WIS is not required to follow a designated national curriculum, as such, our curriculum has been developed to meet the diverse needs of our international learners. The IB PYP Mathematics scope and sequence is reflected through the conceptual understandings as a base for learning. The Early Years 3 through Grade 5 Mathematics curriculum has been articulated and supported further through the adaptation of the Australian Curriculum (ACARA), which is research and evidence-based, rigorous and internationally benchmarked. The Early Years 1 and 2 Mathematics curriculum has been elaborated on, using references, such as First Steps, UK Foundation Stage Framework and various occupational and speech therapist early childhood milestones to articulate the developmental building blocks needed for language acquisition.

The Mathematics strands include: 

  • Number

  • Pattern & Function

  • Measurement

  • Shape & Space

  • Data handling

The benchmarks provide the framework to plan and develop learning engagements in mathematics and across the disciplines of social studies, science, visual arts, performing arts, physical education, mathematics and information technology. 

Thinking is shifting towards mathematical proficiency, but also includes a deeper understanding of the processes of mathematics. Students are no longer learning content as isolated facts but rather as tools to solve a wide range of problems. Mathematical conceptual understanding is just as equally important as procedural skills, both are accessible using mathematical tasks that are developmentally appropriate.

We believe in the unique learning journey of each of our students and we support each child through a developmental approach. 

“The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is  intended that learners become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorised.” 
(PYP Mathematics Scope & Sequence 2009)


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