Curriculum

1
Curriculum is everything, both planned and
unplanned that happens in your classroom. Planned
curriculum is based on the knowledge that
government and schools require you to teach. This
is presented as syllabus documents. Syllabus
documents provide you with the detail about what
you need to teach to your students depending on
their age and stage.
Curriculum Knowledge
In NSW there are six syllabus documents in the
Key Learning Areas of English, Mathematics,
Creative Arts, Personal Development, Health and
Physical Education (PDHPE), Science and Human
Society in its Environment (HSIE)
2

• Unplanned curriculum is often referred to as the
  hidden curriculum. These are things that you
  are teaching in your classroom or school without
  necessarily meaning to (hence the hidden
  curriculum). For example if you tell/accept
  racist jokes or sexist comments, you are teaching
  your students that this is ok, while also
  excluding the butt of the joke/comment. Another
  example is how you deal with bullying, which has
  the potential to teach your students about forms
  of violence and how to deal with them-even if
  this is not what you are meaning to do (Ailwood,
  J. 2004 CSU Bathurst, Tutorial Notes).

3
By our teaching and personal example we must
strive to inculcate in the students an
appreciation for the education system. We as
teachers will be responsible to the students and
the school at large for the provision of quality
education. In saying this we will also be
accountable to the Board of Studies for providing
such education. We could ask the question as to
what should be taught? The answer here would be
that many, many things could be taught, yet there
is insufficient time and resources to teach them
all a selection has to be made.

As things are, there is disagreement about the
subjects. For mankind are by no means agreed
about the things to be taught, whether we look to
virtue or the best of life.- Aristotle
4
Perhaps this comes back to how knowledge should
be organised. Do we look at this from a logical
or a pedagogical point of view, or by discipline
or for organisational convenience.
It is in the school that the curriculum makes
contact with the everyday world, that being the
students. The curriculum is the basis for the
outcomes of the knowledge learnt at schools.
Muller (2000) determined that it is the
curriculum that moulds and puts forward the
agenda for the learning and teaching process that
stamps the dominance on curriculum contents.
5

• There is also the hidden curriculum of the
  classroom, that being what is taught as apart
  from what is actually in the curriculum itself.
  Does this lead us to where the knowledge is not
  up to the standards that is becoming of the set
  curriculum, as dictated by the bureaucracy? And
  are the teachers being blamed by the bureaucrats
  for the drop in the educational performance of
  our students. Is this due to a lack of ability by
  the teachers, or due to a lack of quality
  assurance being performed on the teachers by
  themselves and their peers on a regular basis.
• The questions can continually be asked, but the
  answers need to be addressed. Knowledge is
  important for us all, we need to be educated by a
  guided system, the curriculum indeed needs to be
  in place to educate us and to help our knowledge
  grow. It is important that the responsibility of
  the curriculum lay on the shoulders of the
  parents, students and the teachers so as to
  assist in the positive growth of our education.

6

• a critical view of the curriculum enables a
  more flexible construction of the teaching and
  learning process, combining features of both the
  rational and procedural approaches' as suggested
  by (Groundwater-Smith, Ewing Le Cornu
  2003,p.89).

7

• Language as Social Practice EED 112
• Assignment 2 Power Point Presentation
• essay.ppt

Evidence
8

• I used this power point presentation as I feel it
  is a good example of curriculum and knowledge.
  It shows the different types of discourses
  communities that we have looked at this semester
  in our Language subject, along with
  socio-cultural approaches to language and
  learning.
• Scaffolding is a teaching method that we have
  covered and probably one of the greatest assets
  we can leave with in our bid to become great
  teachers.
• Scaffolding is something that I was unaware of
  being apart of each day as a parent. And the
  fact that I am bringing my children up in a
  discourse community within the family.
• I have learnt so much that is apart of our
  everyday life that I would not have previously
  been aware of.

