11–12Mathematics Standard 11–12 Syllabus

The Mathematics Standard 11–12 Syllabus aligns with the Mathematics Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

The organisation of outcomes and content for Mathematics Standard 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 Standard 11–12 outcomes and their related content are organised into 5 areas of study:

• Algebra
• Financial mathematics
• Measurement
• Networks
• Statistics.

Figure 1 shows the organisation of Mathematics Standard 11–12. All Year 11 Mathematics Standard focus areas are to be completed first, then focus areas from Year 12 Mathematics Standard 1 OR Year 12 Mathematics Standard 2 are to be completed.

Image long description: Five rows represent the areas of study for Mathematics Standard 11–12. Each row is divided into thirds, showing the focus areas for Year 11, Year 12 (Mathematics Standard 1) or Year 12 (Mathematics Standard 2). The Algebra area of study includes: Year 11 focus areas Formulas and equations and Linear relationships; the Year 12 (Standard 1) focus area Algebraic relationships; and the Year 12 (Standard 2) focus area Algebraic relationships. The Financial mathematics area of study includes: the Year 11 focus areas Earning money, and Managing money; the Year 12 (Standard 1) focus areas Investment, and Depreciation and loans; and the Year 12 (Standard 2) focus areas Investment and loans, and Annuities. The Measurement area of study includes: the Year 11 focus areas Applications of measurement, and Time and location; the Year 12 (Standard 1) focus areas Right-angled triangles, and Ratios and rates; and the Year 12 (Standard 2) focus areas Trigonometry, and Ratios and rates. The Networks area of study includes: the Year 11 focus area Networks, paths and trees; and the Year 12 (Standard 2) focus areas Network flow, and Critical path analysis. The Statistics area of study includes: the Year 11 focus area Data analysis; the Year 12 (Standard 1) focus areas Bivariate data analysis, and Relative frequency and probability; and the Year 12 (Standard 2) focus areas Bivariate data analysis, Relative frequency and probability, and The normal distribution. 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.