Introducing the Australian

1

• Introducing the Australian
• Curriculum Mathematics
• Consultation Version 1, ACARA, March 2010

2
Australian Curriculum Timeline

• Phase One K-10 English, Mathematics, Science,
  History
• Shape May 2009 Consultation to May 2010 Online
  Nov 2010
• 11-12 Consultation to June 2010 Online Nov 2010
• Phase Two Geography, Languages, Arts
• Shape June 2010 Consultation to Online 2011
• Phase Three - ICT Design Technology Health
  PE,
• Economics Business, Civics and Citizenship
• Timeline to be advised.

3
ACARA Curriculum Development Process for
Mathematics

• National Mathematics Curriculum Framing Paper
• (NCB, November, 2008)
• Shape of the Australian Curriculum Mathematics
• (ACARA, May, 2009)

4
Curriculum Development Process

• Mid-2009 ACARA Writing Panel formed -
• Preliminary Draft Australian Curriculum Maths
  K-10
• (ACARA, September, 2009)
• Draft Consultation Version 1.0 K-10
• (ACARA, March, 2010)
• Year 11-12 Curriculum tracking about 3 months
  behind K-10
• Mid-2010 Analysis of Feedback by K-10
  Consultation and
• refinement of document in preparation for online
  publication
• by late 2010.

5
Considerations for Writers

• nature of the learner and learning, including
  consideration of developmental changes in young
  people
• whole curriculum and how learning areas relate
• structural matters (K/T/P Year 7 Senior Years)
• inclusivity
• general capabilities
• cross-curriculum dimensions

6
Teaching Learning Considerations

• Australian Curriculum will detail what teachers
  are
• expected to teach and students are expected to
• learn for each year of schooling.
• While written on a year-by-year basis, the
• curriculum acknowledges that, in any one year
• group, there will be a significant range of
• achievement.

7
Teaching Learning Considerations

• Teachers will be required to understand the
• developmental diversity in the students they
  teach
• and are responsible for organising learning
• opportunities to meet individual learning needs.
• Curriculum documents will be written in a way
  that
• assists teachers to identify and respond to this
• range of achievement.

8
Teaching Learning Considerations

• The curriculum should not predetermine the
• instructional approach to be taken by teachers.
• The curriculum should provide some flexibility
  for
• teachers to accommodate different levels of
  student
• development and achievement and approaches to
• learning.

9
General Capabilities

• The National Declaration on Educational Goals for
• Young Australians (Melbourne Declaration,
  November,
• 2008) identified important general capabilities
  that
• schools should help students develop, in addition
  to
• content of particular learning areas.
• It was required that these be incorporated into
  the
• Australian Curriculum.

10
General Capabilities (maths focus)

• Literacy writing, interpreting mathematical
  texts
• Numeracy application of mathematics
• ICT calculators, spreadsheets, dynamic geometry
  software
• Thinking Skills reasoning and problem-solving
  critical thinking and justification identifying
  questions to investigate

11
General Capabilities

• Creativity approaching problems in different
  ways
• Self-management
• Teamwork
• Intercultural understanding (Indigenous
  perspectives)
• Ethical behaviour
• Social competence

12
General Capabilities

• The Australian Curriculum will ensure that young
• Australians will be provided with the opportunity
  to
• learn about, acknowledge and value
• the cultures of Indigenous peoples
• sustainable patterns of living
• Australias engagement with Asia.

13
Phases of Learning

• Years K 2 (5 8 years of age)
• Years 3 - 6 (8 12 years of age)
• Years 7 - 10 (12-15 years of age)
• Years 11 - 12 (15 years of age)

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Phases of Learning

• Australian Curriculum will
• take Kindergarten (Preparation, Reception,
  Transition) as the first year of schooling and
  design curriculum for students who are between 5
  and 6 years old in this first year
• be designed for Year 7 as part of a K10 sequence
  of learning for each of the learning areas. It
  will be written to be taught in either a primary
  or secondary school setting.

15
Australian Curriculum and NTCF Maths

• The renewed NTCF Mathematics Learning Area was
• based on the National Mathematics Curriculum
• Framing Paper (NCB, November, 2008).
• Rationale and Aims of both the Australian and
• NTCF documents are consistent.

16
Australian Curriculum and NTCF

• Essential mathematics knowledge and skills
• Appreciate power and elegance of mathematical
  reasoning, importance of developing
  problem-solving
• Links between components of mathematics and
  relationships with other learning areas
• Recognition of digital technologies

17
Australian Curriculum and NTCF

• Active and confident learners and users of
  mathematics
• Numeracy Capability
• Numeracy is the capacity, confidence and
  disposition to use mathematics to meet the
  demands of learning, school, home, work,
  community and civic life.
• p.5 Shape of Australian Curriculum
  Mathematics
• p.1 NTCF Introduction to Mathematics
  Learning Area

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ACARA Literacy Numeracy Continua

• Literacy and Numeracy Continua are being
  developed for Years 2, 4, 6, 8 and 10.
• The continua will provide advice about
  appropriate attention to literacy and numeracy
  content to be included in the curriculum.
• They will also serve to inform the NAPLAN.

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Position on Numeracy
Numeracy is fundamentally the responsibility of
mathematics and is applied in other learning
areas. It is crucial that the mathematics
curriculum provides the opportunity to apply
mathematical understanding and skills in context,
both in other learning areas and in real world
contexts.
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Position on Numeracy

• A particularly important context for the
  application of number and algebra is financial
  mathematics.
• In measurement and geometry there is an
  opportunity to apply understanding to design.
• The world in the 21st century is information
  driven and statistics and probability provide
  opportunities for students to interpret data and
  make informed judgements about events involving
  chance.

21
Australian Curriculum and NTCF

• Renewed NTCF and Australian Curriculum are
• standards-based documents.
• Content organisation is different
• NTCF - organised by developmental
• Key Growth Points and Bands, with related
  Achievement and
• Reporting Standards.
• ACARA organised by year-levels with expected
• achievement standards that will be reported A-E.

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ACARA Achievement Standards

• The achievement standard will
• describe the quality of expected learning
• be exemplified by annotated work samples that
  illustrates
• the quality of learning
• be accompanied by A-E descriptors to assist
  reports to
• parents.

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Year One Achievement Standard

• By the end of Year 1,
• Students are able to quantify collections to 20
  and can count
• forwards and backwards to 100. They understand
  and are fluent
• with partitioning numbers to 10. They can read,
  write, order and
• model two-digit numbers and understand that these
  numbers are
• comprised of units of tens and ones. They are
  beginning to
• understand the relationship between addition and
  subtraction
• and use this knowledge to model and solve simple
  additive
• problems.
• Students collect data about themselves and their
• peers and represent these data in lists, tables
  and pictographs.
• They use everyday language to describe simple
  geometry and
• Measurement ideas and use uniform informal units
  to measure and
• compare length and capacity and use hours and
  half-hours to describe
• time.

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ACARA Achievement Standards

• Each K10 achievement standard will be aligned
  with a C level .
• A D level describes a quality of learning that
  is adequate for progression but may indicate the
  student will need additional support or
  assistance in progressing within the next level.

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ACARA Achievement Standards

• Additional work samples, which illustrate
  achievement well above and well below the
• achievement standard, will be provided to
  teachers to assist them to make on-balance
  judgements of A, B, D and E standards of
  achievement.

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Content and Proficiency Strands
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Australian Curriculum

• Three content strands (nouns) Declarative
  Knowledge
• ACARA NT DET - NTCF
• Number and Algebra Number, Algebra
• Measurement and Geometry Measurement, Space
• Statistics and Probability Chance and
  Data

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Australian Curriculum

• Expectations for proficiency (verbs) Procedural
  Knowledge
• Understanding
• Fluency
• Problem solving
• Reasoning
• Proficiency strands include and extend upon the
• NTCFs Key Overarching Mathematical Outcomes
• working mathematically procedural knowledge.

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Proficiencies

• Understanding building robust, adaptable,
  transferable
• mathematical concepts, the making of connections
  between
• related concepts, the confidence to use the
  familiar to
• develop new ideas, and the why as well as the
  how of
• Mathematics.
• Fluency skill in choosing appropriate
  procedures, carry
• out procedures flexibly, accurately, efficiently,
  and
• appropriately, and, in also, recalling factual
  knowledge
• and concepts readily.

