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Introduction to the Mathematics General Syllabus © Board of Studies NSW. Material must not be altered or reproduced without approval.

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Presentation on theme: "Introduction to the Mathematics General Syllabus © Board of Studies NSW. Material must not be altered or reproduced without approval."— Presentation transcript:

1 Introduction to the Mathematics General Syllabus © Board of Studies NSW. Material must not be altered or reproduced without approval.

2 Outline Slide Background 3 Courses within the syllabus 4 Nature of the courses 5 Pathway structure 6 Advantages of the pathways 7 Which students? Which pathway? 8 Documents 9 Strands 10 Focus Studies 11 Nature of the Focus Studies 12 Support materials 13 Non-calculus-based mathematics in Non-calculus-based mathematics from Programming 16

3 Background 2007–08: Mathematics General 2 and Mathematics General 1 syllabuses developed (endorsed by the Board in 2009, but not approved for implementation) 2009–11: significant increase in the number of schools teaching SDBECs (Mathematics Applied) 2012: Mathematics General syllabus released to address: –an increase in the uptake of Mathematics Applied –the need for an appropriate course for students staying at school due to the increase in the school leaving age to 17 years

4 Courses within the syllabus The new Mathematics General syllabus incorporates the: Preliminary Mathematics General course (BDC) HSC Mathematics General 2 course (BDC) HSC Mathematics General 1 course (CEC) Note:The Preliminary Mathematics General course allows students to access either the HSC Mathematics General 2 course or the HSC Mathematics General 1 course in their HSC year.

5 Nature of the courses The courses within the Mathematics General syllabus: are highly contextualised provide students with opportunities: –for creative thinking, communication and problem solving –to use a range of techniques and tools, including relevant technologies, to develop solutions to a wide variety of problems relating to their present and future needs and aspirations –through Focus Studies, to apply and develop further the knowledge, skills and understanding developed in the various Strands

6 Pathway structure Preliminary Mathematics General (BDC*) Maintenance of eligibility for the HSC award and an ATAR needs to be considered in choosing one of the two HSC courses below HSC Mathematics General 1 (CEC**) HSC Mathematics General 2 (BDC*) *BDC – Board Developed Course (HSC BDCs are examined at the HSC). **CEC – Content Endorsed Course (HSC CECs are not examined at the HSC).

7 Advantages of the pathways Students are not locked into a non-Board Developed Course in Year 11 Schools are not required to apply to the Board of Studies to implement any Stage 6 Mathematics course Note:The availability of the HSC Mathematics General 1 course for all schools means that the Board will no longer consider applications for Stage 6 mathematics SDBECs.

8 Which students? Which pathway? PMG/HSC MG2 provides a strong foundation for: concurrent HSC studies, such as in the life sciences, the humanities and business studies a broad range of vocational pathways university courses in the humanities, nursing and paramedical sciences PMG/HSC MG1 CEC provides an appropriate foundation for: concurrent HSC studies, such as in VET courses, other practically oriented courses, and some humanities courses a range of vocational pathways

9 Documents One syllabus document for: –Preliminary Mathematics General (BDC) –HSC Mathematics General 2 (BDC) –HSC Mathematics General 1 (CEC) –advice on assessment and reporting in HSC Mathematics General 1 (CEC) A separate assessment and reporting document for: –Preliminary Mathematics General (BDC) –HSC Mathematics General 2 (BDC)

10 Strands The content of the Mathematics General syllabus is divided into five Strands: Financial Mathematics (FM) Data and Statistics (DS) Measurement (MM) Probability (PB) Algebra and Modelling (AM)

11 Focus Studies Preliminary Mathematics General –Mathematics and Communication (FSCo) –Mathematics and Driving (FSDr) HSC Mathematics General 2 –Mathematics and Health (FSHe) –Mathematics and Resources (FSRe) HSC Mathematics General 1 –Mathematics and Design (FSDeCEC) –Mathematics and Household Finance (FSHoCEC) –Mathematics and the Human Body (FSHuCEC) –Mathematics and Personal Resource Usage (FSPeCEC)

12 Nature of the Focus Studies The Focus Studies: provide opportunities for students to integrate their knowledge, skills and understanding from across the Strands are designed for study over a continuous time period involve the use of a broad range of up-to-date contextualised resources

13 Support materials Available on the Board of Studies website: guide to the syllabus (May 2012) Assessment and Reporting in the HSC Mathematics General 2 Course (May 2012) advice on initial programming (October 2012) support materials for the teaching of new content (December 2012) HSC specimen examination paper, sample marking guidelines and performance band descriptions for Mathematics General 2 (December 2012)

14 Non-calculus-based mathematics in 2013 The new Preliminary Mathematics General course is implemented in Year 11 (except for students studying compressed General Mathematics) as the first (common) part of two Mathematics General pathways The existing HSC General Mathematics course is studied in Year 12, with the last General Mathematics examination at the HSC Mathematics Applied is not available to Year 11 students, but is available to Year 12 students where approved

15 Non-calculus-based mathematics from 2014 The new Preliminary Mathematics General course is studied by all Year 11 students The new HSC Mathematics General 2 course and HSC Mathematics General 1 course are implemented in Year 12, with the first Mathematics General 2 HSC examination in 2014

16 Programming It is not intended that the five syllabus Strands be allocated equal time in any of the courses Each Focus Study is designed to be studied over a continuous time period of approximately 20 hours Many units of work designed for the existing General Mathematics course will form the bases of effective programs


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