Implementing the Victorian Curriculum F–10
The following information outlines curriculum area advice to schools to support remote learning and continuity for students in F–10 Mathematics. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the
Victorian Curriculum F–10 websites.
Delivering F–10 Mathematics remotely and flexibly
Keep in mind
- Schools can review and adapt their teaching and learning program for Mathematics to enable the curriculum to be delivered at home via remote learning.
- Teachers are best placed to make teaching and learning adjustments, and assessment adjustments, that are appropriate to their own circumstances. Teachers need to take into account their access to remote learning tools (such as online learning platforms) and the strengths and limitations of their student cohort.
- A weekly program of teaching and learning, based on the original teaching and learning program, can be developed for students to complete at home. This program should include learning activities that enable students to demonstrate aspects of the relevant achievement standards in Mathematics.
Ideas and connections
- Schools and teachers can select teaching and learning activities that integrate Mathematics with another learning area and/or capability to enhance efficiency of curriculum delivery.
- Teachers can select teaching and learning activities, including practical activities and mathematical investigations, that are able to be undertaken with materials readily available in students' homes to replace activities included in the school's original teaching and learning program for Mathematics.
- Teachers can provide templates that scaffold students' practical activities and mathematical investigations at home, integrating the proficiencies of Understanding, Fluency, Problem Solving and Reasoning into these activities and investigations.
- Schools can consider if there is a different approach and/or method that can be used in place of what had originally been planned to deliver curriculum content, for example, developing a range of open-ended and practical problem-solving tasks that will cater to the diverse needs of students across curriculum levels and relate to more than one strand.
The VCAA Mathematics
annotated student work samples are based on tasks that can be used as learning activities to inform and support assessment of student progress and achievement.
Computational and algorithmic thinking in Mathematics resources include collections of activities than can be used as a basis for mathematical investigations.
In addition to
VCAA resources, teachers may consider other resources, checking the following to ensure alignment to the Victorian Curriculum F–10:
- reliability and suitability of the resource
- relevant Mathematics achievement standard and sub-strand/s
- relevant level/s and content description/s
- relevant links to achievement standards in other learning areas
- relevant links to achievement standards in one or more of the capabilities.
Additional sources of online resources include the following:
The Mathematical Association of Victoria provides a range of resources to support remote, distance and home learning.
Australian Bureau of Statistics provides online statistics on a range of topics across Australia.
ReSolve provides a range of mathematics teaching resources from Foundation to Level 10, focusing on an inquiry and investigation approach.
ABC Education produces materials catering to both primary and secondary students, covering all learning areas, including Mathematics.
FUSE is a Victorian Department of Education and Training website that hosts a range of resources supporting the Victorian Curriculum F–10.
Australian Government Bureau of Meteorology provides current and up-to-date records of weather data from around Australia.
Worldometer is an online statistics website providing current statistics on a range of topics from countries worldwide.
Practical resources available in the home for remote learning include:
- playing cards
- board games
- toys (for counting and sorting)
- cooking utensils, such as scales, cups and spoons (for units of measurement)
- miniature whiteboards
- measuring tape and rulers
Assessment and achievement standards
- Schools should assess student learning, including evidence from practical activities and mathematics investigations, against the relevant aspects of the achievement standards in the Victorian Curriculum F–10.
- Depending on the resources available at home and the aspect of the achievement standard being assessed, students may draw, graph, photograph, label, create an electronic artefact, generate and respond to blogs, construct models and/or write a response to communicate their findings.
- Teachers can select and use a variety of assessment types to provide timely feedback to students and to monitor learning progress. Schools can review the range of assessment tasks to achieve a balance between short inquiry-based activities that focus student attention on particular skills and understanding and more open-ended, rich assessment tasks that can be completed over a longer period of time at home.
- On the resumption of face-to-face learning, schools will need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required.
For more information
David Leigh-Lancaster, Mathematics Curriculum Manager
Phone (03) 9032 1690 or
email the Mathematics Curriculum Manager
Crystal Afitu, Mathematics Curriculum Manager F–10
Phone (03) 9651 3942 or
email the Mathematics Curriculum Manager