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Introduction
All students with special educational needs are entitled to participate and progress according to the curriculum. Accommodations are measures or actions taken in relation to teaching, learning and assessment that allow a student to access outcomes and curriculum content and demonstrate achievement of outcomes. Most students with special educational needs will take regular board-developed and/or board-approved courses.
Students with special educational needs can access Year 11 and 12 results and content in a number of ways. They should choose the most suitable HSE courses according to their goals, interests and learning needs. For some students with special educational needs, the Year 11-12 life skills outcomes and content provided in the final years General Mathematics curriculum may provide learning more suited to their individual needs.
It was also agreed that states and territories would have the flexibility to integrate the approved Australian secondary curriculum as appropriate. The writing brief sets out how the content of the Australian Curriculum can be modified, reordered and supplemented in each subject area, while remaining consistent with NSW Higher Years assessment and examination structures.
Mathematics, Mathematics Extension 1 and Mathematics Extension 2 key
Rationale
A number of related applications are studied in the Mathematics, Mathematics Extension 1 and Mathematics Extension 2 courses. The Mathematics course is written on the assumption that students have demonstrated competence in Mathematics up to and including the Stage 5.2 level by the end of Year 10. At the same time, the Mathematics course provides an appropriate basis for the study of the Mathematics extension Senior Year courses.
The Mathematics Extension 1 course is written to meet the needs of students who have demonstrated a high level of proficiency in Mathematics through. At the same time, the Mathematics Extension 1 course, together with the Mathematics course, provides a suitable foundation for the study of the Mathematics Extension 2 course, which is written to meet the needs of students who have demonstrated outstanding ability in Mathematics. The course represents a distinctly high level in school mathematics and provides such students with the opportunity to develop significant manipulative skills and a high level of understanding of the fundamental ideas of algebra and calculus.
Write separate rationales for the subjects Mathematics, Mathematics Appendix 1 and Mathematics Appendix 2 to clarify the similarities and differences between the subjects. Place the Mathematics, Mathematics Supplement 1, and Mathematics Supplement 2 curricula for the final years in grades K–12.
The place of the Mathematics, Mathematics Extension 1 and Mathematics
Aim
Review the objectives to ensure they reflect the overall purpose of the syllabus and are appropriate for each course. Review objectives to ensure consistency of length, detail, and complexity with other senior syllabuses. In the objectives, refer to math comprehension, especially fluency, communication, problem solving, reasoning, and comprehension (as a reference to building on the Math Work skills from Stage 5).
Objectives
Outcomes
Course structure
The above list of topics is not exhaustive and some topics may be reconsidered for inclusion as content is developed, but the general structure of the course should be maintained. Overall, there should be a net reduction in content compared to current mathematics courses to provide opportunities for deep learning. Much of the common content between the Maths course and the General 2 Maths course should be built into individual Year 11 courses.
Include appropriate common content between the Year 11 Mathematics General Course and the Year 11 Mathematics Course. Include appropriate common content between the Year 12 Mathematics General 2 course and the Year 12 Mathematics course. The mathematics course must reflect the academic requirements of a two-unit course, providing adequate opportunities for students to succeed.
Content
Data and statistics relate to the collection, summarization, display, analysis and interpretation of data from the real world. In recent times, rapid increases in the use of technology for commercial activity and for communication have enabled the collection of very large amounts of data, leading to the increased importance of statistical. The content should be based on the structure and model of the sample content pages shown.
The list provided is not exhaustive and during content writing, some topics may be reconsidered for inclusion. To accommodate the diversity of learners, real world practical applications should be used and this should be reflected in the choice of content. Identify any considerations or guidelines that may be needed to interpret the syllabus, and list them for inclusion in a future supporting material document.
Identify any suggested apps that could be used to deliver the curriculum and list them for inclusion in a future supporting materials document. Students can measure body measurements such as arm span, height and hip height, as well as stride length.
Learning across the curriculum
Students use critical and creative thinking in learning to generate and evaluate knowledge, ideas, and possibilities, and in seeking new avenues or solutions. They are an integral part of solving math problems as students identify similarities and differences in math situations and begin to reason and think about solutions to problems and the strategies needed to find those solutions. Critical and creative thinking are fundamental in aspects of the math curriculum such as posing problems, modeling situations, justifying choices and strategies used, and giving reasons to explain mathematical ideas.
For each lesson across the curriculum area, develop a summary statement that describes how the subject provides opportunities to develop knowledge. Aboriginal and Torres Strait Islander histories and cultures: identify opportunities to use mathematics to consider cultures with relevant historical and contemporary data. Asia and Australia's engagement with Asia: identify opportunities to use mathematics to consider cultures with relevant historical and contemporary data.
Sustainability: opportunities should be identified to consider where the mathematics of sustainability methods and data can be addressed. Critical and creative thinking: the current proposed statement needs to be shortened and made more concise. Ethical understanding: opportunities should be identified to raise awareness of ethical issues, especially in the topics related to statistics, probability and rate of change.
Information and Communication Technology Capability: Students must learn to use appropriate technology as an effective support for mathematical activity throughout the curriculum. Intercultural understanding: Opportunities should be identified to raise awareness of intercultural issues, particularly in the areas of statistics and rates of change. Personal and Social Capacity: Opportunities should be identified to develop students' awareness of personal and social skills either through consideration of a particular topic or through opportunities for organized group work.
Society and Citizenship: Opportunities should be identified to raise awareness of civics and citizenship issues, particularly in the topics related to rates of change and statistics. Difference and Diversity: Opportunities should be identified to raise awareness of differences and diversity issues, particularly in the topics related to rates of change and statistics. Employment and Entrepreneurship: Opportunities should be identified to raise awareness of employment and entrepreneurial issues, particularly in the topics related to rates of change and statistics.
Glossary
Assessment and reporting
Appendix I
Appendix II
