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Proposed inclusions into aTemplate

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Proposed inclusions into aTemplate

    Mathematics Years 710 Syllabus: Advice on Programming and Assessment

    3 Practical programming and assessment

3.1 Sample program overviews

    The sample program overviews contained in this section demonstrate the flexibility available to teachers in implementing this syllabus. Consideration will need to be given to the knowledge, skills and understanding of students as they enter secondary school in order to plan units of work that meet their needs. While decisions may be made early in Year 7 about possible overviews, they will need to be reviewed and revised as students’ needs change, particularly for those students who experience considerable growth in

    understanding during the early years of secondary school.

    Teachers in schools will manage this in ways appropriate for their students. They will need to consider how to most effectively meet the needs of different groups of students over the four years from Year 7 to Year 10. Some students who enter Year 7 may not have demonstrated the mathematics outcomes for Stage 3, or perhaps even for Stage 2. Other students may have commenced work on Stage 4 topics while still in primary school.

    For those students who require more time to learn mathematical concepts, it is possible to include the mathematical content outlined in Stage 3, Stage 4 and Stage 5.1 in programs covering the first four years of secondary school. It may be that the three years from Year 7 to Year 9 are needed to achieve the outcomes up to and including those in Stage 4, with students commencing work on Stage 5.1 outcomes from the beginning of, or during, Year 10.

    For those students who require less time to learn mathematical concepts, it may be possible to achieve Stage 4 outcomes during Year 8 or earlier, and then to complete work in Stages 5.1 and 5.2 during Years 9 and 10. Other students may be able to complete all of Stages 5.1, 5.2 and 5.3 by the end of Year 10.

    Teachers can program for related topics from different Stages to be taught sequentially or concurrently in a particular year. For example, students who are able to work with abstractions and generalisations could cover the work on Properties of Geometrical Figures in Stages 4 and 5.2 concurrently as a lead-in to Deductive Geometry in Stage 5.3. Topics from different strands may be integrated, for example, teachers may extend work on positive integral indices (Stage 4) to cover negative indices (Stage 5.1) and fractional indices (Stage 5.3) within both the Number and Patterns and Algebra strands.

    Sample program overviews, or ‘scope and sequences’, for different groups of students are outlined below. The overviews have been designed for:

    ; students who have not completed Stage 3 by the end of Year 6 and who may achieve Stage 5.1

    outcomes by the end of Year 10

    ; students who have not completed Stage 3 by the end of Year 6 but who can be expected to achieve

    Stage 5.2 outcomes by the end of Year 10

    ; students who have completed Stage 3 in Year 6 and who will aim to achieve Stage 5.2

    ; students who complete Stage 4 in Year 8 and who wish to study the Stage 6 Mathematics course

    (Stage 5.2 outcomes plus additional outcomes from Stage 5.3)

    ; students who commence Stage 4 in Year 7 and who will achieve all Stage 5.3 outcomes including

    the optional outcomes

    ; students who have commenced Stage 4 in Year 6 and who will achieve all 5.3 outcomes including

    the optional outcomes.

    Each of these overviews contains a list of the outcome codes and topic headings that could be treated in each Year from 7 to 10. Note that the topics are listed in the sequence in which they appear in the syllabus rather than in any recommended teaching sequence.

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    Mathematics Years 710 Syllabus: Advice on Programming and Assessment

    Program overview for students who have not completed Stage 3 by the end of Year 6 and who may

    achieve Stage 5.1 outcomes by the end of Year 10

    Year 7 Year 8 Year 9 Year 10

    NS3.1 Whole Numbers NS3.5 Chance NS4.4 Probability NS5.1.1 Rational

    Numbers NS3.2 Addition and NS4.1 Operations with PAS4.3, PAS4.4

    Subtraction Whole Numbers Algebraic Techniques NS5.1.2 Consumer

    Arithmetic NS3.3 Multiplication and NS4.2 Integers DS4.2 Data Analysis and Division Evaluation NS5.1.3 Probability NS4.3 Fractions,

    NS3.4 Fractions and Decimals and MS3.3 Volume and PAS4.5 Linear Decimals Percentages Capacity Relationships

