Cultural Mathematics
Introduction
This syllabus explains the knowledge, skills, attitudes and values
that students should achieve in Elementary Prep, 1 and 2 in
Cultural Mathematics. These are expressed as learning outcomes
and indicators.
The learning outcomes are student-centred and written in terms
that enable them to be demonstrated, assessed or measured. The
outcomes are written to show the progression from one grade to
the next.
Each learning outcome is illustrated with a list of examples of the
kinds of things students should be able to do, know and
understand if they are achieving an outcome. These are called
indicators.
The learning outcomes and indicators will:

give teachers individually or in groups, the flexibility to write
programs and units of work, which should be developed to suit
local conditions and individual student needs

help teachers assess and report on students’ achievements in
relation to the learning outcomes

allow student achievement of the outcomes to be described in
consistent ways

help teachers monitor students’ learning

help teachers plan their future teaching programs.
In Cultural Mathematics, a manageable number of outcomes are
identified for each grade in Elementary Prep, 1 and 2. They are:

organised to show progression from one grade to the next

organised into strands which contain a family of separate
outcomes that are related to a particular theme: Space,
Measurement, Number, Pattern, Chance

numbered to help track similar outcomes linked to the strands
from one grade to the next

written to include all the essential knowledge, skills and
understandings a student should achieve in the Cultural
Mathematics course

created using an active verb to ensure students actively
participate in the learning.
The language of instruction at Elementary is the students’
vernacular, which will enable teachers to enhance the students’
understanding of mathematical concepts.
Students need to use mathematics in different contexts. Teachers
teaching this course must be competent in the language the
children speak, so that they can explain the mathematical concepts
clearly to their students.
Cultural Mathematics is to be timetabled for 180 minutes per week
in all Elementary schools.
1

Elementary syllabus
Rationale
All citizens have the right to participate in the future development of
Papua New Guinea. For this reason, students need to develop
sound mathematical knowledge, skills and understanding. The
mathematics described in this syllabus provides a foundation for
this.
Students at Elementary will be able to link new mathematical
concepts from the five strands in this syllabus to their existing
cultural knowledge. The students will integrate this knowledge so
that they are can confidently use mathematics in their everyday
lives. The Elementary Cultural Mathematics course provides many
opportunities for relevant and purposeful learning in an
environment that is built on the principles of home life.
2

Cultural Mathematics
Curriculum principles
Our way of life
This course is based on three learning principles:

we learn best when we build new learning on what is already
known

we learn well when we recognise an immediate use or need for
what is to be learned

we use ideas and skills in a coordinated way to solve real
problems.
The syllabus continually refers to pre-existing knowledge and skills
and teachers need to set the mathematics into contexts that are
familiar and of interest to the students. The students need to use
concepts and skills from many areas of mathematics to come up
with solutions to problems in real-life situations.
Integral human development
Catering for diversity
The Cultural Mathematics curriculum must offer students equal
opportunities to participate in class activities and assessment
activities. These must be directed and be suitable for girls and
boys. To meet the requirements of our National Constitution
teachers must ensure that there is no bias in their teaching,
learning and assessment methods. All students must be given
equal opportunity to achieve success.
Teaching and learning
In Elementary schools, teachers use an integrated approach to
teaching and learning. The teacher creates a program that is
meaningful, appropriate and motivating for the students. The use of
learning outcomes provides opportunities to integrate the
curriculum.
Teachers should map out the learning outcomes for those parts of
the syllabus that they are intending to teach in the coming term or
year. Where there is more than one teacher across a grade, this
should be done as a small team.
Teachers with leadership responsibilities in the school should be
invited to attend and support this planning process. While carrying
out this process, links between learning outcomes for different
subjects should be noted, as there is scope for combining and
using these outcomes in an integrated approach to teaching and
learning.
3

