Cultural Mathematics Syllabus - education.gov.pg€¦ · Cultural Mathematics Elementary Syllabus Papua New Guinea Department of Education. 27 Cultural Mathematics ii ... Community,

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Elementary syllabus

Cultural

Mathematics

Elementary

Syllabus

Papua New GuineaDepartment of Education

27

Cultural Mathematics

ii

Issued free to schools by the Department of Education

Published in 2003 by the Department of Education, Papua NewGuinea

Reprinted with amendments 2005

© Copyright 2003, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced,stored in a retrieval system or transmitted in any form or by anymeans electronic, mechanical, photocopying, recording orotherwise without the prior written permission of the publisher.

ISBN 9980–930–68–3

AcknowledgementsThe Elementary Cultural Mathematics Syllabus was prepared bythe Curriculum Development Division of the Department ofEducation and was coordinated by Barbara Sipou.

The Elementary Cultural Mathematics Advisory Committee as wellas community members, teachers, inspectors, educators andrepresentatives from government and non-governmentorganisations have developed this syllabus through meetings,workshops and trials.

This document was developed with the support of the AustralianGovernment through the Curriculum Reform ImplementationProject.

Elementary syllabus

28

Elementary syllabus

iii


Secretary’s message ..................................................................... iv

Introduction .................................................................................... 1

Rationale ........................................................................................ 2

Curriculum principles ......................................................................3

Aims ............................................................................................... 6

Content overview ........................................................................... 7

Learning outcomes ........................................................................ 9

Learning outcomes and indicators ................................................ 11

Assessment and reporting ............................................................22

References....................................................................................24


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iv

Secretary’s message

The current reforms in education have been in progress since1992. The Education Reform has emphasised community-basedschooling, the use of vernacular languages in schools, theintroduction of Elementary schools, the expansion of Primaryschooling to Grade 8 and increased access to Grades 9 and 10.

This syllabus is to be used by Elementary (Elementary Prep,Elementary 1 and Elementary 2) students in Elementary schoolsthroughout Papua New Guinea. This syllabus develops, links andbuilds upon concepts, skills and attitudes which flow into LowerPrimary (Grades 3, 4 and 5). This syllabus provides a soundfoundation for further learning in the reformed school system.

Students’ language abilities, already gained in their homeenvironments, must be respected, built on and extended.Vernacular languages have a large part to play in our students’formative years and their first language should be used to promotea deeper understanding of difficult concepts when this isappropriate.

This Cultural Mathematics Syllabus is a significant part of theEducation Reform. It presents a coherent view of mathematics atthe Elementary level of schooling. Mathematics at this level ofschooling is based on the everyday mathematics used in thecommunity. While this syllabus is designed for teachers ofElementary students, it will also be useful for developers ofsupport materials, planners and Lower Primary teachers. CulturalMathematics provides a sound foundation for future mathematicalstudies and the mathematical literacy necessary to do otherstudies.

Elementary education is community based. Elementary teachersspeak the language of the local children so that they will be able toteach Cultural Mathematics using this vernacular language. Withthe help of community members and trainers, teachers will be ableto develop a relevant community-based curriculum.

I commend and approve this syllabus as the official curriculum forCultural Mathematics to be used in all Elementary schoolsthroughout Papua New Guinea.

Peter M. BakiSecretary for Education

Elementary syllabus

1


Introduction

This syllabus explains the knowledge, skills, attitudes and valuesthat students should achieve in Elementary Prep, 1 and 2 inCultural Mathematics. These are expressed as learning outcomesand indicators.

The learning outcomes are student-centred and written in termsthat enable them to be demonstrated, assessed or measured. Theoutcomes are written to show the progression from one grade tothe next.

Each learning outcome is illustrated with a list of examples of thekinds of things students should be able to do, know andunderstand if they are achieving an outcome. These are calledindicators.

The learning outcomes and indicators will:

• give teachers individually or in groups, the flexibility to writeprograms and units of work, which should be developed to suitlocal conditions and individual student needs

• help teachers assess and report on students’ achievements inrelation to the learning outcomes

• allow student achievement of the outcomes to be described inconsistent ways

• help teachers monitor students’ learning

• help teachers plan their future teaching programs.

