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# Victorian Curriculum F – 10

## Introducing the curriculum

Mathematics in the Victorian Curriculum is substantially the same as AusVELS. A small number of new content descriptions and elaborations have been developed, and a small number of existing content descriptions and elaborations revised, at various levels, to enhance the coherence, consistency and completeness of the curriculum.

The changes to the Number and Algebra strand strengthen the use of mental estimates for calculations, and coverage of simple non-linear relations and solving equations. The changes to the Measurement and Geometry strand make explicit inverse relations between quantities in measurement formulas and incorporate patterns in the plane arising from congruent transformations.  The changes to the Statistics and Probability strand clarify terminology and include interquartile range and consideration of the effect of outliers on measures of centre and spread.

From F-10/10A a new content description in relation to algorithms and coding has been included in the Patterns and algebra sub-strand of the Number and Algebra strand at each level.

Some minor revisions have been made to achievement standards, as applicable, consistent with respect to the changes and revisions to content descriptions.

The level descriptions in the Victorian Curriculum Mathematics have all been revised to more fully articulate the proficiencies of understanding, fluency, reasoning and problem solving in relation to the content descriptions and achievement standards.

Summary of changes to content descriptions

The following document provides a summary of changes to content descriptions from AusVELS Mathematics to the Victorian Curriculum F–10 Mathematics.

The new content descriptions for algorithms and coding are highlighted. Teachers should plan to incorporate these as applicable in conjunction with the coverage of other content descriptions from across the strands.

Reporting progress in Mathematics

These changes do not cause a break in reporting data and student progress can be shown from AusVELS Mathematics to the Victorian Curriculum F–10 Mathematics.

To view the Mathematics curriculum, please visit the Victorian Curriculum F–10 website.

Presentation

A PowerPoint presentation outlining the key components of the Mathematics curriculum is available:

## Curriculum planning

Whole-school curriculum planning plays a key role in enabling schools to deliver the F–10 curriculum for all students and reflects the decisions, resources and priorities of the school. As part of a comprehensive whole-school plan, schools are asked to consider the extent to which they have documented their teaching and learning plan for each curriculum area across the years of schooling to support a progression of learning.

Indicative Progress

An important aspect of curriculum planning is being able to articulate what student progress looks like, using the achievement standards in the curriculum continuum.

To support teachers to tie together what is being taught and how progress between achievement standards is described and demonstrated, the notion of "indicative progress" emerged.

Developing Indicative Progress descriptions during the planning phase will assist teachers to explain the learning expectations to the students, and assess and report student achievement.

Indicative Progress templates (below) have been developed for all levels/bands within each curriculum area, and are made available as:

• primary levels - covering Foundation level through to Level 7 or band 7-8
• secondary levels - beginning at level 6 or band 5-6.

This structure is to support planning with a focus on student progression along the curriculum continuum and encourage primary schools to explore the extension into higher levels and secondary schools to consider the lower levels to scaffold learning.

An annotated example (docx - 56kb) is provided to assist teachers in visualising the steps in the process for developing indicative progress descriptions that link elements of consecutive achievement standards.

Indicative Progress examples will be provided during 2017. These examples are designed to act as stimulus material only and support teachers to develop their own descriptions relevant to the context.

Indicative Progress templates

Measurement and Geometry: Primary (docx - 68.05kb) | Secondary (docx - 57.53kb)

Number and Algebra: Primary (docx - 78.15kb) | Secondary (docx - 63.15kb)

Statistics and Probability: Primary (docx - 66.84kb) | Secondary (docx - 55.26kb)

Curriculum mapping templates

Mapping identifies the extent of curriculum coverage ​in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.

## ​Teaching and learning resources

A sample program is being developed as an example to illustrate how the Mathematics curriculum could be organised into a teaching and learning program. This sample program will cover levels F–10 when completed. The materials will be released in stages, beginning with the Mathematics Sample Program: Year 7. Please note that this resource was produced for the AusVELS curriculum.

## Assessment and reporting

The Victorian Curriculum F–10: Revised Curriculum Planning and Reporting Guidelines provide advice for Victorian schools to develop whole-school curriculum plans and to report student learning achievement. Specific sectoral requirements related to curriculum provision and reporting are the responsibility of and published by the relevant sectoral authorities.

The Victorian Curriculum F–10: Revised Curriculum Planning and Reporting Guidelines are available from the Curriculum planning, assessment and reporting webpage​.

Student work samples

Work samples illustrate satisfactory achievement in relevant aspects of the achievement standard. These are currently being developed and will be published during 2017.

## External resources

The inclusion of the following links is for teacher reference purposes and does not constitute VCAA endorsement of the views and/or materials contained on these sites.

Aligned Australian Curriculum Resources (Mathematics)​

Scootle is an online repository, managed by Education Services Australia (ESA). Currently it has over 10,000 digital resources, with a range of these resources aligned to the Australian Curriculum.

