This document contains Material prepared by the NSW Board of Studies for and on behalf of the State of New South Wales. The Draft K–10 Mathematics Curriculum Consultation Report provides a brief description of the consultation process and a summary and analysis of all comments received. In addition, the Board of Studies held consultative meetings targeted at specific aspects of the curriculum.
4 Summary of key matters raised and proposed actions
Summary
Feedback affirming the rationale
Aspects of the draft rationale, such as “the elegance and power of mathematical reasoning” and “math. Suggested additions/changes The draft rationale should be more representative of the Australian Curriculum: Mathematics Rationale. The needs of the entire spectrum of students are recognized through other elements of the curriculum.
Feedback affirming the place of the Mathematics K–10 Syllabus in the K–12 curriculum
Teachers also indicated that the diagram in its current form implies that the usual route from stage 5.2 is to the Mathematics course (2 units). Respondents to the primary (94%) and secondary (92%) survey strongly agreed that the concept goal explains the overall purpose of the syllabus. Other feedback indicated that the goal should encompass all elements of the Australian curriculum objectives and refer more to lifelong learning and different learning styles and needs.
Feedback affirming the aim
Feedback from the teacher consultation showed support for the draft objective with comments linking it. Diverse learning styles and needs are not addressed in the goal of the draft K–10 mathematics curriculum. Primary (96%) and secondary (91%) respondents strongly agreed that the draft objectives generally identify the knowledge, understanding, skills, and values and attitudes to be developed through the study of mathematics.
Other feedback indicated that the objectives did not relate to inquiry-based learning or information and communication technology.
Feedback affirming the objectives
The majority of the Primary (74%) and Secondary (81%) respondents agreed that the draft outcomes provide clear statements of the intended results of teaching Mathematics at each stage. There was also general agreement from both Primary (65%) and Secondary (76%) survey respondents that the draft outcomes provide a basis for measuring and reporting student achievement. Many Secondary teachers supported the reduction in the number of outcomes and believe that the new structure will simplify reporting.
However, a significant number of primary teachers and other stakeholders, including the BCC, expressed concern that the new structure of outcomes lacks sufficient clarity, increases learning expectations and is inadequate for assessment and reporting.
Feedback affirming the outcomes
Content
However, a significant number of respondents were of the opinion that further work should be undertaken in relation to the sequencing of the content. However, a significant number of respondents were of the opinion that the cross-curriculum areas are not emphasized. Many Primary (74%) and Secondary (68%) respondents agreed that the cross-curriculum areas are represented in authentic ways.
Feedback from teacher meetings and written submissions supported the high level of detail in the content and the retention and enhancement of background information and language in the draft syllabuses. The inclusion of the Australian Curriculum: Descriptions of Mathematics Content in the Mathematics K-10 Draft Syllabus was positively reviewed. There was strong support for merging the Knowledge and Skills content and the Math Work content into one column (ie, merging the two-column format of current math K-10 syllabi).
Feedback indicated strong support for arranging the content in stages rather than this year. The strand/sub-strand diagram at the beginning of the content section of the Mathematics K-10 draft curriculum was viewed favorably as it provides a clear overview of the relationship between strands and sub-strands and the content of the primary and secondary curriculum. The way in which the cross-cutting areas are integrated into the content of Mathematics K–10 Curriculum Draft is supported.
The retention and enhancement of the Background Information and Language sections in the K-10 Math Design Syllabus is strongly supported.
Key matters raised and proposed actions
Organisation of content Information about the organisation of
- Students with special education needs, including Years 7–10 Life Skills outcomes and content
The descriptions of the four working mathematical processes in the Mathematics K-10 Curriculum Draft need to be further developed, especially when it comes to Reasoning. The arrangement and placement of 'Additional content' will be reviewed in the further development of the curriculum materials. The statements outlining the cross-cutting areas in the Mathematics K–10 Draft Curriculum will be reviewed in the further development of the curriculum.
Authors will be engaged to work further with the representation of the transversal areas in the further development of the curriculum. Explanation of the interdisciplinary codes used throughout the content are difficult to find in the Maths 10 draft syllabus. Additional information/support is needed regarding the implementation of the transversal areas in the classroom.
All aspects of the current tagging of the transversal areas will be reviewed in the further development of the curriculum. The current reference level for the history of mathematics will be reviewed in the further development of curriculum materials. The descriptions of the range of interdisciplinary areas will be reviewed in the further development of the curriculum.
The inclusion of Year 7-10 life skills outcomes and content in the mathematics curriculum was also supported.
Feedback affirming the information on students with special education needs, including Years 7–10 Mathematics Life Skills outcomes and content
There was also support for the advice on the inclusion of students with special educational needs. Respondents noted that the advice regarding curriculum options for and assessment of students with special educational needs was appropriate. Feedback confirming the information about students with special educational needs, including year 7–10 Mathematics Life Skills outcomes and content.
Clarification is required on course options and requirements for students with special educational needs, including for students with special educational needs in K–6 and students undertaking Life Skills outcomes and content. The nature and scope of the outcomes and content should be reviewed to meet the needs of students with more significant difficulties. Life skills content should be age appropriate and relevant to the life experiences of students with special educational needs.
The structure of the outcomes and content require further clarification; the relationship between the skills and content outcomes is unclear, as is the relationship between Life Skills outcomes and Australian Curriculum content. Possible models for demonstrating links between Life Skills outcomes and Phase 4/5 outcomes will be considered in the further development of the syllabus material. The outcomes and content will be reviewed to ensure that appropriate access levels are provided for students with significant.
Life skills content will be reviewed to ensure that it is age-appropriate and relevant to students' life experiences.
Feedback affirming the continuum of learning in Mathematics K–10
Respondents (80% primary school students and 83%) agreed that the learning continuum provides a useful description of the range and sequence of learning in mathematics. Additional outcomes will be included as needed to reduce the breadth and increase the specificity of the outcomes in the final curriculum. The nature, scope, and location of the K–10 outcomes continuum in the curriculum will be reviewed as the K–10 mathematics curriculum materials continue to be developed in light of consultative feedback on the four draft Phase 1 K–10 curricula.
The mathematics content descriptions will be considered in the further development of materials for the K–10 mathematics curriculum. Curriculum materials will be carefully reviewed for potential inconsistencies in the further development of K–10 mathematics curriculum materials. In the final curriculum, the purpose of the curriculum level designations should be explained more clearly.
Clarifying the relationship between Curriculum Stage Statements and the Australian Curriculum: Mathematics achievement standards to be provided. The explanation of the purpose of the phase statements will be reviewed in the further development of the Mathematics K–10 curriculum materials in light of the consultation feedback on the four Phase 1 K–10 curriculum drafts. Clarifying the relationship between the curriculum stage statements and the Australian Curriculum: Mathematics achievement standards will be provided in the final curriculum material.
In general, consultation feedback supported the assessment advice provided in the Mathematics K-10 Draft Curriculum.
Feedback affirming the assessment advice
The advice in the syllabus in relation to assessment must be placed before the syllabus content. Mathematics K–10 syllabus materials, in light of the consultation feedback on the four Phase 1 K–10 concept syllabuses. Advice regarding accommodation (changes to the environment), as well as learning adaptations (changes to teaching and learning), should be included in the.
The advice in the draft curriculum about Years 7-10 Life Skills should be more specific. The advice in the draft curriculum in relation to Years 7-10 Life Skills will be reviewed and will include more specific advice where appropriate, in the further development of. Further information will be developed to support student diversity in NSW in the further development of curriculum materials.
Teachers are concerned that they may be DECSYD The Board will provide schools with the necessary advice to assess students against the year- CEOSYD in relation to the based achievement standards developed for assessing students in the Australian Curriculum: Linking Mathematics to based stage. A document describing what is new in the syllabus and what has changed must be provided with the final syllabus. Advice on what is new in the syllabus and what has changed will be developed in the further development of the syllabus materials.
A wide range of online materials will be developed to support teachers in the implementation and ongoing delivery of NSW.
6 Respondents
- Responses were received from the following groups and individuals
- Board Curriculum Committee consultation meeting on 15 August 2011 (code: BCC)
- Stakeholder consultation meeting on 16 August 2011 (code: Stakeholder)
- Teacher consultation meetings
Karen McDaid Council of Professional Teachers NSW Vicki O'Rourke Association of Primary Principals of NSW Ernest Pekar NSW Federation of Teachers. Garry Brown Association of Independent School Principals of Australia Peter Brown Vice-Chancellors Committee NSW. Matt Dooley, Association of Independent Primary School Leaders of Australia Peter Gould NSW Department of Education and Communities.
David Hope Federation of Parents and Citizens Associations of NSW Sally Howell Australian Association for Special Education NSW Chapter Mia Kumar Council of Secondary Principals of NSW. Kerry Poole Primary Principals Association NSW John Raftery NSW/ACT Chairs of Academic Boards Committee Steve Tobias Independent Education Union of NSW Peter Tompkins.
Mathematics K–10 Draft Syllabus afternoon consultations
7–10 Life
Skills Not
Specified Total
Primary meetings
Special education meeting
