A project upon which we spent a lot of time was listing all the “awful” lines in the new mathematics Curriculum. Readers have not paid much attention, but that’s understandable, and readers were not really the point. Compiling the list has given us a clearer sense of the absurd nature of the Curriculum, the list has been and will be the basis for more specific posts, and the list is there ready for the future: next year, when the Curriculum kicks in and people start to realise just how bad it is, we’ll be ready with the “We told you so”.
Compiling the list was not just tiring, it was tricky. Determining what to include or exclude, and why, was difficult. We decided to aim for comprehensiveness: if a line seemed faulty for even a minor reason then it would be listed. As a consequence, many lines listed are not truly “awful”; they are merely “bad” or “wonky”. Given that standard, it resulted in a lot of lines being listed. The vast majority of curriculum lines are, at minimum, wonky.
Nonetheless, although we didn’t look to excuse bad lines, we also attempted to give proper respect to the OK lines, and the rare good lines. So, for each Year-Stream section, there were at least a few lines that seemed acceptable or better, and so were not listed. Except for one: Year 5 Probability.
For Year 5 Probability, we wound up listing both content descriptors and all twelve elaborations. We looked again, and again, and could not see how to do otherwise. We could not find a single line that didn’t make us cringe. Here it is, in full.
Year 5 Probability
list the possible outcomes of chance experiments involving equally likely outcomes and compare to those which are not equally likely (AC9M5P01) (21/11/22)
discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card (AC9M5P01) (21/11/22)
discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn (AC9M5P01) (21/11/22)
commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning (AC9M5P01) (21/11/22)
investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5; responding to the questions, “Is this game fair?”, “Are some differences more likely to come up than others?” and “How can you work that out?” (AC9M5P01) (21/11/22)
comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers (AC9M5P01) (21/11/22)
discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them (AC9M5P01) (21/11/22)
conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results ; use frequency to compare outcomes and estimate their likelihoods (AC9M5P02) (22/11/22)
discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities; for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time, recording and discussing the result (AC9M5P02) (22/11/22)
conducting experiments, recording the outcomes and the number of times the outcomes occur, describing the relative frequency of each outcome; for example, using “I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10” (AC9M5P02) (22/11/22)
experimenting with and comparing the outcomes of spinners with equal-coloured regions compared to unequal regions; responding to questions such as “How does this spinner differ to one where each of the colours has an equal chance of occurring?”, giving reasons (AC9M5P02) (22/11/22)
comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes (AC9M5P02) (22/11/22)
using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, replacing them in the bag after each draw (AC9M5P02) (22/11/22)
investigating First Nations Australian children’s instructive games; for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia, to conduct repeated trials and explore predictable patterns, using digital tools where appropriate (AC9M5P02) (22/11/22)