Mathematics K–2 microlearning
An overview of microlearning modules for Mathematics K–2 professional learning, supporting you with curriculum implementation.
The Mathematics K–2 microlearning course comprises 13 individual microlearning modules in 4 groups, designed to support you with implementing the Mathematics K–10 Syllabus.
This learning is short, flexible and available on demand. Modules can be completed individually, in any order and at any time.
To maximise impact, school leadership teams may facilitate this course for groups or teams. Doing so allows leaders to align professional learning with school priorities and add school-specific contextual information to address students’ learning needs.
An introduction to the Mathematics K–10 Syllabus
Develop an understanding of the key researched pedagogical approaches that lead to desirable outcomes for all learning:
- Students becoming mathematicians
- An overview of effective pedagogy in mathematics (includes the 10 principles)
Develop an understanding of the impact of teaching mathematics from a connectionist approach:
- What is a connectionist approach and why does it matter?
- What connections support student learning and how can the syllabus help?
Teaching Working Mathematically
Understand working mathematically and the mathematical proficiencies
- What is working mathematically and why does it matter?
- What is the central role of working mathematically in the syllabus?
- What does it mean to teach through working mathematically?
Identify the features of rich mathematical tasks and understand how they support deep conceptual understanding.
- What is a rich, challenging mathematical task and why does it matter?
- When should rich and challenging tasks be used in mathematics?
Identify effective strategies to develop students’ capacity to reason mathematically.
- What is reasoning and why does it matter?
- Which strategies support students' development of reasoning in mathematics?
Planning for learning in mathematics
Understand 5 practices for orchestrating effective mathematical.
- What are 5 practices for facilitating effective mathematical discussions and why do they matter?
- What do the 5 practices look like in the classroom?
Understand the role of a scope and sequence in planning rich mathematical experiences and the role of the classroom teacher in developing and refining scope and sequence documents for their students.
- What is the role of a scope and sequence and how does it support learning?
- What are some practical strategies for developing and using flexible scope and sequences as tools for planning?
Design and sequence rich mathematical tasks.
- What is a unit?
- What is a process for designing a unit?Design and sequence rich mathematical tasks.
- What is a unit?
- What is a process for designing a unit?
Monitoring, assessing and reporting in mathematics
Apply effective assessment practices in mathematics.
- What is effective assessment in mathematics and why does it matter?
- How can I use learning goals and the syllabus to plan for assessment?
Design and embed formative assessment opportunities in mathematics.
- What is effective assessment in mathematics and why does it matter?
- How can I use learning goals and the syllabus to plan for assessment?
Understand the role of summative assessment and design summative assessment opportunities in mathematics.
- What is summative assessment and why does it matter?
- What are some examples of effective summative assessment in mathematics?
Translate and communicate student growth into formal feedback to parents and carers
How can I effectively articulate and communicate student growth and attainment in mathematics to parents and carers?
Syllabus
Syllabus outcomes and content descriptors from Mathematics K–10 Syllabus (2022) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.