How does the curriculum ensure students revisit and consolidate learning?

By grouping content and revisiting ideas in different contexts across years

What is the "critical focus" for Phase 2 (Years 4-6)?

Expanding horizons of knowledge and collaborating

What should teachers do when planning a new unit or lesson based on the teaching sequence?

Plan an entry point that is accessible to all and considers prior knowledge

What is the relationship between "what to teach" and "how to teach" in the teaching sequence?

What to teach" is fixed, while "how to teach" is flexible

What does "flexible grouping" refer to in the planning section?

Using a variety of groupings based on the purpose of the learning

What is the importance of developing positive relationships with mathematics and statistics for students?

It helps them view mistakes as part of the process & increases engagement

What does the term "phase" refer to in the curriculum?

A stage of learning spanning two to three years

What does the progression model in the curriculum aim to support?

Depth of understanding, refinement of skills, & application of new learning

What is the primary aim of the progress outcomes in the curriculum?

To describe what they should understand, know & do by the end of each phase

How should teachers use the year-by-year teaching sequence?

Use the sequence to plan units, allowing flexibility in teaching order

What role does explicit teaching play in the mathematics curriculum?

It is planned, purposeful, and responds to formative assessments

How should assessment be used in the mathematics curriculum?

To inform teaching, guiding both in-the-moment responses & future planning

What is the main purpose of the "Do" section in the curriculum?

To provide mathematical processes that students use in applying knowledge

What is the role of the "language of mathematics and statistics" in the curriculum?

To ensure students use correct mathematical vocabulary and notation

What are the three big ideas (Understand) of mathematics and statistics for Years 0-8?

Patterns and variation, Logic and reasoning, Visualisation and application

What is a "rich task" in mathematics teaching?

A meaningful task with low entry but high potential for deep learning

What does the "Understand, Know, Do" framework represent?

The structure for how knowledge develops across all strands

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Introducing the Mathematics & Statistics Curriculum (Years 0 - 8)

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Answers

1
How does the curriculum ensure students revisit and consolidate learning?
By grouping content and revisiting ideas in different contexts across years
By teaching each concept only once
By minimizing assessments to reduce stress
By focusing solely on new content each year
2
What is the "critical focus" for Phase 2 (Years 4-6)?
Developing fluency with algebra
Fostering independence in learning
Building confidence in number facts
Expanding horizons of knowledge and collaborating
3
What should teachers do when planning a new unit or lesson based on the teaching sequence?
Focus only on new content without revisiting past learning
Plan an entry point that is accessible to all and considers prior knowledge
Follow a rigid teaching order without flexibility
Avoid using digital tools
4
What is the relationship between "what to teach" and "how to teach" in the teaching sequence?
What to teach" is fixed, while "how to teach" is flexible
"How to teach" should be followed exactly as written
"How to teach" is the only part that matters
"How to teach" is unimportant
5
Which of the following is NOT a strand in the "Knows" part of the curriculum?
Statistics
Place Value
Algebra
Geometry
6
What does "flexible grouping" refer to in the planning section?
Grouping students based solely on ability
Using a variety of groupings based on the purpose of the learning
Grouping students randomly without purpose
Having students work individually at all times
7
What is the importance of developing positive relationships with mathematics and statistics for students?
It reduces the need for explicit teaching
It ensures students memorize all concepts without understanding
It helps them view mistakes as part of the process & increases engagement
It limits students’ ability to work independently
8
What does the term "phase" refer to in the curriculum?
A stage of learning spanning two to three years
A specific age group of students
A category of student ability
A specific unit or lesson
9
What does the progression model in the curriculum aim to support?
Depth of understanding, refinement of skills, & application of new learning
Keeping students isolated from each other in learning
A focus solely on memorization and recall
Teaching math only through worksheets
10
What is the primary aim of the progress outcomes in the curriculum?
To provide the final grade for the student
To describe what they should understand, know & do by the end of each phase
To specify what students should know at the beginning of each phase
To focus only on the teaching content
11
How should teachers use the year-by-year teaching sequence?
Teach the sequence in a strict order
Skip sections that seem less relevant to students' needs
Use the sequence to plan units, allowing flexibility in teaching order
Focus only on the "what to teach", ignoring "how to teach"
12
What role does explicit teaching play in the mathematics curriculum?
It focuses only on rote memorization of facts
It involves minimal interaction between the teacher and students
It encourages students to learn entirely independently
It is planned, purposeful, and responds to formative assessments
13
How long is the dedicated mathematics and statistics lesson time for Year 0-8?
1 hour per day
2 hours a week
5 hours a week
10 hours a week
14
How should assessment be used in the mathematics curriculum?
To inform teaching, guiding both in-the-moment responses & future planning
Only to assign grades at the end of a unit
As the sole driver of teaching content
To assess students once a year to track progress
15
What is the main purpose of the "Do" section in the curriculum?
To focus on assessment strategies
To provide mathematical processes that students use in applying knowledge
To provide detailed instructions on lesson planning
To outline the concepts students need to memorize
16
What is the role of the "language of mathematics and statistics" in the curriculum?
To discourage students from using informal language
To limit students’ ability to discuss their ideas
To ensure students use correct mathematical vocabulary and notation
To focus solely on computational fluency
17
What are the three big ideas (Understand) of mathematics and statistics for Years 0-8?
Patterns and variation, Logic and reasoning, Visualisation and application
Fractions, Geometry, Measurement
Addition, Subtraction, Multiplication
Reasoning, Fluency, Application
18
What is a "rich task" in mathematics teaching?
A task focused on quick calculations
A drill-and-practice worksheet
A meaningful task with low entry but high potential for deep learning
A task with a single solution and no exploration
19
What does the "Understand, Know, Do" framework represent?
The sequence of operations for solving math problems
The teaching practices for each phase of learning
The assessment methods used in the curriculum
The structure for how knowledge develops across all strands
20
How is knowledge in the mathematics curriculum framed?
Know, Do, Understand
Learn, Know, Apply
Understand, Know, Do
Learn, Practice, Master

Introducing the Mathematics & Statistics Curriculum (Years 0 - 8) Flashcards | StudBud