ac_maths_yr10

Year 10/10A Mathematics
Australian Curriculum in Queensland
March 2013 (amended April 2015)
150259
Amendments notice: April 2015
Accessing current QCAA resources
Resources referred to in this document may have been updated or replaced.
Please always check the QCAA website for the most current resources to support the
implementation of the Australian Curriculum: Mathematics:
www.qcaa.qld.edu.au/13656.html.
Summary of amendments, April 2015
• Section 2.2.1 Year 10 standards elaborations
Table 4: The Year 10 standards elaborations removed; replaced with link to updated
standards elaborations on the QCAA website; subsequent tables renumbered.
• Appendix 1: Mathematics standards elaborations terms table removed.
Updated term definitions are available as part of the standards elaborations web
documents.
• Table of contents updated.
Year 10/10A Mathematics — Australian Curriculum in Queensland

© The State of Queensland (Queensland Studies Authority) 2015
Selected materials in this publication are drawn from the Australian Curriculum and are
used under a Creative Commons attribution non-commercial share-alike licence.
This material is presented in blue text.
Queensland Studies Authority

Level 7, 154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
Phone: (07) 3864 0299

Fax: (07) 3221 2553
Email: [email protected]
Website: www.qsa.qld.edu.au
ii
Contents
Amendments notice: April 2015 .............................................................................................. ii
1. Overview ................................................................................. 1
1.1 Rationale ............................................................................................................. 1
1.2 Aims .................................................................................................................... 2
1.3 Mathematics in Queensland K–12 ....................................................................... 2
2. Curriculum .............................................................................. 4
2.1 Australian Curriculum content .............................................................................. 4
2.1.1 Australian Curriculum: Mathematics Year 10/10A content
descriptions .......................................................................................................5
2.1.2 General capabilities ...........................................................................................9
2.1.3 Cross-curriculum priorities ..............................................................................15
2.2 Achievement standards ..................................................................................... 16
2.2.1 Year 10 standard elaborations ........................................................................17
2.3 Planning in the Mathematics learning area ........................................................ 18
2.3.1 Time allocation ................................................................................................18
2.3.2 Principles for effective planning ......................................................................18
2.3.3 Elements of effective planning for alignment ..................................................19
2.3.4 Identifying curriculum ......................................................................................20
2.3.5 Developing assessment ..................................................................................20
2.3.6 Sequencing teaching and learning ..................................................................21
2.3.7 Educational equity ...........................................................................................23
3. Assessment .......................................................................... 24
3.1 Standards-based assessment............................................................................ 24
3.2 School-based assessment ................................................................................. 24
3.3 Developing an assessment program .................................................................. 25
3.4 Year 10 Mathematics assessment folio .............................................................. 26
3.4.1 Assessment techniques, formats and categories ...........................................27
3.4.2 Assessment conditions....................................................................................29
3.4.3 Developing assessments ................................................................................30
3.5 Making judgments.............................................................................................. 32
3.6 Using feedback .................................................................................................. 33
4. Reporting .............................................................................. 34
4.1 Reporting standards .......................................................................................... 34
4.2 Making an on-balance judgment on a folio ......................................................... 36
4.2.1 Making an on-balance judgment for mid-year reporting ................................. 37
4.2.2 Applying the Australian Curriculum achievement standards .......................... 38
4.3 Moderation......................................................................................................... 39
Appendix 1: Glossary .................................................................................... 40
Appendix 2: Principles of assessment ......................................................... 42
1. Overview
Year 10/10A Mathematics: Australian Curriculum in Queensland provides an overview of
the Australian Curriculum learning area within the context of a Kindergarten to Year 12
approach. It supports teachers’ capacity by providing clarity about the focus of teaching and
learning and the development of assessment to determine the quality of student learning. It
maintains flexibility for schools to design curriculum that suits their specific contexts and
scope for school authorities and school priorities to inform practice.
This document includes:
Curriculum requirements Advice, guidelines and resources
Rationale Planning teaching and learning

Aims Standards elaborations, A to E
Australian Curriculum content Assessment advice and guidelines
Achievement standards Reporting advice and guidelines
Requirements are taken directly from the Advice, guidelines and resources are based on
Australian Curriculum: Mathematics (v4.1) the Australian Curriculum Year level descriptions
developed by the Australian Curriculum, and organisation sections. They have been
Assessment and Reporting Authority (ACARA). developed by the Queensland Studies Authority
(QSA) to assist teachers in their planning and
This material is presented in blue text. assessment and include links to
Links to Australian Curriculum support materials Queensland-developed supporting resources,
are also provided where appropriate. exemplars and templates.
1.1 Rationale
Learning mathematics creates opportunities for and enriches the lives of all Australians.
The Australian Curriculum: Mathematics provides students with essential mathematical
skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics
and Probability. It develops the numeracy capabilities that all students need in their
personal, work and civic life, and provides the fundamentals on which mathematical
specialties and professional applications of mathematics are built.
Mathematics has its own value and beauty and the Australian Curriculum: Mathematics
aims to instil in students an appreciation of the elegance and power of mathematical
reasoning. Mathematical ideas have evolved across all cultures over thousands of years,
and are constantly developing. Digital technologies are facilitating this expansion of ideas
and providing access to new tools for continuing mathematical exploration and invention.
The curriculum focuses on developing increasingly sophisticated and refined mathematical
understanding, fluency, logical reasoning, analytical thought and problem-solving skills.
These capabilities enable students to respond to familiar and unfamiliar situations by
employing mathematical strategies to make informed decisions and solve problems
efficiently.
The Australian Curriculum: Mathematics ensures that the links between the various
components of mathematics, as well as the relationship between mathematics and other
disciplines, are made clear. Mathematics is composed of multiple but interrelated and
interdependent concepts and systems which students apply beyond the mathematics
classroom. In science, for example, understanding sources of error and their impact on the
confidence of conclusions is vital, as is the use of mathematical models in other disciplines.
Queensland Studies Authority March 2013 (amended April 2015) | 1

In geography, interpretation of data underpins the study of human populations and their
physical environments; in history, students need to be able to imagine timelines and time
frames to reconcile related events; and in English, deriving quantitative and spatial
information is an important aspect of making meaning of texts.
The curriculum anticipates that schools will ensure all students benefit from access to the
power of mathematical reasoning and learn to apply their mathematical understanding
creatively and efficiently. The mathematics curriculum provides students with carefully
paced, in-depth study of critical skills and concepts. It encourages teachers to help
students become self-motivated, confident learners through inquiry and active participation
in challenging and engaging experiences.
1.2 Aims
The Australian Curriculum: Mathematics aims to ensure that students:
• are confident, creative users and communicators of mathematics, able to investigate,
represent and interpret situations in their personal and work lives and as active citizens
• develop an increasingly sophisticated understanding of mathematical concepts and
fluency with processes, and are able to pose and solve problems and reason in Number
and Algebra, Measurement and Geometry, and Statistics and Probability
• recognise connections between the areas of mathematics and other disciplines and
appreciate mathematics as an accessible and enjoyable discipline to study.
1.3 Mathematics in Queensland K–12

The K–12 curriculum in Queensland is aligned to the goals for Australian schooling, as
expressed in the Melbourne Declaration on Educational Goals for Young Australians *.
These goals are:
• Goal 1 — Australian schooling promotes equity and excellence
• Goal 2 — All young Australians become:
successful learners
confident and creative individuals
active and informed citizens.
To achieve these goals, the declaration commits to the development of a world-class
curriculum that will enable every student to develop:
• a solid foundation of understanding, skills and values on which further learning and adult
life can be built
• deep knowledge, understanding, skills and values that will enable advanced learning
and an ability to create new ideas and translate them into practical applications
• general capabilities that underpin flexible and analytical thinking, a capacity to work with
others and an ability to move across subject disciplines to develop new expertise.
There is an expectation that students will have learning opportunities in Australian
Curriculum: Mathematics across P–10.
* Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration
on Educational Goals for Young Australians, viewed October 2012,
<www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_
Australians.pdf>.
2 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Figure 1 below shows the progression of the Mathematics learning area K–12 in
Queensland, and includes the Queensland kindergarten learning guideline, the Prep to
Year 10 Australian Curriculum and the current Queensland senior secondary courses.
Figure 1: K–12 Mathematics Curriculum

2. Curriculum
The Australian Curriculum sets out what all young people should be taught through the
specification of curriculum content and achievement standards.
The Australian Curriculum content and achievement standards are the mandatory
aspects of the Australian Curriculum.
2.1 Australian Curriculum content

The Australian Curriculum content has three components: content descriptions
(section 2.1.1), general capabilities (section 2.1.2) and cross-curriculum priorities
(section 2.1.3).
Schools design their programs to give students opportunities to develop their knowledge,
understanding and skills in each of the three components.
Figure 2: Three components of the Australian Curriculum: Mathematics
Content descriptions:
Disciplinary learning
(section 2.1.1)
The Australian Curriculum: Mathematics is
organised around the interaction of three
content strands and four proficiency strands:
• content strands: Number and Algebra,
Measurement and Geometry, and
Statistics and Probability. They describe
what is to be taught and learnt
• sub-strands: a sequence of development
of concepts through and across year levels
within the content strands
• proficiency strands: Understanding,
Fluency, Problem Solving, and Reasoning.
They describe how content is explored or
developed, that is, the thinking and doing
of Mathematics.
Content elaborations: illustrate and exemplify
content. These elaborations are not a
requirement for the teaching of the Australian
Curriculum.
Cross-curriculum priorities: General capabilities:

Contemporary issues (section 2.1.3) Essential 21st-century skills
The three cross-curriculum priorities provide contexts for learning: (section 2.1.2)
• Aboriginal and Torres Strait Islander histories and cultures — to These seven capabilities can be divided into two
gain a deeper understanding of, and appreciation for, Aboriginal and groups:
Torres Strait Islander histories and cultures and the impact they have • capabilities that support students to be
had, and continue to have, on our world successful learners — Literacy, Numeracy,
• Asia and Australia’s engagement with Asia — to develop a better Information and communication technology (ICT)
understanding and appreciation of Australia’s economic, political and capability, and Critical and creative thinking
cultural interconnections to Asia • capabilities that develop ways of being,
• Sustainability — to develop an appreciation for more sustainable behaving and learning to live with others —
patterns of living, and to build capacities for thinking, valuing and Personal and social capability, Ethical
acting that are necessary to create a more sustainable future. understanding and Intercultural understanding.