Elementary syllabus
For example, a Language learning outcome might refer to the use
of questionnaires and holding discussions with community
members and a Culture and Community learning outcome may
also do this. In this way evidence of the achievement of these
outcomes can be provided in more than one subject.
The education of a child in the past was the responsibility of the
family and the local community. Traditional education was
integrated with events and seasons and extended over many
years depending on the student’s needs. An individual learned
about the spiritual, social, economical and political skills necessary
for life in the community. These practices have become the
foundation of learning for Elementary students.
Teaching should build on what students know and should use
appropriate local contexts and the community to promote better
understanding.
Elementary education aims to help students to continue developing
an understanding of and identification with their local cultural
values and beliefs using the language they already speak.
Student-centred learning
The teaching approaches required for this syllabus are student-
centred. They should promote the philosophy of how to think.
Student-centred teaching activities include investigation, problem
solving and out-of-class excursions. These approaches provide
opportunities for students to work cooperatively, discuss, make
decisions, plan, organise, carry out activities, record results and
report findings. Teaching activities should also allow students to
listen to each other’s opinions, demonstrate their strategies and
critically analyse results.
Thematic teaching and integration
Traditional education was integrated and taught young people to
see the world through the eyes of the community, focusing on their
needs. Elementary teaching focuses on an integrated curriculum,
which is organised into the following subjects: Culture and
Community, Language and Cultural Mathematics.
A thematic, student-centred, activity-based approach is
recommended in Elementary classes. Teaching and learning
activities should be based on community themes as much as
possible, derived from the community’s calendar and be sensitive
to the local culture, traditions and seasons. The development of
skills should be emphasised. Cultural Mathematics will be
developed with advice from the community.
4

Cultural Mathematics
Flexibility and relevance
It is important to establish a routine for students. However,
teachers need to be flexible with the times allocated to allow for
spontaneous learning experiences.
Special projects, field trips and unplanned events such as deaths
and births and natural disasters such as a volcanic eruption, often
provide opportunities for integrated, holistic learning.
Teachers should encourage students to take part in local activities
to make the curriculum more interesting and relevant.
5

Elementary syllabus
Aims
Students develop:

a sound foundation for further mathematical learning

confidence in applying mathematical skills

curiosity leading to the understanding of concepts

determination to persist with difficult problems

critical judgment in selecting approaches to problems

an appreciation of the cultural diversity in numeracy.
6

Cultural Mathematics
Content overview
The content of this syllabus is organised into five strands. A strand
such as Space is a useful and convenient way of organising the
learning outcomes for a subject.
Each strand identifies particular aspects of a subject or a theme
such as a set of processes. Each strand displays a typical
progression of learning from one grade to the next.
Each strand is further organised into a number of substrands to
allow the content to be specified and described as learning
outcomes.
Cultural Mathematics is organised into five strands:
• Space
• Measurement
• Number
• Pattern
• Chance.
Space has two substrands:
• Space
• Shape.
Measurement has three substrands:
• Measuring and estimating
• Area
• Time.
Number has four substrands:
• Counting
• Mathematical language
• Operations
• Money.
Pattern has one substrand:
• Patterns.
Chance has one substrand:
• Chance and information.
Space
This strand deals with giving information and directions to be
followed to move from location to location. It also deals with the
concept of shape and the language required to describe various
shapes.
Measurement
This strand concentrates on the units used to describe length,
weight, capacity, area and time and how they are measured.
The concepts in this strand focus on ways of measuring using local
measurements as well as common formal measurements.
Students will also estimate and calculate time using traditional
ways.
7

Elementary syllabus
Number
This strand deals with local counting systems using the students’
own language as well as learning the formal language words used
in mathematics.
The concepts of the four operations, addition, subtraction,
multiplication and division are dealt with in a practical way. The
value of different traditional money is compared with today’s money
of Papua New Guinea.
Pattern
This strand deals with number patterns and local art patterns such
as those used for bilums and pottery.
Students are introduced to simple number patterns and their
representations as they use numbers to write and to form patterns.
The patterns of the local community are found in such things as
headdresses for dances and body decoration. Patterns such as
tattoos are identified and students learn how to apply rules or make
their own rules to produce these patterns.
Chance
This strand deals with students using information to predict or
make guesses about events that will happen, may happen or can
never happen.
They use simple activities to learn how to explore the concept in
this strand.
Table of strands and substrands
Strand
Elementary Prep
Elementary 1
Elementary 2
Space
• Space
• Space
• Space
• Shape
• Shape
• Shape
Measurement
• Measuring and
• Measuring and
• Measuring and
estimating
estimating
estimating
• Area
• Area
• Area
• Time
• Time
• Timer2
Number
• Money
• Money
• Money
• Counting
• Counting
• Counting
• Mathematical language
• Mathematical language
• Mathematical language
• Operations
• Operations
• Operations
Pattern
• Patterns
• Patterns
• Patterns
Chance
• Chance and information
• Chance and information
• Chance and information
8

