Year X to Year Z unit overview for multiple year levels
Australian Curriculum: Mathematics

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

School name	Conceptual thread	Unit title	Year levels	Duration of unit

Unit outline
Describe the focus and context for learning in this unit.

Explain why this unit is important, in general terms.

Explain how this unit contributes to achieving school or sector priorities (e.g. literacy, numeracy, values education, equity).

Identify the “big ideas” of the unit, including the key concepts, content and context.

Identify the inquiry questions that will shape inquiry in this unit.

Outlining the conceptual threads

XX conceptual thread

Identify the conceptual thread that is being taught in this unit of work.
Prep to Year 2	Years 3 to 4	Years 5 to 7
Insert the specific content for the conceptual thread in this phase from the Australian Curriculum that will be covered in this unit.

Insert the specific content for the conceptual thread in this phase from the Australian Curriculum that will be covered in this unit.

Insert the specific content for the conceptual thread in this phase from the Australian Curriculum that will be covered in this unit.

Elements of the conceptual thread across Prep to Year 4
Elements of the conceptual thread across Years 3 to 7
Identify the elements that would need to be taught to a class that includes children/students from Prep to Year 4.

Identify the elements that would need to be taught to a class that includes children/students from Years 3 to 7.

Elements of the conceptual thread across Prep to Year 7
Identify the elements that would need to be taught to a class that includes children/students from Prep to Year 7.

Context for the unit

Identify the context through which the conceptual thread and elements will be taught.

Identify curriculum
Content descriptions to be taught
Prep to Year 2
Number and Algebra	Measurement and Geometry	Statistics and Probability
Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.

Identify curriculum
Content descriptions to be taught
Years 3 to 4
Number and Algebra	Measurement and Geometry	Statistics and Probability
Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.

Identify curriculum
Content descriptions to be taught
Years 5 to 7
Number and Algebra	Measurement and Geometry	Statistics and Probability
Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.	Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.

Identify curriculum
General capabilities and cross-curriculum priorities
Identify and describe how the general capabilities and cross-curriculum priorities will be targeted in the unit.

Delete those that don’t apply.

Literacy

Numeracy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Identify curriculum
Achievement standard
Prep	Insert the achievement standard for the learning area and year level from the Australian Curriculum.

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Links to other learning areas
Explain how this unit links to other learning areas.

Assessment
Assessment overview
Children/students are given opportunities to demonstrate their knowledge, skills and understanding through both formative and summative assessment. The assessment is collated in individual assessment folios and allows for ongoing feedback to children/students on their learning.

Teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted.

The teaching and learning experiences throughout the term provide opportunities for children/students to develop the understanding and skills required to complete these assessments. As children/students engage with these learning experiences, the teacher can provide feedback on specific skills.

Assessment
Describe the assessment	Assessment date	Make judgments
Identify the evidence of learning that will be gathered during this unit (both formative and summative).

Identify what type of assessment will be used, e.g. teacher observations, projects, performances, written, oral or multimodal tasks, exhibitions, self and peer assessment.

Explain how the assessment is designed to cater for the varied needs and abilities of all children/students.

Specify where feedback strategies occur to allow children/students to evaluate their own work and identify ways to improve it.

Identify risk assessment strategies.

Concisely describe the purposes of the assessment. State the conditions of the assessment, including the:

format

length

scope

resources required.	Specify when assessment will occur.	Identify content descriptions that are the focus of child/student learning within assessment in this unit.

List task-specific descriptors of quality. These include statements of desirable features in child/student work.

For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: www.qsa.qld.edu.au

Teaching and learning
Adjustments for needs of learners
Explain the specific considerations that will be given to support individual learning and assessment.

Explain adjustments that will be made to the learning experiences to cater for the varied needs, abilities, interests and experiences of children/students.

Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any child/student to participate and experience success in learning.

The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education.
Resources
List the key people, resources and relationships needed to ensure the successful delivery of all key learning experiences and assessment.

Teaching strategies and learning experiences

Group work allows flexibility for children/students to revise or extend learning according to individual needs, which caters for the needs of all learners.
Prep to Year 2	Years 3 to 4	Years 5 to 7
Outline key learning experiences and teaching strategies that will:

ensure the identified curriculum is explicitly taught

prepare children/students for the assessment.

Use feedback
Ways to monitor learning and assessment	Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.

Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of children/student work at school or cluster level to reach consensus and consistency.
Feedback to students	Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement.

Children/students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.

Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children/students to experience, practise and improve.
Reflection on the unit plan	Identify what worked well during and at the end of the unit, including:

activities that worked well and why

activities that could be improved and how

assessment that worked well and why

assessment that could be improved and how

common child/student misconceptions that need, or needed, to be clarified.

4	|	Year X to Year Z unit overview for multiple year levels Australian Curriculum: Mathematics

Queensland Studies Authority January 2012	|	3

Insert fact sheet title

Insert fact sheet subtitle (if necessary)

Year X to Year Z unit overview for multiple year levels Australian Curriculum: Mathematics

Australian Curriculum

Queensland Studies Authority

2012-02-01

Michelle Eldridge

Queensland Studies Authority