A range of examples of how schools can organise a mathematics scope and sequence and the elements that could be included.
The purpose of a scope and sequence is to provide an overview of intended learning for the year. Decision making about the scope and sequence should be guided by information about student learning in mathematics, including assessment. It is considered a working document that is flexible and should be modified to meet the needs of students and the local school context. Teachers should be looking for opportunities to develop and make connections within and between strands to support the development of deep knowledge and a conceptual understanding for students.
The sample scope and sequences incorporate advice from NSW Education Standards Authority (NESA) and include the following elements:
- the scope of learning in relation to the syllabus outcomes to be addressed
- the sequence of learning in relation to the syllabus outcomes to be addressed
- duration of the learning
- syllabus outcomes addressed through the learning and related outcomes (from other KLAs) if the teaching program are integrated
- relevant information for particular learning areas or particular school requirements.
Each document is a ‘sample’ that schools may adapt to meet the needs of their students and local context.
Three approaches for flexible organisation
The sample scope and sequences have been designed using three approaches. They provide a range of flexible options and models for whole school organisation of mathematics. Each approach builds upon basic requirements and provides additional syllabus information to assist planning and programming.
The 3 approaches are:
- stage-based with connections highlighted within and across the strands
- multi-age K-2 and 3-6 with connections highlighted within and across the strands and stages
Each approach contains a full set of sample scope and sequences and blank templates for all stages from Early stage 1 to Stage 3).
Advice on working mathematically
Students develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning. The five inter-related components of working mathematically are communicating, problem-solving, reasoning, understanding and fluency. These components describe how content is explored or developed – the thinking and doing of mathematics.
Working mathematically has a separate set of outcomes for the components:
Understanding and fluency components do not have an outcome. These components are embedded in the development of knowledge, skills and understanding.
Interpreting the scope and sequence documents
Each term is organised into two parts – early term (the first half of the term) and later term (the second half of the term). This is intentional and gives teachers flexibility to use rich experiences that connect learning within and across strands and to spend more time exploring knowledge, skills and dispositions to support the development of conceptual understanding.
All syllabus outcomes need to be taught, assessed and reported to parents in every stage of learning. Each outcome is addressed several times throughout the year. This ensures students have the opportunity to learn, develop and apply the knowledge, understanding and skills across multiple contexts for learning. Outcomes referenced are drawn from the Mathematics K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012.