Evidence informed unit Development

EAST Schools Mathematics was developed through consultation and collaborative unit writing across a group of NSW public schools spanning ten different Principal networks and diverse school contexts. The content of the units of work is drawn from the newly reformed NSW Mathematics K-10 Syllabus and its presentation is shaped by the Mathematics K-10 Syllabus Support documents published by the NSW Education Standards Authority (NESA).

The structure of the Explicit Teach Plans is informed by NESA’s guide on Evidenced-based Practices for Planning and Programming, which provides advice on best practice for planning and programming for teaching syllabus content.

“Effective pedagogical practices have a strong research base, are clearly understood by teachers and are direct responses to students’ identified learning needs. Research has continued to highlight key themes for effective teaching and learning including:

• high expectations

• explicit teaching

• effective feedback

• use of data to inform practice

• effective assessment.”

(Evidenced-based Practices for Planning and Programming, NSW Education Standards Authority)

The following evidence sources, published as the DoE’s evidence base for Explicit Teaching Practices and Feedback have informed our understanding of evidence-based practice;

• Centre for Education Statistics and Evaluation (CESE) (2017). Cognitive load theory: Research that teachers really need to understand. Prepared by NSW Department of Education.

• Centre for Education Statistics and Evaluation (CESE) (2014). What works best: Evidence-based practices to help improve NSW student performance. Prepared by NSW Department of Education.

• Hattie, J., (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

• Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

• Rosenshine, B. (2012, Spring). Principals of instruction, research-based strategies that all teachers should know. American Educator, 36(1).

Additionally we have found these evidence sources to be equally valuable in ensuring our unit development was informed by best practice;

• Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. New York: Guilford Publications.

• Australian Education Research Organisation (AERO) (2022). Explicit instruction: Clearly explaining and effectively demonstrating what students need to learn. Edresearch.edu.au

• Australian Education Research Organisation (AERO) (2023). How students learn best: An overview of the learning process and the most effective teaching practices. Edresearch.edu.au

School Excellence Framework (SEF v3)

The units of work align with the theme Explicit Teaching in the School Excellence Framework v3.