[Document Title]
MATHEMATICS
FRAMEWORK
[Document
Subtitle]
EASTSIDE
LUTHERAN
COLLEGE
2012[Author]
EASTSIDE LUTHERAN COLLEGE
MATHEMATICS FRAMEWORK
PREAMBLE
The College provides members of the community with opportunities for a formal education in
which the gospel of Jesus Christ informs all learning and teaching, all human relationships,
and all activities in the college. Thus, through its teaching the college deliberately and
intentionally bears Christian witness to students, parents, friends, and all who make up the
community of the college.
In keeping with Biblical Principles and a commitment undertaken in the Strategic Plan,
Eastside Lutheran College aims to accept and adhere to principles contained in government
acts and by the general community. This means that the College will seek to understand and
implement such principles and establish a Mathematics Curriculum Framework that reflects
this undertaking. The College will regularly review and update this document to take account
of new curriculum developments to ensure it remains current in accordance with changes and
initiatives in state and national education.
As with other curriculum frameworks in place within the college, the Mathematics
Curriculum Framework into account the Lutheran Education Australia’s Framework for
Lutheran Schools, the Lutheran Church of Australia’s Pastoral Care Statement and is an
expression of the Mission Statement of the College, in action. All that occurs at the College is
measured through the following focusing statements:
Vision
“to lovingly support a thriving, caring community of life long learners, each one a special
student of God.”
Mission
We exist to provide a caring, stumulating and safe environment, where students are
appropriately challenged through high quality educational programs and practices to strive
towards personal, social and academic excellence.
Staff, parents, students, the church and the wider community actively collaborate to provide
an environment where all can strive to reach their full potential under God.
CONTEXT
This framework endeavours to provide a structure for teaching, assessing and reporting in the
Learning Area of Mathematics in years F – 10 at Eastside Lutheran College. It provides a
framework for the design and development of Mathematics units of work and the pedagogy
with which to engage students in the discipline of Mathematics as articulated in the Australian
Curriculum: Mathematics
THE NATURE OF MATHEMATICS
Mathematics is a unique and powerful way to make meaning of the world and enables the
investigation of patterns, order, generality and uncertainty. The use of mathematics empowers
individuals to analyze and interpret their world and to apply mathematical abstractions to new
situations. Mathematical language makes possible communication of shared mathematical
understandings within and among communities and provides a unique framework for
explaining physical and social phenomena.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
Mathematics has evolved and will continue to evolve within and across cultures, developing
and changing in response to historical constructs and social and cultural needs and
expectations.
Positive dispositions towards mathematics learning and active engagement with mathematical
tasks are integral to thinking, reasoning mathematically.
STRUCTURE OF THE AUSTRALIAN CURRICULUM MATHEMATICS
The curriculum focuses on developing increasingly sophisticated and refined mathematical
understanding, fluency, logical reasoning, analytical thought and problem-solving skills.
These capabilities enable students to respond to familiar and unfamiliar situations by
employing mathematical strategies to make informed decisions and solve problems
efficiently.
The Australian Curriculum: Mathematics is composed of multiple but interrelated and
interdependent concepts and systems. The curriculum anticipates that schools will ensure all
students benefit from access to the power of mathematical reasoning and learn to apply their
mathematical understanding creatively and efficiently. The mathematics curriculum provides
students with carefully paced, in-depth study of critical skills and concepts. It encourages
teachers to help students become self-motivated, confident learners through inquiry and active
participation in challenging and engaging experiences.
The Australian Curriculum: Mathematics aims to ensure that students:
• are confident, creative users and communicators of mathematics, able to
investigate, represent and interpret situations in their personal and work lives and as
active citizens
• develop an increasingly sophisticated understanding of mathematical concepts and
fluency with processes, and are able to pose and solve problems and reason in
Number and Algebra, Measurement and Geometry, and Statistics and Probability
• recognise connections between the areas of mathematics and other disciplines and
appreciate mathematics as an accessible and enjoyable discipline to study.
Content structure
The Australian Curriculum: Mathematics is organised around the interaction of three content
strands and four proficiency strands.
The content strands are Number and Algebra, Measurement and Geometry, and Statistics and
Probability. They describe what is to be taught and learnt.
The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They
describe how content is explored or developed, that is, the thinking and doing of mathematics.
