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NSW Syllabuses

Organisation of content

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, skills and understanding described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

The following diagram shows the scope of the strands and substrands, and illustrates the central role of Working Mathematically in Mathematics K–10 teaching and learning.

This diagram shows the relationship between the strands and substrands and the central role of Working Mathematically in Mathematics K–10 Syllabus.

The content presented in a stage represents the knowledge, skills and understanding that are to be acquired by a typical student by the end of that stage. It is acknowledged that students learn at different rates and in different ways, so that there will be students who have not achieved the outcomes for the stage(s) prior to that identified with their stage of schooling. For example, some students will achieve Stage 3 outcomes during Year 5, while the majority will achieve them by the end of Year 6. Other students might not develop the same knowledge, skills and understanding until Year 7 or later.

The Mathematics K–10 Syllabus contains the syllabus content for Early Stage 1 to Stage 5. Within each stage, the syllabus is organised into the three content strands, Number and Algebra, Measurement and Geometry, and Statistics and Probability, with the components of Working Mathematically integrated into these strands. The syllabus is written with the flexibility to enable students to work at different stages in different strands. For example, students could be working on Stage 4 content in the Number and Algebra strand, while working on Stage 3 content in the Measurement and Geometry strand.

Outcomes, content, background information, and advice about language are organised into substrands within the three content strands. There are some substrands, mainly in Early Stage 1 to Stage 3, that contain the development of several concepts. To assist programming, the content in these substrands has been separated into two parts, '1' and '2', such as in 'Area 1' and 'Area 2'. The first part typically focuses on early concept development. Teachers and schools need to decide how to program the two parts of these substrands within a stage.

In Early Stage 1 to Stage 3, the language section of each substrand includes a word list. Words appearing for the first time in each substrand are listed in bold type. In Stage 4 and Stage 5, the background information includes the purpose/relevance of the substrands.