Full course description
Date and time
Wednesday 18 May 2022, 1.00 pm to 3.00 pm
Online – a Zoom link will be provided 24 hours prior to the event
This learning event is right for you if you are a VCE Further Mathematics teacher wanting support and resources in creating a Modelling or Problem-solving SAC.
Creating and structuring school-based assessment tasks requires careful preparation and planning. This two-hour webinar will focus on the Modelling or Problem-solving task for Further Mathematics and guide you through key understandings and processes.
The session will cover:
• the purpose, nature and scope of the Modelling or Problem-solving task
• some useful resources
• its possible structure
• a framework and processes for developing a suitable Modelling or Problem-solving task.
A sample task will be used to illustrate and discuss task construction and will be available to download as part of the session. Participants should have access to CAS technology they are familiar with and are also encouraged to bring along sample/draft contexts and/or tasks for discussion.
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Curriculum and Student Learning – Curriculum framework
- Curriculum and Student Learning – Student learning outcomes
- The minimum standards for schools offering a senior secondary course – Student learning outcomes
Relevant Australian professional standards for teachers
3. Plan for and implement effective teaching and learning
5. Assess, provide feedback and report on student learning
- deeper understanding of the Modelling or Problem-solving task and its structure
- framework and process to develop a Modelling or Problem-solving task for your cohort
- opportunity to share your work in progress
- resources to support your task ideas and development.
Dr David Leigh-Lancaster
David was Victorian Curriculum and Assessment Authority Mathematics Curriculum Manager for 23 years from 1998 – 2021. Prior to that he taught 7-12 mathematics for two decades, with half of these as a Mathematics Head of Department.
He has extensive experience and expertise in:
• curriculum development, implementation and review
• professional learning
• resource development
• external examinations
• school-based assessment
• the use of computational technology in the mathematics curriculum.
David has longstanding interests in connections between mathematics and mathematics education, the nature of mathematical inquiry, curriculum design and teaching, learning and assessment in mathematics, and has worked on research projects in mathematics education nationally and internationally.