Overview
Syllabus overview
Organisation of Mathematics Advanced 11–12
The organisation of outcomes and content for Mathematics Advanced 11–12 highlights the important role Working mathematically plays across all areas of mathematics and reflects the strengthened connections between concepts. Working mathematically has been embedded in the outcomes and content of the syllabus.
Mathematics Advanced outcomes and their related content are organised into 7 areas of study:
- Functions
- Trigonometric functions
- Sequences and series
- Calculus
- Exponential and logarithmic functions
- Statistical analysis
- Financial mathematics
Figure 1 shows the organisation of Mathematics Advanced 11–12, including the focus areas to be completed in each area of study.
Image long description: Seven rows represent the areas of study for Mathematics Advanced 11–12. Each row is divided in half, showing the focus areas for Year 11 and Year 12. The Functions area of study includes Year 11 focus areas Working with functions and Graph transformations and the Year 12 focus area Further graph transformations and modelling. The Trigonometric functions area of study includes the Year 11 focus areas Trigonometry and measure of angles and Trigonometric identities and equations. The Exponential and logarithmic function area of study includes the Year 11 focus area Exponential and logarithmic functions. The Sequences and series area of study includes the Year 12 focus area Sequences and series. The Calculus area of study includes the Year 11 focus area Introduction to differentiation, and the Year 12 focus areas Differential calculus, Integral calculus and Applications of calculus. Finally, the Statistical analysis area of study includes the Year 11 focus area Probability and data, and the Year 12 focus area Random variables. The Financial mathematics area of study includes the Year 12 focus area Financial mathematics. All content is surrounded by a box labelled with the phrase, ‘Working mathematically through communicating reasoning, understanding and fluency, and problem solving’.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal Histories and Cultural Practices.