In Cultural Mathematics, a manageable number of outcomes areidentified for each grade in Elementary Prep, 1 and 2. They are:

• organised to show progression from one grade to the next

• organised into strands which contain a family of separateoutcomes that are related to a particular theme: Space,Measurement, Number, Pattern, Chance

• numbered to help track similar outcomes linked to the strandsfrom one grade to the next

• written to include all the essential knowledge, skills andunderstandings a student should achieve in the CulturalMathematics course

• created using an active verb to ensure students activelyparticipate in the learning.

The language of instruction at Elementary is the students’vernacular, which will enable teachers to enhance the students’understanding of mathematical concepts.

Students need to use mathematics in different contexts. Teachersteaching this course must be competent in the language thechildren speak, so that they can explain the mathematical conceptsclearly to their students.

Cultural Mathematics is to be timetabled for 180 minutes per weekin all Elementary schools.

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Elementary syllabus

Rationale

All citizens have the right to participate in the future development ofPapua New Guinea. For this reason, students need to developsound mathematical knowledge, skills and understanding. Themathematics described in this syllabus provides a foundation forthis.

Students at Elementary will be able to link new mathematicalconcepts from the five strands in this syllabus to their existingcultural knowledge. The students will integrate this knowledge sothat they are can confidently use mathematics in their everydaylives. The Elementary Cultural Mathematics course provides manyopportunities for relevant and purposeful learning in anenvironment that is built on the principles of home life.

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Curriculum principles

Our way of lifeThis course is based on three learning principles:

• we learn best when we build new learning on what is alreadyknown

• we learn well when we recognise an immediate use or need forwhat is to be learned

• we use ideas and skills in a coordinated way to solve realproblems.

The syllabus continually refers to pre-existing knowledge and skillsand teachers need to set the mathematics into contexts that arefamiliar and of interest to the students. The students need to useconcepts and skills from many areas of mathematics to come upwith solutions to problems in real-life situations.

Integral human development

Catering for diversity

The Cultural Mathematics curriculum must offer students equalopportunities to participate in class activities and assessmentactivities. These must be directed and be suitable for girls andboys. To meet the requirements of our National Constitutionteachers must ensure that there is no bias in their teaching,learning and assessment methods. All students must be givenequal opportunity to achieve success.

Teaching and learningIn Elementary schools, teachers use an integrated approach toteaching and learning. The teacher creates a program that ismeaningful, appropriate and motivating for the students. The use oflearning outcomes provides opportunities to integrate thecurriculum.

Teachers should map out the learning outcomes for those parts ofthe syllabus that they are intending to teach in the coming term oryear. Where there is more than one teacher across a grade, thisshould be done as a small team.

Teachers with leadership responsibilities in the school should beinvited to attend and support this planning process. While carryingout this process, links between learning outcomes for differentsubjects should be noted, as there is scope for combining andusing these outcomes in an integrated approach to teaching andlearning.

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Elementary syllabus

For example, a Language learning outcome might refer to the useof questionnaires and holding discussions with communitymembers and a Culture and Community learning outcome mayalso do this. In this way evidence of the achievement of theseoutcomes can be provided in more than one subject.

The education of a child in the past was the responsibility of thefamily and the local community. Traditional education wasintegrated with events and seasons and extended over manyyears depending on the student’s needs. An individual learnedabout the spiritual, social, economical and political skills necessaryfor life in the community. These practices have become thefoundation of learning for Elementary students.

Teaching should build on what students know and should useappropriate local contexts and the community to promote betterunderstanding.

Elementary education aims to help students to continue developingan understanding of and identification with their local culturalvalues and beliefs using the language they already speak.

Student-centred learning

The teaching approaches required for this syllabus are student-centred. They should promote the philosophy of how to think.Student-centred teaching activities include investigation, problemsolving and out-of-class excursions. These approaches provideopportunities for students to work cooperatively, discuss, makedecisions, plan, organise, carry out activities, record results andreport findings. Teaching activities should also allow students tolisten to each other’s opinions, demonstrate their strategies andcritically analyse results.

