Maths Curriculum Plan 2017 - Australian Islamic College
AUSTRALIAN ISLAMIC COLLEGE2017MATHEMATICSCURRICULUM PLANYears 7 – 12Rationale:The Mathematics learning area curriculum Plan is aligned to the Australiancurriculum. It outlines the teaching and learning of Mathematics along withassessment and reporting across the years 7 – 12 at the Australian Islamic College.1. All students haveopportunities to engagein meaningful learning.4. Challengestudents toidentify andunderstand thesocial sciencesand ourresponsibilitytowards it.OBJECTIVES2. Supportstudents indevelopingknowledge,understandingsand skills.3. Encourage students todevelop critical andcreative thinking skills.Learning Mathematics creates Opportunities
Year - CourseHours a week2017Number of classes55555555555522215555522111Lower school7–8910 dary Year 1111 – Mathematics Essential(General)11 – Mathematics Applications (ATAR)11- Mathematics Methods(ATAR)11 – Mathematics Specialist(ATAR)Secondary Year 1212 – Mathematics Essential(General)12 – Mathematics Applications (ATAR)12- Mathematics Methods(ATAR)12 – Mathematics Specialist(ATAR)12 – Mathematics Preliminary unit 3 and 4 for studentswith disabilityTotal classes34
Year 7Year 7AdvanceYear 8Year 8AdvanceYear 9Year 9AdvanceYear 10Pathway 2Year 10Pathway 1Year 10 10ASpecialistYear ethodsMathematicsSpecialistYear ethodsMathematicsSpecialistNote:1. Year 7 to 12 are Australian Curriculum2. The senior Preliminary are for students with disabilitiesDifferentiated Learning1.2.Year 7, 8, 9: More on understanding and fluency; less on problem solving/reasoningAdvance: Less on understanding and fluency; more on problem solving/reasoning
RationaleThe Australian Curriculum: Mathematics provides students with essential mathematical skills andknowledge in Number and Algebra, Measurement and Geometry, and Statistics andProbability. Mathematics aims to instill in students an appreciation of the elegance and power ofmathematical reasoning. The curriculum focuses on developing increasingly sophisticated and refinedmathematical understanding, fluency, logical reasoning, analytical thought and problem-solvingskills.In the Australian Curriculum, the general capabilities encompass the knowledge, skills, behavioursand dispositions that, together with curriculum content in each learning area and the crosscurriculum priorities, will assist students to live and work successfully in the twenty-first century. Thisis in line with what has been and continues to be developed at the Australian Islamic CollegeSeven areas of general capabilities: Literacy NumeracyInformation and communication technology (ICT) capability Critical and creative thinkingPersonal and social capability Ethical understandingIntercultural understanding. Literacy expectationsStudents become literate as they develop the knowledge, skills and dispositions to interpret and uselanguage confidently for learning and communicating in and out of school and for participatingeffectively in society. Literacy involves students in listening to, reading, viewing, speaking, writingand creating oral, print, visual and digital texts, and using and modifying language for differentpurposes in a range of contexts.Literacy is an important aspect of mathematics. Students develop literacy in mathematics as theylearn the vocabulary associated with number, space, measurement and mathematical concepts andprocesses. This vocabulary includes synonyms (minus, subtract), technical terminology (digits, lowestcommon denominator), passive voice (If 7 is taken from 10) and common words with specificmeanings in a mathematical context (angle, area). They develop the ability to create and interpret arange of texts typical of Mathematics ranging from calendars and maps to complex data displays.Students use literacy to understand and interpret word problems and instructions that contain theparticular language features of mathematics. They use literacy to pose and answer questions,engage in mathematical problem solving, and to discuss, produce and explain solutions.Making Connections Teachers must regularly make connections by choosing a context for learning.Encourage students to make connection with their prior knowledge
Assessment consistencyAll year 7-10 students across the three AIC campuses will conduct the same main assessments perterm. These assessments will be changed/modified each year according to any changes/needs ofthe students/program and other school circumstances.Monitoring of the intended learning targetsThe following assessment types will be used throughout years 7-10 to give students multipleopportunities to demonstrate knowledge and understanding, skills and processes.Year 10Year 7-9Assessment typeMidterm test / End ofthe term TestInvestigation in theform of holidayhomework testPer termPer yearTime28Mid-term & Endof term14Beginning of thetermAssessment/ActivityPer termPer yearMidterm test / End of theterm Test/ Investigation312Common Semester ExamDuring sem1and Sem2Format and assessment guidelinesTests/ Investigations/ExamsTests and Investigations will be written by allocated teachers and submitted to HOLA to bereviewed by all teachers by each term. Teachers preparing tests must use the same formatprovided by the HOLA.An assessment task roster is provided to all the teachers in the beginning of the term wherethere are more than 2 classes.