2.1.1 Australian Curriculum: Mathematics Year 10/10A content
descriptions
The content descriptions at each year level set out the knowledge, understanding, skills
and processes that teachers are expected to teach and students are expected to learn.
They do not prescribe approaches to teaching.
In Mathematics, the content descriptions are organised using three strands: Number and
Algebra, Measurement and Geometry, and Statistics and Probability.
Content descriptions are grouped into sub-strands to illustrate the clarity and sequence of
development of concepts through and across the year levels. They support the ability to
see the connections across strands and the sequential development of concepts from Prep
to Year 10.
Table 1: Strands and sub-strands
Number and Algebra Measurement and Statistics and Probability
Geometry
Number and place value Using units of measurement Chance (1–10)
(F–8) (F–10)
Fractions and decimals Shape (F–7) Data representation and
(1–6) interpretation (F–10)
Real numbers (7–10) Geometric reasoning (3–10)
Money and financial Location and transformation
mathematics (1–10) (F–7)
Patterns and algebra Pythagoras and
(F–10) trigonometry (9–10)
Linear and non-linear
relationships (8–10)
The 10A content is optional and is intended for students who require more content to enrich
their mathematical study while completing the common Year 10 content. It is NOT
anticipated that all students will attempt the 10A content. A selection of topics from the 10A
curriculum can be completed according to the needs of the students.

Australian Curriculum: Mathematics Year 10 strands, sub-strands and content
descriptions
Geometry
Money and financial Using units of Chance

mathematics measurement
Connect the compound Solve problems involving Describe the results of two-
interest formula to repeated surface area and volume and three-step chance
applications of simple interest for a range of prisms, experiments, both with and
using appropriate digital cylinders and composite without replacements,
technologies (ACMNA229) solids (ACMMG242) assign probabilities to
outcomes and determine
Patterns and algebra Geometric reasoning probabilities of events.
Investigate the concept of
Factorise algebraic Formulate proofs involving independence (ACMSP246)
expressions by taking out a congruent triangles and
common algebraic factor angle properties Use the language of ‘if …
(ACMNA230) (ACMMG243) then, ‘given’, ‘of’, ‘knowing
that’ to investigate
Simplify algebraic products Apply logical reasoning, conditional statements and
and quotients using index including the use of identify common mistakes in
laws (ACMNA231) congruence and similarity, interpreting such language
to proofs and numerical (ACMSP247)
Apply the four operations to exercises involving plane
simple algebraic fractions shapes (ACMMG244)
Data representation and
with numerical denominators
interpretation
(ACMNA232)
Pythagoras and Determine quartiles and
trigonometry interquartile range
Expand binomial products (ACMSP248)
and factorise monic quadratic
Solve right-angled triangle
expressions using a variety
problems including those
of strategies (ACMNA233) Construct and interpret box
involving direction and
angles of elevation and plots and use them to
Substitute values into depression (ACMMG245) compare data sets
formulas to determine an (ACMSP249)
unknown (ACMNA234)
Compare shapes of box
plots to corresponding
Linear and non-linear histograms and dot plots
relationships (ACMSP250)
Solve problems involving Use scatter plots to
linear equations, including investigate and comment on
those derived from formulas relationships between two
(ACMNA235) numerical variables
(ACMSP251)
Solve linear inequalities and
graph their solutions on a Investigate and describe
number line (ACMNA236) bivariate numerical data
Solve linear simultaneous where the independent
equations, using algebraic variable is time
and graphical techniques (ACMSP252)
including using digital
technology (ACMNA237)

Geometry
Solve problems involving Evaluate statistical reports
parallel and perpendicular in the media and other
lines (ACMNA238) places by linking claims to
displays, statistics and
Explore the connection representative data
between algebraic and (ACMSP253)
graphical representations of
relations such as simple
quadratics, circles and
exponentials using digital
technology as appropriate
(ACMNA239)
Solve linear equations

involving simple algebraic
fractions (ACMNA240)
Solve simple quadratic
equations using a range of
strategies (ACMNA241)
Australian Curriculum: Mathematics Year 10A strands, sub-strands and content

descriptions
Geometry
Real Numbers Using units of Chance

measurement
Define rational and irrational Solve problems involving Investigate reports of
numbers and perform surface area and volume of studies in digital media and
operations with surds and right pyramids, right cones, elsewhere for information on
fractional indices spheres and related their planning and
(ACMNA264) composite solids implementation
(ACMMG271) (ACMSP277)
Use the definition of a Geometric reasoning Data representation and
logarithm to establish and interpretation
apply the laws of logarithms
(ACMNA265) Prove and apply angle and Calculate and interpret the
chord properties of circles mean and standard
(ACMMG272) deviation of data and use
these to compare data sets
(ACMSP278)
Patterns and algebra Pythagoras and Use information
trigonometry technologies to investigate
bivariate numerical data
Investigate the concept of a Establish the sine, cosine sets. Where appropriate use
polynomial and apply the and area rules for any a straight line to describe
factor and remainder triangle and solve related the relationship allowing for
theorems to solve problems problems (ACMMG273) variation (ACMSP279)
(ACMNA266)

Geometry
Linear and non-linear Use the unit circle to define
relationships trigonometric functions, and
graph them with and without
Solve simple exponential the use of digital
equations (ACMNA270) technologies (ACMMG274)
Describe, interpret and Solve simple trigonometric

sketch parabolas, equations (ACMMG275)
hyperbolas, circles and
exponential functions and Pythagoras' theorem and
their transformations trigonometry to solving
(ACMNA267) three-dimensional problems
in right-angled triangles
Apply understanding of (ACMMG276)
polynomials to sketch a
range of curves and
describe the features of
these curves from their
equation (ACMNA268)
Factorise monic and non-

monic quadratic
expressions and solve a
wide range of quadratic
equations derived from a
variety of contexts
(ACMNA269) †
Content elaborations
Content elaborations illustrate and exemplify content and assist teachers in developing a
common understanding of the content descriptions. The elaborations are not a requirement
for the teaching of the Australian Curriculum. They are not individualised teaching points
intended to be taught to all students.
†
Codes included with the Australian Curriculum content descriptions relate to hyperlinks into the Australian
Curriculum website <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>. Each unique
identifier provides the user with the content description, content elaboration, and links to general
capabilities, cross-curriculum priorities and modes.

2.1.2 General capabilities
The general capabilities are embedded in the content descriptions. The seven capabilities
can be divided into two broad groups. These broad groups include capabilities that:
• support students to be successful learners: Literacy, Numeracy, Information and
communication technology (ICT) capability, and Critical and creative thinking
• develop ways of being, behaving and learning to live with others: Personal and social
capability, Ethical understanding and Intercultural understanding.
Each of the general capabilities can be relevant to teaching and learning in Mathematics
and explicit teaching of the capabilities should be incorporated in teaching and learning
activities where appropriate.
See also: www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-Australian-Curriculum
Australian Curriculum Numeracy learning continuum
The Numeracy learning continuum is organised into six interrelated elements:
• Estimating and calculating with whole numbers
• Recognising and using patterns and relationships
• Using fractions, decimals, percentages, ratios and rates
• Using spatial reasoning
• Interpreting statistical information
• Using measurement
These elements are drawn from the strands of the Australian Curriculum: Mathematics as
shown in the table below:
Numeracy continuum Australian Curriculum: Mathematics
Estimating and calculating with whole Number and Algebra

numbers Measurement and Geometry
Recognising and using patterns and Number and Algebra

relationships Statistics and Probability
Using fractions, decimals, percentages, ratios Number and Algebra

and rates Measurement and Geometry
Using spatial reasoning Measurement and Geometry
Interpreting statistical information Statistics and Probability
Using measurement Measurement and Geometry

The diagram below sets out these elements.
From: www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Organising-
elements/Organising-elements
See also:
www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Introduction/Introduction
P–10 Numeracy Indicators
The QSA P–10 Numeracy Indicators are aligned to the Australian Curriculum (v4.1) and
informed by data from Queensland performance on national assessment. The Indicators
are organised as Year level descriptions and provide specific detail to support planning for,
and monitoring of, students’ numeracy knowledge, understanding and skills across the
learning areas. For further information, see: www.qsa.qld.edu.au/17929.html.