Thematic teaching and integration

Traditional education was integrated and taught young people tosee the world through the eyes of the community, focusing on theirneeds. Elementary teaching focuses on an integrated curriculum,which is organised into the following subjects: Culture andCommunity, Language and Cultural Mathematics.

A thematic, student-centred, activity-based approach isrecommended in Elementary classes. Teaching and learningactivities should be based on community themes as much aspossible, derived from the community’s calendar and be sensitiveto the local culture, traditions and seasons. The development ofskills should be emphasised. Cultural Mathematics will bedeveloped with advice from the community.

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Flexibility and relevance

It is important to establish a routine for students. However,teachers need to be flexible with the times allocated to allow forspontaneous learning experiences.

Special projects, field trips and unplanned events such as deathsand births and natural disasters such as a volcanic eruption, oftenprovide opportunities for integrated, holistic learning.

Teachers should encourage students to take part in local activitiesto make the curriculum more interesting and relevant.

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Elementary syllabus

Aims

Students develop:

• a sound foundation for further mathematical learning

• confidence in applying mathematical skills

• curiosity leading to the understanding of concepts

• determination to persist with difficult problems

• critical judgment in selecting approaches to problems

• an appreciation of the cultural diversity in numeracy.

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Content overview

The content of this syllabus is organised into five strands. A strandsuch as Space is a useful and convenient way of organising thelearning outcomes for a subject.

Each strand identifies particular aspects of a subject or a themesuch as a set of processes. Each strand displays a typicalprogression of learning from one grade to the next.

Each strand is further organised into a number of substrands toallow the content to be specified and described as learningoutcomes.

Cultural Mathematics is organised into five strands:• Space• Measurement• Number• Pattern• Chance.

Space has two substrands:• Space• Shape.

Measurement has three substrands:• Measuring and estimating• Area• Time.

Number has four substrands:• Counting• Mathematical language• Operations• Money.

Pattern has one substrand:• Patterns.

Chance has one substrand:• Chance and information.

SpaceThis strand deals with giving information and directions to befollowed to move from location to location. It also deals with theconcept of shape and the language required to describe variousshapes.

MeasurementThis strand concentrates on the units used to describe length,weight, capacity, area and time and how they are measured.

The concepts in this strand focus on ways of measuring using localmeasurements as well as common formal measurements.

Students will also estimate and calculate time using traditionalways.

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Elementary syllabus

NumberThis strand deals with local counting systems using the students’own language as well as learning the formal language words usedin mathematics.

The concepts of the four operations, addition, subtraction,multiplication and division are dealt with in a practical way. Thevalue of different traditional money is compared with today’s moneyof Papua New Guinea.

PatternThis strand deals with number patterns and local art patterns suchas those used for bilums and pottery.

Students are introduced to simple number patterns and theirrepresentations as they use numbers to write and to form patterns.

The patterns of the local community are found in such things asheaddresses for dances and body decoration. Patterns such astattoos are identified and students learn how to apply rules or maketheir own rules to produce these patterns.

ChanceThis strand deals with students using information to predict ormake guesses about events that will happen, may happen or cannever happen.

They use simple activities to learn how to explore the concept inthis strand.

Table of strands and substrands

Strand Elementary Prep Elementary 1 Elementary 2

Space • Space

• Shape

• Space

• Shape

• Space

• Shape

Measurement • Measuring andestimating

• Area

• Time

• Measuring andestimating

• Area

• Time

• Measuring andestimating

• Area

• Timer2

Number • Money

• Counting

• Mathematical language

• Operations

• Money

• Counting


• Operations

• Money

• Counting


• Operations

Pattern • Patterns • Patterns • Patterns

Chance • Chance and information • Chance and information • Chance and information

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Learning outcomesNumbering of learning outcomesEach learning outcome is numbered with three digits, such as 1.1.1. The first number refers to the grade level. The second number refers to the

strand. The third number refers to the outcome in the strand. Thus, 1.1.1 refers to an outcome at Elementary 1, strand 1 and outcome number 1.


