11–12Mathematics Extension 2 11–12 Syllabus

The organisation of outcomes and content for Mathematics Extension 2 Year 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 2 Year 12 outcomes and their related content are organised into 5 areas of study:

• Proof
• Vectors
• Complex numbers
• Calculus
• Mechanics.

Figure 1 shows the organisation of Mathematics Extension 2 Year 12.

Image long description: Five rows represent the areas of study for Mathematics Extension 2 Year 12. The Proof area of study includes the focus area The nature of proof. The Vectors area of study includes the focus area Further work with vectors. The Complex numbers area of study includes the focus area Introduction to complex numbers. The Calculus area of study includes the focus area Further integration. The Mechanics area of study includes the focus area Applications of calculus to mechanics. 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 Mathematics Extension 2 Year 12 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.