Mathematics

Overall expectations in mathematics

The Mathematics scope & sequences have been designed in recognition that learning mathematics is a developmental process and that the phases a learner passes through are not always linear or age-related.

For this reason the content is presented in continuums for each of the five strands of mathematics -

data handling, measurement, shape and space, pattern and function, and number.

The content of each continuum has been organised into four phases of development, with each phase building upon and complementing the previous phase.

The continuums make explicit the overall expectations and conceptual understandings developed at each phase.

Each of these understandings is described in the behaviours or learning outcomes associated with each phase and these learning outcomes relate specifically to mathematical concepts, knowledge and skills.

IMPORTANT NOTE:

The learning outcomes serve as a guide for teaching. As in any educational setting, not all outcomes are reported on / measured.

Equal learning and teaching time is given over to mathematical thinking processes/skill development and content.

Further information about the timings of learning in relation to these mathematical understandings and outcomes can be found in weekly communications between school and home.

RCHK Developmental Continuum

These learning progressions elaborate on developmentally-appropriate growth and progress and align with our ESF Curriculum. Grounded in educational and scientific research, they detail learning that is generally expected at anticipated age ranges. The learning continuums recognise the fact that every child follows their own pathway to learning. The continuums share developmental milestones for learners. Each milestone falls within an expected age-band. Where a child’s current age falls within the range shared, we understand the child to be making developmentally appropriate growth and progress. The ‘levels of achievement’ shared below each age-range are milestones learners can attain, based on teacher’s assessment and monitoring of learning.

Mathematical Thinking Rubric

The student mathematical thinking rubric is used by learners to reflect on and self-monitor as they deepen their mathematical knowledge; alongside strengthening their conceptual understanding of big ideas as a mathematician. For early years learners this will happen in consultation with an adult supporting them with their learning.

ESF Mathematics Scope & Sequence