The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Each strand is organised by sub-strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the development of related concepts and skills within strands and across levels.
| Strands | Number and Algebra | Measurement and Geometry | Statistics and Probability |
|---|---|---|---|
| Sub-strands | Number and place value | Using units of measurement | Chance |
| Fractions and decimals | Shape | Data representation and interpretation | |
| Real numbers | Geometric reasoning | ||
| Money and financial mathematics | Location and transformation | ||
| Patterns and algebra | Pythagoras and trigonometry | ||
| Linear and non-linear relationships |
In addition, the Mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, modelling and problem-solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently.
The curriculum ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. For example, in Geography, interpretation of data underpins the study of human populations and their physical environments and in History, students need to be able to imagine timelines and time frames to reconcile related events.
At APS students engage in Mathematics in a variety of ways, including tasks where students work individually, in small groups or as a whole class. When working through mathematical tasks students use their understanding of the capabilities to justify and explain their thinking and as such great emphasis is placed on developing efficient and appropriate strategies. During Maths sessions, staff and students meet regularly to create and review learning goals.
A highlight for many in 2018 was the inaugral APS Family Maths Night, which brought our school community together to celebrate all things mathematical. The evening started with parents and carers listening to staff outline contemporary Mathematical pedagogies. This was then followed by a one hour session where the adults had the opportunity to put these new learnings into practice, working alongside their children, tackling a series of open-ended Maths investigations.
The curriculum ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. For example, in Geography, interpretation of data underpins the study of human populations and their physical environments and in History, students need to be able to imagine timelines and time frames to reconcile related events.
At APS students engage in Mathematics in a variety of ways, including tasks where students work individually, in small groups or as a whole class. When working through mathematical tasks students use their understanding of the capabilities to justify and explain their thinking and as such great emphasis is placed on developing efficient and appropriate strategies. During Maths sessions, staff and students meet regularly to create and review learning goals.
A highlight for many in 2018 was the inaugral APS Family Maths Night, which brought our school community together to celebrate all things mathematical. The evening started with parents and carers listening to staff outline contemporary Mathematical pedagogies. This was then followed by a one hour session where the adults had the opportunity to put these new learnings into practice, working alongside their children, tackling a series of open-ended Maths investigations.