In Maths Pathway, each Australian Curriculum content descriptor across the Number and Algebra, Measurement and Geometry, and Statistics and Probability strands is broken into a set of learning modules with very specific learning objectives. We've based these on Australian Curriculum 2013, and now that Australian Curriculum 9.0 is out, we've released the option to switch, found in the Admin Portal. You can read more about this here.
State curricula in Australia are heavily influenced by the national Curriculum and with some adaptation the Maths Pathway system aligns with all state curricula in Australia:
Alignment with the Tasmanian Curriculum
The Tasmanian mathematics curriculum is based on the Australian curriculum, and uses the same strand and content descriptors for their mathematics work.
Alignment with the Queensland Curriculum
The Queensland mathematics curriculum is based on the Australian curriculum, and uses the same strand and content descriptors for their mathematics work.
Alignment with the Northern Territory and ACT Curricula
The curricula used in the Australian Territories is based entirely on the Australian Curriculum, and as such Maths Pathway fits all the requirements therein.
Alignment with the South Australian Curriculum
The South Australian Curriculum uses different descriptions for the different Strands of mathematics learning, but these map easily onto the Australian Curriculum Strand names and as such are all covered in the Maths Pathway Learning Map.
Alignment with the Western Australian Curriculum
The Western Australian mathematics curriculum is based on the Australian curriculum, and uses the same strand and content descriptors for their mathematics work.
Alignment with the Victorian Curriculum
The Victorian Curriculum F-10 Revised is largely the same as the Australian Curriculum, with a slightly shifted focus and changes to the way content is described and targeted.
The Curriculum planning and reporting guidelines state:
“…the Victorian Curriculum F-10 design is structured by levels of learning. This decision was not made from a pedantic desire for a point of difference with the Australian Curriculum. Rather, it reflects and is deliberately designed to reinforce and maintain a fundamental approach to both curriculum design and pedagogy…That is, the curriculum should be regarded as a developmental continuum or progression of learning...This means that, for example, not all the students in a typical Grade 5 class will by studying the Level 5 curriculum. Some will still be acquiring the curriculum knowledge and skills at levels below that, some will be acquiring the knowledge and skills defined for that level, and some will be acquiring a level of knowledge and skills well beyond that nominally defined for Grade 5.”
Maths Pathway enables schools – often for the first time – to practically implement this aspect of the curriculum: targeting teaching to point of need and measuring growth along a continuum, while still delivering a well-balanced, meaningful and integrated maths course.
Specific to the Victorian Curriculum: Mathematics, all individualised content, diagnostic assessments, formative assessments and summative assessments are explicitly built around the structure of the content descriptions of the Victorian Curriculum. Almost every content description from Levels 1 through 10 are included. Those that are omitted from individualised work are still covered (appropriately) through rich learning and project work within the learning model, rather through individualised work. There are three types of these:
- Level 1 to 4 content descriptions which are not direct prerequisites for Level 5+ descriptors, such as VCMMG119 Use a calendar to identify the date;
- Some aspects of content descriptions that are inappropriate to learn or assess individually, such as VCMSP233 Conduct chance experiments; and
- New technology content descriptions, such as VCMNA254 Design and implement mathematical algorithms using a simple programming language.
You may still see AusVELS codes within the system, but these generally map one-to-one onto the new Victorian Curriculum codes.
Alignment with the New South Wales Curriculum
Maths Pathway was created to align with the content from the Australian Curriculum. Equally, the outcomes from the NSW Syllabus are derived from the content in the Australian Curriculum. The language of the Syllabus is designed to express the outcomes the student will achieve rather than the content that will be taught.
We embrace an open curriculum, continuum approach that allows students to access work they are ready to learn, regardless of the stage they are working in.
Schools meet their scope and sequencing requirements through the strategic planning of their rich tasks, projects and through supporting the students through their individual journeys.
NSW Education Standards Authority writes about the importance of differentiation in the classroom in this article. Maths Pathway makes this high level of customisation practical and data driven.
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NSW Stage |
Australian Curriculum levels |
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Stage 1 |
Level 1 and 2 |
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Stage 2 |
Level 3 and 4 |
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Stage 3 |
Level 5 and 6 |
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Stage 4 |
Level 7 and 8 |
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Stage 5.1 / 5.2 |
Level 9 and 10 |
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Stage 5.3 |
Level 10a |