Structure

The curriculum is organised into 6 interrelated strands.

The 6 strands are:

• Number
• Algebra
• Measurement
• Space
• Statistics
• Probability (commencing at Level 3).

The strands group the content descriptions, to provide both a focus and a clear sequence for the development of related concepts and skills across levels.

Number

The Number strand develops ways of working with mental constructs that deal with correspondence, magnitude and order, for which operations and their properties can be defined. Numbers have wide-ranging application and specific uses in counting, measuring and other means of quantifying situations and objects. Students apply number sense and strategies for counting and representing numbers as they explore the magnitude and properties of numbers, apply a range of strategies for computation and understand the connections between operations. Developing number sense and the ability to work effectively with numbers is critical to being an active and productive citizen who is successful at work and in future learning, who is financially literate, and who engages with the world and other individuals.

Algebra

The Algebra strand develops ways of using symbols and symbolic representations to think and reason about relationships in both mathematical and real-world contexts. It provides a means for manipulating mathematical objects, recognising patterns and structures, making connections, understanding properties of operations and the concept of equivalence, abstracting information, working with variables, solving equations and generalising number and operation facts and relationships. Students recognise patterns and understand the concepts of variable and function as they build on their understanding of the number system to describe relationships, formulate generalisations, recognise equivalence, and solve equations and inequalities. 

Measurement

The Measurement strand develops ways of quantifying aspects of the human and physical world. Measures and units are defined and selected to be relevant and appropriate to the context. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density. Measurement underpins understanding, comparison and decision-making in many personal, societal, environmental, agricultural, industrial, spatial, health and economic contexts.

Space

The Space strand develops ways of visualising, representing and working with the location, direction, shape, placement, proximity and transformation of objects at macro, local and micro scales in natural and constructed worlds. It underpins students’ capacity to make pictures, diagrams, maps, projections, networks, models and graphics that enable the manipulation and analysis of shapes and objects through actions and the senses. This includes notions such as surface, region, boundary, curve, object, dimension, connectedness, symmetry, direction, congruence and similarity. Students investigate properties and apply their understanding of them to define, compare and construct figures and objects as they learn to develop geometric arguments. These notions apply to art, design, architecture, planning, transportation, construction and manufacturing, physics, engineering, chemistry, biology and medicine.

Statistics

The Statistics strand develops ways of collecting, understanding and describing data and its distribution. Statistics provides a story, or a means to support or question an argument, and enables exploratory data analysis that underpins decision-making and informed judgement. Statistical literacy requires an understanding of statistical information and processes, including an awareness of data and the ability to estimate, interpret, evaluate and communicate with respect to variation in the real world. The effective use of data requires acknowledging and expecting variation in the collection, analysis and interpretation of data arising for categorical and numerical variables. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data, as well as building skills to critically evaluate statistical information and develop intuitions about data. 

Probability

The Probability strand develops ways of dealing with uncertainty and expectation, making predictions, and characterising the chance of events, or how likely events are to occur from both empirical and theoretical bases. It provides a means of considering, analysing and utilising the chance of events, and recognising random phenomena for which it is impossible to exactly determine the next observed outcome before it occurs. In contexts where chance plays a role, probability provides experimental and theoretical ways to quantify how likely it is that a particular event will occur, or how likely it is that a proposition is the case. This enables students to understand contexts involving chance and to build mathematical models surrounding risk and decision-making in a range of areas of human endeavour. These include finance, games of chance, computer science and artificial intelligence. Students recognise variation, assess likelihood and assign probabilities using experimental and theoretical approaches.

At Chalcot Lodge Primary School:

Students develop mathematical skills and understandings, which are essential to everyday living. The mathematics curriculum includes the areas of: Number, Algebra, Measurement, Space, Statistics and Probability. Students are assessed using a variety of assessment strategies throughout the year.  From this information, teachers collaboratively plan and implement appropriate programs and activities to cater for the varying abilities of their students. The school offers individualised learning based on students point of need in relation to the Victorian Curriculum.