Australian Curriculum: Mathematics Information Session KATHERINE REGION 2012

1. Australian Curriculum: Mathematics Information SessionKATHERINE REGION 2012

2. Outcomes of the session • understand the new or different elements and emphases in the Australian Curriculum: Mathematics • understand the implications for pedagogical practice • define possible actions you may take to further your knowledge, understanding and teachingof Australian Curriculum: Mathematics

3. Agenda • Big Picture: intentions of the Australian Curriculum: Mathematics • Detailed information about the structure and content Australian Curriculum: Mathematics • Clarifying terminology (exercise)

4. Intention of the Australian Curriculum: Mathematics

5. Comparison of structures @ a glance Three CONTENT STRANDS: Number and Algebra Measurement and Geometry Statistics and Probability All Outcome Content Strands contain Indicators that suggest activities and opportunities to demonstrate Knowledge and skills and Working Mathematically Four integrated proficiencies: understanding, fluency , problem solving and reasoning evident in the performance verbs of the content descriptions, and summarised in proficiency statements General capabilities developmental continua including ICTC and Personal and Social Competence integrated throughout the curriculum Cross-curriculum priorities integrated into Mathematics and other learning areas EsseNTialLearnings integrated throughout the curriculum ICT integrated across the curriculum (identified learning area with developmental continuum) Cross-curricula perspectives integrated across the curriculum

6. AC Structures The Australian Curriculum sets out what all young people should be taught through the specification of curriculum content and the learning expected at points in their schooling through the specification of achievement standards. Each learning area or subject includes: • a statement of rationale and a set of aims • an overview of how the learning area is organised • year level descriptions • content descriptions (knowledge, understanding and skills) specifying what teachers are expected to teach • content elaborations to provide additional clarity by way of illustrative examples only • achievement standards that describe the quality of learning (the depth of understanding, extent of knowledge and sophistication of skill) expected of students at points in their schooling • annotated student work samples that illustrate the achievement standard at each year level. As the Australian Curriculum is implemented, the available work samples will be enhanced in both volume and range of forms. • a glossary to support consistent understanding of terms used

7. Gap Analysis Document plus others Australian Curriculum NT Teachers Intended Curriculum –Mathematics AC Maths Resources – Getting Started https://portal.ntschools.net/sites/LearningLinks/ACNT/teachers/acmaths/Shared%20Documents/Gap_Analysis_Mathematics.pdf

8. Time to move – Overview of AC Maths We will now move into 3 groups to put together an overview of Australian Curriculum Maths.

9. Overview of AC Maths Proficiencies Strands and Sub-strands What How Elaborations Achievement Standards

10. Proficiencies, strands, sub-strands, elaborations . . . Mathematics Year 1 Level Description The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the... Read full description language to build in the developmental aspects of the learning of mathematics. At this year level:Understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways Fluency includes counting number in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data, and explaining patterns that have been created

11. Proficiencies, strands, sub-strands, elaborations . . . WORK SAMPLE PORTFOLIOS These work sample portfolios have been designed to illustrate satisfactory achievement in the relevant aspects of the achievement standard.

12. Proficiencies, strands, sub-strands, elaborations . . .

13. Proficiencies - make connections adapt transfer interpret describe accuracy efficiency recall manipulate calculate prove analyse evaluate explain justify deduce choose model formulate design plan verify

14. Content comparison @ a glance Below is an break down of using units of measurement into measurement, time and year. This can be done across all year levels and all subject areas

15. Money and Financial Mathematics The teaching of mathematics before the AC has included aspects of understanding and using money, but it is now a sub-strand of number and algebra. (In itself it is an aspect of numeracy where concepts of number, algebra, and data representation are transferred from other mathematical contexts.) Consumer and Financial literacy is a major policy of the federal government , also, like the Australian Curriculum itself, based upon Goal 2 of the Melbourne Declaration 2008 - • all young Australians become successful learners; confident and creative individuals; and active and informed citizens The teaching of Consumer and Financial literacy is mandated in the Australian Curriculum. This fore-fronting of economic understanding is also a response to international drivers to ensure citizens have the skills and understanding to engage with the increasingly complex financial world that shapes our lives. How current is that!! As teachers, you will be pleased to know that there is a raft of support resources to help you teach this sub-strand with maximum engagement. And more are currently being developed at a national level, including resources specifically for the Aboriginal and Torres Strait Islander cohort.

16. Resources www.teaching.financialliteracy.gov.au • This is an excellent site to support your teaching of money and financial mathematics. • It contains • professional learning for teachers around consumer and financial literacy. • more than 60 resources including online games that are all vetted by Educational Services Australia • and even links to the adult Financial Literacy site, www.smartmoney.gov.au • You can filter for your year level, and region although if you tick the NT option you only get a handful which make some specific reference to this context. The others are easily adapted to suit our classrooms.

17. What next? • https://portal.ntschools.net/sites/LearningLinks/ACNT/Pages/Home.aspx

18. To start • Make sure you start with the guided tour of Australian Curriculum online. • Here is how to do it: