Number and Place Value: Analysis of Australian Curriculum F-2

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Added on 2023/04/26

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This project provides an analysis of the Australian Curriculum's approach to number and place value for Foundation, Year 1, and Year 2 levels. It examines the curriculum connections, resources, and rationale behind the chosen content descriptors within the Number and Algebra strand. The analysis covers how the concept of number and place value is addressed and progresses throughout each level, highlighting the importance of developing numerical competence in young learners. Resources, including government publications and online articles, are evaluated based on their alignment with curriculum objectives and their potential to engage students through interactive and practical methods. The project emphasizes the role of educators in fostering self-motivation and confidence in learning, ensuring students develop a strong foundation in mathematical reasoning and application. The curriculum's focus on understanding, problem-solving, fluency, and reasoning is also discussed, showcasing its comprehensive approach to mathematics education in the early years.

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AUSTRALIAN CURRICULUM FOR NUMBER AND PLACE VALUE FOR FOUNDATION
LEVEL, YEAR 1, AND YEAR 2
By
Name
Professor’s/Instructor’s Name
Collage/University
Course Number
Street
Date

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Introduction
Provision of quality education to Australian children starts as early as two or three years before
the child is grown enough to attend primary education. The studies begin at the foundation stage
for children aged 0 till 5 years. Besides, the learning at this stage is primarily practical and
interactive. Australian primary education on the other hand runs for either seven or eight years
beginning at kindergarten at year six/seven and runs for either seven or eight years depending on
the state’s or territory’s curriculum. Furthermore, primary education is mandatory for kids aged
6 to 16 (Australian Governemt, n.d.). Australian primary mathematics curriculum is tasked with
provision of needed skills and understanding in mathematics to students in geometry,
measurement, number, statistic, algebra, and probability (Australian Curriculum, n.d).
Selected levels: Foundation Level_
Content descriptor Strand: Number and Algebra
Topic: Number and Place Value
Curriculum connections Foundation stage covers learning for children aged 0 till 5
years. The focus is primarily on helping children develop
interest in learning. Therefore, several innovative programs
such as counting for fun, learning through paper cuts, and
counting pipes and beads are used in developing children’s
numeracy skills as well as capturing their attention and
involvement. Besides, the educator assumes two duties:

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he/she is the teacher and the parent as well since some
learners are still too young that they need care and kindness.
As a result, learning during the early years is more playful,
exciting, relaxed, and funny. Therefore, it can be construed
that learning during the initial years is based on three
elements: practice, principles, and learning outcomes (Black
et al., 2017). Moreover, most methods of educating children
like playing and counting for fun are still stressed albeit
improved upon bit by bit in order to equip them for the next
level. An expectation on children is high as they are
expected to connect numerals, names, and quantities ranging
from 0 till 10 and possibly go beyond 10. Besides, they
should be able to understand the language and counting of
numbers in order form 0 till 20 starting from any point.
Furthermore, they should be in a position to distinguish
minor connections between objects and further be able to
practically represent models of sharing and addition. Lastly,
the children should make, order, and compare
correspondences in the range of 0 to 20 and provide their
reasoning as well (Education in Australia, n.d).
Resource Education in Australia
This article provides a well thought-out explanation of the
Australian mathematics curriculum entailing the necessary

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knowledge a child is expected to know upon completing
foundation level. Besides, it provides extensive coverage of
the numeracy skills required of a child in foundation level
explaining what needs to be taught and the methods of
engaging the children as well as inculcating the need for
learning among these early learners.. The article is
comprehensive, presented with easier understanding thus
proving itself as an ideal reference for any concerned parent
to consult at will and offer assistance in improving his/her
child’s development in understanding of numbers.
Additionally, the article outlines how the concept of maths is
developed taking into consideration the requirements of the
government and the age of the learners. Therefore, it
emphasizes on imparting knowledge in a practical manner in
a bid to capture the attention of the learners and make
learning an interactive process
Rationale Learning mathematics enriches lives and provides
opportunities for all people Australians included. It develops
ones numerical competence necessary for civic, work, and
personal life and equips them with mathematical expertise
upon which mathematics and professional applications are
grounded. As a result, this article appropriately fit into the

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discourse as it conforms to the governmental expectations on
any Australian child. For that reason, I have used this
resource because it supports the objectives of learning
mathematics among early learners. Besides, it suitable and
helpful for the educators and learners as it highlights how to
capture the attention of learners through the use of
interactive methods such as playing which are basically
practical modes of educating young people MacDonald et
al., 2016). According to Livingsta (2012), a good
curriculum resource should include methods of assessments
like class tests, group activities as well as questions and
answers which are all included in this article. Moreover, the
resource adequately fit in this instance in the sense that its
contents are primarily on Australian child at foundation level
and does not provide general information Therefore, the
guidelines of this article ensure maximum benefits to the
children as they will be empowered to poses mathematical
reasoning and apply their understanding effectively and
creatively. In addition, it will provide students with in-depth
concepts and skills necessary for the child’s later studies.
Conclusively, the article encourages educators to facilitate
self-motivation among the children hence they will become
confident in their learning through active participation,

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inquiry and exercises.
Selected levels: Year 1_
Content descriptor Strand: Number and Algebra
Topic: Number and place value
Curriculum connections Upon completion of year 1, students are expected to have
developed confidence with sequence of numbers till 100,
skip-counting by twos, fives and tens. Besides, they should
be able to count collections up to 100 while using place
values to partition numbers. Furthermore, the students
should recognize models, reading, writing, and ordering
numbers to at least 100. Lastly, they are suppose to represent
and solve simple arithmetic like addition and subtraction
through the use of strategies such as partitioning, counting,
and rearranging parts (ACMNA012, n.d.).
Resource Australian Curriculum and Mathematics National
Association (ACMNA) is the official body tasked with
outlining and provision of mathematical curriculum
guidelines upon which other state or territorial curriculums
conform to. Besides, it provides a full coverage of the