Justification
9

• Maths and Numeracy EMM 111
• Assignment 2 Power Point Presentation
  Investigations Seminar
• mathsppt

Evidence
10

• I chose this assignment also as it has covered
  basically everything we have done in this subject
  this semester. Everything from numbers to shapes
  to problem solving was encountered in this task.
• As we were taught in our tutorials in an attempt
  to solve problems we should

Draw a picture. Use a table. Guess and
check. Look for a pattern. Make it
simpler. Brainstorm.
Justification
I found this to be one of the most tedious tasks
I was given this semester and found it to be one
of the most time consuming also. I used
everything from the list above to complete this
assignment. I found that what we are taught does
help to succeed in yor work.
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Language as Social Practice

• Assignment 2, Essay
• Gemma Seedsman
• Student Number 9402 1072

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Introduction

• This subject sees language as social practice
  which is learned as part of our wider
  socio-cultural activities in which we are engaged
  as we become members of our families and
  communities. That is, we learn to do literacy
  as we learn how to behave and belong in our
  families and communities.
• Discuss this statement in relationship to the
  concept of Discourse communities and the
  socio-cultural approaches to language and
  learning introduced in this subject. How can
  these theoretical understandings be applied to
  language development and learning in context of
  schooling?

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Sociocultural Approaches to Language and Learning

• Zone of Proximal Development
• Protolanguage
• Modelling
• Scaffolding
• Modelling
• Text types or genres
• Text Structure and Language Choices

14
Discourse Communities

• Definition this refers to a group of people who
  share the same beliefs and values, which are
  reflected to a certain extent in their various
  meaning making systems (Love, Pigdon Baker
  2002).
• How we become members or insiders?
• Primary discourse
• Secondary discourse

15
Schooling

• A new discourse community- definition
• Key learning areas- definition
• New language-definition

16
Conclusion

• Language is a part of social practice
• Language is an integral part of culture
• Language is our way of social interaction

17
Reference List

• Berk, L 1994 Child Development, A division of
  Paramount Publishing, Massachusotts
• Derewianka, B 1998, A grammar companion for
  primary teachers. Primary English Teaching
  Association, Sydney
• Hartley, R McDonald, P 1994, The many faces of
  families Diversity among Australian famlies and
  its implications.
• Dwyer, J 1989 A sea of talk Primary English
  Teaching Association, Sydney
• Gee, J P in C Mitchell Weiler (eds) 1991.
  Rewriting literacy, New York Beigin Gurey 1-11
• Hanlan, W 1998, Same Language different lingo. EQ
  Australia. Primary English Teaching Association,
  Sydney
• Jones, P 1996 Talking to Learn, Primary English
  Teaching Association, Sydney
• Love, K, Pigdon, K Baker, G, with Hamston, J,
  2002, BUILT building understandings in
  literacyand teaching. 2nd edn. CD-ROM. University
  of Melbourne, Melbourne
• Knobel, M 1999, Everyday literacies Students,
  discourse and social practice. Peter Lang, New
  York.
• Winch,G, Hoogstad, V, 1985, Teaching Reading, A
  Language Experience. The McMillan Company of
  Australia Pty Ltd, South Melbourne

18

• Investigate shapes made from squares joined by
  common sides

SHAPES
Presented by Kathy and Gemma
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• Range of aspects investigated

• Firstly how many shapes were made by each number
  of squares?
• Is there a pattern forming from the number of
  squares?
• Have we the right amount of shapes for the number
  of squares or are there more?
• Is there a pattern forming in the way we actually
  make the shapes?
• Perhaps there is a mathematical sum for working
  this out.

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A look at how many shapes can be made from1, 2,
3 4 ..squares
3
2
1
4

2 8 1
5
21
A look at how many shapes can be made from6
..squares
3 13 16 2
22
Investigating Shapes

• Is there a Pattern?
• Is there a multiplication pattern?
• Does the pattern have to do with Fibonaccis
  sequence?
• Does the amount of shapes in one number have
  something to do with the next?
• Do all even numbers have an odd amount of
  shapes?
• Does this mean anything?

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Are there any patterns forming from the number of
squares ?

