11–12Mathematics Extension 1 11–12 Syllabus

The organisation of outcomes and content for Mathematics Extension 1 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 Extension 1 outcomes and their related content are organised into 7 areas of study:

• Functions
• Proof
• Vectors
• Trigonometric functions
• Combinatorics
• Calculus
• Statistical analysis.

Figure 1 gives a broad overview of the organisation of content, including the focus areas to be completed in each area of study.

Image long description: Seven rows represent the areas of study for Mathematics Extension 1 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 Further work with functions and Polynomials. The Proof area of study includes the Year 12 focus area Proof by mathematical induction. The Vectors area of study includes the Year 12 focus area Introduction to vectors. The Trigonometric functions area of study includes the Year 11 focus area Further trigonometry, and the Year 12 focus area Inverse trigonometric functions. The Combinatorics area of study includes Year 11 focus areas Permutations and combinations, and The binomial theorem. The Calculus area of study includes the Year 12 focus areas Further calculus skills and Further applications of calculus. The Statistical analysis area of study includes the Year 12 focus area The binomial distribution and the sampling distribution of the mean. All content is surrounded by a box labelled with the phrase, ‘Working mathematically through communicating reasoning, understanding and fluency, and problem solving’.

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.