2. Mathematics K-6  Number  Patterns and algebra  Data  Measurement  Space and geometry Draft Australian Curriculum  Number and algebra  Measurement and geometry  Statistics and probability

3. Working Mathematically  Questioning  Applying Strategies  Communicating  Reasoning  Reflecting Proficiency strands  Understanding  Fluency  Problem solving  Reasoning

4.  Content descriptions Understand numbers to 10, including matching number names, numerals and quantities,… (Kindergarten)  Content elaborations …illustrate and/or clarify the detail of the content descriptions.  Achievement standards By the end of Kindergarten, students are able to confidently recall the sequence of numbers to 20, matching names and numerals and find the total of small collections by counting.

5.  Organised in years, not stages.  Descriptions of content and achievement standards, no outcomes.  Content descriptions are brief ◦ This makes it difficult to determine if they are clear without the elaboration – Can you find when the multiplication facts for 7 are taught? Do you know what to teach in Year 5 when you read: “Solve realistic problems involving multiplication with large numbers including division by one-digit numbers”?

6.  How does the draft curriculum provide support for the full range of students in your class?  How do the standards compare to the current NSW syllabus? e.g. From the Best Start Kindergarten assessment about 2/5 could identify numerals to 10, and about 8% each to 20 and to 100, on entry to Kindergarten. The draft Australian curriculum in mathematics expects students can identify numerals to 10 by the end of Kindergarten.

7.  How is content organised in school years meant to assist the diverse range of learners?  Resourcing ◦ Although calculators are referred to in the NSW Mathematics K-6 syllabus they are not described within the mandatory outcomes. The draft Australian curriculum refers to calculators in the mandatory content from as early as Year 2. What are the implications of requiring all students to use calculators from Year 2? When do students learn order of operations or rounding decimals?

8.  Some content statements appear to be teaching activities rather than statements of content e.g. Year 2: Say, understand and reason with number sequences increasing by twos, fives and tens from any starting point including using calculators.  Much of the content appears at different years to our syllabus e.g. Recognise and represent numbers involving tenths and hundredths… In which year would you currently teach this and in which year in the draft curriculum?

9.  Does the draft Australian mathematics curriculum support both excellence and equity?  Is the draft curriculum focused on the important ideas?  Is the draft curriculum coherent? In particular, does the sequence of development make sense?  Is the draft curriculum internally consistent in the way it uses concepts from other strands (e.g. multiplication and area)?