Cultural Mathematics
Learning outcomes
Numbering of learning outcomes
Each learning outcome is numbered with three digits, such as 1.1.1. The first number refers to the grade level. The second number refers to the
strand. The third number refers to the outcome in the strand. Thus, 1.1.1 refers to an outcome at Elementary 1, strand 1 and outcome number 1.
Strand
Elementary Prep
Elementary 1
Elementary 2
Space
P.1.1 Follow and give
1.1.1 Follow and give
2.1.1 Follow directions
simple directions for
directions to move from
from simple maps
moving in a space
place to place
P.1.2 Identify locally
1.1.2 Compare and
2.1.2 Investigate and
known shapes by their
group shapes in the
describe the features of
visual appearance
community
geometric shapes
Measurement
P.2.1 Measure the length,
1.2.1 Measure, and
2.2.1 Compare the
weight and capacity of
compare the length,
accuracy of local
things using their own
weight and capacity of
measures of length,
informal measuring
things using local
weight and capacity
units
informal units
P.2.2 Measure how much
1.2.2 Compare and
2.2.2 Estimate the
space is covered by
measure an area using
number of objects
objects using their own
local ways of
needed to cover a
informal units
measuring
surface
P.2.3 Use time markers
1.2.3 Tell and use time in
2.2.3 Identify and
traditional ways
sequence events that
occur at different times
Number
P.3.1 Count objects in
1.3.1 Count groups of
2.3.1 Count objects in
vernacular using local
objects in vernacular
vernacular and English
number systems
using local and
standard number
systems
P.3.2 Describe the four
1.3.2 Use number
2.3.2 Use vernacular
operations using simple
symbols that mean the
and English words for
vernacular words
same as vernacular
number symbols and
number words
operational signs
P.3.3 Solve simple
1.3.3 Solve problems
2.3.3 Solve problems
problems using
using two-digit numbers
using two-digit numbers
concrete materials
to 20 or closest to 20 in
up to 99
vernacular
P.3.4 Describe traditional
1.3.4 Use different
2.3.4 Make and solve
money and Papua New
amounts of money to
money problems
Guinean money
make up various sums
of money
9

Elementary syllabus
Strand
Elementary Prep
Elementary 1
Elementary 2
Patterns
P.4.1 Make simple
1.4.1 Recognise various
2.4.1 Collect and
patterns
local patterns
compare various
patterns
Chance
P.5.1 Identify events that
1.5.1 Identify and
2.5.1 Make guesses
always happen
describe events that
about events that will
regularly in the
sometimes happen in
happen, may happen or
community
the community and the
will never happen
environment
10

Cultural Mathematics
Learning outcomes and indicators
Strand: Space
Substrand
Elementary Prep
Elementary 1
Elementary 2
Space
P.1.1 Follow and give
1.1.1 Follow and give
2.1.1 Follow directions
simple directions for
directions to move from
from simple maps
moving in a space
place to place
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• give simple directions
• give directions to a
• talk about direction
such as walk three
person to find a place in
names in vernacular
steps forward, stop,
the community
such as east (sun
take three steps left,
rises), west (sun sets),
turn right, take three
north and south
steps backward
• draw simple maps to
• demonstrate using
show directions to find
directions given
the school, villages,
• make a list of local
gardens, church
names for directions
• make a list of directions
such as east (sun rises)
to guide people to
• use direction words to
certain places
play games
Sub-strand
Prep 1
2
11

