BRO6369 Numeracy in a reform-based learning environment Natalie Brown, Jane Watson, Kim Beswick and Noleine Fitzallen University of Tasmania Abstract Curriculum reform in Tasmanian schools centres around the implementation of an Essential Learnings framework. This framework has provided a catalyst for pedagogical change; for teachers to work collaboratively; in cross-curricular ways and; for assessment to be authentic and support learning. The place of numeracy in this reform-based learning environment is the focus of a research project which commenced in 2005. A professional learning program for middle years’ teachers with a goal to improve student outcomes in numeracy has been co-constructed with participants and will be evaluated at several stages through the project. An important component of the project involves working with teachers as they continue to implement the Essential Learnings. This paper reports on the baseline data received via a teacher profile and discusses teachers’ responses to questions on planning and implementing units of work in the area of numeracy. Introduction In Tasmania, a major curriculum reform, the Essential Learnings (ELs) framework is being implemented in all State schools and many Catholic schools. The process has involved both top-down and bottom-up construction of change, initially agreeing on a set of values and purposes, identifying 18 Key elements within five Essential Learnings (Thinking, Communicating, Social Responsibility, World Futures and Personal Futures), constructing outcomes and standards documentation and calibrating work samples (Department of Education, Tasmania [DoET], 2002; 2003). Underpinning the introduction of the framework is a focus on pedagogy. A set of agreed learning, teaching and assessment principles has also been produced (DoET, 2002) with the Teaching for Understanding (TfU) framework (Wiske, 1998) being adopted and promoted to teachers. Assessment and reporting against the ELs are being progressively introduced, with all schools reporting against the key elements ‘Being Literate’, Being Numerate’ and ‘Maintaining Wellbeing’ in 2005. Professional learning to support teachers’ adoption of the reforms has been provided primarily through the School Education Division of the Department of Education. This has been in the form of face-to face professional learning, appointment of curriculum leaders in clusters and/or schools, and a wealth of printed and on-line material (http://www.ltag.education.tas.gov.au/default.htm ). Planning proformas and exemplar units embedded in the ELs framework and reflecting the TfU have been published on the Learning, Teaching and Assessment Guide (LTAG website) and made available to teachers. Work samples to guide assessment have also been published. Encouragement of collaborative planning has been unprecedented, with