Middle Years Curriculum Handbook - Perth Modern School

Western Australia’s Only Selective Academic SchoolMathematics Learning AreaIn Mathematics, students are encouraged to become critical thinkers who have a wide range ofmathematical tools at their disposal for use in investigations, applications and analysis. Studentsengage in a curriculum that is motivating and intellectually rigorous. Our curriculum enablesflexibility so that all students are given the opportunity to achieve to their potential. The extensionand enrichment opportunities that we provide enable students to move along a pathway at a pacethat suits them.Mathematics provides a framework for logical thinking anddeductive reasoning, as well as being a means of symboliccommunication that is powerful, concise, logical andunambiguous. It is a means by which people can manageand understand their environment. Through study in thisarea students will develop the essential mathematicalskills of abstraction, proof, investigation, modelling andproblem solving.The Mathematics Learning Area is organised withinsix outcomes:Working Mathematically is concerned with mathematicalthinking processes, problem solving, and the appreciationthat learning involves ‘finding out’, rather than waiting tobe told or shown.Chance and Data assists students to collect, organiseand analyse information (data), and develop their thinkingabout situations which are unpredictable but have longtermpatterns.Working with Numbers helps students to developconfidence to deal with computational situations theymeet daily – a balance is needed between mental, writtenand calculator skills.Algebra develops efficient and powerful ways ofrepresenting relationships – skills that are also used in thestudy of other sciences.Space involves learning about shape and structure,transformation and movement, location and arrangementand solving problems based on these properties.Measurement allows students to develop concepts andskills related to length, area, volume, mass, angle andtime, and also situations where quantities are measuredindirectly by the use of formulas.In all outcomes, communication skills are important –processes and conclusions must be presented (in writing orotherwise) so that they can be understood by others.Assessment: Students progress through Mathematicscourses by achieving outcomes at the various levels,in which an outcome is achieved at a level when it hasbeen demonstrated consistently in a variety of contexts.All student work can be used to show this progress.The range of student achievement, evident when studentsleave primary school, can be expected to continue andincrease through lower secondary school.Examples of assessment include:• formal tests – written, mental or oral• informal tests and quizzes• projects, investigations, problem-solving• class activities and exercises• homework, file work• group and individual work• communication and technology skills.Technology: Calculators are essential for everydayuse within the Mathematics classroom and at home. Itis assumed that each student has access to a suitablecalculator at all times. For Years 8 and 9 a scientificcalculator is suitable.Class Placement: Mathematics, more than most subjects,is sequential in nature. Thorough understanding of onelevel is necessary before success can be expected at thenext level. Students who attempt to move too quickly,before having consolidated their understanding of keyconcepts, will actually hinder, rather than accelerate theirown progress.Students are allocated to a Mathematics class takinginto consideration information gained from a range ofassessment items, as indicated above. Students are placedin a class which best suits the level of mathematical skillthey have demonstrated. During the course of the year, alloutcomes are addressed at an appropriate level.6Perth Modern School > Curriculum Handbook Middle Years 2014