1. Work within guidelines for a numeracy program

What documents will you refer to for Mathematics and Numeracy?

The documents below, in order, are those that describe:

1. Mathematics in the Australian Curriculum (FYI only)

2. NSW Mathematics K-10 Syllabus (the Australian curriculum documents are re-described for NSW schools).

3. The Numeracy Progressions for Australian schools (there is an Australian curriculum version and one re-described for NSW) - how students should be acquiring and progressing in numeracy - which can be used to assess their progress

4. Numeracy as a general capability in the Australian Curriculum (describes how students use mathematics across other curriculum areas such as science, history, technology etc - the key ideas in numeracy are described in 6 areas)

Mathematics in the Australian Curriculum - click on this link to open in a new window FYI

1a. Strands and sub-strands

In the Australian Curriculum and the NSW syllabuses for the Australian Curriculum the content of maths is divided into strands.

Strands are groups of related information.

There are content strands (the 'stuff' we teach):

Number and algebra
Measurement and geometry
Statistics and Probability

and process strands (how we want students to work in maths / numeracy:

In NSW there is one - Working mathematically
In the Australian Curriculum there are four: understanding, fluency, problem-solving and reasoning (which, together, make Working mathematically)

Each strand is sub-divided into groups of content called sub-strands (click on each strand to see more detail) and is described in Stages (or Years) as per the rest of the curriculum. Each stage covers two years of Mathematics learning.

2. NSW Mathematics K-10 Syllabus (the Australian curriculum documents are re-described for NSW schools) - click on this link to open in a new window

The syllabus can be tricky to get our heads around so...........

In small groups complete the Syllabus Scavenger Hunt using the online syllabus or the printed copies.

2a. A closer look at the strands and sub-strands in NSW

Activity:

Go to the link above and then find Outcomes

Click on outcomes in the menu that goes across the page, then:

You will see the ES1 outcomes listed on the left hand side
You will see the Stage 1 Outcomes then on the right the Stage 2 Outcomes etc.
Look at the codes and the statements. The code tells you the Stage and type of content being learned and the statement tells you what students at that Stage will be learning by the end of that stage.
MAE-RWN-01 = Maths Early Stage 1 - Representing Whole Numbers - Outcome 1
Have a look at the statements and follow one through from ES1 to Stage 1 to Stage 2 to see the learning progression.
Discuss how we might assess whether an outcome has been achieved.

Now scroll back up to the top of the page and then find Content

Click on a stage - either ES1 or Stage 1.
On the left you will see the outcomes.
You will see the matching content described to the right.
Scroll down, and you will see the other content groups within that stage. If you click on those you will see the outcomes and the content for that content group.

You will notice that each content group has an A and a B section. These do not relate totally to the 2 year groups within the stage.

Part A typically focuses on early concept development
Part B builds on these early concepts.

Activity: What does this mean?

Go to Content, Stage 1, Representing whole numbers A.

With a partner, work your way down the listed content, using counters and other objects or drawings to represent what some of the items listed means.

For example, Identify the number before and after a given two-digit number

What does that look like in practice?

What knowledge do the students need to do that?

How would you support a student to demonstrate that understanding using visuals, objects, etc before they learn to do it mentally?

What mathematical language will we use?

What is a concept?

2b. The strand 'Working mathematically

Of critical importance when working with the content of Mathematics is the understanding that Working Mathematically must be interwoven with the content as you teach / support student learning. Working mathematically is described here or you can see how it is integrated in the website above.

Read the following document 'Elaborating on working mathematically' https://library.curriculum.nsw.edu.au/341419dc-8ec2-0289-7225-6db7f2d751ef/652b35a8-4f2d-48ab-8eca-d0a12f635b4d/elaborating-on-working-mathematically-k-10.docx

Summarise working mathematically on the virtual whiteboard, ensuring that you mention the processes that sit within working mathematically and the importance of students learning to work mathematically.

3. The Numeracy Progressions for Australian schools describe the sequence of skills and understanding students should be acquiring in numeracy

National learning progressions describe the skills, understandings and capabilities that students typically acquire as their proficiency increases in a particular aspect of the curriculum over time.

They describe the learning pathway(s) along which students typically progress in particular aspects of the curriculum regardless of age or year level, and are designed to help teachers ascertain the stage of learning reached, identify any gaps in skills and knowledge, and plan for the next step to progress learning.

Use this link to open the progressions: Version 3 of National leaning Progressions

This video explains how the Numeracy Progressions work (for you to view if you are interested).

4. FYI ONLY

Numeracy as a general capability in the Australian Curriculum

The General Capabilities in the Australian Curriculum include all elements that will be taught and applied across the many subjects in the curriculum. They include Literacy, Numeracy and Information and communication technology. The Numeracy General Capability describes how students use mathematics across other curriculum areas such as science, history, technology etc - click on this link to open in a new window

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