EDU10003 Assignment 3: Folio Template on Number Sequences, Year 2

This assignment is a folio template designed for a Year 2 primary education setting, focusing on the concept of number sequences and the content descriptor ACMNA026 from the Australian Curriculum. The assignment requires the selection of a specific content descriptor and the demonstration of how the concept progresses across different year levels. The solution provides a detailed curriculum connection, explaining the progression from Year 1 to Year 2, emphasizing the importance of understanding number sequences. The resource section includes an ICT-based resource called "Numbers train", which aligns with the content descriptor and promotes the development of numeracy skills through interactive activities. The rationale section justifies the resource selection, supporting it with academic literature and highlighting the benefits of ICT integration in early childhood mathematics education, particularly in enhancing children's digital literacy and numeracy skills. References to relevant academic papers and curriculum documents are also provided.

Assignment 3: Folio template
Concept: Number and Algebra ensure that the concept clearly builds on the concept you explored in Assignment 2:
Presentation. Provide a brief explanation if necessary.)
Selected levels: 1, 2 and 3.
Template (3 in total, 1 per year level)
Year level: 2
Content descriptor
Select one content descriptor to focus on in each
level that directly correlates to your concept and
shows a clear progression.
ACMNA026 – Investigate number sequences, initially those increasing and decreasing by twos,
threes, fives and tens from any starting point, then moving to other sequences (ACARA, 2017,
v.8.3).
Curriculum connections
Description of how the concept is addressed, and
how it progresses throughout each level.
The curriculum description for this year significantly expands upon the content descriptor for the
previous year. The same for year 1 described that the children in the year 1 group should be able
to count from 1 to 100 correctly and should also be able to have a basic understanding of what
happens when the numbers are made to skip in a particular sequence. In the current content
descriptor, it has been stated that the children should engage in - depth with the number
sequence and investigate them in a more detailed manner. At this stage, the children should also
be able to understand and know about what happens when numbers in a sequence are made to
skip a particular count. Besides that this content descriptor also elaborates how the children can
learn more about the number system and counting, by being able to start counting from any
random number and continue the sequence from there on.
It can be stated therefore that this content descriptor builds up on the numeracy outcomes that
have been highlighted in the previous year. Therefore as a progression in terms of learning
outcomes, it provides a great deal of resourceful support to the children.
Resource Title: Numbers train (ICT)

Include the name of the resource, evidence of the
resource and a brief description.
Please note, 2 out of the 3 resources must be ICT
resources.
Numbers train (scootle.edu.au, 2016)
This is an ICT based resource that can be accessed on the scootle website via the official Australian
Curriculum webpage. This is an interactive activity where the children are made to make number
trains by bringing the train displayed on the top right corner to the line. The number sequence is
small and simple but starts with a random number. The numbers can either be displayed as digits
or as dots painted on a train carriage. This way, the children have to count the number the dots,
thus promoting their counting abilities as well. Besides, the randomness of the starting point
makes sure that the children can start from any number and continue counting.
Rationale
Justification for your resource selection. This must
be supported by academic literature.
This resource is beneficial for the children especially when the year and content descriptor is
considered. The year for which this ICT based resource is selected is 2. Therefore the content
descriptor highlights the progression from the previous year that needs to happen in this year. The

previous year’s content descriptor highlighted simple counting and number skipping (ACARA, 2017,
v. 8. 3). In this year, the outcome or the objective has been advanced to include a practical
implementation of counting where the children, in order to accomplish a task, needs to implement
the learning and the ability to count to full use.
The resource that has been selected is primarily and ICT based resource that can be opened on the
computer or iPads. Year 2 is a good year to incorporate ICT based learning in the early childhood
education of mathematics (Yelland, 2011). An ICT gadget like iPad can be a resourceful instrument
by not only making the testing simpler and more engaging, but also enhancing the children’s digital
literacy (Papadakis, Kalogiannakis & Zaranis, 2016).
Moreover, the task itself requires that the children be able to count the number of dots as well as
read the numbers. Doing so, they will arrange the train carriages in a line. This shows that the
children have developed their range of numeracy skills wherein they are able to start counting at
any random number and continue counting in a sequence (Raghubar, Barnes & Hecht, 2010;
ACARA, 2017, v. 8. 3). This is an advanced engagement with numbers that what the year 1 content
described. This resource is therefore an appropriate resource for the selected year group.

References.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Foundation to year 10 curriculum: Language
for interaction Version 8.3 (ACELA1428). Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#cdcode=ACELA1428&level=F
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching mathematics: An attempt to
improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241-253.
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental,
individual difference, and cognitive approaches. Learning and individual differences, 20(2), 110-122.
scootle.edu.au. (2016). Number train [Image]. Retrieved from http://www.scootle.edu.au/ec/viewing/L2317/index.html#
Yelland, N. (2011). Knowledge building with ICT in the early years of schooling. He Kupu, 2(5), 33-44.