Table 2: General capabilities that support students to be successful learners are embedded in the Mathematics content descriptions
where appropriate.
Definition In Mathematics Links
Literacy Students become literate as Literacy is an important aspect of mathematics. Students ACARA Literacy capability
they develop the knowledge, develop literacy in mathematics as they learn the vocabulary continua
skills and dispositions to associated with number, space, measurement and mathematical www.australiancurriculum.
interpret and use language concepts and processes. This vocabulary includes synonyms edu.au/GeneralCapabilitie
confidently for learning and (minus, subtract), technical terminology (digits, lowest common s/Literacy/Introduction/Intr
communicating in and out of denominator), passive voice (If 7 is taken from 10) and common oduction
school and for participating words with specific meanings in a mathematical context (angle, QSA Literacy Indicators
effectively in society. Literacy area). They develop the ability to create and interpret a range of www.qsa.qld.edu.au/1792
involves students in listening to, texts typical of Mathematics ranging from calendars and maps to 9.html
reading, viewing, speaking, complex data displays.
writing and creating oral, print, Students use literacy to understand and interpret word problems
visual and digital texts, and and instructions that contain the particular language features of
using and modifying language mathematics. They use literacy to pose and answer questions,
for different purposes in a range engage in mathematical problem solving, and to discuss,
of contexts. produce and explain solutions.
Numeracy Students become numerate as Mathematics has a central role in the development of numeracy ACARA Numeracy
they develop the knowledge and in a manner that is more explicit and foregrounded than is the capability continua
skills to use mathematics case in other learning areas. It is important that the Mathematics www.australiancurriculum.
confidently across all learning curriculum provides the opportunity to apply mathematical edu.au/GeneralCapabilitie
areas at school and in their lives understanding and skills in context, both in other learning areas s/Numeracy/Introduction/I
more broadly. Numeracy and in real world contexts. A particularly important context for ntroduction
involves students in recognising the application of Number and Algebra is financial mathematics. QSA Numeracy Indicators
and understanding the role of In Measurement and Geometry, there is an opportunity to apply www.qsa.qld.edu.au/1792
mathematics in the world and understanding to design. The twenty-first century world is 9.html
having the dispositions and information driven, and through Statistics and Probability
capacities to use mathematical students can interpret data and make informed judgments about
knowledge and skills events involving chance.
purposefully.

ICT capability Students develop ICT capability Students develop ICT capability when they investigate, create ACARA ICT capability
as they learn to use ICT and communicate mathematical ideas and concepts using fast, continua
effectively and appropriately to automated, interactive and multimodal technologies. They www.australiancurriculum.
access, create and employ their ICT capability to perform calculations, draw graphs, edu.au/GeneralCapabilitie
communicate information and collect, manage, analyse and interpret data; share and s/Information-and-
ideas, solve problems and work exchange information and ideas and investigate and model Communication-
collaboratively in all learning concepts and relationships. Technology-
areas at school, and in their capability/Introduction/Intr
Digital technologies, such as spreadsheets, dynamic geometry oduction
lives beyond school. ICT software and computer algebra software, can engage students
capability involves students in and promote understanding of key concepts.
learning to make the most of the
technologies available to them,
adapting to new ways of doing
things as technologies evolve
and limiting the risks to
themselves and others in a
digital environment.
Critical and Students develop capability in Students develop critical and creative thinking as they learn to ACARA Critical and
creative thinking critical and creative thinking as generate and evaluate knowledge, ideas and possibilities, and creative thinking capability
they learn to generate and use them when seeking solutions. Engaging students in continua
evaluate knowledge, clarify reasoning and thinking about solutions to problems and the www.australiancurriculum.
concepts and ideas, seek strategies needed to find these solutions are core parts of the edu.au/GeneralCapabilitie
possibilities, consider Mathematics curriculum. s/Critical-and-creative-
alternatives and solve problems. thinking/Introduction/Intro
Students are encouraged to be critical thinkers when justifying
Critical and creative thinking are duction
their choice of a calculation strategy or identifying relevant
integral to activities that require questions during a statistical investigation. They are encouraged
students to think broadly and to look for alternative ways to approach mathematical problems,
deeply using skills, behaviours for example, identifying when a problem is similar to a previous
and dispositions such as one, drawing diagrams or simplifying a problem to control some
reason, logic, resourcefulness, variables.
imagination and innovation in all
learning areas at school and in
their lives beyond school.

Table 3: General capabilities that develop ways of being, behaving and learning to live with others are embedded in the Mathematics
content descriptions where appropriate.
Personal and social Students develop personal and Students develop and use personal and social capability as they ACARA Personal and
capability social capability as they learn to apply mathematical skills in a range of personal and social social capability continua
understand themselves and contexts. This may be through activities that relate learning to www.australiancurriculum.
others, and manage their their own lives and communities, such as time management, edu.au/GeneralCapabilitie
relationships, lives, work and budgeting and financial management, and understanding s/Personal-and-social-
learning more effectively. The statistics in everyday contexts. capability/Introduction/Intr
personal and social capability oduction
The Mathematics curriculum enhances the development of
involves students in a range of students’ personal and social capabilities by providing
practices including recognising opportunities for initiative taking, decision making,
and regulating emotions, communicating their processes and findings, and working
developing empathy for and independently and collaboratively in the Mathematics classroom.
understanding of others,
establishing positive
relationships, making
responsible decisions, working
effectively in teams and
handling challenging situations
constructively.

Ethical Students develop the capability There are opportunities in the Mathematics curriculum to ACARA Ethical
understanding to behave ethically as they explore, develop and apply ethical understanding in a range of understanding capability
identify and investigate the contexts, for example through analysing data and statistics; continua
nature of ethical concepts, seeking intentional and accidental distortions; finding www.australiancurriculum.
values, character traits and inappropriate comparisons and misleading scales when edu.au/GeneralCapabilitie
principles, and understand how exploring the importance of fair comparison; and interrogating s/Ethical-
reasoning can assist ethical financial claims and sources. understanding/Introductio
judgment. Ethical understanding n/Introduction
involves students in building a
strong personal and socially
oriented ethical outlook that
helps them to manage context,
conflict and uncertainty, and to
develop an awareness of the
influence that their values and
behaviour have on others.
Intercultural Students develop intercultural Intercultural understanding can be enhanced in Mathematics ACARA Intercultural
understanding understanding as they learn to when students are exposed to a range of cultural traditions. understanding capability
value their own cultures, Students learn to understand that mathematical expressions use continua
languages and beliefs, and universal symbols, while mathematical knowledge has its origin www.australiancurriculum.
those of others. They come to in many cultures. Students realise that proficiencies such as edu.au/GeneralCapabilitie
understand how personal, group understanding, fluency, reasoning and problem solving are not s/Intercultural-
and national identities are culture or language specific, but that mathematical reasoning understanding/Introductio
shaped, and the variable and and understanding can find different expression in different n/Introduction
changing nature of culture. The cultures and languages. New technologies and digital learning
capability involves students in environments provide interactive contexts for exploring
learning about and engaging mathematical problems from a range of cultural perspectives
with diverse cultures in ways and within diverse cultural contexts. Students can apply
that recognise commonalities mathematical thinking to identify and resolve issues related to
and differences, create living with diversity.
connections with others and
cultivate mutual respect.

2.1.3 Cross-curriculum priorities
The Australian Curriculum gives special attention to three cross-curriculum priorities about
which young Australians should learn in all learning areas. The priorities provide contexts
for learning. The three priorities are Aboriginal and Torres Strait Islander histories and
cultures, Asia and Australia’s engagement with Asia, and Sustainability.
Aboriginal and Torres Strait

Asia and Australia's
Islander histories and Sustainability
engagement with Asia
cultures
The Aboriginal and Torres Strait In the Australian Curriculum: In the Australian Curriculum:
Islander priority provides Mathematics, the priority of Asia Mathematics, the priority of
opportunities for all learners to and Australia’s engagement with sustainability provides rich,
deepen their knowledge of Asia provides rich and engaging engaging and authentic contexts
Australia by engaging with the contexts for developing students’ for developing students’ abilities
world’s oldest continuous living mathematical knowledge, skills in number and algebra,
cultures. This knowledge and and understanding. measurement and geometry, and
understanding will enrich their The Australian Curriculum: statistics and probability.
ability to participate positively in Mathematics provides The Australian Curriculum:
the ongoing development of opportunities for students to learn Mathematics provides
Australia. about the understandings and opportunities for students to
The Australian Curriculum: applications of Mathematics in develop the proficiencies of
Mathematics values Aboriginal Asia. Mathematicians from Asia problem solving and reasoning
and Torres Strait Islander continue to contribute to the essential for the exploration of
histories and cultures. It provides ongoing development of sustainability issues and their
opportunities for students to Mathematics. solutions. Mathematical
appreciate that Aboriginal and In this learning area, students understandings and skills are
Torres Strait Islander societies develop mathematical necessary to measure, monitor
have sophisticated applications of understanding in fields such as and quantify change in social,
mathematical concepts. number, patterns, measurement, economic and ecological systems
Students will explore connections symmetry and statistics by over time. Statistical analysis
between representations of drawing on knowledge of and enables prediction of probable
number and pattern and how they examples from the Asia region. futures based on findings and
relate to aspects of Aboriginal These could include calculation, helps inform decision making and
and Torres Strait Islander money, art, architecture, design actions that will lead to preferred
cultures. They will investigate and travel. Investigations futures.
time, place, relationships and involving data collection, In this learning area, students
measurement concepts in representation and analysis can can observe, record and organise
Aboriginal and Torres Strait be used to examine issues data collected from primary
Islander contexts. Students will pertinent to the Asia region. sources over time and analyse
deepen their understanding of the data relating to issues of
lives of Aboriginal and Torres sustainability from secondary
Strait Islander Peoples through sources. They can apply spatial
the application and evaluation of reasoning, measurement,
statistical data. estimation, calculation and
comparison to gauge local
ecosystem health and can cost
proposed actions for
sustainability.
For further information and For further information and For further information and
resources to support planning to resources to support planning to resources to support planning to
include the cross-curriculum include the cross-curriculum include the cross-curriculum
priority Aboriginal and Torres priority Asia and Australia’s priority Sustainability, see:
Strait Islander histories and engagement with Asia, see: www.australiancurriculum.edu.a
cultures, see: www.asiaeducation.edu.au/aust_ u/CrossCurriculumPriorities
www.qsa.qld.edu.au/downloads/ curr_strategy_landing_page.html
aust_curric/ac_ccp_atsi_cultures
_maths.pdf