Space P.1.1 Follow and givesimple directions formoving in a space

1.1.1 Follow and givedirections to move fromplace to place

2.1.1 Follow directionsfrom simple maps

P.1.2 Identify locallyknown shapes by theirvisual appearance

1.1.2 Compare andgroup shapes in thecommunity

2.1.2 Investigate anddescribe the features ofgeometric shapes

Measurement P.2.1 Measure the length,weight and capacity ofthings using their owninformal measuringunits

1.2.1 Measure, andcompare the length,weight and capacity ofthings using localinformal units

2.2.1 Compare theaccuracy of localmeasures of length,weight and capacity

P.2.2 Measure how muchspace is covered byobjects using their owninformal units

1.2.2 Compare andmeasure an area usinglocal ways ofmeasuring

2.2.2 Estimate thenumber of objectsneeded to cover asurface

P.2.3 Use time markers 1.2.3 Tell and use time intraditional ways

2.2.3 Identify andsequence events thatoccur at different times

Number P.3.1 Count objects invernacular using localnumber systems

1.3.1 Count groups ofobjects in vernacular

2.3.1 Count objects invernacular and Englishusing local andstandard numbersystems

P.3.2 Describe the fouroperations using simplevernacular words

1.3.2 Use numbersymbols that mean thesame as vernacularnumber words

2.3.2 Use vernacularand English words fornumber symbols andoperational signs

P.3.3 Solve simpleproblems usingconcrete materials

1.3.3 Solve problemsusing two-digit numbersto 20 or closest to 20 invernacular

2.3.3 Solve problemsusing two-digit numbersup to 99

P.3.4 Describe traditionalmoney and Papua NewGuinean money

1.3.4 Use differentamounts of money tomake up various sumsof money

2.3.4 Make and solvemoney problems

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Elementary syllabus


Patterns P.4.1 Make simplepatterns

1.4.1 Recognise variouslocal patterns

2.4.1 Collect andcompare variouspatterns

Chance P.5.1 Identify events thatalways happenregularly in thecommunity

1.5.1 Identify anddescribe events thatsometimes happen inthe community and theenvironment

2.5.1 Make guessesabout events that willhappen, may happen orwill never happen

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Learning outcomes and indicatorsStrand:Space

Substrand Elementary Prep Elementary 1 Elementary 2

Space P.1.1 Follow and givesimple directions formoving in a space

1.1.1 Follow and givedirections to move fromplace to place

2.1.1 Follow directionsfrom simple maps

Indicators Students will beachieving this outcomewhen they, for example

Students will beachieving this outcomewhen they, for example


• give simple directionssuch as walk threesteps forward, stop,take three steps left,turn right, take threesteps backward

• demonstrate usingdirections given

• make a list of localnames for directionssuch as east (sun rises)

• use direction words toplay games

• give directions to aperson to find a place inthe community

• talk about directionnames in vernacularsuch as east (sunrises), west (sun sets),north and south

• draw simple maps toshow directions to findthe school, villages,gardens, church

• make a list of directionsto guide people tocertain places

Sub-strandPrep 12

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Elementary syllabus


Shape P.1.2 Identify locallyknown shapes by theirvisual appearance

1.1.2 Compare andgroup shapes in thecommunity

2.1.2 Investigate anddescribe the features ofgeometric shapes

Indicatorsssss Students will beachieving this outcomewhen they, for example



• collect and displaylocally known shapesin everyday life

• name and label locallyknown shapes invernacular

• make a mobile oflocally known shapes

• make a collage oflocally known shapes

• sort and match shapes

• make models of locallyknown shapes usingsand, clay or mud

• identify lines found inthe local environmentsuch as roads, rivers,drawings

• draw line drawings ofthings such asgardens, houses,playing fields

• find things in the localcommunity where onehalf looks exactly thesame as the other half

• sort shapes accordingto their differences andsimilarities

• make new shapes byputting simple shapestogether

• display groups ofdifferent shapes fromthe community such asbaskets, pots, kundus,shells

• name features ofshapes in vernacularsuch as edges, angles,curves, corners

• group local shapesaccording to theirfeatures such as allobjects with curvededges

• build objects using localmaterials and label theshapes used

• make line drawings ofregular and irregularshapes found in thecommunity

• draw objects fromdifferent places that aresymmetrical

• talk about the featuresof shapes such asedges, angles, curves,faces, sides, corners

