A full review of the material has been conducted by: Tierney Kennedy – independent mathematics consultant, Leah O’Neill – Head of Department in EQ and Kylie Devenish – practicing teacher. This review has been published below and in the journal of the Queensland Association of Mathematics Teachers as well as hosted on the QAMT website.
Frequently asked questions about C2C as answered on the Learning Place website:
Are the C2C units a replacement for the Australian Curriculum?
No. The C2C units have been produced by Education Queensland. They do not form the curriculum and cannot be used as a replacement for this. Schools are required to demonstrate compliance to the Australian curriculum, not to Curriculum-to-Classroom.
Do the C2C units meet the requirements for the Australian Curriculum?
Many concerns have been raised over C2C including whether the Mathematics program meets the Australian Curriculum requirements. According to the English Teachers Association of QLD (ETAQ), the C2C units, Senior English teachers when reviewing C2C units which have been produced as exemplars of outstanding units, report that they would be “unlikely to apply such a laudatory evaluation to the Scribbly Gum plans”. 1
According to Leah O’Neill, mathematics consultant and Head of Curriculum, “there are a number of issues that need to be addressed before the program truly reflects the intent of the new Australian curriculum”. 2
In her initial review, Leah notes that the C2C unit fails to adequately address both the Problem-Solving and Understanding proficiency strands and also “have very little other than routine questions and some very simple application”.
A full review of all units currently available is being undertaken by independent mathematics consultant Tierney Kennedy in consultation with Head of Curriculum Leah O’Neill and practicing teacher Kylie Devenish. To download the full review, click here.
Is the C2C program mandatory, particularly in relation to schools that did not receive an “outstanding” on the curriculum audits?
No. The exemplars for P–10 English, mathematics and science — including a whole school curriculum and assessment plan, Year level plans, Unit and lesson plans — are provided as a starting point for schools’ curriculum programs.
The Queensland Teachers Union, in conjunction with Education Queensland have advised that “the centrally devised unit plans associated with implementing the Australian Curriculum will not and cannot be mandated”. 4 A newsflash from QTU to this effect should have been received by all schools on Friday. The Director General has instructed regions that communications regarding C2C will, in future, come only from central office. Any directives which state that C2C is mandatory or that require adaptations to the program to be pre-approved should be disregarded.
According to Lesley Englert, the Queensland representative on the ACARA Board:
“There must be room for teachers to use their professionalism in implementing this curriculum.”
“Teachers must be supported and trusted to be professional.” 5
Directly from the Learning Place website:
Are teachers able to modify the Curriculum into the classroom materials?
Yes, absolutely. It is important that teachers and curriculum leaders adapt and modify C2C materials. Adapting and modifying the materials ensures that they meet the needs of students and local community.
How much can schools individualise the C2C plans?
It is important that schools adapt and modify the C2C curriculum plans to ensure they meet the needs of their students and local community. There are no limits or ‘percentage rules’ that govern the degree to which schools can individualise C2C plans.
Can the units be implemented in a different order?
Yes. Schools may use their discretion in this regard.
Teachers may choose to complete units or use lessons in a different order, based on knowledge of what their students already know. Many teachers will add further dimensions to the unit plans; others will change the context to suit the local environment.
Can textbooks be used?
Mathematics units have been designed to be used independently of text books. If schools wish to continue using textbooks in a complementary way, they are free to do so.