They provide the language to build in the developmental aspects of the learning of
mathematics and have been incorporated into the content descriptions of the three content
strands described above.
Content strands
Number and Algebra
Students apply number sense and strategies for counting and representing numbers. They
explore the magnitude and properties of numbers. They apply a range of strategies for
computation and understand the connections between operations. They recognise patterns and
understand the concepts of variable and function. They build on their understanding of the
number system to describe relationships and formulate generalisations. They recognise
equivalence and solve equations and inequalities. They apply their number and algebra skills
to conduct investigations, solve problems and communicate their reasoning.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
Measurement and Geometry
Students develop an increasingly sophisticated understanding of size, shape, relative position
and movement of two-dimensional figures in the plane and three-dimensional objects in
space. They investigate properties and apply their understanding of them to define, compare
and construct figures and objects. They learn to develop geometric arguments. They make
meaningful measurements of quantities, choosing appropriate metric units of measurement.
They build an understanding of the connections between units and calculate derived measures
such as area, speed and density.
Statistics and Probability
Statistics and Probability initially develop in parallel and the curriculum then progressively
builds the links between them. Students recognise and analyse data and draw inferences. They
represent, summarise and interpret data and undertake purposeful investigations involving the
collection and interpretation of data. They assess likelihood and assign probabilities using
experimental and theoretical approaches. They develop an increasingly sophisticated ability to
critically evaluate chance and data concepts and make reasoned judgments and decisions, as
well as building skills to critically evaluate statistical information and develop intuitions about
data.
Proficiency strands
The proficiency strands describe the actions in which students can engage when learning and
using the content. While not all proficiency strands apply to every content description, they
indicate the breadth of mathematical actions that teachers can emphasise.
Understanding
Students build a knowledge of adaptable and transferable mathematical concepts. They make
connections between related concepts and progressively apply the familiar to develop new
ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of
mathematics.
Fluency
Students develop skills in choosing appropriate procedures, carrying out procedures flexibly,
accurately, efficiently and appropriately, and recalling factual knowledge and concepts
readily.
Problem Solving
Students formulate and solve problems when they use mathematics to represent unfamiliar or
meaningful situations, when they design investigations and plan their approaches, when they
apply their existing strategies to seek solutions, and when they verify that their answers are
reasonable.
Reasoning
Students develop an increasingly sophisticated capacity for logical thought and actions, such
as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students
are reasoning mathematically when they explain their thinking, when they deduce and justify
strategies used and conclusions reached, when they adapt the known to the unknown, when
they transfer learning from one context to another, when they prove that something is true or
false and when they compare and contrast related ideas and explain their choices.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
Content descriptions
The mathematics curriculum includes content descriptions at each level. These describe the
knowledge, concepts, skills and processes that teachers are expected to teach and students are
expected to learn. The content descriptions are intended to ensure that learning is
appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill
introduced at one level may be revisited, strengthened and extended at later levels as needed.
Sub-strands
Content descriptions are grouped into sub-strands to illustrate the clarity and sequence of
development of concepts through and across the levels. They support the ability to see the
connections across strands and the sequential development of concepts from Foundation to
Year 10.
Number and Algebra
Number and place value (F-8)
Measurement and
Geometry
Using units of measurement
Statistics and Probability
Chance (1-10)
(F-10)
Fractions and decimals (1-6)
Shape (F-7)
Real numbers (7-10)
Money and financial
mathematics (1-10)
Geometric reasoning (3-10)
Location and transformation
Data representation and
interpretation (F-10)
(F-7)
Patterns and algebra (F-10)
Pythagoras and trigonometry
(9-10)
Linear and non-linear
relationships (8-10)
Although the curriculum is described by year level, it is understood that the developmental
level and age impact on the nature of learners are and the relevant curriculum:
• Foundation – Year 2: typically students from 5 to 8 years of age
• Years 3 – 6: typically students from 8 to 12 years of age
• Years 7 – 10: typically students from 12 to 16 years of age.
