The Mathematics Life Skills 11–12 Syllabus is developed from the Mathematics Standard 11–12 Syllabus and the Numeracy Stage 6 Syllabus to provide opportunities for integrated delivery.

Organisation of Mathematics Life Skills 11–12

The organisation of outcomes and content for Mathematics Life Skills 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, content and examples of the syllabus.

Figure 1 shows the organisation of Mathematics Life Skills 11–12.

Image long description: Six rows represent the focus areas for Mathematics Life Skills 11–12. Years 11 and 12 focus areas are Number; Financial mathematics; Measurement; Plans, maps and networks; Data, statistics and probability; and Mathematics project. The syllabus content groups are listed next to their related focus area. All content is surrounded by a box labelled with the phrase, ‘Working mathematically through communicating reasoning, understanding and fluency, and problem solving’.

Mathematics Life Skills Year 11 and Year 12

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.

Mathematics project

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.

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.

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11–12Mathematics Life Skills 11–12 Syllabus

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