Programs should:

  • reflect where students are at in regards to the stage content in the mathematics K–10 syllabus.
  • make connections, where relevant, across sub-strands to assist students in seeing the connections between concepts and their real life applications.

The NSW Education Standards Authority (NESA) mathematics K–10 programming page contains useful information to assist with the programming of 7–10 mathematics, including links to sample scope and sequences as well as sample units for Stages 4 and 5.

The Mathematics K-10 Continuum of key ideas describes the content to be developed at eachcStage of learning for each content strand and working mathematically.

When creating a mathematics unit of learning you may choose to use the flowchart of a learning design process. The process encompasses the general principles of curriculum planning and programming and draws upon crucial elements of the Mathematics K–10 Syllabus. It also addresses the four key questions underpinning the teaching and learning cycle.

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