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New NSW Syllabuses

Guide to the new Mathematics K–10 Syllabus

This video explains the key features of all four syllabuses for Kindergarten to Year 6.

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Download:
Kindergarten to Year 6 Guide to the new NSW K–10 syllabuses (PDF, 15 pages, 1.15MB)
Mathematics Years 7–10 Guide to the new NSW syllabus (PDF, 4 pages, 168KB)

The new Mathematics K–10 Syllabus includes agreed Australian curriculum content and content that clarifies learning for Mathematics from Kindergarten to Year 10. The stage statements for Early Stage 1 to Stage 5 reflect the intent of the Australian curriculum achievement standards.

IMPLEMENTATION

The Australian curriculum is being implemented in New South Wales through new syllabuses developed by the Board of Studies for English, Mathematics, Science and History. The new Mathematics K–10 Syllabus will replace the current Mathematics K–6 Syllabus and Mathematics Years 7–10 Syllabus.

In K–6 the syllabuses are designed to be taught within the Board's recommended percentages of time for each key learning area in a typical school week. In Years 7–10 they are designed to be taught within the existing NSW indicative time requirements.

The Department of Education and Communities, the Catholic Education Commission, the Association of Independent Schools, and other school systems and professional associations will assist and support the ongoing implementation of the syllabuses.

Kindergarten – Year 6
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • English – start teaching
  • Mathematics – optional to start teaching
  • Science and Technology – optional to start teaching 
2015
  • Mathematics – start teaching
  • Science and Technology – start teaching
  • History – optional to start teaching 
2016
  • History – start teaching
Years 7–10
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • Years 7 and 9: English, Mathematics, Science and History – start teaching 
2015
  • Years 8 and 10: English, Mathematics, Science and History – start teaching

NSW syllabuses

The syllabuses identify knowledge, skills, understanding, values and attitudes. They outline clear standards of what students are expected to develop at each stage, from Kindergarten to Year 10. Teachers will continue to have the flexibility to make decisions about the sequence of learning, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The structure and many of the features of the current Mathematics syllabuses have been retained, including:

  • objectives and outcomes
  • content organised in stages from Early Stage 1 to Stage 5.

Assessment for learning continues to be an essential component of the new Mathematics K–10 Syllabus.

What is new?

A table of objectives and outcomes identifies the sequence of knowledge, skills and understanding from Kindergarten to Year 10.

Foundation statements are replaced by stage statements that summarise the knowledge, skills, understanding, values and attitudes that students develop as they achieve the outcomes in K–6. 

Learning across the curriculum areas include cross-curriculum priorities, general capabilities and other important learning for all students. These 13 areas are incorporated in the content of each syllabus and identified by icons. Teachers may identify additional opportunities for students to learn about these areas.

There is a hyperlinked subject specific glossary for the Mathematics K–10 Syllabus.

Kindergarten – Year 6

SIMILARITIES

Students will continue to:

  • engage in learning that reflects a sequential and logical approach to learning in Mathematics with a level of challenge appropriate to their stage of learning
  • study many of the topics in the current syllabus, such as fractions, money, two-dimensional shapes and three-dimensional objects
  • develop knowledge, skills and understanding in Working Mathematically in an integrated way.

DIFFERENCES

Content is organised into three strands:

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability.

The content:

  • has one additional substrand, Angles, in Stage 2 and Stage 3
  • contains some new material in Stage 3, such as: the order of operations, the Cartesian plane in four quadrants, and dot plots.

Working Mathematically comprises five components:

  • Communicating
  • Problem Solving
  • Reasoning
  • Understanding
  • Fluency.

The Working Mathematically content is embedded in each substrand and relates to specific outcomes for Communicating, Problem Solving and Reasoning. 

View the Mathematics organisation of content diagram.

Years 7–10

SIMILARITIES

Students will continue to:

  • engage in learning experiences that reflect a sequential and logical approach to learning in Mathematics
  • learn at a level of challenge appropriate to their needs, facilitated by the organisation of content into stages and the retention of substages with multiple endpoints in Stage 5 
  • study much of the content in the current syllabus, such as linear relationships and equations
  • develop their skills in Working Mathematically in an integrated way.

DIFFERENCES

Content is organised into three strands:

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability.

Substrands replace 'topics' to better reflect the continuum of learning from Early Stage 1 to Stage 5.

There is some new material, such as:

  • transformations on the Cartesian plane
  • Venn diagrams
  • bivariate data analysis (Stages 5.2 and 5.3).

Working Mathematically:

  • comprises five components: Communicating, Problem Solving, Reasoning, Understanding and Fluency
  • is embedded in each substrand
  • is related to specific outcomes for Communicating, Problem Solving and Reasoning.

Enhanced opportunities for the use of a range of technologies are provided.

View the Mathematics organisation of content diagram.

 

Diversity of Learners

The Mathematics K–10 Syllabus is inclusive of the learning needs of all students. Particular advice about supporting students with special education needs, gifted and talented students and students learning English as an additional language or dialect is included in the syllabus.

Students with special education needs can access the Mathematics K–10 Syllabus outcomes and content in a range of ways, including:

  • under regular course arrangements
  • with adjustments to teaching, learning and/or assessment experiences.

Kindergarten – Year 6

For more information about teaching Mathematics to students with special education needs, refer to the following support document:
Mathematics K–6 Support Document for Students with Special Education Needs.

Years 7–10

For some students with special education needs, particularly those with an intellectual disability, Life Skills outcomes and content can provide a relevant and meaningful program. Related Life Skills outcomes are included with the Stage 4 and Stage 5 content.

For more information about teaching Life Skills in Years 7–10 Mathematics, refer to Years 7–10 Life Skills advice.

Board of Studies Support

Many existing resources will continue to be useful and relevant. Current units can be modified to meet the requirements of the new syllabus, and some existing units will form the basis of effective programs.

Online, the Mathematics K–10 Syllabus can be viewed by stage, outcomes and content.

The Board of Studies has developed a range of resources to support implementation of the new Mathematics K–10 Syllabus