Transcript The draft Australian curriculum

Mathematics K-6
 Number
 Patterns and algebra
 Data
 Measurement
 Space and geometry
Draft Australian Curriculum
 Number and algebra
 Measurement and
geometry
 Statistics and probability
Working Mathematically
 Questioning
 Applying Strategies
 Communicating
 Reasoning
 Reflecting
Proficiency strands
 Understanding
 Fluency
 Problem solving
 Reasoning

Content descriptions
Understand numbers to 10, including matching number
names, numerals and quantities,… (Kindergarten)

Content elaborations
…illustrate and/or clarify the detail of the content
descriptions.

Achievement standards
By the end of Kindergarten, students are able to
confidently recall the sequence of numbers to 20,
matching names and numerals and find the total of small
collections by counting.



Organised in years, not stages.
Descriptions of content and achievement
standards, no outcomes.
Content descriptions are brief
◦ This makes it difficult to determine if they are clear
without the elaboration – Can you find when the
multiplication facts for 7 are taught?
Do you know what to teach in Year 5 when you read:
“Solve realistic problems involving multiplication with
large numbers including division by one-digit numbers”?


How does the draft curriculum provide support for
the full range of students in your class?
How do the standards compare to the current
NSW syllabus?
e.g. From the Best Start Kindergarten assessment about
2/5 could identify numerals to 10, and about 8% each
to 20 and to 100, on entry to Kindergarten . The draft
Australian curriculum in mathematics expects students
can identify numerals to 10 by the end of Kindergarten.


How is content organised in school years meant to
assist the diverse range of learners?
Resourcing
◦ Although calculators are referred to in the NSW
Mathematics K-6 syllabus they are not described within
the mandatory outcomes. The draft Australian curriculum
refers to calculators in the mandatory content from as
early as Year 2. What are the implications of requiring all
students to use calculators from Year 2? When do
students learn order of operations or rounding decimals?


Some content statements appear to be teaching
activities rather than statements of content e.g.
Year 2: Say, understand and reason with number
sequences increasing by twos, fives and tens from
any starting point including using calculators.
Much of the content appears at different years to
our syllabus e.g. Recognise and represent
numbers involving tenths and hundredths… In
which year would you currently teach this and in
which year in the draft curriculum?




Does the draft Australian mathematics
curriculum support both excellence and equity?
Is the draft curriculum focused on the important
ideas?
Is the draft curriculum coherent? In particular,
does the sequence of development make
sense?
Is the draft curriculum internally consistent in the
way it uses concepts from other strands (e.g.
multiplication and area)?