Prior to implementing the Mathematics K-2 Syllabus, leaders will need to consider the following:

• Complexities for staff working from 2 syllabuses to teach mathematics – K-2 and 3-6. There are differences including structure, language, and pedagogy. This will impact planning, programming, assessment and reporting across the school.
• Targeted support and opportunities for mathematics professional learning to build teacher confidence, particularly with the processes of working mathematically
• Resource and budget implications including
  • identifying teacher strengths and expertise to support curriculum implementation in your school
  • professional learning to build staff capacity
  • equipment and materials that may be useful to support learning.

The Mathematics K-2 Syllabus includes:

• a new structure that highlights foundational numeracy skills
• significant revision to the structure and naming of the sub-strands
• a new aim, rationale, and other introductory components that are informed by evidence
• new outcomes and content that are informed by evidence and identify skills needed by all students to develop competence in mathematics
• a greater emphasis on the development of reasoning for students to support a deep understanding of mathematical concepts
• one overarching outcome for working mathematically that describes the thinking and doing of mathematics
• content groups that assist teachers to identify key knowledge and skills for each focus area
• key progress points have been developed by NESA. They provide examples of tasks that teachers may use to investigate student understanding and progress.
• examples that have been separated from the content. This makes it clearer what is syllabus content and what is provided as support.
• access points for students with significant intellectual disability
• teaching advice to support understanding of the content of the syllabus and to make informed pedagogical decisions.

Mathematics outcomes and content overview image is from the Mathematics K-2 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, (2021)

The syllabus for mathematics K-2 is based on evidence that highlights the importance of:

• understanding the symbols that represent quantity
• learning the sequence of counting words and making the association between the words and quantities
• learning different ways of representing quantity – objects, words and symbols – as well as understanding that ten (10), for example, is not only a word or symbol but a combination of different number pairs, such as 5 and 5, 4 and 6, or 3 and 7
• knowing how to use 10 and 100 as units
• identifying links between measurement, space and number
• understanding how structures are organised and related
• being able to provide the reasoning behind the solution to a problem.

Professional learning for the teaching and learning of mathematics:

• Mathematics K-10 (2022) Syllabus (Years K-2) – including teaching advice
• Introduction to the Mathematics K-2 Syllabus (video 2.41)
• Thinking mathematically K-6 resources
• Curriculum Reform Communities
• Mathematics K-2 Research toolkit
• NSW Curriculum Reform webpage for updates and additional information.