Welcome

1. Welcome Teacher Development School 2012 Implementing the Australian Curriculum Mandurah Region Network Tuesday 14th August 2012

2. Aims of this Session: • To provide participants with some strategies and resources to use in the implementation of the Australian Curriculum at their schools. • To provide an opportunity to network and share ideas about AC implementation with colleagues in neighbouring schools.

3. Outcome Statements VS Australian Curriculum….. Some connections ….. Huntingdale Primary School - Teacher Development School

5. As per Australian Curriculum v3.0

6. As per Australian Curriculum v3.0

7. As per Australian Curriculum v3.0

8. Proficiency Strands Understanding Fluency Problem Solving Reasoning As per Australian Curriculum v3.0

9. UNDERSTANDING Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connectionsbetween related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their thinking mathematically and when they interpret mathematical information As per Australian Curriculum v3.0

10. FLUENCY Students develop skills inchoosing appropriate procedures, carrying out proceduresflexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when theycalculate answers efficiently, when theyrecognise robust ways of answering questions, when theychoose appropriate methods and approximations, when they recall definitions and regularly use facts, and when they canmanipulate expressions and equations to find solutions. As per Australian Curriculum v3.0

11. Problem Solving Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable. As per Australian Curriculum v3.0

12. Reasoning Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false and when they compare and contrast related ideas and explain their choices. As per Australian Curriculum v3.0

13. Activity One : Implementation 101 - A smaller picture for beginners • An ACARA Walk-Thru • Log on to the Australian Curriculum website following the detailed instructions. • Learn about the Proficiency Strands and develop a series of lessons using ACARA and FSiM materials.

14. Activity Two : Implementation 102– The Big Picture for the braver souls  • Planning Sheets - a week, a fortnight, a term or a year…… • Choose a year level of interest • Plan a series of lessons that incorporates • Proficiency strands • Two or more Content Descriptors • Cross-curriculum priorities • General Capabilities • 5. Another curriculum area??

15. In Conclusion….. • Where to from here? • How will you embed AC into your school plan? • What problems/ barriers do you anticipate? • How might you plan to overcome these issues? • What further resources/PL will you need to • provide your staff?

16. Thank you for attending….hope you found it useful. Please remember to complete your feedback sheet  Huntingdale Primary School Teacher Development School 2012