2.2 Achievement standards
The Australian Curriculum is standards-based.
The Australian Curriculum achievement standards are a mandatory aspect of the
Australian Curriculum for schools to implement.
The Australian Curriculum achievement standards are organised as Understanding and
Skills and describe a broad sequence of expected learning, across P–10. The achievement
standard emphasises the depth of conceptual understanding, the sophistication of skills
and the ability to apply essential knowledge students typically demonstrate at the end of
each teaching and learning year. The achievement standard should be read in conjunction
with the content descriptions.
Figure 3: By the end of Year 10, students are expected to typically know and be able
to do the following:
Understanding dimension
By the end of Year 10, students recognise the
connection between simple and compound interest.
They solve problems involving linear equations and
inequalities. They make the connections between
The Understanding dimension
algebraic and graphical representations of relations.
relates to concepts
Students solve surface area and volume problems
underpinning and connecting
relating to composite solids. They recognise the
knowledge in a learning area
relationships between parallel and perpendicular lines.
and to the ability to
Students apply deductive reasoning to proofs and
appropriately select and apply
numerical exercises involving plane shapes. They
knowledge to solve problems
compare data sets by referring to the shapes of the
in that learning area.
various data displays. They describe bivariate
data where the independent variable is time. Students
describe statistical relationships between two
continuous variables. They evaluate statistical reports.
Skills dimension
Students expand binomial expressions
and factorise monic quadratic expressions. They find
unknown values after substitution into formulas. They
perform the four operations with simple algebraic
fractions. Students solve simple quadratic equations The Skills dimension relates to
and pairs of simultaneous equations. They use the specific techniques,
triangle and angle properties to prove congruence and strategies and processes in a
similarity. Students use trigonometry to calculate learning area.
unknown angles in right-angled triangles. Students list
outcomes for multi-step chance experiments and
assign probabilities for these experiments. They
calculate quartiles and inter-quartile ranges.

2.2.1 Year 10 standard elaborations
The Year 10 standard elaborations provide a basis for judging how well students have
demonstrated what they know, understand and can do using the Australian Curriculum
achievement standard. It is a resource to assist teachers to make consistent and
comparable evidence-based A to E judgments. The standard elaborations should be used
in conjunction with the Australian Curriculum achievement standard and content
descriptions for the relevant year level. In Year 10 Mathematics, this could include Year
10A content descriptions.
Teachers can use the standard elaborations to:
• match the evidence of learning in a folio or collection of student work gathered over the
reporting period to determine how well a student has achieved against the achievement
standard on a five-point scale (See section 4)
• inform the development of an assessment program and individual assessments
(See section 3.3)
• inform the development of task-specific standards (See sections 3.4 and 3.5)
The structure of the Mathematics standard elaborations
Amendment: April 2015

Standards elaborations have been updated and are available from the QCAA website in
both Word and PDF formats: www.qcaa.qld.edu.au/27953.html.

2.3 Planning in the Mathematics learning area
Schools plan their curriculum and assessment using the Australian Curriculum content
descriptions and achievement standards.
Curriculum and assessment planning within schools occurs at three levels:
• Whole school plan
www.qsa.qld.edu.au/downloads/p_10/ac_plan_implementing.pdf
• Year level plan / Multiple year level plan
www.qsa.qld.edu.au/downloads/p_10/ac_p10_year_level_planning.pdf
www.qsa.qld.edu.au/downloads/p_10/ac_p10_multi_year_level_plan.pdf
• Unit overview / Unit overview planning for multiple year levels
www.qsa.qld.edu.au/downloads/p_10/ac_p10_unit_overview_planning.pdf
www.qsa.qld.edu.au/downloads/p_10/ac_p10_multi_unit_overview_plan.pdf
For planning templates and Year 10 Mathematics exemplar year and unit plans, see:
www.qsa.qld.edu.au/yr10-maths-resources.html
2.3.1 Time allocation

Indicative time allocations support schools in planning teaching and learning experiences
using the Australian Curriculum: Mathematics. Schools may decide to timetable more hours
for a learning area.
The indicative time allocations are presented as two sets of minimum hours per year that
provide reasonable flexibility. In Year 10, the minimum number of hours for teaching,
learning and assessment per year for the Australian Curriculum: Mathematics is:
• at least 105 hours per year where there are 35 teaching weeks available in the year
• at least 114 hours per year where there are 38 teaching weeks available in the year.
See www.qsa.qld.edu.au/downloads/early_middle/ac_time_alloc_entitlement_advice.pdf
2.3.2 Principles for effective planning

The principles that underpin effective curriculum and assessment planning include:
• High expectations for all students — High student expectations are built on
differentiation of teaching and learning for all students in single and multiple year-level
contexts.
• Alignment of teaching and learning, and assessment and reporting — Curriculum and
assessment planning is thoughtful and ensures that all parts are connected. Plans are
reviewed regularly to inform future planning, teaching, learning and assessment.
• Standards- and school-based assessment for learning — Teachers use standards to
build a shared understanding of the qualities found in student work, and to communicate
student achievement to students, parents/carers and the system.
• Balance of informed prescription and teacher professional judgment — Teachers
exercise their professional judgment and make decisions about teaching and learning in
their school within the context of the Australian Curriculum and system and sector
priorities.

2.3.3 Elements of effective planning for alignment
Curriculum and assessment planning is guided by five interdependent elements of
professional practice. These five elements can be used in any sequence but all should be
considered:
• Identify curriculum
• Develop assessment
• Sequence teaching and learning
• Make judgments
• Use feedback
Figure 4: The five elements for effective curriculum and assessment planning
Use feedback Identify curriculum (section 2.3.4)

(sections 3.6 and 4) The Australian Curriculum content and achievement
Students receive regular feedback through monitoring, which standards are the basis for planning teaching, learning and
provides ongoing feedback as part of the teaching and learning assessment.
process. Formal feedback is provided to students and their
parents/carers at the time of reporting. Teachers use feedback
to inform their planning for teaching and learning.
Develop
assessment
(section 3)
Assessment is an
integral part of teaching
and learning. The
assessment provides the
evidence of student
learning on which
judgments can be made
Make judgments against the achievement
(sections 2.2, 3.5 and standard.
4.2)
Judgment about evidence of
student learning is made
against the Australian
Curriculum content and
achievement standard. The
standard elaborations assist Sequence teaching and learning
teachers in making judgments (section 2.3.6)
A to E and in identifying the The selection and sequence of learning experiences
task-specific standards. and teaching strategies support student learning of
the curriculum content and work towards providing
evidence of achievement through assessment.

Planning that considers these five elements strengthens alignment and ensures that:
• what is taught informs how it is taught, how students are assessed and how the learning
is reported
• what is assessed relates directly to what students have had an opportunity to learn
• specific feedback, based on what has been learnt and assessed, provides a basis for
decisions about continuous improvement in teaching and learning
• what is reported to students, parents/carers and other teachers aligns with what has
been learnt.
2.3.4 Identifying curriculum

Year 10 Mathematics teaching and learning programs are developed from the:
• Year 10/10A Australian Curriculum: Mathematics content descriptions to:
determine the scope of learning and ensure all required learning is included
identify relevant general capabilities
determine appropriate contexts for teaching and learning, including the
cross-curriculum priorities
• Year 10 Australian Curriculum: Mathematics achievement standard to identify the
expected and valued qualities of student work.
When planning a teaching and learning program, consider:
• What am I required to teach?
• What should students have the opportunity to learn?
• What are the expected and valued qualities of student work?
2.3.5 Developing assessment

Assessment provides the evidence of learning. An assessment program is planned at the
same time as the teaching and learning program and is developed using the content
descriptions and achievement standard.
When developing assessment, consider:
• What evidence of student learning do I need to collect?
• How and when will I collect the evidence of student learning?
See section 3 for advice about developing an assessment program.

