Following a period in 2014 of optional implementation for Kindergarten to Year 6, the Mathematics K–10 Syllabus (2012) became mandatory from 2015 for all NSW primary schools. For implementation, teachers are reminded about the nature and importance of a number of key aspects of the syllabus.

The Working Mathematically components of

• Communicating
• Problem Solving
• Reasoning
• Understanding
• Fluency

are integrated into the content strands of Number and Algebra, Measurement and Geometry, Statistics and Probability.

The components are essential in engaging students in genuine mathematical activity and assist teachers to understand the breadth of mathematical actions that may be emphasised in teaching and learning. They are important when students are

• developing new skills and concepts
• learning to solve routine and non-routine problems
• explaining and justifying their thinking, strategies, solutions and conclusions

The Understanding and Fluency components apply across all syllabus strands, objectives, outcomes and content. Learning experiences should be designed to continually develop student levels of proficiency in Working Mathematically.

The syllabus provides teachers flexibility to make adjustments that enable students to work at different stages in different strands. For example, students could be working on Stage 3 content in the Number and Algebra strand, and Stage 2 in Measurement and Geometry content.

Within the three content strands, substrands further organise the

• outcomes
• content
• background information
• advice about language

To assist programming:

• content in Early Stage 1 to Stage 3 substrands is separated into two parts; e.g. 'Area 1' and 'Area 2'. The first part typically focuses on early concept development. While one approach is to program this part in the first Year of a stage, teachers and schools are able to make decisions about how and when to program the two parts.
• in Early Stage 1 to Stage 3, the language section of each substrand includes a word list. Words appearing for the first time in each substrand are listed in bold type.

It is also desirable for teachers to extend students’ mathematical knowledge, skills and understanding by making connections between the strands of the mathematics syllabus and other K–6 learning areas. This will assist students to consolidate mathematical concepts and provide them with a deeper understanding of the importance and relevance of mathematics in their daily lives and for future learning across the curriculum.

While working with Mathematics or any other K-10 syllabuses, the e-syllabus format provides a range of functionality to help teachers engage more fully. The tutorial video provides a useful refresher on the features of the site. Hard copies of the syllabus can be purchased via the ebos online shop > NSW Mathematics K10 Syllabus.

For more information, contact:
Peter Lee
Board Inspector, Primary Education
peter.lee@bostes.nsw.edu.au
(02) 9367 8191

Peter Osland
Board Inspector, Mathematics
peter.osland@bostes.nsw.edu.au
(02) 9367 8103