Elementary syllabus
Strand: Space
Substrand
Elementary Prep
Elementary 1
Elementary 2
Shape
P.1.2 Identify locally
1.1.2 Compare and
2.1.2 Investigate and
known shapes by their
group shapes in the
describe the features of
visual appearance
community
geometric shapes
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• collect and display
• sort shapes according
• talk about the features
locally known shapes
to their differences and
of shapes such as
in everyday life
similarities
edges, angles, curves,
• name and label locally
• make new shapes by
faces, sides, corners
known shapes in
putting simple shapes
• group shapes according
vernacular
together
to number of sides,
• make a mobile of
• display groups of
shapes, angles
locally known shapes
different shapes from
• count faces, corners
• make a collage of
the community such as
and edges of
locally known shapes
baskets, pots, kundus,
geometrical figures
shells
• sort and match shapes
• build new shapes using
• name features of
three-dimensional
• make models of locally
shapes in vernacular
shapes
known shapes using
such as edges, angles,
sand, clay or mud
• label using vernacular
curves, corners
and say English words
• identify lines found in
• group local shapes
for features such as
the local environment
according to their
corners, edges, angles
such as roads, rivers,
features such as all
drawings
• identify and discuss
objects with curved
types of lines that make
• draw line drawings of
edges
up objects such as
things such as
• build objects using local
long, straight, sharp,
gardens, houses,
materials and label the
curved, wavy, thick, thin
playing fields
shapes used
• group lines according to
• find things in the local
• make line drawings of
their differences and
community where one
regular and irregular
similarities
half looks exactly the
shapes found in the
same as the other half
• make symmetrical
community
shapes such as
• draw objects from
butterfly wings, leaves,
different places that are
flower petals
symmetrical
12

Cultural Mathematics
Strand: Measurement
Substrand
Elementary Prep
Elementary 1
Elementary 2
Measuring
P.2.1 Measure the length,
1.2.1 Measure, and
2.2.1 Compare the
and
weight and capacity of
compare the length,
accuracy of local
estimating
things using their own
weight and capacity of
measures of length,
informal measuring
things using local
weight and capacity
units
informal units
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• match and compare
• use things such as
• measure lengths in
lengths and heights
hand span, arm
different ways and
using their own units
lengths, pacing, sticks
compare their accuracy
• measure length, width
or other items to
• talk about and practise
and height using their
measure length
some traditional
own units such as bottle
• use comparison words
measures from their
tops, seeds, leaves
for measuring such as
local community
• collect items of different
light, lighter, lightest,
• compare local ways of
weight and arrange
heavy, heavier,
measuring weight
them in order using
heaviest, long, short,
• measure capacity using
their own units
tall, full, empty, not
various common
much
• match and compare
containers
light and heavy objects
• use different containers
and other items to
• arrange light and heavy
measure capacity
objects in a simple
order
• collect containers of
different sizes and
arrange them in order
• use traditional ways to
guess and order the
amount of liquid such
as water, juice
13

Elementary syllabus
Strand: Measurement
Substrand
Elementary Prep
Elementary 1
Elementary 2
Area
P.2.2 Measure how much
1.2.2 Compare and
2.2.2 Estimate the
space is covered by
measure an area using
number of objects
objects using their own
local ways of
needed to cover a
informal units
measuring
surface
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• use items such as
• use informal units to
• estimate how many
leaves, bottle tops,
measure regular
objects it takes to cover
stones or pattern blocks
surfaces such as
irregular surfaces
to cover surfaces such
leaves, mats
• use different objects to
as table top, books
• measure and compare
estimate the area of a
• find out how much
areas using traditional
given space
space is taken up by
ways of measuring
such things as gardens,
• arrange in order things
houses, pathways,
such as school
roads, classrooms
gardens, school
classrooms, teachers’
houses, tables
14

Cultural Mathematics
Strand: Measurement
Substrand
Elementary Prep
Elementary 1
Elementary 2
Time
P.2.3 Use time markers
1.2.3 Tell and use time in
2.2.3 Identify and
traditional ways
sequence events that
occur at different times
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• name parts of the day
• name and list different
• discuss their traditional
using traditional
parts of the day, days
calendar
measures of time in
of the week, months of
• list the seasons and
vernacular
the year
activities for each
• talk about some annual
• list important events of
season
events and
the year such as
• make a community
celebrations such as
feasts, celebrations
calendar
harvest time, Easter,
Independence Day,
Christmas Day
15