Student PortfoliosTeachers need to keep marked assessments filed in individual student portfolios. These willregularly be checked by HOLA and need to be organised and ready for parent meetings.School reportsTeachers must enter student test mark and accumulated mark on to the schools data base markbook twice per term, mid -term and end of term. Teacher need to publish the reports themselves.These results along with teacher’s comments on performance will be communicated with parents.The assessments and their weightages to report on for each reporting cycle and year are indicatedin the teaching programs for years 7 – 10.Parent meetingsParents of each year group are given the opportunity once a term to talk to the teacher and viewtheir child’s assessment portfolio during parent teacher afternoons. All teachers must attend theparent teacher meeting sessions.Parents are also encouraged to book appointments with teachers if extra time is needed to discusstheir child’s progress or difficulties.Student result analysisAll teachers must provide an analysis of students results after each reporting cycle to the HOLA.This will give teachers the opportunity to evaluate student results and provide suggestions andplans of action for any improvements.HOLA will use this analysis to track student progress in each class and this will become a reflectionon teachers teaching strategies.Teacher feedbackHOLA will visit teacher’s class (some or all) each term and provide feedback and evaluation withthe teacher about the lesson.
Procedures, Practices and StrategiesYears 7-10TEACHING1. Common teaching programs- Teachers are required to follow the set programs agreedupon by the HOLA. Teachers are required to collaborate increating effective programs based on the content specifiedin the Australian Curriculum. Educators will have theflexibility within their classes to differentiate to meet theneeds of their students.2. Curriculum delivery- Effective curriculum planning and a distributedleadership model provide the basis for quality instructionguided by the AITSL Australian Professional Standards forTeachers.3. Clear lesson objectives- communicated with the students each lesson4. Establishing prior knowledge- Forming a baseline of knowledge prior to instruction5. Engaging students- Using a variety of teaching styles incorporated intolesson plans6. Innovative lessons plans- Set the learning outcome: Make the objectives of thelesson clear at the beginning of each lesson- Clarify the activities within the body: Student centeredactivities- Conclude by consolidating: Recap and review of learningobjectives.- Teacher reflection: Evaluate lesson and plan for followup requirements.7. Explicit teaching instruction8. Embedded Islamic values9. Real-life application of content regularly given10. Scaffolding- Through extension and differentiatedhomework11. Establishing a link between classwork and homeworkgiven12. Student centered learning- Providing group learning and peer teaching13. Encouraging literacy involvement and follow-up inall subject areas14. Educational excursions, incursions and camps15. Encouraging student skills - Critical thinking- Problem solving- High order thinking16. ICT integration- Encouraging responsible usage17. Cross curricula connections established betweendifferent learning areas18. Continuous re- capitulation- Ensuring students are gaining from instruction and arelearningYear 11-12In addition 1. Teaching programs- reflects content specified bytheACARA syllabus provided toall teachers and schools.Programs must comply andmeet all the syllabusrequirements.2. Implicit teachinginstructions3. Developing criticalthinking skills4. Student centeredlearning through groupactivities5. Analytical practices6. Stringent follow-up onhomework
Procedures, Practices and StrategiesDIFFERENTIATINGYears 7-10Year 11-121. Identify students into learning abilities2. Sequencing students accordingly- allow for differentiationbased on learning difficulties/disabilities /GATE/IEP/EALD/NESB3. Inclusivity for all students through,- specific tasks, resources, assessments, homework4. Relevant assessments for differentiated groups: Year 7, 8, 9:More on understanding and fluency; less on problemsolving/reasoning Advance: Less on understanding and fluency;more on problem solving/reasoning5. Modifying lesson plans to incorporate scaffolding6. Catering for IEP Students7. Educational assistance for IEP students8. Smaller class numbers- Catering for differentiated needs ofstudents and IEP9. Providing different lesson materials- simplified language, modified versions, extension problems10. Remedial extension classes- Created for specific learningneeds of students i.e. literacy/OLNA classes- In addition to ongoing literacy support within the classroom by allteachers, students with major literacy deficiency are catered forwith separate literacy engagement program. Such programs involveremoving students during the week from regular classes and focus isprovided in improving their literacy levels. On assessment, studentsare slowly re-introduced into the main stream classes. This may takea course of three to six months depending on the student’s literacyand entry level.11. Assessment Differentiation- Establish student base-line bysetting pre-tests- Element of flexibility to cater for the various learning abilitystudents12. Streaming. Students are streamed into 2 to 3 levels, dependingon availability within their cohort to allow for more focusedinstruction to meet the differentiated needs of the students. Thelevels include:- Extension classes (GATE or BG), catering for around 25-30studentsStudents displaying high achievement within a learning area aregiven the opportunity to move into the GATE or upper streamedlevel (BG) for that year within each subject. This catered class aimsat advancing student who are educationally inclined to advancefurther and help them develop additional skills in addition to theircurrent learning program. For these students it means providingenrichment and extension to develop in-depth knowledge andunderstanding and it may also mean introducing some elements ofthe curriculum from a higher year level.- General level, most of the students fall in this general category.Students in these classes enter at a similar level with similarlearning needs. Differentiation within this level through scaffoldingand focused learning are still required to meet the individual needsof the learners.- Remedial classes, provides more focus on student needs to fasttrack improvements.When available a small number of students are withdrawn into aclass where instruction can be more explicit. The aim is to maximizestudent learning through instruction further differentiated towardsthe learners needs.In addition 1. Offering after hourtuition for studentsneeding support for WACEcourses 2. External linksprovided for extensionworks3. Offering various stageswithin a course i.e.stages 1, 2 and 3
