonstrate their understanding?
How will I organise my classroom?
For detailed tools and resources for how schools and individual teachers can plan for their students refer to the Curriculum Planning Modules
Module 1 - Whole school curriculum planning to suit our students
Contains six activities sequenced to support the process of whole school curriculum planning. Each activity is structured in a way that allows for discussion, decision making and documentation of the key elements of whole school curriculum planning.
Module 2 - Planning programs for cohorts of students
Is designed to be used by professional learning teams who plan together to meet the learning needs of particular cohorts of students. It includes generic characteristics and related questions for effective curriculum planning at this level, including strategies to support effective professional learning teams, suggested steps for curriculum planning and a selection of possible curriculum planning templates.

36. What were the main messages? How can I encourage and support teachers
Consider …
What were the main messages?
How can I encourage and support teachers
to use the English and/or Mathematics
Developmental Continua P – 10
to improve student learning?
Activity
Other questions to consider:
How do the English and the Mathematics Developmental Continua P – 10 support and complement the elements of a successful English/Mathematics program?
How can teams of teachers and individual teachers use the English and the Mathematics Developmental Continua P-10 for program planning?

37. Instruction is powerful only when it is sufficiently precise and focused to build directly on what students already know and to take them to the next level. While a teacher does and must do many things, the most critical is designing and organising instruction so that it is focused. Without focus instruction is inefficient and students spend too much time on completing activities that are too easy and do not involve new learning or too little time on tasks that are too difficult and involve too much new learning or relearning ‘Breakthroughs’ Fullan, Hill & Crevola (2006)
Move to end

38. Think, Pair, Share
Positives ……….
Negatives ……….
Questions ………

39. Speaking & Listening will be online by the end of October
Further indicators of progress and teaching strategies will be added over time to enhance and strengthen these resources
Speaking & Listening will be online by the end of October
To provide feedback contact:
The number of teaching strategies available for a particular indicator of progress varies, some do not yet have any teaching strategies.
Over time further teaching strategies will be included as we receive feedback from teachers and as our knowledge base, as a profession, grows.

40. Further examples …..
Reiterate: To most effectively use the Mathematics Developmental Continuum P – 10 identification of what students know is critical.
Let’s have a look at some further examples.

41. Problem: My football team had 2000 members last year
Problem: My football team had 2000 members last year. There has been a 15 % increase in membership this year. How many members are there now?
This problem is taken from the Mathematics Developmental Continuum P – 10.
On the next slide is an example of student work interpreting this problem.

42. Student work sample
This student has correctly found 15% of 2000, and added it on to find the total required to solve this problem in two steps.
It appears from this sample of work, he may not know how to solve this problem in one step i.e. multiplying by 1.15.
Activity: 4
Before the presenter inserts the annotations …
What does this work sample show me about this students’ skills, knowledge and understanding?
How does this relate to the standards and progression points?
How does this relate to the Mathematics Continuum?
What teaching strategies and activities would be used to scaffold this students’ learning forward?
Discuss on table groups.
Then show annotation.

43. Adding and taking off a percentage
Indicator of progress
Level 6
Number:
Adding and taking off a percentage
5.25
Success at this level depends on students being able to add or subtract a percentage in one step by multiplication.
Previously, students will do this in two steps by calculating the mark-up or discount separately, and then adding or subtracting from the price.
Level 5
The knowledge, skills and behaviours evidenced in the work sample link to the learning expectations working towards Level 6 – progression point: The indicator of progress aligned to this is: 5.25 Adding and taking off a percentage.
The evidence in the work sample provides us with the our teaching focus. As the work sample showed us, the student was solving the problem in two steps. We need to use powerful teaching strategies to consolidate his learning about adding and taking off percentages.
Level 4

44. This screen shows the teaching strategies appropriate for this indicator of progress.
There are 6 to choose from.
The first two teaching strategies focus on developing the meaning and equivalence of adding percentages and multiplying by the appropriate decimal.
The remaining activities provide consolidation and practice.
Activity 1: Check pre-requisite knowledge, illustrates that this is a high level concept.
Activity 2: A mental model for percentages over 100% , demonstrates and establishes the equivalences using lengths.
Activity 3: Matching operations, consolidates the equivalence.
Activity 4: Target 100 and Activity 5 : Using calculators and spreadsheets focus on transferring these ideas to technology.
Activity 6: An intriguing problem, where the answers are the same both ways, requires equivalence as its explanation; adding percentages is just multiplying, so the order doesn't matter.

45. For example, is multiplying by 0.95 the same as subtracting 5%?
Teaching strategy
Students should match each entry in the right hand column with an entry in the left hand column.
For example, is multiplying by 0.95 the same as subtracting 5%?
The chosen activity here: Activity 3: Matching operations, consolidates the equivalence.
Activity
The following questions can be used to focus discussion:
What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their learning?

