and to critically examine and/or challenge: social constructs prejudice and racism Through the teaching of mathematics students will experience opportunities to engage with a diverse range of contents and resources from a variety of cultural, social and historical backgrounds accept that there are different ways of seeing the world and live with that diversity critically choose content and resources which are culturally appropriate and inclusive This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia Communicate effectively with people of the Asian region both within and outside Australia confidently Through the teaching of mathematics students will experience opportunities to develop an awareness of different cultural issues related to mathematics critically choose content and resources which are culturally appropriate and inclusive evaluate the similarities and differences between Australian and Asian culture whilst cultivating respect between peoples understand how numeracy can be inclusive or exclusive and empower or disempower people Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations. The curriculum provides opportunities to reflect upon:
model half of a whole object or a collection of objects equal parts of a whole splitting an object into two equal pieces and describing how the pieces are equal Money & Financial Matters 1 2 3 4 recognise, sort, order and count money and use the appropriate language in everyday contexts exchange money for goods in play recognise the symbol for dollars and cents compare coins from other countries ACMMG017 Recognise, describe and order Australian coins according to their value showing that coins are different in other countries by comparing Asian coins to Australian coins understanding that the value of Australian coins is not related to size describing the features of coins that make it possible to identify them Patterns & Algebra 1 2 3 4 pose and solve problems based on number patterns (PS) ask questions about how number patterns are made and how they can be copied or continued (U) represent number patterns on a number line or hundreds chart recognise patterns created by adding combinations of odd and even numbers, eg odd + odd = even, odd + even = odd (U) ACMMG018 Investigate and describe number patterns formed by skip counting and patterns with objects using place-value patterns beyond the teens to generalise the number sequence and predict the next number investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100 Unit of Measurement 1 2 3 4 select and use appropriate informal units to measure lengths or distances, eg using paper clips instead of pop sticks to measure a pencil (F) explain the appropriateness of a selected informal unit ® explain the relationship between the size of the unit and the number of units needed eg paper clips smaller than pop sticks (U) describe why the length remains constant when units are rearranged (U) estimate volume using appropriate informal units recognise that containers of different shapes may have the same capacity ACMMG019 Measure and compare the lengths and capacities of pairs of objects using uniform informal units understanding that in order to compare objects, the unit of measurement must be the same size Time 1 2 3 4 discuss activities that take one hour, less than an hour, more than an hour (U) use o clock and half past associate everyday events with particular hour and half times (U) read and record hour and half hour time on digital and analog clock ACMSP020 Tell time to the half-hour reading time on analogue and digital clocks and observing the characteristics of half hour times Events / Days / Dates 1 2 3 4 estimate amd measure duration of an event using a repeated informal unit eg.
same as 32 + (2 x 4) Measurement & Geometry-Unit of Measurement 1 2 3 4 record lengths or distances using decimal notation to three decimal places, eg 2.753 km ACMMG135 Connect decimal representations to the metric system recognising the equivalence of measurements such as 1.25 metres and 125 centimetres ACMMG136 Convert between common metric units of length, mass and capacity identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres convert between metres and kilometres convert between millimetres, centimetres and metres to compare lengths or distances recognising the significance of the prefixes in units of measurement ACMMG137 Solve problems involving the comparison of lengths and areas using appropriate units recognising and investigating familiar objects using concrete materials and digital technologies solve problems involving different units of length, eg Find the total length of three items measuring 5 mm, 20 cm and 1.2 m (PS) solve simple problems involving speed, eg How long would it take to make a journey of 600 km if the average speed for the trip is 75 km/h? (PS) find the relationship between the length, breadth and area of squares and rectangles [CCT] − explain that the area of rectangles can be found by multiplying the length by the breadth, and squares by squaring the side length (U) find the relationship between base, perpendicular height and area of triangles [CCT] − investigate the areas of rectangles that have the same perimeter (PS) [CCT] − extend mathematical tasks by asking questions, eg ‘If I change the dimensions of a rectangle but keep the perimeter the same, will the area change?’ (U) (PS) [CCT] use efficient strategies to solve problems involving comparisons of areas, eg ‘When measuring the area of the garden, I made the largest rectangle I could
symmetry (PS) [CCT] investigate the line symmetries and the rotational symmetry of circles and of diagrams involving circles, such as a sector and a circle with a marked chord or tangent [CCT] axis, and rotations of multiples of 90° on the Cartesian using coordinates. Identify line and rotational symmetries rotational and line symmetry describing patterns and investigating different ways to produce the same transformational changes, such as using two successive reflections to provide the same result as a translation, or using digital technologies to experiment with, create and re-create patterns using combinations of flips, slides, turns and enlargements or reductions building on students’ understanding of the reflection and rotation of figures, and reflection and rotational symmetry, to identify combinations of transformations that produce the same result, and to distinguish this as an example of how mathematical results can often be obtained using multiple alternative methods Geometric Reasoning / Angles 1 2 3 4 label and name triangles and quadrilaterals (egg ABCD) in text and on diagrams use the common conventions to mark equal intervals on diagrams • recognise and classify types of triangles on the basis of their properties triangles, right-angled triangles, obtuse-angled triangles, scalene triangles, isosceles triangles and equilateral triangles) [CCT] recognise that a given triangle may belong to more than one class (U) [CCT] explain why the longest side of a triangle is always opposite the largest angle (R) [CCT] explain why two sides of a triangle must together be longer than the third side (R) [CCT] sketch and label triangles from a worded or verbal description (U)(F) distinguish between convex and non-convex quadrilaterals (the diagonals of a ACMMG165 Classify triangles according to their side and angle properties and describe quadrilaterals identifying side and angle properties of scalene, isosceles, right-angled and obtuseangled triangles describing squares, rectangles, rhombuses, parallelograms, kites and trapeziums angled
CURRICULAR Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: traditional knowledge and practices culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia Communicate effectively with people of the Asian region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education Access to current information about environmental issues and promotion of a reflective and responsive Social and emotional competencies are integral to academic and work success and are the basis of It is by the quality of interactions and relationships that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: the gift of creation an attitude of responsible stewardship and to critically examine and/or challenge: the impact of human interaction with the natural, built and social environment current environmental issues resilience, relational quality and social capital. The curriculum provides opportunities to develop: Self Awareness Social Awareness Responsible Decision Making Self-Management Relationship Management difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities. Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their
Educational Modifications CLASSROOM ACCOMMODATIONS FOR WHOM Seat near teacher Assign student to low- distraction area Seat near positive peer models Use support groups / cooperative learning Use rows instead of tables Use learning centre Use of time-out Stand near student when giving instruction Arrange classroom for safe visibility, accessibility and movement PRESENTATION OF LESSONS FOR WHOM Adjust work load, reduce assignments or give alternative assignments Use visual aids with oral presentation Teacher gives student outlines or study guides Ensure regular lesson revisits/reviews Highlight instructions (marker or highlighter tape) Give clear behavioural objectives Ask student to repeat instructions for clarification and understanding Use high- impact game-like materials Call on student often Acknowledgment effort put forth Give reminders for student to stay on task, monitor student is on task/topic Use large type/font and dark ink Keep page format simple Use visual prompts Divide page into clearly marked sections Remove distractions from paper ALTERNATIVE PROCEDURES FOR WHOM Reduce number of items Practice completely similar questions Arrange for oral testing Have support staff administer test Permit student to type or use word processing Adjust grading criteria based on individual Adjusted grading option NOTE TAKING STRATEGIES FOR WHOM