the draft curriculum

1. Australian Curriculum Mathematics 11-12 the draft curriculum

2. Courses NSW • General • Mathematics • Mathematics Extension 1 • Mathematics Extension 2 Draft Australian • Essential • General • Mathematical Methods • Specialist Mathematics

3. Organisation of the curriculum Essential Mathematics General Mathematics Mathematical Methods Specialist Mathematics Semester Measurement Finance Investigation 1 Rates & ratios Matrices Measure & Geom Graphs & Networks Algebra Functions & graphs Calculus 1 Proof Complex numbers Recurrence relation Matrices Year 11 Semester Time and Place Data analysis Algebra Investigation 2 Data analysis 1 Linear Modelling Linear Programming Price index number Trigonometry Algebra & graphs Calculus 2 Discrete Rand Var Parametric eqns Graph theory Trigonometry Semester Finance 2 Data Analysis 2 Investigation 3 Data Analysis 2 Graphs & Networks Growth & decay in sequences Calculus 3 Linear equations Cont Rand Variables Induction Vectors Differential calc Complex numbers Year 12 Semester Design Probability Time and Place 2 Data Analysis 3 Time Series Analysis Financial modelling Statistical inference Algebra & graphs 2 Calculus 4 Integral calculus Option (1 of 3) Kinematics

4. Structure • Each course contains units of 50-60 hours duration with 4 units studied over a 2 year period. • Units 1 and 2 are designed to follow on from learning in Year 10. • Units 3 and 4 are designed to be more challenging and assume prior knowledge of learning contained in Units 1 and 2. • Achievement standards for each course for each year of schooling will be developed and put out for consultation in 2011.

5. Structure and delivery • It may be possible to move from General Mathematics (Course B) to Essential Mathematics (Course A) after Units 1 & 2 (i.e. Semester 1). • General Mathematics (Course B) can be studied in conjunction with Mathematical Methods (Course C) (i.e. Equal to 4 units of mathematics as two subjects). • Specialist Mathematics (Course D) is to be studied in conjunction with Mathematical Methods (Course C).

6. Essential Mathematics (Course A) • Designed to provide students with the skills and understanding to solve problems and undertake investigations in a range of workplace, personal, training and community settings. • Organised around the areas of Measurement, Finance, Statistics, Algebra, Probability, Time, distance, speed and direction, and Design (scale drawings), and 3 investigations.

7. General Mathematics (Course B) • Designed for further studies in agriculture, health and social sciences, business and education. • Organised around the areas of Rates and ratios, Matrices, Measurement and geometry, Graphs and networks, Data analysis, Linear modelling and linear programming, Growth and decay with sequences, Time series analysis and Financial modelling.

8. Mathematical Methods (Course C) • Designed for further university studies, possibly in mathematics, economics or the sciences. • Organised around the areas of Algebra, Exponential functions and graphs, Calculus, Trigonometric functions, Random variables, Statistical Inference, and solving systems of linear equations by using matrices.

9. Specialist Mathematics (Course D) • Designed for further studies in mathematics, physical science or engineering at university. • Organised around the areas of Mathematical proof, Complex numbers, Matrices, Graph theory, Parametric equations, Trigonometric functions, Kinematics, Mathematical Induction, Vectors in 3D, Further graphs, Further integration and differential equations plus one option topic. • Options: Statistical inference, Vectors and dynamics, or Further calculus techniques and inequalities.

10. Key questions for evaluating the 11-12 curriculum

11. Further questions for evaluating the curriculum • How do the 4 courses meet the needs of our students in terms of course structure? • What are the implications of students taking effectively 4 units of mathematics from Year 11 and no option of 3 units of mathematics? • Is the balance of calculus between the courses sensible?

12. Further questions for evaluating the curriculum • Consider the role of technology within the courses. • For example, is the described use of technology helpful with the topic of matrices in General Mathematics (Course B) or should students only use calculators to multiply matrices rather than by calculating by hand? • What technology should be used in assessments?

13. Further questions for evaluating the curriculum • Is the level of detail sufficient to determine the amount of time spent on applications. • For example, how long would it take to teach ‘modelling simple economies’ using matrices in Course C or to teach reading cadastral maps in Course A?

14. More questions • Although Units 3 and 4 assume prior knowledge of Units 1 and 2, Specialist Mathematics (Course D) states that consideration has been given to students who have studied Units 1 and 2 of Mathematical Methods (Course C) entering Specialist Mathematics (Course D) at Unit 3. Is this viable? • ...

15. Consultation – Mathematics 11-12 • Online forum for government schools • You can register for the forum at http://currk12.janison.com/curriculum/register/register.htm and provide comments on any or all of the draft Australian Mathematics courses. • If you have any problems with registering please contact Chris Dorbis via email or telephone 9886 7496.

16. Consultation – Mathematics 11-12 • If you have been issued a password, please click on the following link to enter the forum. • To enter the forum:http://currk12.janison.com/toolbox/desktop/logon.asp • ACARA consultation To register to provide your feedback directly to ACARA, go to http://www.australiancurriculum.edu.au/Home then enter the consultation portal, Explore 11-12, Mathematics.

17. Consultation – Mathematics 11-12 • If all else fails ... If you encounter difficulties accessing the various avenues for consultation, simply email your comments to Peter.Gould@det.nsw.edu.au or Carolyn.McGinty@det.nsw.edu.au or fax to (02) 98867424.