2.3.6 Sequencing teaching and learning
Learning experiences and teaching strategies are selected and sequenced to support
active engagement in learning and to provide opportunities for students to engage with all
aspects of the curriculum content to develop their understanding and skills.
When sequencing teaching and learning, consider:
• How will I sequence teaching strategies and learning experiences to cover the
curriculum content, ensure depth of learning and support student success in the
assessment?
• How do I include opportunities for all my students to learn?
Build on concepts, skills and processes; challenge and engage students
The content descriptions are organised in strands and sub-strands in order to ensure that
learning is appropriately ordered and that unnecessary repetition is avoided. However, a
concept or skill introduced at one year level may be revisited, strengthened and extended
at later year levels as needed. This organisation illustrates the clarity and sequence of
development of concepts through and across the year levels and supports the ability to see
the connections across strands and the sequential development of concepts from Prep to
Year 10.
In Mathematics, challenging problems can be posed using basic age-appropriate content.
Acceleration by using content beyond students’ year level may not be the best way to
extend proficient mathematicians. Choosing engaging experiences as contexts for a variety
of tasks assists in making Mathematics inclusive, and these tasks can be effectively
differentiated both for students experiencing difficulty and those who complete tasks easily.
The proficiency strands apply expectations of the range and nature of how mathematical
content is enacted, and can help focus teaching.
Proficiency strands
The proficiency strands describe the actions in which students can engage when learning
and using the content. While not all proficiency strands apply to every content description,
they indicate the breadth of mathematical actions that teachers can emphasise.
Understanding
Students build a robust knowledge of adaptable and transferable mathematical concepts.
They make connections between related concepts and progressively apply the familiar to
develop new ideas. They develop an understanding of the relationship between the ‘why’
and the ‘how’ of mathematics. Students build understanding when they connect related
ideas, when they represent concepts in different ways, when they identify commonalities
and differences between aspects of content, when they describe their thinking
mathematically and when they interpret mathematical information.
Fluency
Students develop skills in choosing appropriate procedures, carrying out procedures
flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and
concepts readily. Students are fluent when they calculate answers efficiently, when they
recognise robust ways of answering questions, when they choose appropriate methods and
approximations, when they recall definitions and regularly use facts, and when they can
manipulate expressions and equations to find solutions.

Problem Solving
Students develop the ability to make choices, interpret, formulate, model and investigate
problem situations, and communicate solutions effectively. Students formulate and solve
problems when they use mathematics to represent unfamiliar or meaningful situations,
when they design investigations and plan their approaches, when they apply their existing
strategies to seek solutions, and when they verify that their answers are reasonable.
Reasoning
Students develop an increasingly sophisticated capacity for logical thought and actions,
such as analysing, proving, evaluating, explaining, inferring, justifying and generalising.
Students are reasoning mathematically when they explain their thinking, when they deduce
and justify strategies used and conclusions reached, when they adapt the known to the
unknown, when they transfer learning from one context to another, when they prove that
something is true or false and when they compare and contrast related ideas and explain
their choices.
The relationship between the content and proficiency strands
The content strands describe the ‘what’ that is to be taught and learnt while the proficiency
strands describe the ‘how’ of the way content is explored or developed i.e. the thinking and
doing of mathematics. Each of the ‘content descriptions’ in the mathematics includes terms
related to understanding, fluency, problem solving or reasoning. In this way, proficiency
strands describe how students interact with the content i.e. they describe how the
mathematical content strands are enacted via mathematical behaviours. They provide the
language to build in the developmental aspects of the learning of mathematics.
Include the general capabilities
The general capabilities are relevant to teaching and learning in Mathematics, and explicit
teaching of the capabilities should be incorporated in teaching and learning activities where
appropriate. Section 2.1.2 outlines how the general capabilities are an integral part of a
Mathematics program.
Embed meaningful contexts
Schools develop learning contexts to suit the content to be taught and their students’
interests and learning needs. It is important to actively engage students in learning that is
relevant and of interest to them. The focus or context for learning should connect with
issues of personal or social relevance to students. The cross-curriculum priorities provide
rich and engaging contexts and should be incorporated where appropriate. (See section
2.1.3 for information about the priorities).
Year 10 should include opportunities to:
• apply the four operations to algebraic fractions, find unknowns in formulas after
substitution, make the connection between equations of relations and their graphs,
compare simple and compound interest in financial contexts and determine
probabilities of two and three step experiments
• factorise and expand algebraic expressions, use a range of strategies to solve
equations and use calculations to investigate the shape of data sets
• calculate the surface area and volume of a diverse range of prisms to solve practical
problems, find unknown lengths and angles using applications of trigonometry, use
algebraic and graphical techniques to find solutions to simultaneous equations and
inequalities, and investigate independence of events
• formulate geometric proofs involving congruence and similarity, interpret and evaluate
media statements and interpret and compare data sets.

2.3.7 Educational equity
Equity means fair treatment of all. In developing teaching, learning and assessment
programs, teachers provide opportunities for all students to demonstrate what they know
and what they can do.
See the QSA Equity statement:
www.qsa.qld.edu.au/downloads/approach/qsa_equity_statement.pdf
Catering for diversity
Schools and school sectors determine which students require special provisions, applying
principles of participation and equity. Consideration should be given to:
• adjustments and supports for students who have been identified as having specific
educational requirements to make participation possible in all or part of the teaching and
learning experiences and assessments
• interpreter or educational devices (e.g. pictures, electronic whiteboards, interactive
devices) to assist students for whom English is not their first language and who are
assessed as not achieving a reading level appropriate to complete the assessment.
In exceptional circumstances, the school, in consultation with staff and parents/carers, may
make decisions about the level of student engagement with a particular assessment,
according to school sector policy.
Inclusive strategies
Adjustments to teaching, learning and assessment can be grouped into five broad areas:
timing, scheduling, setting, presentation and response.
Teachers consider the inclusive strategies to make adjustments to teaching and learning
experiences and assessments to enable all students to demonstrate their knowledge, skills
or competencies.
The inclusive strategies should be considered in combination when planning, developing
and documenting the adjustment of learning experiences and assessment. For example,
when planning an assessment, the teacher may need to consider adjusting the timing,
setting, presentation and response to ensure the student is given the opportunities to
demonstrate their learning.
Evaluating the use and effectiveness of any adjustment is necessary to ensure meaningful
student participation and achievement.
Further information and resources about inclusive strategies, see:
www.qsa.qld.edu.au/18307.html
English as an Additional Language or Dialect
Further information and resources about English as an Additional Language or Dialect, see:
• Overview and EAL/D Learning Progression
www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_
Teacher_Resource_05_06_12.pdf
• Annotated content descriptions: English Foundation to Year 10
www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_English_Revis
ed_06_05_12.pdf

3. Assessment
Assessment is an integral part of teaching and learning. It is the purposeful collection of
evidence about students’ achievements. An awareness of what learning is assessed and
how it is assessed helps both students and parents/carers develop an understanding of
what is valued and where to focus attention.
Assessment is used for a variety of purposes, but its most important use is in supporting
student learning.
Sufficient and suitable evidence is collected to enable fair judgments to be made about
student learning. Once the evidence is collected and analysed, it is summarised and
presented in ways that are meaningful and useful to:
• help students achieve the highest standards they can
• promote, assist and improve teaching and learning
• build a shared understanding of the qualities of student work and communicate
meaningful information about students’ progress and achievements to students,
teachers, parents/carers and the system.
See Appendix 2: Principles of assessment.
.
3.1 Standards-based assessment

The Australian Curriculum is standards-based (see section 2.2).
Teacher judgment is guided by achievement standards that are fixed reference points used
to describe what is valued as important for young people to know, understand and do. The
standards describe the expected qualities of student work and give a common frame of
reference and a shared language to describe student achievement.
Standards-based assessment is an integral part of the teaching and learning process that
is planned and ongoing.
3.2 School-based assessment

School-based assessment involves individual teachers or groups of teachers making
informed decisions about what evidence of learning will be collected at suitable intervals as
part of the teaching and learning program.
School-based assessment puts teachers’ professional knowledge and practice at the
centre of aligning what is taught, how it is taught, how student learning is assessed and
how learning is reported.