• Because we had a pattern forming with 1,1,2,3,5,
  we thought maybe the Fibonacci sequence, but this
  was not the case
• By looking ahead we are told that 7 squares gives
  us 108 shapes, at that stage we thought the
  pattern was 1,1,2,4,12 so we looked at maybe
  3x412
• 3x1236
• 3x36108

24

• But this attempt at a formula was also
  unsuccessful, hence we concluded that there was
  no pattern to this topic and looked at it from
  another angle.

After considerable searching we came up with the
thought that it was similar to the TETRIS game.
25

• This then headed our search in the direction of
  polominos-
• A polomino is a shape that is made when a
  particular number of squares of the same size in
  particular locations on a plane in a way that one
  edge of each square matches to the edge of one of
  the other squares.
• 1 square is a monomino 1 configuration
• 2 squares is a domino 1 (we can relate this
  word to the game dominos)
• 3 squares is a triomino 2
• 4 squares is a tetromino 5 (we can relate this
  to the tetris game)
• 5 squares is a pentomino 12
• 6 squares is a hexomino 35
• 7 squares is a heptomino and this is the one that
  makes 108 shapes.

26

• A hexomino is as far as we went with the shape
  making-

The following page shows all possible hexominoes
35 is the number of shapes here
27

• The 20 hexominoes,coloured black, have no symmetry

• 6 hexominoes, coloured red, have an axis of
  mirror symmetry aligned with the gridlines.

• 2 hexominoes, coloured green, have an axis of
  mirror symmetry at 45 degrees to the gridlines.

• 5 hexominoes, coloured blue, have rotational
  symmetry.

• 2 hexominoes, coloured purple, have two axes of
  mirror symmetry, both aligned with the gridlines

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L
T
V
N
Z
X
F
P
W
Y
I
U
There are 12 shapes in the set of unique
pentomines, named T, U, V, W, X, Y, Z, F, I, L, P
and N. As a mnemonic device, we only need
remember the end of the alphabet TUVWXYZ and
the word FILiPiNO. This will make a set of
unique pentomines.
29
Further Investigations

• Shapes Surrounded By Other shapes
• What shapes can be used as inner shapes which
  layers of squares can be place around?
• For a given inner shape can we predict the number
  of squares needed for each successive layer
  around it?
• What if different inner shapes from the same
  number of squares are used?
• What about double layers?

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Shapes with layers squares
                                 
                               
                         
                         
                         
                         
                         
                         
1 x 1
2 x 2
4 x 4
3 x 3
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Shapes with layers Squares
The number of squares in each layer of a square
surrounded by other squares
1 x 1
The difference between the number squares in the
first layer and the next layer is 8.
Therefore l2 l1 8
32
Shapes with layers rectangles
1 x 1
1 x 2
                         
                         
                         
                         
                         
2 x 3
2 x 4
1 x 3
33
Shapes with layers Rectangles
The number of squares in each layer of a square
surrounded by other squares
1 x 3
The difference between the number squares in the
first layer and the next layer is 8.
Therefore l2 l1 8
34
Shapes with layer Rectangles
1 x 1 8 outer squares 1 x 2 10 outer
squares 1 x 3 12 outer squares 1 x 4 14 outer
squares 1 x 5 16 outer squares 1 x 6 18 outer
squares 1 x 7 20 outer squares
2 x 3 14 outer squares 2 x 4 16 outer
squares 2 x 5 18 outer squares 2 x 6 20
outer squares 2 x 7 22 outer squares
3 x 4 18 outer squares 3 x 5 20 outer
squares 3 x 6 22 outer squares 3 x 7 24 outer
squares
Shapes with layer Squares
1 x 1 8 outer squares 2 x 2 12 outer
squares 3 x 3 16 outer squares 4 x 4 20 outer
squares 5 x 5 24 outer squares
35
Problem Solving Process

• Draw a picture.
• Use a table.
• Guess and check.
• Look for a pattern.
• Make it simpler.
• Brainstorm.

36
Problems We Found

• Knowing if we had the right amount of shapes.
• Drawing the same shape twice.
• There was no pattern to the polonimoes.
• Our eyes were going square!

37
Reference

• http//encyclopedia.thefreedictionary.com/tetromin
  o
• www.google.com.au