MATHEMATICSKLA Years 1 to 10

Planning

MATHEMATICSYears 1 to 10

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

is available to all schools from 2005

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

Support materials

Understanding the syllabus elaborations.Planning a model for planning

investigations or units of work sample investigations or

units of work.

The elaborations

are included with the support materialsmake 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.

Elaborations

Plan

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

for learning, teaching and assessing simultaneously.

A model for planning

Identify how and when reporting of student progress will occur

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

learning

Identify how evidence of demonstrations of learning will be

gathered and recorded

Select and sequence learning

activities and teaching strategies

Identify or design assessment

opportunities

Select learning outcomes on which

to focus

Select strategies to promote consistency of teacher

judgments

Choose the context(s) for learning

Make explicit what students need to know and do to

demonstrate their learning

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.

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.

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.

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.

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.

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.

Assessment

Use assessment information to:

provide ongoing feedback about learning to students

inform decision making related to student learning.

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.

Examples of sources of evidence include

observation of written work in progress student work samples structured small group discussion research projects.

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

evidence

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.

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.

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.

Reporting

Information and judgments about student learning is communicated to: students parents/carers other professionals.

Queensland Studies AuthorityPO Box 307Spring HillQueensland 4004AustraliaPhone: +61 7 3864 0299Fax: + 61 7 3221 2553

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

Contact us