Foundation – Year 2
These years lay the foundation for learning mathematics. Students at this level can access
powerful mathematical ideas relevant to their current lives and learn the language of
mathematics, which is vital to future progression.
Children have the opportunity to access mathematical ideas by developing a sense of number,
order, sequence and pattern; by understanding quantities and their representations; by learning
about attributes of objects and collections, position, movement and direction, and by
developing an awareness of the collection, presentation and variation of data and a capacity to
make predictions about chance events.
Understanding and experiencing these concepts in the early years provides a foundation for
algebraic, statistical and numerical thinking that will develop in subsequent levels. These
foundations also enable children to pose basic mathematical questions about their world, to
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
identify simple strategies to investigate solutions, and to strengthen their reasoning to solve
personally meaningful problems.
Years 3 – 6
These years emphasise the importance of students studying coherent, meaningful and
purposeful mathematics that is relevant to their lives. Students still require active experiences
that allow them to construct key mathematical ideas, but also gradually move to using models,
pictures and symbols to represent these ideas.
The curriculum develops key understandings by extending the number, measurement,
geometric and statistical learning from the early years; by building foundations for future
studies through an emphasis on patterns that lead to generalisations; by describing
relationships from data collected and represented; by making predictions; and by introducing
topics that represent a key challenge in these levels, such as fractions and decimals.
In these years of schooling, it is particularly important for students to develop a deep
understanding of whole numbers to build reasoning in fractions and decimals and to develop a
conceptual understanding of place value. These concepts allow students to develop
proportional reasoning and flexibility with number through mental computation skills, and to
extend their number sense and statistical fluency.
Years 7 – 10
These years of school mark a shift in mathematics learning to more abstract ideas. Through
key activities such as the exploration, recognition and application of patterns, the capacity for
abstract thought can be developed and the ways of thinking associated with abstract ideas can
be illustrated.
The foundations built in previous years prepare students for this change. Previously
established mathematical ideas can be drawn upon in unfamiliar sequences and combinations
to solve non-routine problems and to consequently develop more complex mathematical
ideas. However, students of this age also need an understanding of the connections between
mathematical concepts and their application in their world as a motivation to learn. This
means using contexts directly related to topics of relevance and interest to this age group.
During these years, students need to be able to represent numbers in a variety of ways; to
develop an understanding of the benefits of algebra, through building algebraic models and
applications and the various applications of geometry; to estimate and select appropriate units
of measure; to explore ways of working with data to allow a variety of representations; and to
make predictions about events based on their observations.
The intent of the curriculum is to encourage the development of important ideas in more
depth, and to promote the interconnectedness of mathematical concepts. An obvious concern
is the preparation of students intending to continue studying mathematics in the senior
secondary levels. Teachers will, in implementing the curriculum, extend the more
mathematically able students by using appropriate challenges and extensions within available
topics. A deeper understanding of mathematics in the curriculum enhances a student’s
potential to use this knowledge to solve non-routine problems, both at this level of study and
at later stages.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
CROSS-CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander
histories and cultures. It provides opportunities for students to appreciate that Aboriginal and
Torres Strait Islander societies have sophisticated applications of mathematical concepts.
Students will explore connections between representations of number and pattern and how
they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate
time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander
contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait
Islander Peoples through the application and evaluation of statistical data.
Asia and Australia’s engagement with Asia
The Australian Curriculum: Mathematics provides opportunities for students to learn about
the understandings and applications of Mathematics in Asia. Mathematicians from Asia
continue to contribute to the ongoing development of Mathematics.
In this learning area, students develop mathematical understanding in fields such as number,
patterns, measurement, symmetry and statistics by drawing on knowledge of and examples
from the Asia region.
Sustainability
The Australian Curriculum: Mathematics provides opportunities for students to develop the
