MATHEMATICSKLA Years 1 to 10

Understanding the syllabus

MATHEMATICS

The Years 1 to 10 Mathematics Syllabus

is based on current research into mathematics education

reflects current national and international best practice

replaces and builds on the 1987 Years 1 to 10 Mathematics syllabus.

The syllabus has links to

Early Years Curriculum Guidelines

Year 2 Diagnostic Net Queensland Years 3, 5 and 7

testing programs national numeracy benchmarks

Years 3, 5 and 7 senior secondary syllabuses.

Structure

The syllabus is organised into sections:

rationale outcomes assessment reporting.

Rationale

emphasises the importance of providing opportunities for students to think, reason and work mathematically

highlights how mathematics helps individuals make meaning of their world

describes how the language of mathematics enables communication.

Thinking, reasoning and working mathematically

is the underlying premise on which the Years 1 to 10 Mathematics Syllabus has been developed

is promoted through engagement in mathematical investigations.

Positive dispositions towards mathematics learning are integral to thinking, reasoning and working

mathematically.

Students think, reason and work mathematically when they

see the mathematics in situations encountered.

Students think, reason and work mathematically when they

plan, investigate, conjecture, justify, think critically, generalise, communicate and reflect on mathematical understandings and procedures.

Students think, reason and work mathematically when they

select and use relevant mathematical knowledge, procedures, strategies and technologies to analyse and interpret information.

Mathematical knowledge includes

knowing about mathematics knowing how to do

mathematics and knowing when and where

to use mathematics.

An outcomes approach

The Years 1 to 10 Mathematics Syllabus is based on an outcomes approach.

Principles underpinning an outcomes approach

a clear focus on learning outcomes

high expectations for all students a focus on development planning curriculum with learners

and outcomes in mind expanded opportunities to learn.

Outcomes

There is a hierarchy of outcomes in the syllabus: overall learning outcomes key learning area outcomes core, discretionary and Foundation Level learning outcomes.

Overall learning outcomes

are common to all key learning areas assist students to become lifelong

learners, achieve their potential and play active roles in their family and work lives

are the outcomes expected both during, and as a result of, learning experiences throughout the 10 years of the common curriculum.

A lifelong learner is a knowledgeable person with deep

understanding a complex thinker a responsive creator an active investigator an effective communicator a participant in an interdependent world a reflective and self-directed learner.

Key learning area outcomes

are the intended results of extended engagement with the Years 1 to 10 Mathematics key learning area

are the ‘big picture’ outcomes for Mathematics across Years 1 to 10.

Level statements

are included for each level of each strand of the syllabus

summarise learning outcomes at each level and provide the conceptual framework for developing the learning outcomes.

Core learning outcomes

describe learnings considered essential for all students

describe what students should know and be able to do with what they know

are sequenced across Levels 1 to 6 are presented in levels of increasing

complexity and sophistication provide the focus for planning for

learning and teaching.

The sequencing of the learning outcomes based on each topic is such that each level is ‘nested’ within the following level.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Foundation Level learning outcomes

are examples of outcomes for students with disabilities.

Foundation Level outcomes could also

be developed by teachers to meet the needs and interests of individual students or groups of students.

Discretionary learning outcomes

describe learnings beyond what are considered essential

are included in the Years 1 to 10 Mathematics Syllabus at Beyond Level 6

are linked with learnings identified in senior syllabus documents.

Mathematics key learning area

Five strands are used to organise the Mathematics key learning area: Number (N) Patterns and Algebra (PA) Measurement (M) Chance and Data (CD) Space (S)

Topics

identify the key aspects of mathematics within each strand

are interconnected within the strands

are coded to aid identification. For example, CD 3.2 identifies

Chance and Data strand, core learning outcome Level 3, topic 2 — Data.

Number strand

Topics:

Number concepts N_.1

Addition and subtraction N_.2

Multiplication and division N_.3

Key emphases of Number strand are

the language and conventions associated with number

different representations of numbers links between the four operations

based on the knowledge of each operation

mental strategies for calculations of exact and approximate answers

money conventions, financial literacy and factors influencing decisions.

Patterns and Algebra strand

Topics:

Patterns and functions PA_.1

Equivalence and equations PA_.2

Key emphases of Patterns and Algebra strand are

the language and conventions associated with patterns and algebra

backtracking, equivalence and balance interpretation of relationships through

different representations of functions strategies and methods for solving equations links between, and use of, the four operations

when solving equations.

Measurement strand

Topics:

Length, mass, area and volume M_.1

Time M_.2

Key emphases of Measurement strand are

the language and conventions of measurement strategies for comparing different measurements skills for measuring relationships between units of measure and

between the dimensions for formulae conversion of measurements into manageable

forms when calculating time-management skills.

Chance and Data strand

Topics:

Chance CD_.1

Data CD_.2

Key emphases of Chance and Data strand are

the language and conventions of chance and data

data collection methods and displays appropriate for a range of purposes

selection of strategies for situations involving probability and statistics

application of strategies to calculate probability and analyse data

interpretations of probabilities and statistics to inform judgments and decisions.

Space strand

Topics:

Shape and line S_.1

Location, direction and movement S_.2

Key emphases of Space strand are

the language of, and conventions associated with, space

geometric properties connections within and between

families of shapes methods to represent orientation and

movement, and to construct shapes visualisation strategies for dynamic

spatial reasoning.

Core content

is strand and level specific is organised using subsets of the

topics is used with the core learning

outcomes to plan for learning and teaching

should be in a range of contexts.

Assessment

Use assessment information to: provide ongoing feedback about learning to students inform decision making related

to student learning.

focus on students’ demonstration of learning be comprehensive be valid and reliable take account of individual learners provide opportunities for students to take

responsibility for their own learning and for monitoring their own progress

reflect equity principles.

For assessment to be effective it should

Assessment involves providing students with opportunities

to demonstrate what they know and can do with what they know

gathering and recording evidence of students’ learning

using evidence to make overall judgments about students’ learning.

Reporting

is the process of communicating information and judgments about students’ learning

should provide students and parents/carers with timely and accurate information that they can understand, interpret and use to support student learning.

Information and judgments about student learning are communicated to

students parents/carers other professionals.

Support materials

are intended to help teachers develop understandings about the Mathematics key learning area and the syllabus.

Materials to support the syllabus

Understanding the syllabus core learning outcomes table elaborationsPlanning sample investigations ideas for investigations planning adviceP–12 links connections with

- senior syllabus documents - Early Years Curriculum - Years 3, 5 and 7 testing program

Additional information annotated bibliography

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