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Assessment Task 2: Planning for learning: Inquiry based project.Weighting: Due date:ILOs:50%Submission deadline: Monday 14th April XXXXXXXXXX55pmPlanning for learning: Inquiry based project submitted...

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Assessment Task 2: Planning for learning: Inquiry based project.
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Weighting: Due date:


Submission deadline: Monday 14th April XXXXXXXXXX55pm
Planning for learning: Inquiry based project submitted to the LMS via ‘Turnitin’1, 2 & 3

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Multimodal Literacies and Mathematics with children aged between 3-5 years.

To design and justify an inquiry-based project suitable for an Early Childhood Centre, with a focus on


Note:This task may be planned and implemented in an Early Childhood Centre, remote learning, home caring/educatingORit may be completed as a planning/ design task only.


Task Design:

Identify a topic of interest through observations and conversations with children.

1. 2.


2. Imagining the inquiry-based project - choose a topic

What do your students wonder about?
Think about your regular planning process.
In what ways have you addressed students’ ideas previously?
How did you facilitate learning?
What were the mathematical/literacy ideas or concepts targeted? What resources did you use?


How can the ideas or concepts be developed further using multimodal texts and resources?
What sort of multimodal texts or artefacts could students make or construct to develop and evidence their learning?
Which inquiry framework would support the learning targeted?

3. Submission requirements
Your submission needs to include the following:

  • Titleof Inquiry-based Project

  • Student name and ID

  • Inquiry focus/question

  • Summary (Introduction)of the inquiry-based project that focuses on multimodal literacies and

    mathematics identifying the inquiry model you have chosen to guide your planningoIncluding the learning goals and a list of the links to the relevant curriculum document/s


Design an inquiry-based project based on the topic suitable for early childhood, including Mathematics/Literacy and Technology in the project.
3. Document the implementation of the inquiry, describe, and discuss the children’s learning. Alternatively, discuss the potential outcomes of implementing the inquiry.

Link the outcomes to policy and research literature.NOTE: You are to:
follow an inquiry project approach to extending and facilitating deep learning in an emerging

interest within the group.

use one of the methodology/inquiry models outlined in this subject to guide the inquiry project.

evidence your work with visuals to illustrate the flow of your inquiry project.
N.B. Any identifiable inclusion of children in any photos taken must have signed consent from a guardian; discuss this with the educators in your service.

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  • Description of the learning activitiesaccording to each of the sections of the inquiry model you have chosenoheadings/title for each section will depend on the Inquiry model you have chosen to use.

  • Identification of student work/artefactsthat would be created and used throughout the inquiry

  • Rationalefor the inquiry model chosen, including how the children and you are using/creating

    multimodal texts, including for differentiation purposes.

  • Concludewith a discussion of the benefits and constraints of/for implementationoUse and cite

    (reference in text) academic literatureto support your ideas - this can be policy, curriculum, research etc. Cite the articles selected for AT1 if relevant.

  • Reference List(not included in word count)
    While you may use dot points when relevant, avoid using the dot points as a list - integrate the points made into the story (narrative) to be told about the purpose, aims, goals, and learning activities as you construct the inquiry project.

    Assessment Task 2 is to be completed and submitted via Turnitin from the Assessment tile in LMS.

    Feedback will be released via the LMS.

Answered 10 days After Apr 04, 2024


P answered on Apr 14 2024
6 Votes
A foundational mathematical skill-exploring and understanding shapes
Objective: The main objective is to effectively engage the children in math fun activities that will improve their concept to understand various objects shapes.
The perception of the objects begins from the birth of the children itself. From birth to the two years the babies have the capabilities to differentiate between the various objects and things. i.e. they can distinguish the people (differences between mother and father), things and the location where they are located. But it is a great deal for them to understand the essential features associated with it. Understanding shapes lays foundation for the children to understand the complex mathematical concepts (Rabillas, 2023). In addition, it will help the children to build spatial awareness and understand both geometric and problem-solving abilities. It not only helps to memorize the names and attributes it will help for better visual understanding of the shapes and understand the concepts like sides, angles and vertices. A through hands-on and guided session will help the children to internalize the geometry and improve their overall mental ability (Gao, 2023). Besides the concept of shape exploration
idges the mathematical concept and the real-world environment, as the children will encounter so many shapes in day-to-day life. Besides, these concepts will help in future understanding concepts of such as measurements, symmetry concept and the spatial transformations.
In this study, a multimodal approach which integrates the literacy, usage of the technology and the hands-on sessions will provide a dynamic journey of the mathematical concepts such as shape and space. will be discussed.
Design Brief
The children can easily different between the various shapes (figure 1) i.e. In the below figure they will differentiate between the circle and the rectangle but they don’t have the ability to understand their properties such as how many sides does a rectangle have etc.
This study is designed to engage children aged 3-5 years in a comprehensive exploration of shapes by hands-on experiences, guidance, and the integration of multimodal literacies (Hirsh-Pasek et al., 2015). As per Piaget’s theory, using constructive will improve the overall cognitive development of the children (Piaget, 1977). This study aims to scaffold children's understanding of shapes by engaging them in various activites within their zone of proximal development (Vygotsky, 1978).
As per Clemets & Sarama, 2014, it is very important to incorporate various essential mathematical concepts related to shapes, including identification, description, comparison, and classification based on attributes (Clements & Sarama, 2014). The activities should be specific and designed based on the children age and understanding. Besides, it is very important to engage the students either individually or in groups for better learning management. This will improve the spatial reasoning concept, pattern identifications, colors identifications and problem-solving skills laying basis for future mathematical concepts.
In these multimodal literacies, children have diverse avenues for representing, communicating, and making sense of their experiences with shapes (Marsh, 2010). Various resources such as books, digital media, art supplies, and real-life objects, children will develop literacy skills to better understand the mathematical concepts. Advances in the technology has revolutionized the educational systems in the form of interactive concepts such as rhymes etc. reinforced the shape recognition skills (Haugland, 2017). The activities should be designed by ensuring the inclusivity and accessibility for all the children (Tomlinson, 2014). This can be achieved by using multimodal resources and materials so that children will accommodate and adapt to the different learning styles based on their interest and preference. A proper documentation which the various assessments of the children will help for proper analysis of the performance and this will help in the decision-making while designing the next task to engage the children (McArdle & Mu
ay, 2017).
By em
acing an all-encompassing way to deal with shape investigation that coordinates numerical ideas, multimodal proficiencies, and innovation, the task intends to establish a dynamic and comprehensive learning climate where children can foster a profound comprehension of shapes while encouraging their numerical and education abilities. Through directed request, involved investigation, and significant commitment with shapes, kids will set out on a multimodal excursion of disclosure that establishes the groundwork for deep rooted numerical learning and request (Ward, 2024).
Implementation and documentation
The Math Focus wall will assist with working on the hypothetical information as a source of perspective graph for the kid’s learnings (Aviles,...

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