proficiencies of problem solving and reasoning essential for the exploration of sustainability
issues and their solutions. Mathematical understandings and skills are necessary to measure,
monitor and quantify change in social, economic and ecological systems over time. Statistical
analysis enables prediction of probable futures based on findings and helps inform decision
making and actions that will lead to preferred futures.
In this learning area, students can observe, record and organise data collected from primary
sources over time and analyse data relating to issues of sustainability from secondary sources.
They can apply spatial reasoning, measurement, estimation, calculation and comparison to
gauge local ecosystem health and can cost proposed actions for sustainability.
GENERAL CAPABILITIES
Literacy
Literacy is an important aspect of mathematics. Students develop literacy in mathematics as
they learn the vocabulary associated with number, space, measurement and mathematical
concepts and processes. This vocabulary includes synonyms (minus, subtract), technical
terminology (digits, lowest common denominator), passive voice (If 7 is taken from 10) and
common words with specific meanings in a mathematical context (angle, area). They develop
the ability to create and interpret a range of texts typical of Mathematics ranging from
calendars and maps to complex data displays.
Students use literacy to understand and interpret word problems and instructions that contain
the particular language features of mathematics. They use literacy to pose and answer
questions, engage in mathematical problem solving, and to discuss, produce and explain
solutions.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
Numeracy
Mathematics has a central role in the development of numeracy in a manner that is more
explicit and foregrounded than is the case in other learning areas. It is important that the
Mathematics curriculum provides the opportunity to apply mathematical understanding and
skills in context, both in other learning areas and in real world contexts. A particularly
important context for the application of Number and Algebra is financial mathematics. In
Measurement and Geometry, there is an opportunity to apply understanding to design. The
twenty-first century world is information driven, and through Statistics and Probability
students can interpret data and make informed judgments about events involving chance.
Information and Communication Technology (ICT) capability
Students develop ICT capability when they investigate, create and communicate mathematical
ideas and concepts using fast, automated, interactive and multimodal technologies. They
employ their ICT capability to perform calculations, draw graphs, collect, manage, analyse
and interpret data; share and exchange information and ideas and investigate and model
concepts and relationships.
Digital technologies, such as spreadsheets, dynamic geometry software and computer algebra
software, can engage students and promote understanding of key concepts.
Critical and creative thinking
Students develop critical and creative thinking as they learn to generate and evaluate
knowledge, ideas and possibilities, and use them when seeking solutions. Engaging students
in reasoning and thinking about solutions to problems and the strategies needed to find these
solutions are core parts of the Mathematics curriculum.
Students are encouraged to be critical thinkers when justifying their choice of a calculation
strategy or identifying relevant questions during a statistical investigation. They are
encouraged to look for alternative ways to approach mathematical problems, for example,
identifying when a problem is similar to a previous one, drawing diagrams or simplifying a
problem to control some variables.
Personal and social capability
Students develop and use personal and social capability as they apply mathematical skills in a
range of personal and social contexts. This may be through activities that relate learning to
their own lives and communities, such as time management, budgeting and financial
management, and understanding statistics in everyday contexts.
The Mathematics curriculum enhances the development of students’ personal and social
capabilities by providing opportunities for initiative taking, decision making, communicating
their processes and findings, and working independently and collaboratively in the
Mathematics classroom.
Ethical behaviour
There are opportunities in the Mathematics curriculum to explore, develop and apply ethical
behaviour in a range of contexts, for example through analysing data and statistics; seeking
intentional and accidental distortions; finding inappropriate comparisons and misleading
scales when exploring the importance of fair comparison; and interrogating financial claims
and sources.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
Intercultural understanding
Intercultural understanding can be enhanced in Mathematics when students are exposed to a
range of cultural traditions. Students learn to understand that mathematical expressions use
universal symbols, while mathematical knowledge has its origin in many cultures. Students
realise that proficiencies such as understanding, fluency, reasoning and problem solving are
not culture or language specific, but that mathematical reasoning and understanding can find
