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MATHEMATICS. Years 1 to 10. Planning. Planning. To support teachers in planning for mathematics teaching and learning in Years 1 to 10, the Queensland Studies Authority has developed: the Years 1 to 10 Mathematics Syllabus support materials. The Years 1 to 10 Mathematics Syllabus.

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Planning

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MATHEMATICS

Years 1 to 10

Planning


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Planning

To support teachers in planning for mathematics teaching and learning in Years 1 to 10, the Queensland Studies Authority has developed:

  • the Years 1 to 10 Mathematics Syllabus

  • support materials.


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The Years 1 to 10 Mathematics Syllabus

  • is available to all schools from 2005

  • focuses on developing students’ abilities to think, reason and work mathematically.


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Support materials

Understanding the syllabus

  • elaborations.

    Planning

  • a model for planning investigations or units of work

  • sample investigations or units of work.


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The elaborations

  • are included with the support materials

  • make clear what students need to know, and do with what they know, to demonstrate their learning

  • include examples of contexts in which students may demonstrate their learning

  • are a useful planning tool for teachers.


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Elaborations


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Plan

  • for long-term, mid-term and short-term learning opportunities

  • for learning, teaching and assessing simultaneously.


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A model for planning

Select learning outcomes on which to focus

Identify how and when reporting of student progress will occur

Select strategies to promote consistency of teacher judgments

Identify how and when judgments will be made about students’ demonstrations of learning

Make explicit what students need to know and do to demonstrate their learning

Identify how evidence ofdemonstrations of learning will be gathered and recorded

Choose the context(s) for learning

Identify or design assessment opportunities

Select and sequence learning activities and teaching strategies


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Select learning outcomes on which to focus

Consider:

  • prior learning, needs and interests of students

  • the core learning outcomes at the levels most likely to progress student learning

  • the strands and topics and the relationship among them.


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Select strategies to promote consistency of teacher judgments

Strategies include:

  • shared understandings about the learning outcomes

  • collaborative planning

  • common assessment tasks

  • criteria sheets

  • samples of typical responses

  • moderation processes.


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Make explicit what students need to know and do to demonstrate their learning

  • Identify the particular learning students are expected to demonstrate.

  • Use the syllabus, elaborations, core content and other materials to support understandings of the learning outcomes.


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Choose or negotiate the context(s) for learning

  • Identify a real-life or lifelike context in which students can develop the knowledge, procedures and strategies needed to demonstrate their learning.

  • Use an investigative approach to provide a focus or context for learning.


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Select and sequence learning activities and teaching strategies

  • that meet the needs, interests and abilities of students

  • by identifying core content that is relevant to the context

  • according to a preferred teaching approach— for example, an investigative approach.


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Identify or design assessment opportunities by:

  • identifying learning activities that could provide opportunities for students to demonstrate their learning

  • designing specific assessment tasks if required

  • making explicit the basis for how judgments will be made.


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Assessment

Use assessment information to:

  • provide ongoing feedback about learning to students

  • inform decision making related to student learning.


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Identify how evidence of learning will be gathered and recorded by

  • selecting the assessment techniques that will be used to gather evidence

  • deciding on the most appropriate way to record evidence so that it is:

    • manageable

    • easily maintained

    • accessible.


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Examples of sources of evidence include

  • observation of written work in progress

  • student work samples

  • structured small group discussion

  • research projects.


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Refer to page 71 of the syllabus for examples of ways to gather and record evidence


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Identify how and when judgments will be made about demonstrations of student learning by

  • deciding how and when the recorded evidence will be used

  • considering school and system requirements.


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Making judgments by

  • considering the range of evidence that has been gathered and recorded

  • considering the assessment opportunities that have been provided

  • ensuring that the evidence has been obtained over time and in a variety of contexts.


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Identify how and when reporting of student progress will occur by

  • deciding how and when regular feedback will be provided to students about their learning and their progress.


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Reporting

Information and judgments about student learning is communicated to:

  • students

  • parents/carers

  • other professionals.


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Contact us

Queensland Studies Authority

PO Box 307

Spring Hill

Queensland 4004

Australia

Phone: +61 73864 0299

Fax: + 61 73221 2553

Visit the QSA website at www.qsa.qld.edu.au


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