Year X unit overview Australian Curriculum: Mathematics

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation10,<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

School name

Unit title

Duration of unit

Unit outline
Describe the focus and context for learning in this unit. Explain why this unit is important, in general terms. Explain how this unit contributes to achieving school or sector priorities (e.g. literacy, numeracy, values education, equity). Identify the big ideas of the unit, including the key concepts, content and context. Identify the inquiry questions that will shape inquiry in this unit.

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Identify curriculum
Content descriptions to be taught Number and Algebra Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit. Include any unit-specific elaborations. Measurement and Geometry Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit. Include any unit-specific elaborations. Statistics and Probability Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit. Include any unit-specific elaborations. General capabilities and cross-curriculum priorities Identify and describe the general capabilities and cross-curriculum priorities that will be targeted in the unit. Delete those that dont apply. Literacy Proficiencies Insert the specific proficiencies from the Australian Curriculum that will be covered in this unit. Include any unit-specific elaborations. Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

Year X unit overview Australian Curriculum: Mathematics

Identify curriculum
Achievement standard Insert the achievement standard for the learning area and year level from the Australian Curriculum.

Queensland Studies Authority January 2012

Relevant prior curriculum Outline relevant previous curriculum content and standards (knowledge, skills and processes) that students need to succeed in this unit. Specify where this content occurs by identifying the curriculum document, year level and learning area. Bridging content

Curriculum working towards Outline curriculum content (knowledge, skills and processes) that students are working towards. Specify where this content occurs by identifying the year level and learning area.

Identify bridging content (knowledge, skills and processes) needed to address gaps in student understandings. Links to other learning areas Explain how this unit links to other learning areas.

Year X unit overview Australian Curriculum: Mathematics

Assessment
Describe the assessment Identify the evidence of learning that will be gathered during this unit (both formative and summative). Identify what type of assessment will be used, e.g. teacher observations, projects, performances, written, oral or multimodal tasks, exhibitions, self and peer assessment. Explain how the assessment is designed to cater for the varied needs and abilities of all students. Specify where feedback strategies occur to allow students to evaluate their own work and identify ways to improve it. Identify risk assessment strategies. Concisely describe the purposes of the assessment. State the conditions of the assessment, including the: format length scope resources required. Assessment date Specify when assessment will occur.

Make judgments
Identify content descriptions that are the focus of student learning within assessment in this unit. List task-specific descriptors of quality. These include statements of desirable features in student work. For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: www.qsa.qld.edu.au

Queensland Studies Authority January 2012

Teaching and learning

Teaching strategies and learning experiences Outline key learning experiences and teaching strategies that will: ensure the identified curriculum is explicitly taught prepare students for the assessment. Identify where proficiencies are being targeted.

Supportive learning environment

Adjustments for needs of learners Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education. Explain the specific considerations that will be given to support individual learning and assessment. Explain adjustments that will be made to the learning experiences to cater for the varied needs, abilities, interests and experiences of students. Resources List the key people, resources and relationships needed to ensure the successful delivery of all key learning experiences and assessment. Identify risk assessment strategies.

Year X unit overview Australian Curriculum: Mathematics

Use feedback
Ways to monitor learning and assessment Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement. Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve. Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.

Feedback to students

Reflection on the unit plan

Queensland Studies Authority January 2012