аЯрЁБс>ўџ ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС'`№Пt%bjbjLULU *.?.?КџџџџџџЄЊЊЊЎМРРд@<ЉЉЉиh|ЎЎДИдиЉуЉЉ@ЉЉЉЉ$ЉЉЉЉSo in terms of pre-testing students skills we would, on an individual teacher basis look at different skills students may or may not be able to do especially the incoming Year 7 students, and we might also get data from the primary schools to refer back to about their NAPLAN scores in the earlier years if possible, but individual Science Teachers would make that decision for themselves about what level of pretesting they would want to do with their classes.
Sometimes we look at ES past ESA questions to look at the numeracy skills that students need to answer those questions and that will help us to then identify the types of things that students are going to need to be able to do and the level that they will be able to do those skills at, so ESA is a guide for us in terms of how to teach numeracy skills and the type of numeracy skills that students need and also to get them at the right level.
So in terms of, as a faculty, when we're looking to embed numeracy skills in our programs, we do things like look at the data from our students we know that different students will be at different levels in terms of their numeracy skills as well as looking at the things that we know in Science, that they struggle with, so we look at the things that across their exams and assessment tasks the students find difficult and we tend to focus on those, as well as using the data from other examinations.
So for Science as a faculty we have often found that students struggle with graphing, they struggle with scales, they struggle with doing calculations and manipulating algebraic expressions, so we just look for ways in every lesson to actually make sure that when we do those skills, that we make it explicit for students what they need to do and how they can best improve their own ability to do those things. So in my own classroom when I'm embedding numeracy skills, I take into account what I know about my students, and think about ways to make things easier for them so breaking it down into more parts and looking for the ways in which I think the students will understand it the best, and then just put those in where they naturally fit with a Science lesson, so if I'm doing a graph, I will look for the things students need to be able to do by the HSC and break that down into lower levels. Then those things that they've used in another subject like Maths, where they've been explicitly taught how to do graphing I'll refer back to that so students can make a link between what Science is doing and what Maths is doing, as being the same so it's not a different skill it's applying the same skill that they may already have.
So in Science on a few occasions we have actually consulted with the Maths faculty about the way that they have sequenced different numeracy skills, we have found that sometimes we have done things in Science before they've been explicitly taught in Maths, and that's made it more difficult for us, so we've engaged in faculty planning sessions with the Maths faculty to ensure that the skills that we are teaching in Science are the ones that they have covered in Maths or also to ensure that we are teaching them the same way in which they would be taught in Maths so that students can make the link between the numeracy skill in Science being the same as the numeracy skill in Maths.
So an example of this is when in Year 9 we often do some work on OHM's law which requires students to look at the gradient of a line graph, and in Maths we found that they were actually not tackling the gradient concept until later in Year 9 or Year 10 and we've altered our program and our scoping sequence in order to line up with Maths a bit better on that so that students have that basis from Maths to then apply in Science
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