Elementary syllabus
STRAND: Number
Substrand
Elementary Prep
Elementary 1
Elementary 2
Counting
P.3.1 Count objects in
1.3.1 Count groups of
2.3.1 Count objects in
vernacular using local
objects in vernacular
vernacular and English
number systems
using local and
standard number
systems
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• name numbers from
• count by grouping
• count numbers from
zero to the highest
objects in many
one to a hundred in
number that is possible
different ways such as
English using the
in vernacular
in twos, fives and tens
international number
• count common objects
• identify how objects
system
by their own number
such as fish, taro,
• read and write number
words
kaukau, banana,
words in vernacular up
• count using concrete
peanuts, betelnuts are
to 100
objects
grouped in the
• count to a hundred in
community
• talk about where
groups of twos, fives
numbers are used in
• count groups of objects
and tens in vernacular
their lives
to the highest two-digit
and English
number possible such
• match local number
• count numbers
as count in twos to 98
words to the same
accurately in games
number of objects
• say and write number
such as card games,
words up to the highest
board games and
• count local money
two-digit number
playground activities
• talk about some of the
possible
• write locally used
symbols, pictures or
position numbers
objects used to
(ordinal numbers) from
represent numbers
first to tenth or as far as
• use numbers to
the language can go
participate in traditional
and say them in English
games such as finding
hidden objects
16

Cultural Mathematics
Strand: Number
Substrand
Elementary Prep
Elementary 1
Elementary 2
Mathematical
P.3.2 Describe the four
1.3.2 Use number
2.3.2 Use vernacular and
language
operations using
symbols that mean the
English words for
simple vernacular
same as vernacular
number symbols and
words
number words
operational signs
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• talk about vernacular
• identify and draw
• draw number symbols
words for each of the
number symbols from
(numerals) from zero to
operations such as
zero to the highest
a hundred
words that mean putting
possible number in
• say English and
together, taking away,
vernacular
vernacular words for
grouping and sharing
• match vernacular words
number symbols
• use vernacular words
with number symbols
• identify and draw signs
for operations when
by playing simple card
for addition, subtraction,
solving problems
games
multiplication and
• make a set of posters
division
to match number
• make mobiles matching
words, symbols and
numbers, words and
pictures
pictures
17

Elementary syllabus
Strand: Number
Substrand
Elementary Prep
Elementary 1
Elementary 2
Operations
P.3.3 Solve simple
1.3.3 Solve problems
2.3.3 Solve problems
problems using
using two-digit numbers
using two-digit numbers
concrete materials
to 20 or closest to 20 in
up to 99
vernacular
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• share whole objects
• identify and write units
• place and write
using concrete
and tens
numbers in units and
materials amongst
• work out simple
tenths using number
friends
addition and subtraction
sentences and place
• talk together in pairs or
problems with no
value tables
small groups to work
trading
• work out simple
out ways of solving
• represent a problem
addition and subtraction
simple problems
using concrete
problems with trading
• put together objects,
materials and say it in
• make simple number
such as counters or
vernacular words
sentences using
stones, to see how
• share objects such as
numerals, vernacular
many objects there are
marbles, bottle tops,
and English words
altogether
sweets, peanuts or fruit
• use concrete materials
• apply counting skills to
equally amongst friends
to make up number
work out how many
• group objects into lots,
sentences to describe
objects, such as
such as two lots, three
groups of objects such
pencils, seeds or
lots, four lots to find the
as two groups of five
marbles, there are
product
betelnuts
altogether in a number
• identify and share a
• solve simple
of containers
whole object into equal
multiplication and
• use counters, such as
parts such as into two
division problems using
stones, leaves, seeds,
parts, four parts
concrete materials
to decide how many
without trading
objects are left after
• identify and share a
some are given away
whole object into equal
• arrange concrete
parts such as into three
materials in simple
parts, five parts
games or activities to
show understanding of
all four operations
18

Cultural Mathematics
Strand: Number
Substrand
Elementary Prep
Elementary 1
Elementary 2
Money
P.3.4 Describe traditional
1.3.4 Use different
2.3.4 Make and solve
money and Papua New
amounts of money to
money problems
Guinean money
make up various sums of
money
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• talk about traditional
• show different notes
• calculate the cost of
money with community
and coins used
what they intend to buy
members and explain
• calculate their change
• calculate the remaining
its value
from a given amount
amount after their
• recognise Papua New
after shopping or
spending
Guinean money and
marketing
traditional currency
• make up given amounts
• use different coins to
of money
make up K1.00
• play ‘shop’ with change
to K10.00
19