3.3 Developing an assessment program
An assessment program is planned at the same time as the teaching and learning program
and is developed using the achievement standard and the content descriptions.
A planned assessment program will:
• guide and support targeted teaching and learning
• ensure students have opportunities to demonstrate the depth and breadth of their
learning in all aspects of the achievement standard
• provide regular feedback to students about how they can improve their learning
• clarify future teaching and learning needs
• ensure teachers have sufficient evidence of learning to make defensible on-balance
judgments about the quality of students’ work against the standard.
Table 4: Types and purposes of assessment that may be included in an assessment
program
Diagnostic assessment Assessment for learning

Provides opportunities to use assessment Enables teachers to use information about
to determine the nature of students’ student progress to inform their teaching,
learning as a basis for providing feedback e.g. using feedback from a previous unit to
or intervention, e.g. literacy and numeracy inform learning in the current unit
indicators
Formative assessment Assessment as learning

Focuses on monitoring to improve student Enables students to reflect on and monitor
learning, e.g. practising an assessment their own progress to inform their future
technique learning goals, e.g. opportunities to reflect
on an inquiry process
Summative assessment Assessment of learning
Indicates standards achieved at particular Assists teachers to use evidence of student
points for reporting purposes, e.g. an learning to assess student achievement
assessment that contributes to a reported against standards, e.g. the assessments
result contained in the targeted folio for reporting
The assessment program includes:

• a range and balance of assessment categories, techniques and conditions appropriate
for the learning area, the year level, the school context and the student cohort
• opportunities for students to become familiar with the assessment techniques and for
teachers to monitor student achievement and provide feedback to students.
For fact sheets about assessment for learning, see:
• Assessment for learning — A new perspective
www.qsa.qld.edu.au/downloads/p_10/as_afl_new_perspective.doc
• Assessment for learning — Improving assessment pedagogy
www.qsa.qld.edu.au/downloads/p_10/as_afl_improv_pedagogy.doc
• Assessment for learning — School improvement
www.qsa.qld.edu.au/downloads/p_10/as_afl_school_improve.doc
• Assessment for learning — Student achievement
www.qsa.qld.edu.au/downloads/p_10/as_afl_student_achieve.doc

• Assessment for learning — Inclusive practice
www.qsa.qld.edu.au/downloads/p_10/as_afl_inclusive_practice.doc
• Assessment for learning — Developing student understanding
www.qsa.qld.edu.au/downloads/p_10/as_afl_dev_stud_understand.doc
3.4 Year 10 Mathematics assessment folio

The planned assessment program specifies the evidence of learning that is summative
assessment or assessment of learning and when it will be collected. This collection of
student responses to assessments makes up a targeted assessment folio.
The targeted assessment folio contains sufficient evidence of learning on which to make a
defensible on-balance judgment A to E (or equivalent five-point scale) about how well the
evidence of student learning matches the standard for the reporting period. (See
section 4.2 for advice and information about making an on-balance judgment on a folio of
work).
A Year 10 Mathematics assessment folio includes student responses that demonstrate
achievement in a range and balance of assessments designed to assess the identified
knowledge, understandings and skills in the content and achievement standard.
Table 5: Range and balance
Range and Balance
Range is informed by: Balance is achieved by including:
• content descriptions • all aspects of the curriculum content
across the three strands — Number
and Algebra, Measurement and
Geometry, and Statistics and
Probability
• assessment categories: • all aspects of the Australian
written Curriculum achievement standard:
spoken/signed Understanding and Skills
multimodal
• assessment techniques • a variety of assessment categories,
(section 3.4.1): techniques and conditions.
modelling and problem-solving
task
mathematical investigation
supervised assessment
collection of work
• assessment conditions
(section 3.4.2):
supervised
open.
An example of an assessment program for Year 10 Mathematics is in the Year 10 exemplar

year plan: www.qsa.qld.edu.au/downloads/p_10/ac_maths_yr10_plan.doc.
The Year 10 standard elaborations (section 2.2.1) identify the valued features in the
content descriptions and the achievement standard for Australian Curriculum: Mathematics.
Teachers can use the standard elaborations to ensure their assessment program includes
opportunities for students to demonstrate their achievement in all aspects of the curriculum
content and achievement standard for the full A to E range by the end of the year.

3.4.1 Assessment techniques, formats and categories
The following table provides information and examples about assessment techniques, formats and categories for developing a range and
balance within an assessment program.
Table 6: Assessment techniques, formats and categories
Technique: Technique: Technique: Technique:

Modelling and problem-solving Mathematical investigation Supervised assessment Collection of work
task
Purpose
This technique is used to assess students’ This technique is used to assess students’ This technique is used to assess student This technique is used to assess student
abilities to respond to a specific task or abilities to respond to an authentic responses that are produced responses to a series of focused tasks
issue that highlights a real-life application challenge or a researchable context or independently, under supervision and in a relating to a single cohesive context.
of Mathematics. situation. set time frame. A supervised assessment
ensures there is no question about student
authorship.
Description
A modelling and problem-solving task may A mathematical investigation should be Supervised assessment items will be in Examples of presentation formats for a
require a response that involves conducted over an extended time frame. response to questions or statements. collection of work include:
mathematical language, appropriate Challenges, contexts or situations could Questions or statements are typically • worked solutions to mathematical
calculations, tables of data, graphs and include: unseen. If seen, teachers must ensure the problems
diagrams. • mathematical experiments purpose of this technique is not • labelled diagrams
When completing the modelling and • field activities compromised.
• written explanations
problem-solving task, students may: • case studies Stimulus materials may also be used.
• graphs and tables
• analyse information and data • feasibility studies
They may be seen or unseen.
• journal entries
• process information • proposals to a company or
Unseen questions, statements or stimulus
materials should not be copied from • reports on short practical activities
• interpret and synthesise data organisation.
information or texts that students have • mathematical analyses of real-world
• explain relationships to develop and scenarios
previously been exposed to or have
support mathematical arguments
directly used in class. • summaries and analyses of
• reflect on and evaluate data, mathematics and statistics in
propositions, results and conclusions newspaper or magazine articles
• communicate ideas. • oral, electronic or multimodal
presentations.

Format
The presentation format of a modelling The presentation format of a mathematical Examples of supervised assessment The presentation format of a collection of
and problem-solving task will typically be investigation will typically be written and presentation formats include: work will typically be written and should be
written and should be supported by the should be supported by the appropriate • questions supported by the appropriate use of
appropriate use of data, calculations, use of data, calculations, diagrams, – Items may also include multiple- calculations, diagrams, flowcharts, data,
diagrams, flowcharts, tables and graphics. flowcharts, tables and graphics. Examples choice, single-word, true/false or tables and graphics.
Examples of modelling and problem- of mathematical investigation presentation sentence answers. These types of
solving task presentation formats include: formats include: questions are useful for assessing
• oral, electronic or multimodal • reports content knowledge and are difficult
presentations • brochures to construct if trying to elicit
• computer-generated simulations • journals meaningful high-order cognitive
• virtual models using computer software • graphic organisers responses.
• construction of 2-D or 3-D models. • oral, electronic or multimodal • prose
presentations Items may include responses to
• computer-generated simulations stimulus activities that require
• virtual models using computer software  explanations longer than one
sentence
• construction of 2-D or 3-D models
 responses to seen or unseen
• blogs and wikis
stimulus materials
• podcasts and short videos
• practical exercises and calculations
• peer and self-reflections.
Items may require students to
 construct, use, interpret or
analyse primary or secondary
data, graphs, tables or
diagrams
 apply algorithms or
demonstrate mathematical
calculations and problem-
solving.
Categories
Responses can be written, spoken/signed or multimodal (integrate visual, print and/or audio features).

3.4.2 Assessment conditions
The following table provides information and examples about assessment conditions
including suggested lengths for developing a range and balance within an assessment
program.
Table 7: Assessment conditions
Open conditions Supervised conditions
A modelling and problem-solving task or Supervised assessment items will typically:

mathematical investigation can be: • be undertaken individually
• undertaken individually and/or in groups • be held under test/exam conditions
• prepared in class time and/or in • allow perusal time, if required
students’ own time. • allow time to check for student
Ensuring authenticity understanding of instructions
• use stimulus materials that are succinct
When using open conditions, teachers
enough to allow students to engage with
should ensure that students’ work is their
them in the time provided. (If stimulus
own, particularly where students have materials are lengthy, they may need to
access to electronic resources or when they be given to students prior to the
are preparing collaborative assessments. administration of the supervised
Methods teachers can use to monitor that assessment)
students’ work is their own include • be completed in one uninterrupted
requesting that students: supervised session or a number of
• submit plans and drafts of their work supervised sessions.
• produce and maintain documentation Suggested lengths:
that charts the development of
• 45–90 mins
responses
• up to 400 words*
• acknowledge resources used.
Suggested lengths:
• written responses 200–800 words*
• spoken/signed or multimodal responses
3–5 minutes*
*The length of student responses should be considered in the context of the assessment.
Longer responses do not necessarily provide better quality evidence of achievement.

3.4.3 Developing assessments
When developing assessment, teachers construct assessments that show the alignment
between what has been taught (curriculum), how it is taught (pedagogy), how students are
assessed and how the learning is reported. Figure 5 below shows the process of alignment.
Figure 5: Aligning assessment

“Working the assessment” to confirm the alignment
The following checklist assists and supports schools with reviewing and evaluating their
assessments.
Figure 6: Assessment evaluation checklist
Check the Table heading

assessment for:
Face validity • Identify the specific content descriptions and aspects of the
The extent to which an achievement standard being assessed to determine what is
assessment appears to being assessed.
assess (on face value) • Consider whether student responses to the assessment will
what it intends to provide evidence of learning for the intended curriculum.
assess.
Content validity • Review the assessment to determine what is valued in the

assessment.
The extent to which the
assessment measures • Check that it is clear what students are expected to know
what it claims to and be able to do to complete this assessment.
measure (either the • Ensure students will be able to demonstrate the full range of
subject-matter content standards A to E in their responses to the assessment. For
or behaviour). example, does the assessment require sufficient depth and
breadth of the targeted knowledge, understanding and skills;
does it encourage students to demonstrate a range of
thinking skills?
• Use the standard elaborations to confirm that the
assessment provides opportunities for students to
demonstrate their achievement in particular targeted
aspects of the curriculum content and achievement
standard.
Authenticity • Use an appropriate and meaningful context to engage

The extent to which students.
students will find the • Ensure the assessment is pitched appropriately for the year
assessment engaging. level.
Language and layout • Identify specific terms students are required to know and
The extent to which the consider whether students are likely to understand the terms
assessment clearly or not.
communicates to • Check the level of language required to interpret the
students what is assessment and consider how well students will be able to
needed for producing understand what the assessment requires them to do.
their best performance. • Consider the clarity of the instructions, cues, format,
diagrams, illustrations and graphics and how well they assist
students to understand what they are required to do.
Equity • Check for any cultural, gender or social references and

The extent to which the stereotypes.
assessment provides • List aspects of the task that might need adjusting for verified
opportunities for all students. (See section 2.3.7.) Note that adjustments to the
students to task should not impact on judgments made about student
demonstrate what they achievement.
know and can do.

