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National Numeracy Learning Progression

National Numeracy Learning Progression. The Australian Curriculum. The Australian Curriculum: Mathematics has a central role in the development of numeracy.

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National Numeracy Learning Progression

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  1. National Numeracy Learning Progression

  2. The Australian Curriculum • The Australian Curriculum: Mathematics has a central role in the development of numeracy. • In addition, all Australian Curriculum learning areas require students to apply and develop discipline-specific numeracy knowledge and skills.

  3. Relationship: learning areas and resources

  4. Where to find the Numeracy Learning Progression

  5. Replaced screenshot to match updated ACARA website. Where to find the Numeracy Learning Progression

  6. Using the Numeracy Learning Progression • The progression is a tool to: • locate each student’s current level of numeracy development on the learning progression • identify the next steps for numeracy learning • develop a shared understanding of numeracy development.

  7. Structure: Numeracy Learning Progression Elements Levels Sub-elements

  8. Numeracy elements and sub-elements

  9. Example Element: Number sense and algebra Level: 1 Sub-element: Multiplicative strategies Subheading • Flexible strategies for multiplication • draws on the structure of multiplication to use known multiples in calculating related multiples (uses multiples of 4 to calculate multiples of 8) • uses known single-digit multiplication facts (7 boxes of 6 donuts is 42 donuts altogether because 7 x 6 = 42) • applies known facts and strategies for multiplication to mentally calculate (3 sixes is ‘double 6’ plus 1 more row of 6, 5 x 19 is half of 10 x 19 or 5 x 19 is 5 x 20 take away 5) • uses commutative properties of numbers (5 x 6 is the same as 6 x 5) Indicators

  10. The progression and additional information

  11. Additional information Element: Measurement and geometry Sub-element: Understanding units of measurement Level: 6 Subheading • Identifying the structure of units • draws and describes the column and row structure to represent area as an array, moving beyond counting of squares by ones • calculates the total area using rows and/or columns as composite units • uses familiar household items as benchmarks when estimating mass and capacity (compares capacities based on knowing the size of a bottle of water) • estimates lengths that lie between full units by visualising subdivisions of the unit Indicators Band of years

  12. Using the Numeracy Learning Progression • When using the progression to identify student development note that: • teachers make a holistic judgment when placing students on a level • teachers identify next steps in numeracy progression • indicators at each level are neither hierarchical nor prescriptive • the progression is not designed to be used as a checklist.

  13. Where to now? • QCAA advises that the National Literacy and Numeracy Learning Progressions are a resource schools may choose to use. • Schools are best placed to decide how to use the learning progressions, with advice from their sector. • The National Numeracy Learning Progression is on the Australian Curriculum website under the ‘Resources/publications’ tab: • https://australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions

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