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NSW Curriculum
NSW Education Standards Authority

K–10Mathematics K–10 Syllabus

Record of changes
Implementation from 2024
Expand for detailed implementation advice

Assessment

The primary role of assessment is to establish where students are in their learning so that teaching can be differentiated and further learning progress can be monitored over time. It provides information that assists teachers to target their teaching at the point of student need. Assessment is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

  • establishing where students are in their learning
  • ongoing monitoring
  • formative and summative tasks
  • providing feedback about student progress.

Common Grade Scale

Stage 1Stage 2Stage 3Stage 4Stage 5

The common grade scale can be used to report student achievement in both primary and junior secondary years in all NSW schools.

Course performance descriptors

Stage 5 - Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different grade levels in a specific course. They are used to identify and report a student’s level of achievement in a Board Developed Course at the end of Stage 5.

Grade A

A student performing at this grade typically:

  • demonstrates extensive understanding of the relationships between mathematical concepts

  • uses, creates and interchangeably moves between a variety of abstract and concrete representations in familiar and unfamiliar situations

  • solves routine problems involving multiple steps consistently in familiar and unfamiliar situations

  • uses multiple connections between concepts to solve non-routine problems

  • applies deductive reasoning and concise, formal mathematical arguments to prove and justify results in a variety of forms

  • uses precise mathematical language consistently and effectively to communicate reasoning, explain solutions and justify results

Grade B

A student performing at this grade typically:

  • demonstrates thorough understanding of the relationships between mathematical concepts

  • uses, creates and moves between abstract and concrete representations in familiar and unfamiliar situations

  • solves routine problems of up to 3 steps in familiar and unfamiliar situations and attempts routine problems of more than 3 steps with some success

  • uses some connections between concepts to attempt non-routine problems

  • applies formal and informal mathematical reasoning to prove and justify results

  • uses appropriate mathematical language effectively to communicate reasoning, explain solutions and justify results

Grade C

A student performing at this grade typically:

  • demonstrates sound understanding of the relationships between mathematical concepts

  • uses and creates abstract or concrete representations in familiar situations

  • solves routine problems of up to 3 steps in familiar situations and attempts routine problems of more than 3 steps

  • identifies some connections between concepts when attempting non-routine problems

  • uses informal mathematical reasoning to prove or justify results

  • uses mathematical language to communicate reasoning and explain solutions

Grade D

A student performing at this grade typically:

  • identifies some relationships between mathematical concepts

  • uses concrete representations in some familiar situations

  • attempts routine problems of up to 3 steps with some success

  • uses informal mathematical reasoning

  • uses limited mathematical language

Grade E

A student performing at this grade typically:

  • recognises some mathematical concepts

  • attempts some routine problems with very limited success

  • attempts to use informal mathematical reasoning

  • uses very limited mathematical language

Assessment of Life Skills outcomes

Stage 4Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through the collaborative curriculum planning process, teachers select specific Life Skills outcomes which are based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments such as the school and wider community. Evidence of achievement can be based on:

There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses do not have external examinations or mandatory projects.