NSW BOS Mathematics

K–10 Syllabus

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The key changes and innovations in Mathematics

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This presentation focuses on the key changes and innovations of the NSW BOS Mathematics K-10 Syllabus. They provide an exciting opportunity to review how we teach Mathematics.

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The innovations centre around the following areas:

Organisation of content

Retrieved August 4, 2013, from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content-k10/

• Working Mathematically comprises of five interrelated components and is central to the teaching and learning of Mathematics
• Working Mathematically is embedded in each substrand.

Content is organised into 3 strands:

• Number & Algebra
• Measurement & Geometry
• Statistics & Probability

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Additional substrand – Angles in Stage 2 and Stage 3

The diagram represents the relationship between the strands and substrands. It is not intended to indicate the time spent on each strand.

(NSW BOS Mathematics Sylabus 2013)

Objectives and Outcomes Continuum of learning

• For Kindergarten to Year 10, Mathematics educational programs continue to be based on the outcomes of the syllabus. The content describes how the outcomes are to be interpreted and used, and the intended learning appropriate for each stage.

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• The outcomes relate to and elaborate the knowledge, skills and understanding objectives.

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• The Table of objectives and outcomes – continuum of learning, is an overview of the substrands, objectives and outcomes in each of the content strands.

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• The new Mathematics Syllabus, has a separate set of outcomes for the Working Mathematically components: Communicating, Problem solving and Reasoning and these are included in the table of objectives and outcomes – continuum of learning.

Working Mathematically

• The new Mathematics Syllabus places a renewed emphasis on Working Mathematically.

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• Working Mathematically is central to the teaching and learning of Mathematics.

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• It has five interrelated components;

Communicating

Problem solving

Reasoning

Understanding and

Fluency.

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• Separate outcomes related to Communicating, Problem solving and Reasoning are included. Understanding and Fluency are developed across the range of syllabus strands, objectives, outcomes and content.

Learning across the curriculum

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• Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas of important learning identified by the BOS are incorporated into the content of the Mathematics K-10 Syllabus.

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• Learning across the curriculum content is identified by icons in the content of the Mathematics K–10 Syllabus.

Organisation of content

• The content in most substrands is divided into two parts.

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• The first part typically focuses on early concept development.

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• This distinction assists teachers to plan learning experiences that meet the needs of individual students as they develop their conceptual understanding along the continuum of learning.

Features of the content pages

Particular sub strands are separated into two parts.

Square bullets show the knowledge skills and understanding.

Working Mathematically outcomes appear first followed by the content outcome.

Triangular bullets points show the associated components of Working Mathematically.

Outcomes are coded and linked to content.

Australian Curriculum content descriptions are identified by codes.

Learning across the curriculum content is incorporated and identified by icons.

Background information and language sections are provided to support student engagement and understanding.

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

Accessed from the NSW BOS site at http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1141/

on August 21 2013)

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Continuum of key ideas

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

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• Key ideas appear in context in the content pages within each strand, however, unlike the existing Mathematics K-6 Syllabus, are not named as such within the content pages.

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• A PDF or Word document version of the continuum of key ideas can be accessed by selecting Programming from the online Syllabus within Support Materials and then scrolling down to Additional Support Materials.

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

Glossary

• A glossary developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA) (as accessed from the ACARA website at www.acara.edu.au on July 9 2012) is included in the NSW BOS Mathematics Syllabus to assist teachers in the implementation of the Mathematics Syllabus (NSW BOS site 2013)

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• Terminology that is underlined by a dotted line throughout the content pages, is linked to the glossary. The definition as it appears in the glossary can be viewed by clicking on the term within the page.

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terminology

definition

Accessed at: http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1148/

• Read your designated section of the NSW BOS Mathematics Syllabus.

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• Consider the following questions:

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• What implication does the innovation or change point have for pedagogical and programming practices?
• What further professional learning might be required to ensure this innovation or change point is embraced?

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Exploration into the innovations of the NSW BOS Mathematics K-10 Syllabus

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Group learning strategy -

Organisation of Content

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• What implications does this innovation or change point have for pedagogical and programming practices?
• What further professional learning might be required to ensure this innovation or change point is embraced?

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Table of outcomes - Continuum of learning

• What implications does this innovation or change point have for pedagogical and programming practices?
• What further professional learning might be required to ensure this innovation or change point is embraced?

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Working Mathematically

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• What implications does this innovation or change point have for pedagogical and programming practices?
• What further professional learning might be required to ensure this innovation or change is embraced?

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Learning across the curriculum

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• What implications does this innovation or change point have for pedagogical and programming practices?
• What further professional learning might be required to ensure his innovation or change point is ambraced?

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