The ABS provides useful data sets for statistical investigations as well as pedagogical resources.

The Australian Mathematics Trust (AMT) is a not-for-profit organisation which provides a range of competitions, teaching resources and professional learning opportunities in mathematics, computational thinking and algorithmics.​ The Computational and Algorithmic Thinking (CAT) competition provides an introduction to algorithms without the need to understand programming, and the online version of this competition is currently free to schools.

The Australian Taxation Office’s  Education Zone provides a range of resources aligned to the  7 - 10 mathematics curriculum that support implementation of content related to financial mathematics.

Tax Super and You is a free on-line teaching and learning resource of several modules with interactive elements that provide real world mathematical contexts for the teaching and learning of financial literacy.

Code is a non-profit US organisation that provides a range of learning resources and free educational materials related to coding. These link to US Common Core Mathematics, which is similar to the Victorian Curriculum F–10 Mathematics.

Computer Science Unplugged (CS Unplugged)

CS Unplugged is a project of the Computer Science Education Research Group at the University of Canterbury, New Zealand.  The project has developed a range of free resources and activities​ (note: large pdf download) that cover concepts, skills and processes involving computational thinking and algorithms independently of implementation by particular digital technology or programming language. Many of the examples, problems  and activities used are mathematical in  nature and relate closely to the Victorian Curriculum Mathematics, in particular the primary years.​

MathWorld  is a free on-line digital mathematics encyclopaedia resource by Wolfram Research, and is linked to the free on-line computational engine WolframAlpha. Together these provide teachers and students with access to mathematical knowledge and examples through online queries in natural language, and also a means of carrying out related numerical, graphical, statistical and symbolic computations.

F–10 teachers are encouraged to access MoneySmart Teaching, an initiative funded by the Australian Securities and Investment Commission (ASIC). MoneySmart Teaching has developed a range of teaching resources designed to help children and young people improve their levels of consumer and financial literacy.

The University of Utah’s NLVM collection of digital resources provides learning activities corresponding to a broad range of mathematical topics.

This University of Cambridge project provides a range of teacher and students resources.

AMSI: www.amsi.org.au/ is a collaborative non-profit organisation representing mathematical interest in Australia. It supports mathematics educators and teachers through various activities and includes a collection of online modules designed to support teachers further develop mathematical background in selected topics.

One of its resources is Mathematics of Planet Earth, a source of classroom materials that use mathematics and statistics to understand the challenges facing the world in fun and accessible ways, whilst providing teachers with related support materials, links and contacts.

Wolfram Demonstrations Project provides a range of free interactive demonstrations of various topics across the school mathematics curriculum.

Wolfram Victorian Community

The Wolfram Victorian Community is a resource provided by the Victorian Department of Education to support the implementation of STEM in the curriculum.

It includes discussion forums for the STEM areas, including mathematics, and resources for the use of Mathematica, Wolfram Alpha and System Modeller as tools to support teaching and learning in and across these areas of the curriculum. It also includes a link though which Victorian secondary teachers and students can access these software.

​Teacher professional associations

AAMT is the Australian mathematics teacher professional association, affiliated with state and territory associations such as the MAV, and provides teachers with mathematics curriculum, assessment and pedagogical resources such as Top Drawer, professional development activities, occasional specific purpose national conferences, and a biennial national conference, and professional communities such as Connect with Maths.

The MAV is the Victorian mathematics teacher professional association and provides teachers with mathematics curriculum, assessment and pedag​​ogical resources; professional development activities and regional conferences and an annual state conference in December of each year, for example: http://www.mav.vic.edu.au/resources/curriculum-resources.html ​

MERGA is the principal mathematics education research group in Australia, publishes research papers and conducts an annual conference that informs teachers pedagogical practice.

There is new content on algorithms and coding in the Number and Algebra strand (Patterns and algebra sub-strand). Is it expected that a particular approach, platform or language is used?

No. Various approaches to developing and coding algorithms can be used and may involve natural language, structured language or pseudo-code or a formal programming language.

Algorithms can be implemented by acting out a script, using robots, and various technologies, software and applications.  These should be employed as suits the level at which the student is working, and the nature of the activity or task.

The following documents can be used as a planner to summarise a brief description of suitable activities related to the elaborations for the content descriptions for algorithms and coding.

How should schools deal with the selection of optional content from 10A so that students are suitably prepared for subsequent study of VCE Mathematical Methods Units 1 and 2?

Schools use a variety of teaching and learning strategies and organisational structures, suited to their context, to ensure that students have relevant mathematical background from  the Victorian Curriculum Mathematics that enables them to pursue various pathways of post-secondary study.  Relevant content from 10A for subsequent study of Mathematical Methods Units 1 and 2 is covered  in the content descriptions: VCMNA355, VCMNA356, VCMNA358, VCMNA359, VCMNA360, VCMNA362, VCMNA363, VCMNA364, VCMNA368, VCMNA355.