11–12Mathematics Life Skills 11–12 Syllabus

Mathematics Life Skills 11–12 provides opportunities for students to develop knowledge and understanding through real-world applications of mathematics. Students develop skills in using number and mathematics in daily life.

Through the study of Mathematics Life Skills 11–12, students:

• apply mathematical operations to practical situations and develop skills to solve everyday problems related to time, money, measurement, travel and probability
• independently or collaboratively explore numeracy and mathematical thinking, knowledge and skills in an area of personal interest in the Mathematics project
• apply mathematics in a variety of contexts to enhance and encourage participation in post-school contexts
• apply knowledge, understanding and skills to everyday scenarios to solve problems, make real-world connections and prepare for a range of post-school pathways.

The course numbers and units for each year of study are set out below.

Course numbers:

• Mathematics Life Skills (Year 11, 2 units): TBA
• Mathematics Life Skills (Year 12, 2 units): TBA

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours):

• Number
• Financial mathematics
• Measurement
• Plans, maps and networks
• Data, statistics and probability
• Mathematics project.

For Mathematics Life Skills:

• Students are required to demonstrate achievement of one or more Mathematics Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Mathematics Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Skills from the overarching outcome, Working mathematically, are integrated throughout the course.
• Content and examples focus on personal and real-world connections for post-school pathways.
• The Mathematics project can be integrated into any aspect of the course or undertaken as a discrete focus area for students with specific mathematical interest areas. The project can be undertaken collaboratively or independently.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

In the Mathematics project, students independently or collaboratively explore numeracy and mathematical thinking, knowledge and skills in an area of personal interest. This project can help students make connections between numeracy and their personal lives and also in their local or broader community, including Aboriginal and Torres Strait Islander Communities. Areas of interest may be related to a student’s home, school, community or workplace and/or be of relevance to employment, further education or training.

Students build on knowledge and skills from some or all of the focus areas. The Mathematics project is an opportunity for students to develop numerical reasoning skills as they transition from recalling mathematical facts and procedures to applying their knowledge and skills in an increasing range of contexts, especially in preparation for post-school pathways.

Mathematical thinking involves students’ consideration of different possibilities, providing opportunities for curiosity, creativity and thinking critically. Students can investigate a topic of interest with mathematical relevance by identifying the problem or scenario and approaching the project from a mathematical point of view. Students can connect the information to prior or new knowledge, and collect, organise and present their findings.

The Mathematics project is optional. The learning activities undertaken will be determined by the interests and learning needs of students. Students can follow all or selected parts of the process outlined in this focus area. The process should be differentiated in modes of representation and communication of findings. The delivery of the project should reflect the level of autonomy of the students – for example, undertaking the Mathematics project may involve a series of short tasks, or one or more longer projects.