The Mathematics K–10 Syllabus (2022) now includes outcomes and content for years 3–10. Planning and preparation for years 7–10 begins from 2023 with implementation in 2024.

The Mathematics K–10 Syllabus (2022) recognises the critical importance that working mathematically plays across all areas of mathematics. The addition of a new Core-Paths structure, recognises the need to extend students as far along the continuum of learning as possible, to provide solid foundations for the highest levels of student achievement.

What you need to know

  • In 2023, teachers engage with the syllabus, and plan and prepare for implementation of the curriculum.
  • In 2024, implementation commences in schools for Year 7 and 9.
  • In 2025, implementation commences in schools for Year 8 and 10.
  • The Core outcomes provide students with the foundation for Mathematics Standard 2 in Stage 6.
  • The decision regarding which Path focus areas students engage with is made at a school level.

The Mathematics 7–10 syllabus includes:

  • a single, overarching working mathematically outcome from K to 10
  • the embedding of working mathematically in the outcomes, content and examples of the syllabus
  • a Core-Paths structure that is designed to encourage aspiration in students and flexibility for teachers
  • additional content areas focussing on Networks, Infographics and Simulations.

The image shows the overview of Mathematics 7–10 Syllabus structure.

Overview image is from the Mathematics K–10 (2022) SyllabusExternal link © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, (2022)

Prior to implementing the Mathematics K–10 Syllabus (2022), leaders will need to consider the following:

  • supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended.
  • the structure of Stage 4 and 5 classes, which should allow students to access content that will extend them as far along the continuum of learning as possible
  • resource and budget implications, including adequate release days for professional learning and collaboration, and the purchase of updated learning materials
  • complexities for staff teaching Mathematics 7–10 out-of-field and ensuring adequate support and professional learning where relevant.

The Mathematics K–10 (2022) SyllabusExternal link is based on evidence summarised in the bibliography published by NESA.

Mathematics K–10 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, [2022].

  • Does the school have enough qualified mathematics teachers? What processes are in place to support out-of-field teaching if this is not the case?
  • What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus, including the research it is based upon?
  • What evidence is there that staff understand how to embed the working mathematically processes into their teaching and learning programs?
  • How will mathematics classes be structured? Do these structures allow all students to access the necessary content to study the highest level of mathematics possible?
  • What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?

Professional learning for the teaching and learning of mathematics: