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Draft syllabus


Academic year: 2023

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This document contains Material prepared by the NSW Board of Studies for and on behalf of the State of New South Wales. No part of the Material may be reproduced in Australia or elsewhere by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of NSW Studies, except as permitted by the Copyright Act 1968. Students in NSW schools and teachers in NSW schools may copy reasonable portions of the Material for the purposes of research or study in good faith.

The curriculum is developed within the framework of the NSW Board of Studies K-10 Curriculum Framework using the board's curriculum development process. The approved content descriptions form the basis for the board's development of the Mathematics K-10 Draft Syllabus for implementation in NSW schools. The curriculum development guidelines reflect Australian Curriculum, Assessment and Reporting Authority (ACARA) developed curriculum, feedback received from NSW stakeholders and advice from the K-10 NSW Board Curriculum Committee for Mathematics.

This project began during the syllabus development design phase of the board's syllabus development process, in recognition of the substantial work ACARA has undertaken. The completion of the syllabus is preceded by broad consultation with teachers and other interest groups. Timeline for Syllabus Development Mathematics K–10 Steps in the Syllabus Development Process Date.

Adoption of Australian Curriculum content descriptions as a basis for NSW curriculum development. Establish understanding of the language and processes of counting by naming numbers in sequences, starting at and from 20, moving from each starting point. The purpose of the survey is to obtain detailed feedback from individuals and systems/organizations on the curriculum.

The broad learning outcomes of the K–10 Curriculum Framework are aligned with the Melbourne Declaration on Educational Goals for Young Australians (December 2008). The rationale, purpose, objectives, outcomes, and content of the K–10 mathematics curriculum are designed to accommodate instructional approaches that support the learning needs of all students. The outcomes and content of Years 7–10 Life Skills are developed from the objectives of the K–10 mathematics curriculum.

The justification describes the special features of the subject and outlines its relationship to today's world and current practice. This part of the curriculum shows the connection between the K-10 curriculum and other related courses. Students following the 5.1 pathway may continue to study some or all of the 5.2 content.

Mathematics Life Skills outcomes and content are designed to provide a relevant and meaningful program of study for a small percentage of students with special educational needs for whom the Stage 4 and/or Stage 5 outcomes and content of the mathematics K-10 curriculum are not appropriate.

Table of objectives and outcomes
Table of objectives and outcomes

Organisation of content

The content presented in a stage represents the knowledge, skills and understanding that a typical student should achieve by the end of that stage. The skills developed in the Number and Algebra strand are fundamental to the other parts of this curriculum and are developed across all stages. As an essential component of the learning process, students engage in genuine mathematical activity and develop the skills to become flexible and creative users of mathematics.

They develop an understanding of the relationship between the "why" and "how" of mathematics. They provide the language to build on the developmental aspects of learning mathematics. Teachers are encouraged to expand students' mastery of skills by creating opportunities for their development through the learning experiences they design.

This approach has been adopted to ensure that students' mastery of the skills becomes increasingly sophisticated over the years of schooling. In addition to the essential content related to the outcomes listed in each of the areas, teachers may wish to include other materials in their teaching and learning programs in order to broaden and deepen students' knowledge, skills and understanding in order to provide students with to meet his. This additional content is not essential, nor is it required as prerequisite knowledge for other content in the K–12 Mathematics curriculum.

The history of the calendar Reiger's formula for the area of ​​a triangle Other measuring devices such as sundials Non-metric units of measurement. The content consists of the statements of knowledge and skills and associated Mathematician work skills. The first typically includes early concept development and the second continues with further development of the concepts.

The interdisciplinary areas deal with issues, perspectives and policies that will help students achieve the broad learning outcomes defined in the Study Board K-10 Curriculum Framework. The interdisciplinary areas take into account the general capabilities and cross-cutting priorities of the Australian Curriculum. There are opportunities in the Mathematics K-10 curriculum for students to develop and apply ethical understanding in collecting and displaying data, interpreting misleading graphs and displays, investigating selective use of data by individuals and organizations, and detecting and eliminating biases in reporting of information.

Students become numerical as they develop the ability to recognize and understand the role of math in the world around them, and develop the confidence, willingness, and ability to apply math in their lives in constructive and meaningful ways. The K-10 Mathematics syllabus provides students with the opportunity to build their skills in numeracy, developing patterns and relationships, proportional and spatial reasoning, statistical literacy, measuring and calculating probabilities.


Table of objectives and outcomes


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