MATHEMATICS
KLA 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
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 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.
Elaborations
Plan
for long-term, mid-term and short-
term learning opportunities
for learning, teaching and assessing
simultaneously.
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 Make explicit what students
learning need to know and do to
demonstrate their learning
Identify how evidence of
demonstrations of learning will be
gathered and recorded Choose the context(s) for
learning
Identify or design Select and
assessment sequence learning
opportunities activities and
teaching strategies
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.
Contact us
Queensland Studies Authority
PO Box 307
Spring Hill
Queensland 4004
Australia
Phone: +61 7 3864 0299
Fax: + 61 7 3221 2553
Visit the QSA website at
www.qsa.qld.edu.au