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curriculum from primary schooling to tertiary. Forming the
integral part is the proficiency of the three strands with
mandates on understanding, problem-solving, fluency, and
reasoning. Furthermore, the proficiencies strengthen the
importance of mathematical works in describing the
exploration and development of contents. The curriculum
spells out the developmental aspects and the appropriate
language to be used in building and learning mathematics
thus achieving the desired standards.
Rationale Australian Curriculum and Mathematics National
Association (ACMNA).
Although, the article is a website, it is more of a government
publication and conforms to the requirements of ACARA in
its mandate and specifications. As a matter of fact, all
curriculums in Australia including the state and territorial
curriculums are under the dictates of ACARA so much so
that whatever method of teaching they spell out must be in
line with the government provisions making ACMNA an
appropriate resource for year one students. Livingsta (2012)
spells out his specifications for an ideal curriculum an act to
which ACMNA works in harmony with. Also, the
curriculum spells out all content description for the entire
primary syllabus making it an all inclusive piece of work

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that any researcher and educator should use (ACMNA012-
194). The contents of this curriculum are vital for revoking
the cognitive functioning of the year 1 children. At stage,
children are likely to be inquisitive about nature, would love
their improvement as well as handling things practical
through arranging and rearranging numbers and models. If
used appropriately, the curriculum will refine the child’s
skills in fluency, solving problems, understanding, and
reasoning. Also, the curriculum relates mathematics with
other disciplines and ensures linkage between various sub-
strands in year 1 mathematics. The article is of utmost
important to three stakeholders; parents, teachers, and
students. To teachers, it provides a brief outline of the steps
he/she should take while teaching concepts of mathematics.
Besides, it can be used as a teacher’s manual during the
initial years of teaching. To parents, it enlightens the parent
thus minimizing tedious explanation of the teacher. As a
parent, he knows the steps where any given strand is taught.
Selected levels: Year 2

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Content descriptor Strand: Number and Algebra
Concept: Number and place value
Curriculum connections At the end of year two, the student should be able to
demonstrate proficiency in investigating sequence of
numbers taught in the previous year for those decreasing or
increasing by twos, threes, fives, and tens. Also, the students
should solve simple subtraction and addition problems
through the use of written and efficient mental strategies.
Moreover, they are suppose to rearrange, partition, and
group collections up to 1000 in ones, tens, and hundreds to
ease more competent counting. This is progression to 100 for
the year 1 students. Likewise, they are expected to be able to
be acquainted with models, ordering and rearranging figures
to at least 1000 still an improvement on the 100 limit for
year 1s (Australian Curriculum, n.d).
Resource Australian Curriculum
This is a government publication that outlines all that needs
to be taught in mathematics year 2 specifically the number
and place value as a sub-strand of numbers and algebra.
Besides, it revisit the works of the year one thus making a
progression on what was taught in the lower year like
progressing from numbers between zero up to 100 to 1000.

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Rationale Just like the ACMNA in year one, this curriculum is of vital
impact on the students learning in the sense that it is the
most adequate resource. Being a national curriculum, it
spells out the mandate upon which state and territorial
curriculums adhere to. The curriculum is more elaborate,
comprehensive, and holistic in its provisions therefore
conforming to the ideals of a good curriculum. As a result it
will promote teacher-student as well as teacher-parent and
student-parent relations as is claimed by McDonald and the
co (McDonald et al., 2016). Also, The article is of utmost
important to three stakeholders; parents, teachers, and
students. Being user friendly, every teacher parent or student
is likely to face minimal problems in understanding it
requirements a and their responsibilities

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Bibliography
ACMNA012-015 (n.d.). Search Scootle. [online] Scootle.edu.au. Available at:
http://www.scootle.edu.au/ec/search?accContentId=ACMNA014 [Accessed 1 Feb. 2019].
Australian Curriculum (n.d.). Understanding How Mathematics Works. [online]
Australiancurriculum.edu.au. Available at: https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?
Australian Governemt (n.d.). Australian education system. [online] Studyinaustralia.gov.au.
Available at: https://www.studyinaustralia.gov.au/english/australian-education/education-system
[Accessed 31 Jan. 2019]
Australian Curriculum (n.d.). Understanding How Mathematics Works. [online]
Australiancurriculum.edu.au. Available at: https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
Devercelli, A. E. (2017). Early childhood development coming of age: science through the life
course. The Lancet, 389(10064), 77-90
Education in Australia (n.d.). Search - Scootle. [online] Scootle.edu.au. Available at:
http://www.scootle.edu.au/ec/search?accContentId=ACMNA001 [Accessed 5 Feb. 2019].
Livingsta (2012). Explain and justify the reasons behind your choice of teaching, learning
approaches and use of resources-PTLLS. Education and Science. [online] Available at:
https://hubpages.com/education/Explain-and-justify-the-reasons-behind-your-choice-of-
teaching-learning-approaches-and-use-of-resources-PTLLS [Accessed 1 Feb. 2019].

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MacDonald, A., Goff, W., Dockett, S. and Perry, B. (2016). Mathematics Education in early
years. Available at: https://link.springer.com/chapter/10.1007/978-981-10-1419-2_9 [Accessed 1
Feb. 2019].