Core procedures, practices and strategiesYears 7-10MONITORINGASSESSINGYear 11-121. Regular checking- Completion of tasks- Classwork and homework2. Monitoring via common tests- Comparisons can be made across cohorts by use ofcommon tests3. Progress maps- tracking students educationalachievements throughout the year in each learning area4. Portfolios- Folders for each students used to collate andtrack student task in each learning area5. Teachers use of excel books- Maintained and checkedas evidence of records for student assessment6. IWISE- entering, storing and monitoring student results7. Performance monitored by setting targets- Targetsset prior to tests and post assessments each term8. Regular analysis of results- after mid-term and end ofterm reports- using results to set targets for individual, class and cohortsby teachers and HOLA’s9. NAPLAN/OLNA and ACER analysis- Used to plan for student learning and introduce remedialclasses10. Using collected data- to evaluate learning- make collaborative decisions to plan for improvement11. Communication with parents and HOLA’s- via email and diaries to enable monitoring of studentstudying habits at school and at home12. Intervention strategies based on evidence to provideinformation on students lack of performance orachievementIn addition 1. Pre-Assessment Criteria- Fair, valid and reliable sources of assessments- Common marking keys- Common assessment procedures and policy across theschool2. Assessment Types- Formal assessment: tests, exam, research assignments,practical investigations or oral presentations- Informal assessments: tests on homework, classwork orpractical investigations, oral presentations, peerassessments, quiz questions - Summative: Mid Term, End ofTerm, SemesterExams- External diagnostic assessments: OLNA,NAPLAN, ACER tests, ICAS3. Assessment Differentiation- Establish student base-line by setting pre-tests- Element of flexibility to cater for the various learningability studentsIn addition 1. Performancemonitored by settingtargets for eachcourse on a semesterbasis for individualstudents1. WACE exams
Core procedures, practices andstrategiesYears 7-10MODERATING1. Curriculum guidelines are provided byACARA are followed2. Reviewing and assessing assessmentsregularly for standardizing3. Common processes/procedures fordepartmental moderating of assessments Teaching teams generate new assessments- Common answer keys are provided formoderating marking- HOLA’s check all assessment4. internal moderation to ensure consistentprogram/syllabus delivery5. Flexibility in allocating grades based oncohort performances i.e. scaling results6. Ensure a minimum standard for tests.7. Ensure all students/teachers have equalaccess to resources.8. Cross campus departmental moderation ofassessments (both when creating andmarking/reviewing assessments).9. Portfolio Checking (HOLA and teacher) –[Semester based]10. Inter and intra departmental meetings11. Peer observation by fellow colleagues12. Lesson observations conducted by HOLA’S- Twice per termYear 11-121. Cross marking- between teachers teaching thesame course if more than 1 classexists2. Consensus moderation,- Cross marking through externalmoderation- Following curriculum SCSAguidelines3. Reviewing and assessingtasks/tests and standardizing thetasks/tests.4. ATAR moderation
The Australian Curriculum:Content and Proficiency structuresMathematics is organized around the interaction of three content strands and four proficiencystrands.The content strands (are what the students learn)1. Number and Algebra2. Measurement and Geometry3. Statistics and ProbabilityThe proficiency strands (are the levels of skills and breadth)1. Understanding (basic skills and terminology)2. Fluency(manipulation of skills)3. Problem Solving(application of skills in everyday context)4. Reasoning(making judgement, prove, generalization and interpreting)Achievement StandardsAcross Foundation to Year 10, achievement standards indicate the quality of learning thatstudents should typically demonstrate by a particular point in their schooling. Achievementstandards comprise a written description and student work samples. An achievement standarddescribes the quality of learning (the extent of knowledge, the depth of understanding, and thesophistication of skills) that would indicate the student is well placed to commence the learningrequired at the next level of achievement.Years 7 – 10Year 10 is the only year group that has two separate curriculums: the Year 10 and the Year 10Aprograms. The 10A programs is optional and is intended for able students who require morecontent to enrich their mathematical study whilst completing the common Year 10 content. The10A contains advanced topics for able students intending to pursue Mathematical Methods (CourseC) and Specialist Mathematics (Course D) in the senior secondary years. The Year 10 programsprepare students for Mathematics Applications or Mathematics Methods in their senior secondaryyear.Sub-strandsContent descriptions are grouped into sub-strands to illustrate the clarity and sequence ofdevelopment of concepts through and across the year levels. They support the ability to see theconnections across strands and the sequential development of concepts from Foundation to Year10.
