Immersive Task
Over the two weeks of immersive numeracy PEX, Enrolled Educators are to provide two critical reflections. These reflections are centred around numeracy concepts, pedagogical practices. To enhance your reflection, consider referring to the Early Years Learning Framework, Developmental Milestones and any other relevant theory and/or research.
While it is important to include children’s voices in the reflection, it is very important that children identities are protected.
Observation & Reflection
Enrolled Educators are to observe and reflect on three numeracy.rich play experiences. One experience must be spontaneous, One experience must be planned, One can be either spontaneous or planned.
For each experience, Enrolled educators are critically reflect on the Numeracy concepts being explored by the children and the Pedagogical practices of the educators involved. These reflections are also to include the child’s voice as a central aspect.
Based on these reflections, propose 3–5 planning possibilities to extend children’s numeracy learning.
Implementation & Reflection
Enrolled Educators are to Select one of the planning possibilities and from week 1 and use it as the basis for a mini.Project consisting of at least three separate learning experiences.
After each experience, critically reflect on how the children engaged with the identified numeracy concepts and how your chosen pedagogical approaches influenced the learning. Enrolled Educators are to reflect considerations to the learning environments, Routines and how the experiences changed or grew with each implementation.
The numeracy concepts that might be explored could include:
- One to One Correspondence
- Sequencing
- Cardinality
- Subitizing
- Number sense
- Measurement
- Geometry/Space
- Patterning
- Data analysis
The teaching Pedagogies could include:
- Susstained Shared Thinking
- Purposeful pausing
- Modelling
- Strategic Questions
- Co.Constructive inquiry and investigation
- Scaffolding
Possible Numeracy Concepts
. One.to.One Correspondence
. Sequencing
. Cardinality
. Subitizing
. Number sense
. Measurement
. Geometry/Space
. Patterning
. Data analysis
Possible Pedagogical Approaches
. Sustained Shared Thinking
. Purposeful pausing
. Modelling
. Strategic questioning
. Co.constructive inquiry and investigation
. Scaffolding
Summary of Assessment Requirements
The Immersive Numeracy PEX Assessment requires Enrolled Educators to engage in a two-week reflective practice focusing on numeracy concepts and pedagogical approaches within early childhood learning environments.
The assessment is divided into two main components — Observation & Reflection and Implementation & Reflection — and aims to evaluate the educator’s ability to connect theory with practical teaching experiences.
Key Requirements:
- Observation & Reflection (Week 1):
- Observe and reflect on three numeracy-rich play experiences:
- One spontaneous experience
- One planned experience
- One either spontaneous or planned experience
- Critically reflect on:
- Numeracy concepts explored (e.g., one-to-one correspondence, sequencing, subitizing, number sense, measurement, geometry, patterning, or data analysis).
- Pedagogical practices used by educators (e.g., sustained shared thinking, purposeful pausing, modelling, strategic questioning, co-constructive inquiry, scaffolding).
- Include children’s voices while maintaining confidentiality.
- Refer to the Early Years Learning Framework (EYLF), Developmental Milestones, and relevant theories or research.
- Based on reflections, propose 3–5 planning possibilities to extend children’s numeracy learning.
- Observe and reflect on three numeracy-rich play experiences:
- Implementation & Reflection (Week 2):
- Select one planning possibility and design a mini-project of at least three learning experiences.
- After each experience, critically reflect on:
- Children’s engagement with numeracy concepts.
- Impact of pedagogical approaches.
- Learning environment, routines, and progression of experiences.
- Demonstrate professional growth, reflective thinking, and application of theory into practice.