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Details for CRS354 Mathematics and Numeracy (Years 3 -6)

Prepares TES to teach Years 3–6 mathematics and numeracy aligned to NSW Mathematics K–10 (2022) and ACARA v9 with a focus on multiplicative reasoning, fractions & decimals, proportional thinking, perimeter/area/volume, angle & transformation geometry, and data inference & chance. TES apply explicit instruction and worked examples with fading, design low-floor/high-ceiling tasks, and integrate assessment for learning (probes, moderation, progress monitoring). Emphasis on retrieval practice, precision of mathematical language, differentiation (EAL/D, students with disability, Aboriginal and Torres Strait Islander learners), and safe, purposeful ICT for evidence and communication. A Christian worldview frames ethical, relational practice that values every learner and community. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS354
  • Credit points: 10

Subject Coordinator

Contact studentsupport@ac.edu.au for more information.

Prerequisite

  • EDU103 Foundations in Christian Education 
  • EDU116 Introduction to Learning Theory 

Unit Content

Outcomes

  1. Demonstrate core Years 3–6 mathematics/numeracy content and communicate with precise mathematical language—including multiplicative reasoning (factors, multiples, arrays), fractions & decimals (equivalence, comparison, place value to thousandths, % as operator), measurement/geometry (perimeter, area, volume, angle, transformation, coordinates), and data, chance & inference. 
  2. Explain and apply evidence-based pedagogies for Years 3–6—explicit instruction with worked examples & fading, example–problem pairs, guided→independent practice (GRR), retrieval practice & interleaving, and cognitive-load aware design—using accurate 3–6 language and representations (arrays/area models, number lines, ratio tables). 
  3. Plan and justify sequenced Years 3–6 lessons and assessments aligned to NSW/ACARA outcomes and the proficiencies (understanding, fluency, problem-solving, reasoning), with clear LI/SC, purposeful checks for understanding, moderation-ready tasks, and coherent unit flow (spacing & interleaving). 
  4. Differentiate Years 3–6 instruction and assessment for diverse learners (including Aboriginal and Torres Strait Islander students, EAL/D learners, and students with disability) through multiple entry points, scaffolded language, accessible representations, enrichment/extension, and reasonable adjustments. 
  5. Use ICT purposefully and safely in Years 3–6 to model/visualise mathematics (e.g., dynamic geometry, data displays), capture evidence, monitor progress, provide feedback, and communicate clearly with parents/carers—ensuring privacy and ethical practice. 

Subject Content

  1. Role of mathematics in 3–6; proficiencies; routines & language
  2. How 8–12-year-olds learn; misconceptions; diagnostics
  3. Number & Algebra I: Multiplicative reasoning
  4. Number & Algebra II: Fractions & decimals
  5. Measurement I: Perimeter & area
  6. Measurement/Space II: Volume, angle, transformations & coordinates
  7. Statistics & Chance I: Data displays & experimental probability
  8. Statistics & Chance II: Informal inference & critical numeracy
  9. Planning sequences (3–6): outcomes → LI/SC; checks; feedback
  10. Differentiation & inclusion (3–6)
  11. Assessment for learning; moderation; data & reporting
  12. Pedagogical blends; problem-solving; synthesis

 

This course may be offered in the following formats

  • E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Worked Examples & Example–Problem Pairs Portfolio (3–6)  (20%)
  2. Rich Task & AfL Pack (3–6) (35%)
  3. Mini-Unit (3 weeks) with Data & Reporting (3–6) (45%)