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Proficiencies

• Problem-solving the ability to make choices,
• interpret, formulate, model and investigate
  problem
• situations, and communicate solutions
  effectively.
• Reasoning the capacity for logical thought and
• actions such as analysing, proving, evaluating,
  explaining,
• inferring, justifying and generalising.

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Key Overarching Mathematical Outcomes

• Appropriate and efficient application of skills,
  concepts and techniques in a range of contexts
  (Understanding, Fluency)
• Effective and meaningful communication of
  Mathematical thinking
  (Problem-solving, Understanding, Fluency)
• Appropriate and varied ways of working through
  Mathematical Investigations
  (Understanding, Reasoning)
• Effective and appropriate use of technologies and
  other equipment
  (Fluency)
• Generalisation
  (Understanding, Reasoning)

32
Teaching and Learning

• Proficiency strands describe how content
  strands are
• explored
• ie thinking and doing mathematics, and have been
• incorporated into the content elaborations.

33
Teaching and Learning

• Challenging problems can be posed using basic
  content.
• Content acceleration may not be the best way to
  extend students.
• Choosing engaging experiences as contexts for a
  variety of tasks assists in making mathematics
  inclusive.
• Enabling and
  Extending prompts
• Open-ended questions / activities

34
Content Descriptions

• Content descriptions are available for each
  strand at
• each year level and represent a scope and
  sequence
• of what teachers are expected to teach.
• Year One - Number and Algebra
• 1. Counting
• Say, understand and reason with number
  sequences to and from 100 by ones from many
  starting point, and say number sequences of twos,
  fives and tens starting from zero.

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• The Australian Curriculum is attempting to
  reduce the overcrowded curriculum
• Recognises interrelationships between strands
• number / algebra
• space / measurement (geometry)
• Emphasises key mathematical ideas at a year level
• Generally speaking, there is good alignment
  between the Content Descriptions (ACARA) and the
  key learnings of the NTCF in Mathematics.

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Content Elaborations

• Provide additional illustrations and examples of
• content.
• Assist to develop a common understanding of what
  is
• to be taught.
• Integrate content strands to the proficiency
  strands.

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Content Elaborations

• Year One - Number and Algebra
• 1. Counting
• Elaborations
• saying number sequences emphasising 10 as a
  countable unit assists to develop an
  understanding of place value
• developing fluency with forwards and backwards
  counting in meaningful contexts such as circle
  games (eg Im going to start at 24 and when I
  get to 13, everyone will be sitting in a circle)
• using a calculator to increase understanding of
  counting patterns (eg count by adding 2 each
  time, beginning with 0 and press 2
  repeatedly)
• understanding that skip counting (eg counting
  5-cent coins) will also tell you how much money
  is in a collection and can assist with counting
  in a faster way

38
Hyperlinks

• Hyperlinks in the content descriptions will link
  to
• teaching resources and professional learning
• resources.

39
Time Allocations

• For Mathematics, ACARA have adopted the
• recommendation of the
• National Numeracy Review Report (COAG, May,
  2008)
• That all jurisdictions should work towards a
  minimum of
• 5 hours per week of mathematics for students in
  all the
• primary Years K to 6/7 and a minimum of 4 hours
  per week
• in all the lower secondary Years 7/8 to 10. This
  time should
• include cross curricular learning.
• 
  p. 18

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Learning Design Model

• ACARA has provided for the Australian Curriculum
• a rationale and aims
• content structure
• pedagogy and assessment considerations,
• but has not recommended a learning design model.

41
Use NTCF Learning Design Approach Eight Learning
Management Questions, Smith Lynch, 2006
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Feedback to ACARA

• Feedback from todays session
• MTANT
• AAMT
• NT DET
• Maths PLC (Top End / Central Australia).
• Individually
• http//www.australiancurriculum.edu.au/Home
• http//www.aamt.edu.au/AAMT-in-action/Representing
  
• teachers/Curriculum

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Carousel Brainstorm

• Topic Sheets
• Achievement Standards / Content Descriptions
• Elaborations (to Content Descriptions)
• General Capabilities / Cross-Curriculum links
• User-friendliness / Other Suggestions
• Facilitator Role focus record summarise
• Groups rotate through topic sheets and provide
• feedback. 10-15 minutes

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