• group shapes accordingto number of sides,shapes, angles

• count faces, cornersand edges ofgeometrical figures

• build new shapes usingthree-dimensionalshapes

• label using vernacularand say English wordsfor features such ascorners, edges, angles

• identify and discusstypes of lines that makeup objects such aslong, straight, sharp,curved, wavy, thick, thin

• group lines according totheir differences andsimilarities

• make symmetricalshapes such asbutterfly wings, leaves,flower petals

Strand:Space

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Strand: Measurement


Measuringandestimating

P.2.1 Measure the length,weight and capacity ofthings using their owninformal measuringunits

1.2.1 Measure, andcompare the length,weight and capacity ofthings using localinformal units

2.2.1 Compare theaccuracy of localmeasures of length,weight and capacity




• match and comparelengths and heightsusing their own units

• measure length, widthand height using theirown units such as bottletops, seeds, leaves

• collect items of differentweight and arrangethem in order usingtheir own units

• match and comparelight and heavy objects

• arrange light and heavyobjects in a simpleorder

• collect containers ofdifferent sizes andarrange them in order

• use traditional ways toguess and order theamount of liquid suchas water, juice

• use things such ashand span, armlengths, pacing, sticksor other items tomeasure length

• use comparison wordsfor measuring such aslight, lighter, lightest,heavy, heavier,heaviest, long, short,tall, full, empty, notmuch

• use different containersand other items tomeasure capacity

• measure lengths indifferent ways andcompare their accuracy

• talk about and practisesome traditionalmeasures from theirlocal community

• compare local ways ofmeasuring weight

• measure capacity usingvarious commoncontainers

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Elementary syllabus


Area P.2.2 Measure how muchspace is covered byobjects using their owninformal units

1.2.2 Compare andmeasure an area usinglocal ways ofmeasuring

2.2.2 Estimate thenumber of objectsneeded to cover asurface




• use items such asleaves, bottle tops,stones or pattern blocksto cover surfaces suchas table top, books

• find out how muchspace is taken up bysuch things as gardens,houses, pathways,roads, classrooms

• use informal units tomeasure regularsurfaces such asleaves, mats

• measure and compareareas using traditionalways of measuring

• arrange in order thingssuch as schoolgardens, schoolclassrooms, teachers’houses, tables

• estimate how manyobjects it takes to coverirregular surfaces

• use different objects toestimate the area of agiven space

Strand: Measurement

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Time P.2.3 Use time markers 1.2.3 Tell and use time intraditional ways

2.2.3 Identify andsequence events thatoccur at different times




• name parts of the dayusing traditionalmeasures of time invernacular

• talk about some annualevents andcelebrations such asharvest time, Easter,Independence Day,Christmas Day

• name and list differentparts of the day, daysof the week, months ofthe year

• list important events ofthe year such asfeasts, celebrations

• discuss their traditionalcalendar

• list the seasons andactivities for eachseason

• make a communitycalendar

Strand: Measurement

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Elementary syllabus

STRAND: Number


Counting P.3.1 Count objects invernacular using localnumber systems

1.3.1 Count groups ofobjects in vernacular

2.3.1 Count objects invernacular and Englishusing local andstandard numbersystems




• name numbers fromzero to the highestnumber that is possiblein vernacular

• count common objectsby their own numberwords

• count using concreteobjects

• talk about wherenumbers are used intheir lives

• match local numberwords to the samenumber of objects

• count local money

• talk about some of thesymbols, pictures orobjects used torepresent numbers

• use numbers toparticipate in traditionalgames such as findinghidden objects

• count by groupingobjects in manydifferent ways such asin twos, fives and tens

• identify how objectssuch as fish, taro,kaukau, banana,peanuts, betelnuts aregrouped in thecommunity

• count groups of objectsto the highest two-digitnumber possible suchas count in twos to 98

• say and write numberwords up to the highesttwo-digit numberpossible

• count numbers fromone to a hundred inEnglish using theinternational numbersystem

• read and write numberwords in vernacular upto 100

• count to a hundred ingroups of twos, fivesand tens in vernacularand English

• count numbersaccurately in gamessuch as card games,board games andplayground activities