different expression in different cultures and languages. New technologies and digital learning
environments provide interactive contexts for exploring mathematical problems from a range
of cultural perspectives and within diverse cultural contexts. Students can apply mathematical
thinking to identify and resolve issues related to living with diversity.
TEACHING MAHTMATICS IN LUTHERAN SCHOOLS
The Lutheran Church of Australia teaches that God created the universe and everything in it.
God reveals his character and relationship with human kind through creation as well as his
word. He has given people an intellect and mind to investigate and interact with creation in
many ways. The study of Mathematics is the study of God’s divine order revealed in His
created universe as we learn about mathematics we are learning about God. Additionally,
Mathematics is a tool for Man’s rulership under God. All callings in life demand planning,
calculating and evaluating in order to carry out our God given responsibilities. Therefore as
God’s people we are to use the wonderful gift of Mathematics to advance His kingdom on
earth for His honour and glory.
Life long learning of Mathematics and effective learning and teaching in Mathematics enables
students to study the beauty and order of Mathematics and Mathematical language makes
possible communication of shared mathematical understandings within and among
communities and provides a unique framework for explaining physical and social phenomena.
Mathematics is enhanced when communities and school members value mathematics learning
and its importance in understanding God’s world.
Effective teaching of Mathematics at Eastside Lutheran College will equip students to engage
with the future and that are in accord with the Christian beliefs of the LCA. The LCA Life
Long Qualities are the overarching outcomes for which learning experiences developed from
the curriculum are planned.
THE LIFE LONG QUALITIES
Teachers at the school provide learning experiences which develop the Life Long Qualities
within students while also providing opportunities for knowing about mathematics, knowing
how to do mathematics, and knowing when, and where to use mathematics. Mathematics as a
key learning area provides a unique area in which students can develop to be individuals who
as:
Self-directed, insightful investigators and learners, in mathematics:
• set goals for, and self-regulate their own mathematical learning;
• take responsibility for their learning as they become progressively more
metacognitively aware and understand how they learn mathematics;
• identify and develop effective ways to learn and build mathematical skills;
• identify and fully examine assumptions and evidence to make generalisations
and rules for appropriate mathematical situations;
• collaborate, plan, organise, and apply appropriate mathematical knowledge,
procedures and strategies to different situations;
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
• systematically examine and analyse mathematical, life-like and real world
situations using appropriate resources and strategies;
• reflect on and assimilate their experiences to continue learning and growing,
looking for opportunities to transfer mathematical concepts, ideas, procedures
and strategies.
Discerning, resourceful problem solvers and implementers of mathematics:
• identify real life problem situations and define the relationships using
mathematical models that can be solved;
• use mathematical modelling to examine alternatives, their consequences and
implications and then evaluate in a real world context;
• analyse and synthesise information and to solve problems and make decisions;
• reflect on their thinking, reasoning and generalisations about mathematics to
build on prior knowledge and incorporate new information;
• utilise thinking that goes beyond conventional approaches in mathematical
investigations relevant to a range and balance of situations from life-related to
purely mathematical;
• judge the adequacy and accuracy of mathematical solutions and justify
conclusions based on evidence.
Adept, creative producers and contributors within mathematics situations
• generate innovative and divergent alternatives to solve new problems
involving a range and balance of situations from life-related to purely
mathematical;
• respond to opportunities to use a variety of mathematical knowledge,
procedures and strategies in an ethical way;
• engage in productive activities in a highly skilled and imaginative ways as they
think, reason and work mathematically;
• identify where mathematics plays a part in improving the quality of life in their
communities.
Open, responsive communicators and facilitators of mathematics,
 foster a respectful, inclusive atmosphere in which people can communicate
mathematically with confidence and trust;:
 interpret and integrate information and opinions from all stakeholders to form
a deeper understanding of issues and possibilities and distinguish relevant
from irrelevant information when engaging in mathematical investigations
and situations;
 select the appropriate mathematical language to convey, logically and clearly,
their mathematical understandings, thinking and reasoning;
 explain, clarify, persuade, debate, negotiate, and pose mathematically related
problems for themselves and others to consider and investigate;