Elementary syllabus
Strand: Patterns
Substrand
Elementary Prep
Elementary 1
Elementary 2
Patterns
P.4.1 Make simple
1.4.1 Recognise various
2.4.1 Collect and
patterns
local patterns
compare various
patterns
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• use numbers to count
• talk about different
• apply rules to create
simple patterns
patterns of local
their own patterns
• recognise, memorise
community activities
• identify rules in different
and use simple
such as headdresses
patterns
patterns
for dances, tattoo
• find the missing items in
patterns, flower patterns
• make an object such as
a simple pattern
a necklace, a drawing
• observe an item from
• make own rules and
using repeating
plants or animals, such
apply them in forming
patterns
as finding out if there
patterns
are patterns in any of
• identify repeating
them or in the way they
• solve simple number
patterns of colours in
are made up
patterns, such as two,
objects such as bilums,
four, six
tapa cloth, clay pots,
• use common colours to
lime pots, mats
make patterns
20

Cultural Mathematics
Strand: Chance
Substrand
Elementary Prep
Elementary 1
Elementary 2
Chance and
P.5.1 Identify events that
1.5.1 Identify and
2.5.1 Make guesses
information
always happen
describe events that
about events that will
regularly in the
sometimes happen in
happen, may happen
community
the community and the
or will never happen
environment
Indicators
Students will be
Students will be
Students will be
achieving this outcome
achieving this outcome
achieving this outcome
when they, for example
when they, for example
when they, for example
• identify daily routines
• identify events such as
• identify events that will
such as getting up,
whether it’s going to
happen such as
going to bed, eating
rain, when someone is
landslides, volcanic
and washing
going out to catch fish,
eruption, river flooding,
• identify daily cycles
when fruit is going to be
high tides, start and
such as the sun comes
picked, the day is going
finish of school
up and goes down, tide
to be clear, when yam
• identify events that
comes in and goes out
is planted and
might happen such as it
harvested
will rain, it is going to be
• identify events such as
windy, wet clothes will
the teacher might be
dry quickly if the wind is
absent, someone may
strong, the motor will
be sick, their school
start
team might win
• identify events that
never happen such as
one can find a chest of
gold at the end of a
rainbow, a chicken that
lays a golden egg, a
cow that jumped over
the moon, that one will
live forever
21

Elementary syllabus
Assessment and reporting
Assessment and reporting practices described here are detailed
further in the National Assessment and Reporting Policy and in
other support materials produced by the Department of Education.
Assessment
Assessment is the ongoing process of identifying, gathering and
interpreting information about students’ achievement of the
learning outcomes described in the subject syllabuses.
Assessment in Elementary schooling is the continuous process of
finding out what the students have learnt and still need to learn.
Elementary teachers should take into account Papua New
Guinean cultural values and use local cultural practices where
appropriate to assess and report students’ achievement.
Assessment at Elementary level should use a range of methods
with little emphasis on written tests. It should be based on the
learning outcomes and arise from the everyday learning
experiences of students. It is a process of:
• observing students at work
• conferencing or talking and questioning the students about their
work and how they are thinking and feeling–their attitude
towards work
• looking at work samples for information on what students can
do.
Through these processes teachers gather evidence of students’
learning.
Continuous assessment for young students is essential. Their
knowledge and skills are continually changing as they learn more.
It is important for teachers to be aware of what the students know,
can do and understand. When this information is known about the
students in the class, programming can be made more relevant
and meaningful to match the students’ needs..
Recording and reporting
Teachers must keep accurate records of students’ achievement of
the learning outcomes and report these achievements in fair and
accurate ways to parents and guardians, teachers, students and
others. Recording methods may include:

journal, diary or anecdotal notes

portfolios

progressive records

checklists

work samples with comments written by the teacher.
22

Cultural Mathematics
Student reports should be based on assessement information
collected from ongoing assessment. Schools will decide how
reports will be presented to best suit the needs of their
communities.
When students first start school in Elementary Prep, parents and
guardians will be very eager to hear about their child’s progress.
Teachers should consider holding a parent-teacher interview either
at the end of the child’s first term at school or early second term.
In Elementary 1, teachers may decide to hold formal talks with
parents and guardians half way through the year and at the end of
the year.
In Elementary 2, teachers may decide to hold formal talks with
parents and guardians in the middle of second term and provide
them with a written report at the end of the year.
Evaluation
Teachers will use assessment information to evaluate the
effectiveness of their teaching, learning and assessment programs
and to make improvements to their teaching practice in order to
improve student learning.
Schools may use whole school assessment data to evaluate the
effectiveness of teaching and learning in a particular subject or at
particular grade levels and make decisions on how to improve
student learning.
23

