Key matters raised and proposed actions
Section 7.1: Organisation of content Information about the organisation of
the syllabus should be contained in its own section, rather than within the content section itself.
It is not stated within the Mathematics K–10 Draft Syllabus that students studying only to the end of Stage 5.1 will thereby not study all of the Australian curriculum: Mathematics content descriptions for Years 9 and 10.
Clarification is needed in the final syllabus regarding minimum expectation for students in terms of content coverage by the end of Year 10.
Consultation meeting (1)
Stakeholder
Stakeholder
The placement and arrangement of syllabus elements will be reviewed and a consistent approach adopted across the Phase 1 syllabuses.
A statement will be included in the final syllabus describing the incorporation of Australian curriculum: Mathematics content descriptions covered in Stages 5.1, 5.2 and 5.3.
A statement regarding minimum expectation for students in terms of content coverage by the end of Year 10 will be included in the final syllabus.
Key matters Sources Proposed actions
Clarification of the nature of the pathways for Stage 5 is needed, including a statement that students studying Stage 5.3 content are required to study the content of Stage 5.1 and Stage 5.2 as well.
The descriptions of the four Working Mathematically processes in the Mathematics K–10 Draft Syllabus need further development, particularly in the case of Reasoning.
Clarification is needed in the final syllabus regarding the relationship between the key components of the syllabus content: the Australian curriculum: Mathematics content descriptions and the content of the NSW Mathematics K–10 Draft Syllabus.
The status of all aspects of the syllabus content needs to be clarified as it is currently not clear which parts are mandatory, eg is the content following the additional NSW content descriptions mandatory? Are all dot and dash points mandatory?
The ‘Mathematics Content Guide’
explaining each component of the page layout should be included in Section 7.1 of the final syllabus.
Time allocation for the study of mathematics in K–10 needs to be clarified.
The strand/substrand diagram could be misinterpreted in relation to the place
Survey
BCC
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DECSYD CEOSYD Stakeholder SE
Consultation meeting (2)
DEC CEOSYD Stakeholder SE
Consultation meeting (2)
Consultation meeting (1) Survey
CEOSYD Survey
MANSW Survey
The statement regarding
pathways of learning for Stage 5 will be reviewed for the final syllabus.
The descriptions of the four Working Mathematically processes in the Mathematics K–10 Draft Syllabus have been provided as written in the Australian curriculum:
Mathematics. These
descriptions will be reviewed in the further development of the syllabus.
The statement regarding the relationship between the Australian curriculum:
Mathematics content
descriptions and the content of the NSW Mathematics K–10 Draft Syllabus will be reviewed in the further development of the syllabus.
The statement regarding
‘essential content’ in the Mathematics K–10 Draft Syllabus will be reviewed in the further development of the four Phase 1 K–10 syllabuses.
The ‘Mathematics Content Guide’ will be included in the electronic and hard copy materials made available in relation to the final syllabus.
The Mathematics K–10 Draft Syllabus has been written to be taught within the current time allocations.
There is strong support for maintaining the
Key matters Sources Proposed actions
A strand/substrand diagram should be developed in relation to the Years 7–10 Life Skills content.
Consultation meeting (1) The provision of a similar strand/substrand diagram will be considered in the further development of the syllabus materials.
‘Additional Content’
The term ‘Additional Content’ for extension areas should be reconsidered in order to avoid any confusion in relation to what constitutes mandatory content in the final syllabus.
Further topic areas, together with greater detail, should be provided in relation to the ‘Additional Content’ in the Mathematics K–10 Draft Syllabus, including ideas for investigations.
For the final syllabus, the ‘Additional Content’ in the Mathematics K–10 Draft Syllabus should be arranged stage-by-stage and located at the back of the document or in the syllabus support materials.
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CEOL Submission 3
Consultation meeting (1) Survey
The naming of ‘Additional Content’ in the Mathematics K–
10 Draft Syllabus will be reviewed in the further development of the syllabus materials.
The provision of further topic areas and greater detail in relation to the ‘Additional Content’ will be considered in the further development of the syllabus materials.
The arrangement and location of the ‘Additional Content’ will be reviewed in the further development of the syllabus materials.
Cross-curriculum areas The single heading of ‘Cross-
curriculum areas’ should not be used to incorporate the Australian
curriculum: Mathematics ‘General Capabilities’ and ‘Cross-curriculum Priorities’ in the NSW syllabus as they represent two distinct types of
learning.
The statements describing the cross- curriculum areas within the
Mathematics K–10 Draft Syllabus should be reviewed with a view to ensuring that they reflect their value in the teaching and learning of
mathematics in appropriate problem contexts.
Cross-curriculum areas such as
‘Aboriginal and Torres Strait Islander history and perspectives’, ‘Asia and Australia’s engagement with Asia’ and
‘Sustainability’ have not been authentically represented in the content of the Mathematics K–10 Draft Syllabus.
DEC CEOSYD
DEC
NSWTF Survey
The term ‘cross-curriculum areas’ is used consistently across the four Phase 1 K–10 syllabuses.
The statements outlining the cross-curriculum areas in the Mathematics K–10 Draft Syllabus will be reviewed in the further development of the syllabus.
Writers will be engaged to work further on the representation of the cross-curriculum areas in the further development of the syllabus.
Key matters Sources Proposed actions
Each of the cross-curriculum areas needs to be reviewed for authenticity and appropriate emphasis.
Specific matters raised in relation to the tagging of the cross-curriculum areas in the Mathematics K–10 Draft Syllabus were:
• the extent of the tagging of Numeracy in the Mathematics syllabus is likely to result in a lesser view of its importance
• there are currently too many tags, particularly in relation to some cross-curriculum areas, cluttering the document
• the tagging of Literacy appears to be arbitrary and is not useful Further references to the history of mathematics should be made in the content in order to provide greater opportunity to address the cross- curriculum areas in context.
The descriptions of cross-curriculum areas Ethical Understanding,
Intercultural Understanding, and Work and Enterprise in the Mathematics K–
10 Draft Syllabus are not of sufficient breadth.
Explanation of the cross-curriculum codes used throughout the content is difficult to locate in the Mathematics K–10 Draft Syllabus.
Further information/support is needed regarding implementation of the cross- curriculum areas in the classroom.
DECSYD CEOWF CEOW Submission 7
CEOSYD
Consultation meeting (2) Survey
Submission 11 DETSYD CEOW
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BCC DEC
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DECSYD
Consultation meeting (1) Survey
DECSYD CEOSYD Survey
Writers will be engaged to work further on the authenticity and appropriateness of the cross- curriculum areas in the finalisation of the syllabus.
All aspects of the current tagging of the cross-curriculum areas will be reviewed in the further development of the syllabus.
The current level of referencing of the history of mathematics will be reviewed in the further development of syllabus materials.
The descriptions of the range of cross-curriculum areas will be reviewed in the further development of the syllabus.
The extent and provision of information in relation to the cross-curriculum areas, including the location of the codes, will be reviewed in the further development of the syllabus.
Syllabus support materials will include samples of units of work. These samples will provide further advice on the implementation of the cross-