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Here at A Learning Place A Teaching Place, our primary goal is to develop deep mathematical understanding in both teacher and students. As such, we offer mathematical resources that are aligned to the primary school standards and outcomes of the Australian Mathematics Curriculum and NSW Mathematics Syllabus.
Maths Proficiencies
The Australian Curriculum: Mathematics aims to be relevant and applicable to the 21st century. The inclusion of the proficiencies of understanding, fluency, problem-solving and reasoning in the curriculum is to ensure that student learning and student independence are at the centre of the curriculum. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, and problem-solving skills. These proficiencies enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
The proficiency strands describe the actions in which students can engage when learning and using the content of the Australian Curriculum: Mathematics.
Maths Assessment
Proformas - Weekly Programming Sheet
Harley Walmsley has shared the template she uses to program her weekly math. She is unsure of who originally created the proforma but revised it with new Syllabus outcomes. Steph Westwood has adapted it to suit the needs of her stage 3 class. This is Steph's version.'
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Scopes - Checklists - Program
Created and shared by Chris Hopkins Scarborough PS
Shell Cove Maths Scopes
The Glenmore Park Learning Alliance has shared their weekly program overviews for all Maths strands - ES1, S1, S2, S3.
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Tighes Hill PS teaching & learning activities for Number & Algebra, Measurement & Geometry and Statistics & Probability - S ES1-S3
Often you can adapt "old" scopes to meet your programming needs by adding the new outcomes and content etc Some links in this doc are now redundant. Use the link below to add alter this "old scope" to reflect the new curriculum. |
English and Maths S1 Outcomes Checklists
created by Tracey Condrick, using Excel. |
Trinity Hook has created a series of
New Curric tracking documents. Thanks Trinity : ) |
Created and shared by
Tenambit PS and Debbie Ross. |
Work Samples
Units of Work
The beginning of this unit focuses on ensuring that students have basic foundation skills, and an understanding of the number line. They then progress to developing conceptual understandings of place value. Then students are introduced to the strategies of counting on and counting back.
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This unit allows students to explore the beginning concepts of perimeter and area, including the formal units of cm, m, cm sq, and m sq and to learn the differences between these measurements.
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This unit explores the concepts of multiplication and division and offers students strategies to perform these operations.
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Students develop their knowledge of 2D and 3D shapes, and the relationships between them. They learn about how a 3D shape can look different when viewed from different positions. Students use this knowledg to design and construct a ‘model’ city or town block.
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This unit introduces the formal measurement of time using the terms ‘o’clock’, ‘half past’, ‘quarter past’ and ‘quarter to’ and their representation on an analogue clock. It is specifically for students with autism spectrum disorders (ASD), so the learning experiences offered are structured, methodical and sequential and require one-to-one instruction.
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This unit of work explores why we need data, and how to collate, present and analyse it to extract the information it offers.
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This unit explores the mathematics of chance. Discover the language of chance and how it affects our decisions. Explore the notion of probability, and how we can influence this.
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This unit introduces the students to a variety of graphs. They will examine examples of various types of graphs and then conduct their own surveys to collect and present the data in a specified form.
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This unit of work investigates the geometric properties of buildings to develop students’ understanding of polygons.
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