Elementary syllabus
References
National Department of Education
(NDOE)
National Department of Education 2003, National Assessment and
Reporting Policy
, NDOE, Waigani.
National Department of Education 2002, National Curriculum
Statement
, NDOE, Waigani.
National Department of Education 1998, Elementary Curriculum
Statement
, NDOE, Waigani.
National Department of Education 1998, Elementary Scope and
Sequence
, NDOE, Waigani.
National Department of Education 1997, Curriculum Overview,
NDOE, Waigani.
National Department of Education 1997, Resource Book for
Cultural Mathematics
, NDOE, Waigani.
24

Cultural Mathematics
25

Elementary syllabus
Cultural
Mathematics
Elementary
Syllabus
Papua New Guinea
Department of Education
26

Elementary syllabus
Cultural Mathematics
Issued free to schools by the Department of Education
Published in 2003 by the Department of Education, Papua New
Guinea
Reprinted with amendments 2005
© Copyright 2003, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any
means electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the publisher.
ISBN 9980–930–68–3
Acknowledgements
The Elementary Cultural Mathematics Syllabus was prepared by
the Curriculum Development Division of the Department of
Education and was coordinated by Barbara Sipou.
The Elementary Cultural Mathematics Advisory Committee as well
as community members, teachers, inspectors, educators and
representatives from government and non-government
organisations have developed this syllabus through meetings,
workshops and trials.
This document was developed with the support of the Australian
Government through the Curriculum Reform Implementation
Project.
27
ii

Elementary syllabus
Cultural Mathematics
Cultural Mathematics
Secretary’s message ..................................................................... iv
Introduction .................................................................................... 1
Rationale ........................................................................................ 2
Curriculum principles ...................................................................... 3
Aims ............................................................................................... 6
Content overview ........................................................................... 7
Learning outcomes ........................................................................ 9
Learning outcomes and indicators ................................................ 11
Assessment and reporting ............................................................ 22
References .................................................................................... 24
28
iii

Elementary syllabus
Cultural Mathematics
Secretary’s message
The current reforms in education have been in progress since
1992. The Education Reform has emphasised community-based
schooling, the use of vernacular languages in schools, the
introduction of Elementary schools, the expansion of Primary
schooling to Grade 8 and increased access to Grades 9 and 10.
This syllabus is to be used by Elementary (Elementary Prep,
Elementary 1 and Elementary 2) students in Elementary schools
throughout Papua New Guinea. This syllabus develops, links and
builds upon concepts, skills and attitudes which flow into Lower
Primary (Grades 3, 4 and 5). This syllabus provides a sound
foundation for further learning in the reformed school system.
Students’ language abilities, already gained in their home
environments, must be respected, built on and extended.
Vernacular languages have a large part to play in our students’
formative years and their first language should be used to promote
a deeper understanding of difficult concepts when this is
appropriate.
This Cultural Mathematics Syllabus is a significant part of the
Education Reform. It presents a coherent view of mathematics at
the Elementary level of schooling. Mathematics at this level of
schooling is based on the everyday mathematics used in the
community. While this syllabus is designed for teachers of
Elementary students, it will also be useful for developers of
support materials, planners and Lower Primary teachers. Cultural
Mathematics provides a sound foundation for future mathematical
studies and the mathematical literacy necessary to do other
studies.
Elementary education is community based. Elementary teachers
speak the language of the local children so that they will be able to
teach Cultural Mathematics using this vernacular language. With
the help of community members and trainers, teachers will be able
to develop a relevant community-based curriculum.
I commend and approve this syllabus as the official curriculum for
Cultural Mathematics to be used in all Elementary schools
throughout Papua New Guinea.
Peter M. Baki
Secretary for Education
29
iv

Document Outline



   © 2006, USP Library. Copyright & Disclaimer                         Contact Us
last updated Sat Sep 01, 2012