the draft curriculum

NSW  General  Mathematics  Mathematics Extension 1  Mathematics Extension 2 Draft Australian  Essential  General  Mathematical Methods  Specialist Mathematics

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

 Each course contains units of 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.

 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).

 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.

 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.

 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.

 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.

 How do the 4 courses meet the needs of our students in terms of course structure?  Is there evidence of adequate quality and rigour in the curriculum?  Is there the capacity for continuity from K-10 to 11-12?  Is there sufficient flexibility to tailor curriculum to suit students’ interests, needs and abilities?  Is the balance of calculus between courses sensible?

 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 C) or should students only use calculators to multiply matrices rather than by calculating by hand? ◦ What technology should be used in assessments?

 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?

 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? ...

 Online forum for government schools ◦ You can register for the forum at /register.htm and provide comments on any or all of the draft Australian Mathematics courses. /register.htm ◦ If you have any problems with registering please contact Chris Dorbis via or telephone Chris Dorbis

 If you have been issued a password, please click on the following link to enter the forum.  To enter the forum:  ACARA consultation To register to provide your feedback directly to ACARA, go to then enter the consultation portal, Explore , Mathematics.

 If all else fails... If you encounter difficulties accessing the various avenues for consultation, simply your comments to or fax to (02)