Curriculum
Victorian Curriculum
This VCAA webpage provides the F–10 Mathematics curriculum from 2017 for Victorian government and Catholic schools and resources for implementation of the curriculum.
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically, and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.
This VCAA webpage provides resources for the Victorian Curriculum Mathematics: curriculum planning, teaching, assessment, curriculum consultation information and professional learning opportunities.
Victorian Curriculum 2.0
This VCAA page is the link to the Victorian Curriculum 2.0 released in 2023.
VCAA resources and professional learning to support educators during the familiarisation phase of the F-10 Victorian Curriculum Mathematics 2.0.
VCAA Numeracy Learning Progressions
This VCAA webpage provides an overview of the Numeracy Learning Progressions.
The Numeracy Learning Progressions are not a curriculum and do not describe what to teach. They are designed to support teachers develop a detailed and nuanced understanding of numeracy development.
Each Numeracy Learning Progression has been mapped against the levels of the Victorian Curriculum.
Document current as of Feb 2020
Key ideas for Conceptual Development in Mathematics
This resource aims to support leaders and teachers to think deeply about the ideas that underpin mathematical concepts. To enrich the mathematics being learned, it is recommended that this resource be used in conjunction with the Victorian Curriculum Mathematics, Victorian Curriculum and Assessment Authority Numeracy Learning Progressions and student data.
This is an interactive PDF.
Click on the table of contents and it will take you straight to the relevant page.
These six key ideas have a broad application and are fundamental to enabling students to connect concepts across all areas of mathematics. Consequently, they need to be considered by educators when developing each unit of work.
Estimation
Estimation is an approximation or judgement of a value, quantity or measure.
An estimation is an educated approximation about a value that is as close to the exact value as is needed.
All estimation is dependent on the estimator having benchmark numbers, facts or measures from which to work. Estimations may involve calculation, such as approximating the answer to 47 × 19 by rounding both numbers up to create 50 × 20.
Estimation is also important in measurement.
Benchmarks
Benchmarks are trusted quantities or numbers used as reference points to estimate, calculate or compare.
Visualisation
Visualisation is the making, storing, retrieval and manipulation of imagined objects and events.
These images can be true-to-life pictures of real-life objects or events, shapes, symbols, words and ideas associated with those objects or events.
Visualisation is important to a broad range of subject areas as it allows students to predict the result of actions in their head, without the need to necessarily carry out those actions.
Equality and equivalence
Equality and equivalence involve describing the relationship between two or more quantities as being ‘the same as’ in size, quantity, value, or in some other way.
Language
Language is specific vocabulary, graphics and symbols used to communicate mathematically with others.
It is used productively to create representations of ideas and receptively to interpret the ideas of others.
Language is an important tool for students to express mathematical concepts.
Specialised mathematical language, such as ‘factor’, ‘triangle’ and ‘average’, embodies concepts that, in turn, can become ideas for students to use in their thinking.
Symbols and diagrams, such as tables and graphs, provide means to represent, communicate and work with ideas in efficient and sophisticated ways.
Strategies
Strategies are methods to solve mathematical problems.
They can be used: as general methods to solve problems (such as trial and improve or guess, check and refine); to solve a simpler, related problem; to make a table; or to look for a pattern.
Strategies can also be specific to a type of problem.
This is an interactive PDF.
Click on the table of contents and it will take you straight to the relevant page.