Note: When students undertake assessment in a group or team, the assessment must be
designed so that teachers can validly assess the work of individual students and not apply
a judgment of the group processes and outcome to all individuals.
See the following:
• Designing good assessment (video)
www.qsa.qld.edu.au/19788.html
• Assessment instrument — multiple-choice responses
www.qsa.qld.edu.au/downloads/p_10/as_ai_multiple_choice.doc
• Scaffolding — supporting student performance
www.qsa.qld.edu.au/downloads/p_10/as_scaffolding.doc
• Thinking like an assessor vs activity designer
www.qsa.qld.edu.au/downloads/p_10/as_assessor_vs_designer.doc
• Sample assessments:
www.qsa.qld.edu.au/yr10-maths-resources.html
3.5 Making judgments

When making judgments about the evidence in student work, teachers are advised to use
task-specific standards. Task-specific standards give teachers:
• a tool for directly matching the evidence of learning in the student response to the
standards
• a focal point for discussing student responses
• a tool to help provide feedback to students.
Task-specific standards are not a checklist; rather they are a guide that:
• highlights the valued features that are being targeted in the assessment and the
qualities that will inform the overall judgment
• specifies particular targeted aspects of the curriculum content and achievement
standard — the alignment between the valued feature, the task-specific descriptor and
the assessment must be obvious and strong
• clarifies the curriculum expectations for learning at each of the five grades (A–E) and
shows the connections between what students are expected to know and do, and how
their responses will be judged
• allows teachers to make consistent and comparable on-balance judgments about
student work by matching the qualities of student responses with the descriptors
• supports evidence-based discussions to help students gain a better understanding of
how they can critique their own responses and achievements and identify the qualities
needed to improve
• increases the likelihood of students communicating confidently about their achievement
with teachers and parents/carers and asking relevant questions about their own
progress
• encourages and provides the basis for conversations among teachers, students and
parents/carers about the quality of student work and curriculum expectations and related
standards.
The standard elaborations (section 2.2.1) are a resource that can be used to inform the
development of task-specific standards.

Task-specific standards can be prepared as a matrix or continua.
See templates with features shown for:
• Continua
www.qsa.qld.edu.au/downloads/p_10/ac_maths_tss_continua.dot
• Matrix
www.qsa.qld.edu.au/downloads/p_10/ac_maths_tss_matrix.dot
3.6 Using feedback

Feedback is defined as the process of seeking and interpreting evidence for use by
students and their teachers to decide where the students are in their learning, where they
need to go and how best to get there.
Feedback gathered throughout the teaching and learning cycle informs future teaching
learning and assessment. Its purpose is to recognise, encourage and improve student
learning.
Assessment feedback is most helpful if the specific elements of the content (knowledge,
understanding and skills) are identified and specific suggestions are provided. The
standard elaborations provide a resource for developing specific feedback to students
about the valued features in the content and achievement standards.
Assessment alone will not contribute to improved learning. It is what teachers and students
do with assessment and other available information that makes a difference.
See:
• Seeking and providing feedback
www.qsa.qld.edu.au/downloads/p_10/as_feedback_about.doc
• About feedback
www.qsa.qld.edu.au/downloads/p_10/as_feedback_provide.doc

4. Reporting
Schools are required to provide parents/carers with plain-language reports twice a year. In
most schools, this takes place at the end of each semester. The report must:
• be readily understandable and give an accurate and objective assessment of the
student’s progress and achievement
• include a judgment of the student’s achievement reported as A, B, C, D or E
(or equivalent five-point scale), clearly defined against the Australian Curriculum
achievement standards.
4.1 Reporting standards

The reporting standards are summary statements that succinctly describe typical
performance at each of the five levels (A–E) for the two dimensions of the Australian
Curriculum achievement standards — understanding (including knowledge) and application
of skills for the purpose of reporting twice-yearly.
Table 8: Reporting standards
A B C D E
Evidence in a Evidence in a Evidence in a Evidence in a Evidence in a

student’s work student’s work student’s work student’s work student’s work
typically typically typically typically typically
demonstrates a demonstrates a demonstrates a demonstrates a demonstrates a
very high level high level of sound level of limited level of very limited
of knowledge knowledge and knowledge and knowledge and level of
and understanding of understanding of understanding of knowledge and
understanding of the content the content the content understanding of
the content (facts, concepts, (facts, concepts, (facts, concepts the content
(facts, concepts, and procedures), and procedures), and procedures), (facts, concepts
and procedures), and application and application and application and procedures),
and application of skills. of skills. of skills. and application
of skills. of skills.
The key purpose of reporting student achievement and progress is to improve student
learning. The following principles underpin reporting school-based, standards-based
assessment:
• Alignment of teaching, learning, assessment and reporting: what is taught (curriculum)
must inform how it is taught (pedagogy), how students are assessed (assessment) and
how the learning is reported. (See section 2)
• A collection of evidence or folio of student work: summative judgments for reporting
purposes are based on a planned and targeted selection of evidence of student learning
collected over the reporting period. (See section 3)
• On-balance judgments: professional decisions made by teachers about the overall
quality of a student’s work in a range of assessments that best matches the valued
features of a learning area described in the achievement standards at the time of
reporting.

• Moderation: Making consistent judgments about students’ achievements within and
between schools occurs when teachers develop shared understandings of the
curriculum content and achievement standards. Moderation provides students and their
parents/carers with confidence that the awarded grades are an accurate judgment of
achievement and that the report is meaningful, professional and consistent.
Student achievement is reported against the Australian Curriculum achievement standard
for the year level they are taught.
Teachers make reasonable adjustments during the cycle of teaching, learning and
assessment to support the learning of students with disabilities, for example adjustments to
presentation, response, timing, scheduling and location. In most instances, the required
curriculum content, achievement and reporting standards will be used for these students.
(See section 2.3.7 for inclusivity materials.)
School sectors and schools make decisions following negotiation with parents/carers about
the provision of modified or accelerated learning and assessment programs to meet the
learning needs of some students. Reporting achievement for these students should clearly
indicate the year level of the curriculum content and the achievement standards against
which judgments about student achievement have been made.
Achievement in a learning area is only one source of information on student achievement
and progress. Schools may report on other important aspects of student engagement at
school separate from achievement in a learning area such as:
• student participation and skills in school-based extracurricular activities
• student attributes such as effort, punctuality, and social and behavioural skills
• student attendance
• other school or system priorities.

4.2 Making an on-balance judgment on a folio
By the end of the year, a planned and targeted assessment program will result in an
assessment folio of evidence of students’ learning (summative assessment) on which the
overall standard is awarded.
The range and balance of assessment in the folio ensures there is sufficient evidence of
achievement in both dimensions of the Australian Curriculum achievement standard —
Understanding and Skills — to make an on-balance judgment for reporting.
An on-balance judgment involves a teacher, or a group of teachers, making a professional
decision about how the pattern of evidence in the folio best matches the standards.
Figure 7: On-balance judgments
A folio of evidence of students’ learning (summative

assessment) on which the achievement standard is
awarded.
Consider all the evidence of achievement in the folio with

reference to the expected standard described in the
Standard elaborations assist in making an on-balance judgment by describing the characteristics of
Australian Curriculum achievement standard.
Is the pattern of evidence at the expected standard? When looking at the

pattern of evidence of
achievement, consider:
• How well does the
evidence of student
learning demonstrate
The pattern of evidence is understanding and
The pattern of evidence is
below the expected skills?
at the expected standard.
standard.
• What is the pattern of
achievement in the
valued features:
Understanding
and Fluency
Are the characteristics
Are the characteristics Problem Solving
in the evidence of learning
in the evidence of learning and Reasoning?
best described as C or B
or A?
best described as D or E? • How well does recent
evidence of student
learning in
understanding and
student work in a folio, A to E.
Is there an “easy-fit” or match to one of the A–E standards skills demonstrate

for all the valued features? In this case, the on-balance student progress?
judgment will be obvious.
If there is uneven performance across the valued features,

weigh up the contribution of each valued feature across
the range and balance of the assessments and decide
whether the pattern of evidence of learning is more like an
A or B or C etc.