    PAS3.1a, PAS3.1b PAS4.1 Algebraic MS4.2 Surface Area and PAS5.1.1 Algebraic Patterns and Algebra Techniques Volume Techniques

    DS3.1 Data PAS4.2 Number Patterns SGS4.1 Properties of PAS5.1.2 Coordinate

    Solids Geometry MS3.1 Length DS4.1 Data

    Representation SGS4.4 Properties of DS5.1.1 Data MS3.2 Area

    Geometrical Figures Representation and MS4.1 Perimeter and MS3.4 Mass Analysis Area MS3.5, MS4.3 Time MS5.1.1 Perimeter and SGS4.2 Angles SGS3.1 3D Space Area SGS4.3 Properties of SGS3.2a, SGS3.2b 2D MS5.1.2 Trigonometry Geometrical Figures Space

    SGS3.3 Position

Program overview for students who have not completed Stage 3 by the end of Year 6 but who can be

    expected to achieve Stage 5.2 outcomes by the end of Year 10

    Year 7 Year 8 Year 9 Year 10

    NS3.1 Whole Numbers NS4.3 Fractions, NS5.1.1 Rational NS5.2.2 Consumer

    Decimals and Numbers Arithmetic NS3.2 Addition and

    Percentages Subtraction NS5.2.1 Rational PAS5.2.1, PAS5.2.2

    NS4.4 Probability Numbers Algebraic Techniques NS3.3 Multiplication and

    (part in Year 9 and part Division PAS4.3, PAS4.4 NS5.1.2 Consumer

    in Year 10) Algebraic Techniques Arithmetic NS3.4 Fractions and

    PAS5.2.3, PAS5.2.4 Decimals PAS4.5 Linear NS5.1.3 Probability

    Coordinate Geometry Relationships NS3.5 Chance PAS5.1.1 Algebraic

    PAS5.2.5 Graphs of DS4.1 Data Techniques NS4.1 Operations with Physical Phenomena Representation Whole Numbers PAS5.1.2 Coordinate

    DS5.2.1 Data Analysis DS4.2 Data Analysis and Geometry NS4.2 Integers and Evaluation Evaluation PAS5.2.1, PAS5.2.2 PAS3.1a, PAS3.1b MS5.2.2 Surface Area MS3.3 Volume and Algebraic Techniques Patterns and Algebra and Volume Capacity (part in Year 9 and part PAS4.1 Algebraic in Year 10) MS5.2.3 Trigonometry MS4.1 Perimeter and Techniques

    Area DS5.1.1 Data SGS5.2.2 Properties of PAS4.2 Number Patterns Representation and Geometrical Figures MS4.2 Surface Area and DS3.1 Data Analysis Volume MS3.1 Length MS5.1.1 Perimeter and SGS4.3, SGS4.4 MS3.2 Area Area Properties of Geometrical MS3.4 Mass Figures MS5.2.1 Perimeter and MS3.5, MS4.3 Time Area

    SGS3.1 3D Space MS5.1.2 Trigonometry

    SGS3.2a, SGS3.2b 2D SGS5.2.1 Properties of Space Geometrical Figures

    SGS3.3 Position

    SGS4.1 Properties of

    Solids

    SGS4.2 Angles

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Mathematics Years 710 Syllabus: Advice on Programming and Assessment

11

    Mathematics Years 710 Syllabus: Advice on Programming and Assessment

    Program overview for students who have completed Stage 3 in Year 6 and who will aim to achieve

    Stage 5.2

    Year 7 Year 8 Year 9 Year 10

    Review and NS5.1.1 Rational NS5.2.1 Rational NS5.2.2 Consumer Consolidation of Stage 3 Numbers Numbers Arithmetic

    NS4.1 Operations with PAS4.4 Algebraic NS5.1.2 Consumer PAS5.2.1, PAS5.2.2 Whole Numbers Techniques Arithmetic Algebraic Techniques

    (part in Year 9 and part NS4.2 Integers PAS4.5 Linear NS5.1.3 Probability

    in Year 10) Relationships