• write locally usedposition numbers(ordinal numbers) fromfirst to tenth or as far asthe language can goand say them in English

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Mathematicallanguage

P.3.2 Describe the fouroperations usingsimple vernacularwords

1.3.2 Use numbersymbols that mean thesame as vernacularnumber words

2.3.2 Use vernacular andEnglish words fornumber symbols andoperational signs




• talk about vernacularwords for each of theoperations such aswords that mean puttingtogether, taking away,grouping and sharing

• use vernacular wordsfor operations whensolving problems

• identify and drawnumber symbols fromzero to the highestpossible number invernacular

• match vernacular wordswith number symbolsby playing simple cardgames

• make a set of postersto match numberwords, symbols andpictures

• draw number symbols(numerals) from zero toa hundred

• say English andvernacular words fornumber symbols

• identify and draw signsfor addition, subtraction,multiplication anddivision

• make mobiles matchingnumbers, words andpictures

Strand: Number

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Elementary syllabus


Operations P.3.3 Solve simpleproblems usingconcrete materials

1.3.3 Solve problemsusing two-digit numbersto 20 or closest to 20 invernacular

2.3.3 Solve problemsusing two-digit numbersup to 99



Students will beachieving this outcome

when they, for example

• share whole objectsusing concretematerials amongstfriends

• talk together in pairs orsmall groups to workout ways of solvingsimple problems

• put together objects,such as counters orstones, to see howmany objects there arealtogether

• apply counting skills towork out how manyobjects, such aspencils, seeds ormarbles, there arealtogether in a numberof containers

• use counters, such asstones, leaves, seeds,to decide how manyobjects are left aftersome are given away

• arrange concretematerials in simplegames or activities toshow understanding ofall four operations

• identify and write unitsand tens

• work out simpleaddition and subtractionproblems with notrading

• represent a problemusing concretematerials and say it invernacular words

• share objects such asmarbles, bottle tops,sweets, peanuts or fruitequally amongst friends

• group objects into lots,such as two lots, threelots, four lots to find theproduct

• identify and share awhole object into equalparts such as into twoparts, four parts

• place and writenumbers in units andtenths using numbersentences and placevalue tables

• work out simpleaddition and subtractionproblems with trading

• make simple numbersentences usingnumerals, vernacularand English words

• use concrete materialsto make up numbersentences to describegroups of objects suchas two groups of fivebetelnuts

• solve simplemultiplication anddivision problems usingconcrete materialswithout trading

• identify and share awhole object into equalparts such as into threeparts, five parts

Strand: Number

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Money P.3.4 Describe traditionalmoney and Papua NewGuinean money

1.3.4 Use differentamounts of money tomake up various sums ofmoney

2.3.4 Make and solvemoney problems




• talk about traditionalmoney with communitymembers and explainits value

• recognise Papua NewGuinean money andtraditional currency

• use different coins tomake up K1.00

• show different notesand coins used

• calculate their changefrom a given amountafter shopping ormarketing

• make up given amountsof money

• play ‘shop’ with changeto K10.00

• calculate the cost ofwhat they intend to buy

• calculate the remainingamount after theirspending

Strand: Number

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Elementary syllabus

Strand: Patterns


Patterns P.4.1 Make simplepatterns

1.4.1 Recognise variouslocal patterns

2.4.1 Collect andcompare variouspatterns




• use numbers to countsimple patterns

• recognise, memoriseand use simplepatterns

• make an object such asa necklace, a drawingusing repeatingpatterns

• identify repeatingpatterns of colours inobjects such as bilums,tapa cloth, clay pots,lime pots, mats

• talk about differentpatterns of localcommunity activitiessuch as headdressesfor dances, tattoopatterns, flower patterns

• observe an item fromplants or animals, suchas finding out if thereare patterns in any ofthem or in the way theyare made up