understand and use the concise languages of mathematics to share
information in ways that clearly conveys its meaning;

manage and organise the exchange of information and ideas among
individuals and groups and identify and compare different points of view;

represent their mathematical ideas and reasoning in different ways to reflect
their conceptual understandings and to meet varying needs.
Principled, resilient leaders and collaborators in mathematics
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012



collaborate and negotiate effectively in groups to plan, think, reason and
resolve situations that can be interpreted mathematically;
persevere in challenging situations and appreciate varying perspectives;
challenge or incorporate different perspectives of thinking and reasoning about
mathematical situations and enact an ethical course of action.
Caring, steadfast supporters and advocates:
 treat themselves and others with consideration, respecting differences in
viewpoints, values and beliefs;
 use mathematical knowledge and understanding to formulate common goals
and work interdependently to achieve workable solutions;
 collect, analyse and use information to defend and promote a worthy point of
view.
 invite and respect the opinions of others and evaluate the quality of the
mathematical logic in a sensitive manner.
LEARNING IN MATHEMATICS
Learning of Mathematics is enhanced when communities and school members value
mathematics learning and its importance in understanding God’s world.

is a life long process.

is influenced by social and cultural contexts.

is most effective when the learning environment is safe, supportive,
enjoyable, collaborative and empowering.

is most effective when it involves active partnerships with students,
parents and carers, peers, teachers, school and community members.

contexts should be inclusive, supportive and relevant to the learner.

requires active construction of meaning and builds upon prior
knowledge.

is enhanced with the use of a range of technology.

is enhanced when students have opportunities to represent their
mathematical thing in different ways and are able to reflect upon their
thinking and learning.
The students as learners at Eastside Lutheran College
 are unique individuals with different knowledge and experiences of and views
about the world and these factors influence the way they learn and make
meaning of mathematical situations.
 develop and learn in different ways and at different rates.
Teachers as learners and facilitators of learning Eastside Lutheran College
 facilitate learning experiences that promote higher order thinking and
challenge students to think creatively.
 plan varied learning opportunities to meet the diverse needs of their students
and assist all students to achieve.
 plan varied learning experiences that relate to the world outside of the
classroom and promote active and informed involvement in the community.
 plan individual, small group and whole class activities that promote
opportunities for collaboration and leadership.
 plan and provide a variety of valid and authentic modes of assessment
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012


keep up to date and comprehensive records of students’ achievement and
progress.
maintain a program of personal professional development and ensure they
continue to enhance their knowledge of mathematics and current educational
principles and practises.
WHOLE SCHOOL MATHEMATICS CURRICULUM ORGANIZATION
The Mathematics Learning Area Whole School Plan is developed with a year level focus from
F -10 (see Year Level Teaching Learning and Assessment Scope and Sequence). Possible
opportunities for embedding Cross Curriculum Priorities and General Capabilities are
identified within the Year Level Scope and Sequence.
The Mathematics Strands and year levels have common ideas and concept threads that build
upon each year. Due to the fluid nature of the class structures at the college, these concept
threads and big ideas are particularly important when planning for multi-age classes. They
become the cohesive concepts around which a multi-age unit plan can be developed by
teachers (see concept Scope and Sequence).
The selection of contexts that provide a vehicle for teaching and learning of Mathematics are
decided through consultation and collaboration with staff and negotiated between teacher and
students.
Teachers take into consideration when negotiating context:
• appropriateness of context and content
• opportunity for comprehensive learning to take place
• student interest and engagement
• the need to provide a range of contexts over the year levels.
• availability of resources
UNIT PLANNING FOR MATHEMATICS
Teachers of the College plan Mathematics as a stand-alone KLA unit of work or /and as part
of the interdisciplinary learning in a unit of work. The considerations for planning include
variables associated with individual students, teachers and year level requirements.
However, learning experiences in any unit of work should provide opportunities for all
students to achieve the concepts, content, knowledge and skills planned for within the
particular unit of work. Some students may require further opportunities at a later time, so
provision within the learning experiences for the individual differences and needs of the
students should be considered.
The essential elements for unit planning in Mathematics are:
 consideration of students needs;
 identification of content, knowledge and skills and related standard/s;
 selection of contexts;
 a sequence of intellectually challenging, engaging and relevant learning
experiences progressing from the known to unknown that relate to the content,
knowledge and skills to be learnt.
 Multiple opportunities for learning and assessment.
 assessment that relates to the learning and standards to be achieved
 assessment that provides for evidence of other skills and qualities required by
school reporting.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
NUMERACY AND MATHEMATICS PLANNING
Numeracy includes the practices and dispositions that accurately, efficiently and appropriately
meet the demands of everyday situations involving number, space, patterns, measurement and
chance and data. Numeracy skills will be developed across all LA as students solve problems
by applying mathematical concepts and techniques.
The College will adhere to the principle that whole class set Mathematics texts do not provide
for optimal learning of all students and do not provide opportunities to engage all students in
complex and life like investigations and problems. Teachers will be expected to create
teaching and learning programs that provide for deep learning of Mathematics for all students
and to foreground Numeracy in the teaching of all LA.
STUDENTS EXPERIENCING DIFFICULTY IN NUMERACY
Students in Years 1 -3 will be assessed using the ‘I Can Do Maths’ standardized tests in Term
3. Students in Years 4 -10 will be assessed using ‘PAT Maths’ standardized tests in Terms 1
and 3. The analysis of this assessment and in class tests and work samples the class teacher
will be utilized to make judgement about students needs in Numeracy. Class Teachers will
differentiate the class numeracy program to meet the needs of individual students and groups.
Students presenting with more pervasive numeracy disabilities will be referred to the
Learning Enrichment team and outside specialists. Class teachers will be expected to plan and
implement suitable learning experiences for these students following advice from these
agencies.
NUMERACY BLOCKS AND DAILY MATHEMATICS
The allocation of daily one to two hour blocks with an explicit focus on Mathematics and
Numeracy will be expected at the College in Years F-6. Daily Mathematics periods will be
timetabled for Years 7-10. These Numeracy Blocks and Daily Periods will incorporate the
study of number concepts and foreground the relationship of number to other Mathematical
concepts and to other LA. Students will be involved in a range of learning experiences from
explicit teaching through to independent learning, from whole class focus teaching episodes
focussing on a specific Numeracy concepts or skill, to small groups and individual learning
experiences.
The typical Numeracy Block and Mathematics Period contains a range of activities. They will
include:

Number Sense activities and investigations

Explicit teaching and application of mental strategies and Mathematical processes

Rote Learning of number facts through games, quizzes and challenges

Concept development from any focused Mathematics strand

Investigations and problems that provide for development of knowledge, skills and
understanding of Mathematic content and link these to other Mathematic strands and other LA
ASSESSMENT IN MATHEMATICS
Principles of Assessment
Mathematics assessment at the school is seen as an integral part of the teaching learning
process. Teachers will plan for assessment in Mathematics as they plan units of work
and learning experiences. This assessment will be:

authentic, purposeful and part of the learning experience

comprehensive

valid and reliable
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012

inclusive

used for diagnostic purposes and making on–going decisions about planning
and teaching

criterion referenced and used to inform students and other stakeholders of
student achievement and progress.
Students will also be aware of what is being assessed, the assessment techniques used
and the criteria by which they are being assessed.
Techniques
At the college teachers will use a variety of techniques and instruments to make
judgements about student learning in Mathematics. Some of these are:

observation – checklists, focussed analysis, incident records, anecdotal
records, videoing, photographs.

conferencing – formal and informal interviews with students and other
stakeholders.

portfolios – collections of work including best work, typical examples and
drafts that indicate progress.

journals – reflective learning logs, diaries, note books.

performances, demonstrations and exhibits – role-plays, skits, projects,
inventions, and student produced multimedia texts.

self assessment

peer assessment

written tests – criterion-referenced and standardised

teacher devices tests
Data collection
Collection of data will be comprehensive, on-going and provide evidence of student
achievement in a variety of contexts. At times common assessment tasks will be completed
within year levels and across year levels to enable consistency of judgement between teachers
and year levels.
Making Judgements
Teachers need to use their professional judgement when assigning a standard to student
learning. At all times a range of evidence in a number of contexts must collected before a
student can be marked as having achieved a particular standard.
Explicit criteria developed through engagement with the Mathematics standards, content and
elaborations and the specific learning experience or task will be used to clarify the standard
achieved. This criterion will be made known to the students so that the basis for judgement is
clear.
REPORTING OF MATHEMATICS ACHIEVEMENTS
Reporting in Mathematics at Eastside Lutheran College will occur both formally and
informally throughout the year. Formal reporting through an A-E scale will occur twice per
year. This will occur in both written report and through parent, teacher interview. Informal
reporting will occur through parent teacher discussion and through conferencing with
students.
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012
ACKNOWLEDGMENTS
LEA. (2006). A Vision for learners and learning in Lutheran colleges, Adelaide, LEA
ACARA (2012). Australian Curriculum: Mathematics.
http://www.acara.edu.au/curriculum.html (last accessed September 2012)
QSA. (2012). Mathematics – Years P- 10 Mathematics Syllabus and Resources , Brisbane,
QSA
AUS GOV (2009). Early Years Framework for Australia. Australian Government,
Department Of Education, Employment and Workplace Relations.
VIC GOV (2012) AusVels http://www.vic.gov.au/education/school-education/curriculumassessment.html (last accessed July 2012)
Eastside Lutheran College Australian Curriculum: Mathematic F-10 2012