Getting your head around the new NSW Mathematics...

Getting your head around the new

NSW Mathematics Syllabus

Michelle Davis SWSR K-6 Mathematics Consultants

Acknowledgment to Nicole Fothergill

NSW school teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW

The Australian Curriculum required content descriptors are embedded in our NSW syllabuses, there is therefore no need to use the content from the ACARA website

The place of the AC in our syllabus

The Australian Curriculum and descriptors

K-10 Curriculum including NSW BOS English, Science, History and Mathematics syllabuses

How does the new design of the NSW syllabuses reflect the Australian Curriculum’s requirements?

Australian Curriculum New NSW syllabuses

Stage-based Outcomes and content

Year-based Content

General capabilities, Cross-curriculum priorities

Cross-curriculum Areas embedded in content as appropriate to individual Learning Areas

Implementation Plan

Syllabus structure:

–Rationale

–Aims

–Objectives

–Outcomes

–Content

–Stage Statements

Stage-based organisation

Life Skills outcomes and content for Years 7-10

Assessment Strategies (for, of, as)

What will stay the same as current NSW

syllabuses?

Stage Statements replace Foundation Statements

Working Mathematically is embedded into each

substrand

Learning Across the Curriculum

Cross-Curriculum Priorities

General Capabilities

Other important learning

Online/interactive format

What is different to the current NSW syllabuses?

Note that Civics and Citizenship and Difference and Diversity are the two learning across the curriculum areas that do not have content-specific references within the NSW K-10 Mathematics syllabus

The structure of the new syllabus

Communicating remains in the NSW syllabus

Communicating is …

Describing and explaining maths

Representing mathematical theory and solutions in written, oral and graphical form

Using words, algebraic symbols, special notations, diagrams, graphs and tables

This slide is used with permission from Robert Yen’s presentation on the new syllabus

The AC proficiency strands

Problem solving is … Modelling and investigating with maths More than just applying maths to simple problems Interpreting a rich, elaborate problem, selecting an

appropriate model/strategy, solving the problem and evaluating and justifying the solution

‘Formulate … and investigate problem situations, and communicate solutions effectively’

This slide is used with permission from Robert Yen’s presentation on the new syllabus

The AC proficiency strands

Reasoning is …

Generalising and proving with maths

Higher-order thinking to connect specific facts to general principles

Using algebra, logic, formal proof and justification

‘Sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising’

This slide is used with permission from Robert Yen’s presentation on the new syllabus

Understanding is … More than just learning facts Knowing and relating maths: ‘deep

understanding’ Forming connections, knowing ‘why’ as well as

‘how’ ‘Robust knowledge of adaptable and

transferable mathematical concepts’

This slide is used with permission from Robert Yen’s presentation on the new syllabus

The AC proficiency strands

Fluency is …

Applying maths

Using mathematics confidently, competently and effectively

‘Choosing appropriate procedures … flexibly, accurately, efficiently’

This slide is used with permission from Robert Yen’s presentation on the new syllabus

The AC proficiency strands

Australian Curriculum Content

Strand + NSW substrand

NSW outcomes

Australian curriculum

content description

NSW elaborations of Australian

curriculum content

Content is organised in

Stages

Working Mathematically Components (Communicating, Reasoning) are integrated.

Each Language section includes a word list. Words appearing for the first time in a substrand are listed in bold.

Example:

e-17SP

KLA Stage Outcome Number Strand

Mathematics Early Stage 1 e.g data* Statistics and Probability

*Note, the number does not carry through for all data outcomes in subsequent stages.

Reading the outcome codes

BEWARE! Tricky outcome coding e.g. K-6

New: Working

Mathematically

(proficiencies)

• Communicating

• Problem Solving

• Reasoning

• Understanding

• Fluency

Key features K-10

Current: Working

Mathematically

(processes)

• Questioning

• Applying Strategies

• Communicating

• Reasoning

• Reflecting

Focus on teaching content through WM processes

New: Layout

Working

Mathematically

proficiencies are

reflected in the

outcomes and

combined with the

knowledge and skills

content

Key features K-10

Current: Layout

Students learn about:

Knowledge and skills

Students learn to:

Working

Mathematically

processes

New: Content

Organised by stages

and then by syllabus

strands

Key features K-10

Current: Content

Organised by syllabus

strands and then by

stages

New: Content

Concepts sequenced

by outcomes, the key

ideas are presented as

a continuum of learning

and are accessible as

a separate document

on the NSW BOS

website

Key features K-10

Current: Content

Concepts sequenced

by key ideas in the

mathematics

continuum.

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/programming/

Increased focus on recording

Increased focus on solving word problems

Increased focus on modelling, ordering, identifying and ‘using the term’ (correct and appropriate mathematical language)

Key features K-10

What syllabus content has changed?

What syllabus content is new for each stage?

What these changes mean for our teaching?

How as a school could you build capacity of teachers to implement the new syllabus?

Similarities and Differences K-6

New: ES1

• Word ‘groups’ only is used-not rows

• Equal arm balance and sorting on the basis of mass moved to S1

Current: ES1 • Word ‘rows’ used

in multiplication

Similarities and Differences K-6 New: S1 • Partitioning of numbers

into non standard forms

• Movement of some content from PAS to Number

• 1/8

• Pan balance

• ¼ hour clock reading

• Flat and curved surface

• Vertex

• Half- and quarter- turns

Current: S1 • Standard partitioning

• ½ , ¼ • Equal-arm balance • ½ hour clock reading • Corner • Tessellations • angles

Similarities and Differences K-6

New: S2 • Partitioning of numbers into

non standard forms

• Up to five-digit

• Calculating equivalent amounts of money and solving problems

• 1/3, 1/5, mixed numerals

• Temperature

• Constructing irregular 2D shapes

• Combining 2D shapes

• Comparing chance events

Current: S2 • Standard partitioning

• Up to four-digit • Adding and subtracting

with money

• ½. ¼, 1/8

• Percentages • Cross sections • Constructing 2D shapes

Similarities and Differences K-6

New: S3 • HCF, LCM (from Stage 4)

• Solving problems with factors

• Square and triangular numbers

• Uses the word integer

• Create financial plans

• Using area model for multiplication

• Speed KM/hour (in Multi Div)

• Order of operations

• Percentages only in Stage 3 part 2

Current: S3 • Factors • Roman numerals • Square numbers (stage

2)

• Positive and negative numbers

• Solve problems involving money

• Speed (in measurement)

Similarities and Differences K-6

New: S3 • Adding mixed numerals

• Content moved both up and down and across (WM) into Frac and Dec 2

• Cartesian number plane (from stage 4)

• Investigating areas of triangles

• Cross sections- up from Stage 2

• Translations and rotations with shapes

• Adjacent angles

• Categorical and numerical data, dot plots

• Frequencies and equally likely events

Resources and Professional Learning

https://detwww.det.nsw.edu.au/australiancurriculuminnsw/professional-learning/curriculum

http://lrr.dlr.det.nsw.edu.au/LRRView/14190/

NSW BOS Syllabus

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/programming/

http://www.cpl.asn.au/course/an-introduction-to-the-mathematics-k-6-syllabus

Maang

Michelle.davis@det.nsw.edu.au