• use common colours tomake patterns

• apply rules to createtheir own patterns

• identify rules in differentpatterns

• find the missing items ina simple pattern

• make own rules andapply them in formingpatterns

• solve simple numberpatterns, such as two,four, six

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Strand: Chance


Chance andinformation

P.5.1 Identify events thatalways happenregularly in thecommunity

1.5.1 Identify anddescribe events thatsometimes happen inthe community and theenvironment

2.5.1 Make guessesabout events that willhappen, may happenor will never happen




• identify daily routinessuch as getting up,going to bed, eatingand washing

• identify daily cyclessuch as the sun comesup and goes down, tidecomes in and goes out

• identify events such aswhether it’s going torain, when someone isgoing out to catch fish,when fruit is going to bepicked, the day is goingto be clear, when yamis planted andharvested

• identify events such asthe teacher might beabsent, someone maybe sick, their schoolteam might win

• identify events that willhappen such aslandslides, volcaniceruption, river flooding,high tides, start andfinish of school

• identify events thatmight happen such as itwill rain, it is going to bewindy, wet clothes willdry quickly if the wind isstrong, the motor willstart

• identify events thatnever happen such asone can find a chest ofgold at the end of arainbow, a chicken thatlays a golden egg, acow that jumped overthe moon, that one willlive forever

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Elementary syllabus

Assessment and reporting

Assessment and reporting practices described here are detailedfurther in the National Assessment and Reporting Policy and inother support materials produced by the Department of Education.

AssessmentAssessment is the ongoing process of identifying, gathering andinterpreting information about students’ achievement of thelearning outcomes described in the subject syllabuses.

Assessment in Elementary schooling is the continuous process offinding out what the students have learnt and still need to learn.

Elementary teachers should take into account Papua NewGuinean cultural values and use local cultural practices whereappropriate to assess and report students’ achievement.

Assessment at Elementary level should use a range of methodswith little emphasis on written tests. It should be based on thelearning outcomes and arise from the everyday learningexperiences of students. It is a process of:

• observing students at work

• conferencing or talking and questioning the students about their work and how they are thinking and feeling–their attitude towards work

• looking at work samples for information on what students can do.

Through these processes teachers gather evidence of students’learning.

Continuous assessment for young students is essential. Theirknowledge and skills are continually changing as they learn more.It is important for teachers to be aware of what the students know,can do and understand. When this information is known about thestudents in the class, programming can be made more relevantand meaningful to match the students’ needs..

Recording and reportingTeachers must keep accurate records of students’ achievement ofthe learning outcomes and report these achievements in fair andaccurate ways to parents and guardians, teachers, students andothers. Recording methods may include:

• journal, diary or anecdotal notes

• portfolios

• progressive records

• checklists

• work samples with comments written by the teacher.

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Student reports should be based on assessement informationcollected from ongoing assessment. Schools will decide howreports will be presented to best suit the needs of theircommunities.

When students first start school in Elementary Prep, parents andguardians will be very eager to hear about their child’s progress.Teachers should consider holding a parent-teacher interview eitherat the end of the child’s first term at school or early second term.

In Elementary 1, teachers may decide to hold formal talks withparents and guardians half way through the year and at the end ofthe year.

In Elementary 2, teachers may decide to hold formal talks withparents and guardians in the middle of second term and providethem with a written report at the end of the year.

EvaluationTeachers will use assessment information to evaluate theeffectiveness of their teaching, learning and assessment programsand to make improvements to their teaching practice in order toimprove student learning.

Schools may use whole school assessment data to evaluate theeffectiveness of teaching and learning in a particular subject or atparticular grade levels and make decisions on how to improvestudent learning.

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Elementary syllabus

References

National Department of Education(NDOE)National Department of Education 2003, National Assessment andReporting Policy, NDOE, Waigani.

National Department of Education 2002, National CurriculumStatement, NDOE, Waigani.

National Department of Education 1998, Elementary CurriculumStatement, NDOE, Waigani.

National Department of Education 1998, Elementary Scope andSequence, NDOE, Waigani.

National Department of Education 1997, Curriculum Overview,NDOE, Waigani.

National Department of Education 1997, Resource Book forCultural Mathematics, NDOE, Waigani.

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Documents

Cultural Mathematics Syllabus - education.gov.pg€¦ · Cultural Mathematics Elementary Syllabus Papua New Guinea Department of Education. 27 Cultural Mathematics ii ... Community,