46. What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their learning?
Activity
The following questions can be used to focus discussion:
What are the strengths of this teaching strategy?
Are there limitations?
How will this teaching strategy support the student in moving from an understanding of multiplication as equal addition to a process of multiplication?
After this teaching strategy has been used how would you assess the student’s understanding?
What would you do if they showed evidence of learning and moved in their learning?
What would you do if they hadn’t moved in their learning?

47. Student work sample This work shows evidence of:
Writing from personal experience
Two sequenced ideas
Appropriate nouns and verbs
Simple sentences
Some capital letters and full stops
Some high frequency words and one syllable words spelt correctly
Phonological awareness (letter sounds to attempt unfamiliar words)
From this annotated teacher work sample, we see that the student is working towards Level 2 of the Writing dimension. The teacher has made an on balance judgement that the student is working at progression point 1.25.
Before considering the indicators of progress for the writing dimension, it is important to note that this is just one work sample and consideration of student achievement towards the standards in other dimensions, domains and companion documents is also critical in supporting student progress in English literacy, for example:
Reading Dimension
Speaking and Listening Dimension
Communication Standard
Thinking Standard
Personal Learning Standard
ESL Companion document
VELS Guidelines for Students with Disabilities
Process:
Teacher on-balance judgement
Align work sample to progression points
Cross reference with indicators of progress
Teachers need to be aware of what prior learning should have taken place and what future learning is to be planned for so it is essential to consider all indicators of progress for the phase.
4. Identify the area that I will focus on – for this example, it is the revising phase
5. Select the teaching strategy

48. Indicators of Progress 1.25 Writing dimension
Ideas Communicated in Writing
Students continue to write about familiar events and personal experiences or feelings but use a greater range of ideas in a coordinated way, for example, they support topic with data, and reasons or opinions with simple detail or comments. They extend their use of topic-relevant and high-frequency vocabulary. They combine their personal writing with supportive drawings.
Their texts begin to identify a main idea and subordinate or particular ideas. They may write multiple sentences on a particular topic. Their texts have a beginning, a body and an end. Their texts begin by defining or describing the topic. They begin to sequence ideas, data, reasons and opinions.
While much of their writing is to convey their own ideas and thoughts, they begin to attempt to write directly for a particular audience. They write for different purposes: to tell a story, to entertain, to inform, to reflect, to describe or to observe.
Teachers need to be aware of what prior learning should have taken place and what future learning is to be planned for so it is essential to consider all indicators of progress for the phase.
In the writing dimension the indicators of progress for supporting students’ learning are organised into 4 areas
The four areas are:
Ideas Communicated in Writing
Writing strategies
Conventions of writing and the
Conventions of spelling.
For the purpose of this presentation (overview and familiarisation) we are going to focus on one of these areas:
Ideas communicated in writing

49. Indicator of progress Writing Dimension: Ideas Communicated in Writing
Level 3
Writing Dimension:
Ideas Communicated in Writing
Students continue to write about familiar events and personal experiences or feelings but use a greater range of ideas in a coordinated way, for example, they support topic with data, and reasons or opinions with simple detail or comments. They extend their use of topic-relevant and high-frequency vocabulary. They combine their personal writing with supportive drawings.
Level 2
The knowledge, skills and behaviours evidenced in the work sample link to the learning expectations working towards Level 2 – progression point: 1.25.
This is one of the three indicators of progress aligned to this progression point.
The evidence in the work sample provides us with our teaching focus.. We need to use powerful teaching strategies to scaffold the students learning about idea communication through writing.
1.25
Level 1

50. Proof reading and publishing phase Learning consolidation phase
Teaching Strategies
Teaching strategies ‘Ideas communicated in writing’ are organised under the following:
Organising phase
Composing phase
Revising phase
Proof reading and publishing phase
Learning consolidation phase
The teaching strategies associated ‘Ideas communicated in writing’ are grouped into phases
Organising phase
Composing phase
Revising phase
Proof reading and publishing phase (and)
Learning consolidation phase
Each teaching strategy can have relevance to more than one phase

51. Teaching strategy 1.25 Organising Phase
Establishing a purpose for writing
Students say that they are writing to tell other people about their favourite minibeast. What they will do is describe what their favourite minibeast is like, for example. My favourite minibeast is a slater. I am going to tell you all about slaters.
To begin, the students in small groups can decide the questions their writing might answer. What are some who / what / how / why/ when / where questions?
(You could flick back to slide 20 to remind the audience of the student work sample we are discussing)
The teaching strategies are presented in an integrated learning and teaching context. Eg : Pets/ : Minibeasts
In this example the integrated learning and teaching context is Minibeasts

52. To reiterate the process
Teacher on-balance judgement
Align work sample to standards & progression points
Cross reference with indicators of progress
4. Identify the area that I will focus on
5. Select the teaching strategy
To reiterate the process:
Teacher on-balance judgement
Align work sample to standards & progression points
Cross reference with indicators of progress
Teachers need to be aware of what prior learning should have taken place and what future learning is to be planned for so it is essential to consider all indicators of progress for the phase.
4. Identify the area that I will focus on – for this example, it was ‘developing concepts about division’
5. Select the most appropriate teaching strategy