An on-balance judgment does not involve averaging grades across different assessments
or “ticking” every box. Rather it is a professional judgment that considers all the evidence of
achievement in the folio.
The standard elaborations assist in making the on-balance decision. The elaborations
describes how well on a five-point scale students have demonstrated what they know,
understand and can do using the Australian Curriculum achievement standard. The
standard elaborations assist teachers to make consistent and comparable evidence-based
A to E judgments about the patterns of evidence in a folio of work. They provide
transparency about how decisions about grades are made, and for conversations among
teachers, students and parents/carers about the qualities in student work matched to the
valued features in the curriculum expectations and the standards.
4.2.1 Making an on-balance judgment for mid-year reporting

For mid-year reporting, the on-balance judgment is based on the pattern of evidence of
student achievement and progress at the time of reporting and in relation to what has been
taught and assessed during the reporting period.
The application of the Australian Curriculum achievement standard during the year requires
a judgment based on matching qualities in student work rather than checking coverage.
The standard elaborations assist in making an on-balance judgment for mid-year reporting.
The process for assessing and making judgments about student achievement may be
assisted by progressively recording student achievement for each assessment on a student
profile or similar.

4.2.2 Applying the Australian Curriculum achievement
standards
Figure 8: The relationship between the Australian Curriculum achievement standard,
standards elaborations and the reporting standards.

4.3 Moderation
The achievement standards guide teacher judgment about how well students have
achieved. The most effective way to build consistent and comparable on-balance teacher
judgment is through planned activities when teachers — in a partnership or team situation
— engage in focused professional dialogue to discuss and analyse the quality of student
work, compare their judgments about student achievement and determine the match
between the evidence in student work and standards. This process is known as
moderation.
Professional dialogue increases teachers’ awareness about the variety of ways in which
students may respond to the assessment and the types of evidence that may be available
to support teacher judgments. In this way, teachers gain valuable insights about how the
standards can be demonstrated in student work. They build a shared understanding about
the match of evidence to standards, enhancing classroom practice and supporting the
alignment of curriculum and assessment.
Moderation provides students and their parents/carers with confidence that the standards
awarded are defensible judgments of achievement and that the report is meaningful,
professional and consistent.
See the following fact sheets for more information:
• Consistency of judgments — Calibration model
www.qsa.qld.edu.au/downloads/p_10/as_coj_calibration.doc
• Consistency of judgments — Conferencing model
www.qsa.qld.edu.au/downloads/p_10/as_coj_conferencing.doc
• Consistency of judgments — Expert model
www.qsa.qld.edu.au/downloads/p_10/as_coj_expert.doc
See also the suggested approaches to moderation in the Year level plan:
www.qsa.qld.edu.au/downloads/p_10/ac_maths_yr10_plan.doc

Appendix 1: Glossary
Curriculum
For definitions of terms used by ACARA in the development of the Australian Curriculum:
Mathematics, see: www.australiancurriculum.edu.au/Mathematics/Glossary.
Term Description
Curriculum The Australian Curriculum sets out what all young people
should be taught through the specification of curriculum
content and achievement standards.
Curriculum content has three components: disciplinary
learning, general capabilities and cross-curriculum priorities.
Content strand The three strands in Mathematics are: Number and Algebra,
Measurement and Geometry, and Statistics and Probability.
They describe what is to be taught and learnt.
Proficiency strand The four proficiency strands are: Understanding, Fluency,

Problem Solving, and Reasoning. They describe how content
is explored or developed, that is, the thinking and doing of
Mathematics.
Sub-strand Each strand is organised by sub-strands to illustrate the

clarity and sequence of development of concepts through
and across the year levels. They support the ability to see
the connections across strands and the sequential
development of concepts from Foundation to Year 10.
Content elaboration An example provided to illustrate and exemplify content.

Elaborations are not a requirement for the teaching of the
Australian Curriculum.
Assessment
Term Description
Assessment The purposeful and systematic collection of evidence about

students’ achievements.
Assessment task A tool or instrument to gather evidence of students'

achievement.

Mathematics standards elaborations
The standards elaborations for Mathematics have been developed from the proficiency
strands Understanding, Fluency, Problem Solving and Reasoning.
Proficiency Description
Understanding Students build a robust knowledge of adaptable and
transferable mathematical concepts. They make connections
between related concepts and progressively apply the
familiar to develop new ideas. They develop an
understanding of the relationship between the ‘why’ and the
‘how’ of mathematics. Students build understanding when
they connect related ideas, when they represent concepts in
different ways, when they identify commonalities and
differences between aspects of content, when they describe
their thinking mathematically and when they interpret
mathematical information.
Fluency Students develop skills in choosing appropriate procedures,
carrying out procedures flexibly, accurately, efficiently and
appropriately, and recalling factual knowledge and concepts
readily. Students are fluent when they calculate answers
efficiently, when they recognise robust ways of answering
questions, when they choose appropriate methods and
approximations, when they recall definitions and regularly use
facts, and when they can manipulate expressions and
equations to find solutions.
Problem solving Students develop the ability to make choices, interpret,
formulate, model and investigate problem situations, and
communicate solutions effectively. Students formulate and
solve problems when they use mathematics to represent
unfamiliar or meaningful situations, when they design
investigations and plan their approaches, when they apply
their existing strategies to seek solutions, and when they
verify that their answers are reasonable.
Reasoning Students develop an increasingly sophisticated capacity for
logical thought and actions, such as analysing, proving,
evaluating, explaining, inferring, justifying and generalising.
Students are reasoning mathematically when they explain
their thinking, when they deduce and justify strategies used
and conclusions reached, when they adapt the known to the
unknown, when they transfer learning from one context to
another, when they prove that something is true or false and
when they compare and contrast related ideas and explain
their choices.

Appendix 2: Principles of assessment
The following principles were developed to inform the policy context of the national
curriculum and provide a basis on which local decisions about specific approaches to
assessment can be built.
1. The main purposes of assessment are to inform teaching, improve learning and report
on the achievement of standards.
2. Assessment is underpinned by principles of equity and excellence. It takes account of
the diverse needs of students and contexts of education, and the goal of promoting
equity and excellence in Australian schooling.
3. Assessment is aligned with curriculum, pedagogy and reporting. Quality assessment
has curricular and instructional validity — what is taught informs what is assessed, and
what is assessed informs what is reported.
4. Assessment aligned with curriculum, pedagogy and reporting includes assessment of
deep knowledge of core concepts within and across the disciplines, problem solving,
collaboration, analysis, synthesis and critical thinking.
5. Assessment involves collecting evidence about expected learning as the basis for
judgments about the achieved quality of that learning. Quality is judged with reference
to published standards and is based on evidence.
6. Assessment evidence should come from a range of assessment activities. The
assessment activity is selected because of its relevance to the knowledge, skills and
understanding to be assessed, and the purpose of the assessment.
7. Information collected through assessment activities is sufficient and suitable to enable
defensible judgments to be made. To show the depth and breadth of the student
learning, evidence of student learning is compiled over time. Standards are reviewed
periodically and adjusted according to evidence to facilitate continuous improvement.
8. Approaches to assessment are consistent with and responsive to local and
jurisdictional policies, priorities and contexts. It is important that schools have the
freedom and support to develop quality assessment practices and programs that suit
their particular circumstances and those of the students they are assessing.
9. Assessment practices and reporting are transparent. It is important that there is
professional and public confidence in the processes used, the information obtained and
the decisions made.

Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au

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Year 10/10A Mathematics

Australian Curriculum in Queensland

March 2013 (amended April 2015)

Year 10/10A Mathematics — Australian Curriculum in Queensland

Queensland Studies Authority

Phone: (07) 3864 0299

This document includes:

Curriculum requirements Advice, guidelines and resources

Rationale Planning teaching and learning

Queensland Studies Authority March 2013 (amended April 2015) | 1

1.3 Mathematics in Queensland K–12

2 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Figure 1: K–12 Mathematics Curriculum

Queensland Studies Authority March 2013 (amended April 2015) | 3

2.1 Australian Curriculum content

Figure 2: Three components of the Australian Curriculum: Mathematics

Cross-curriculum priorities: General capabilities:

4 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority March 2013 (amended April 2015) | 5

Money and financial Using units of Chance

6 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Solve linear equations

Australian Curriculum: Mathematics Year 10A strands, sub-strands and content

Real Numbers Using units of Chance

Queensland Studies Authority March 2013 (amended April 2015) | 7

Describe, interpret and Solve simple trigonometric

Factorise monic and non-

8 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Numeracy continuum Australian Curriculum: Mathematics

Estimating and calculating with whole Number and Algebra

Recognising and using patterns and Number and Algebra

Using fractions, decimals, percentages, ratios Number and Algebra

Using spatial reasoning Measurement and Geometry

Interpreting statistical information Statistics and Probability

Using measurement Measurement and Geometry

Queensland Studies Authority March 2013 (amended April 2015) | 9

10 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Definition In Mathematics Links

Queensland Studies Authority March 2013 (amended April 2015) | 11

12 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Definition In Mathematics Links

Queensland Studies Authority March 2013 (amended April 2015) | 13

14 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Aboriginal and Torres Strait

Queensland Studies Authority March 2013 (amended April 2015) | 15

16 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Amendment: April 2015

Queensland Studies Authority March 2013 (amended April 2015) | 17

2.3.1 Time allocation

2.3.2 Principles for effective planning

18 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Use feedback Identify curriculum (section 2.3.4)

Queensland Studies Authority March 2013 (amended April 2015) | 19

2.3.4 Identifying curriculum

2.3.5 Developing assessment

20 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority March 2013 (amended April 2015) | 21

22 | Year 10 Mathematics Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority March 2013 (amended April 2015) | 23

3.1 Standards-based assessment