Sub-strands :Number and AlgebraMeasurement andGeometryStatistics and ProbabilityNumber and place value (F-8)Using units of measurement(F-10)Chance (1-10)Fractions and decimals (1-6)Shape (F-7)Data representation andinterpretation (F-10)Real numbers (7-10)Geometric reasoning (3-10)Money and financialmathematics (1-10)Location andtransformation (F-7)Patterns and algebra (F-10)Pythagoras andtrigonometry (9-10)Linear and non-linearrelationships (7-10)ICONS Used:ACARA iconAbbreviationATSICross-curriculum prioritiesAboriginal and Torres Strait Islander historiesand culturesASIAAsia and Australia’s engagement with AsiaSUSTSustainabilityGeneral on and communication technology(ICT) competenceCritical and creative thinking skillsETHEthical behaviourPERPersonal and social competenceINTIntercultural understanding
Year 7 -10 Assessment Design Brief:1) Cover pageStrands (Number and Algebra, Measurement and Geometry or Probabilities and statistics)instructions to studentWeighing2) Year level achievement standards - feedback Separate table for each strands3) Part 1: Understanding (skill test/general capabilities-literacy)Skill test basicKeep repeat questions to maximum of 3Questions on literacy and keywordsAbout 30% - 35%4) Part 2: Fluency (skill test)Skill test multi-stepsFormula usage, re-arrangingAbout 30% - 35%5) Part 3: Problem solvingContext problem, accuracy, appropriate unitsInverse calculation, mixed unitsAbout 20%6) Part 4: reasoning (open ended) Ranking, proving, generalization, decision making About 15%7) Structure of testSession 1: No Calculator( parts 1 Part 2 Part 3), 25 – 30 minutesSession 2: Calculator( parts 3 Part 4), 25 – 30 minuteOr it could be any part depends upon the content1 to 2 pages for cover page and achievement standard
1.Year 7 to 9 (Australian Curriculum)a. Essential Maths (CAMBRIDGE)b. CASIO Calculator fx-82AU2. Year 10PW1 (Australian Curriculum)a. Essential Maths 10(CAMBRIDGE)b. CASIO Calculator fx-82AU and ClassPAD II3. Year 10PW2 (Australian Curriculum)a. Essential Maths 10 (CAMBRIDGE)b. CASIO Calculator fx-82AU an
7-9 Assessment type Per term Per year Time Midterm test / End of the term Test 2 8 Mid-term & End of term Investigation in the form of holiday homework test 1 4 Beginning of the term Y e a r 1 0 Assessment/Activity Per term Per year Midterm test / End of the term Test/ Investigation 3 12 Common Semester Exam During sem1and Sem2 Format and .
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Enrichment Maths classes for Years 5 to 8 are well underway and students are competing in the Australian Maths Olympiad and the Australian Maths Challenge. Time spent in these classes is devoted to developing problem solving skills from previous Maths Olympiads and previous Maths Challenges. After two Maths Olympiad challenges the leaders so far
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PRIMARY MATHS SERIES SCHEME OF WORK – YEAR 6 This scheme of work is taken from the Maths — No Problem! Primary Maths Series, which is fully aligned with the 2014 English national curriculum for maths. It outlines the content and topic order of the series and indicates the level of depth needed to teach maths for mastery.
development of the first Australian Curriculum and sets out the rationale, dimensions and structure of the Australian Curriculum. It also describes the processes for quality assurance and review of the Australian Curriculum, including the aims for the review of the Foundation to Year 10 Australian
Year 7 & 8 Numeracy Workbook. Week Topic AFL 1 Addition 2 Subtraction 3 Mental Maths 4 Multiplication 5 Division 6 Mental Maths 7 BIDMAS 8 Percentages 9 Mental Maths 10 Simplifying Fractions 11 Adding Fractions 12 Mental Maths 13 Fractions-Decimals-Percentages 14 Ratio 15 Mental Maths 16 Collecting Like terms 17 Substitution 18 Vocabulary and Directed Numbers 19 Word Based Puzzle. Week 1 Maths .
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Maths ‘After Maths’– KS3 students Miss Cahill Y16 3-4pm Maths After School Mentoring Club - Year 8.9.10 (29 Sept 15 to 22 Oct 15 inclusive) Maths Department LRC 3-3.45pm Maths Revision – Year 11 R-Band GCSE Maths
