Transcript The draft Australian curriculum

the draft curriculum
NSW
Draft Australian
 General
 Essential
 Mathematics
 General
 Mathematics Extension 1  Mathematical Methods
 Mathematics Extension 2  Specialist Mathematics
Essential
Mathematics
General
Mathematics
Mathematical
Methods
Specialist
Mathematics
Measurement
Finance
Investigation 1
Rates & ratios
Matrices
Measure & Geom
Graphs & Networks
Algebra
Functions & graphs
Calculus 1
Proof
Complex numbers
Recurrence relation
Matrices
Time and Place
Data analysis
Algebra
Investigation 2
Data analysis 1
Linear Modelling
Linear Programming
Price index number
Trigonometry
Algebra & graphs
Calculus 2
Discrete Rand Var
Parametric eqns
Graph theory
Trigonometry
Finance 2
Data Analysis 2
Investigation 3
Data Analysis 2
Graphs & Networks
Growth & decay in
sequences
Calculus 3
Linear equations
Cont Rand Variables
Induction
Vectors
Differential calc
Complex numbers
Design
Probability
Time and Place 2
Data Analysis 3
Time Series Analysis
Financial modelling
Statistical inference
Algebra & graphs 2
Calculus 4
Integral calculus
Option (1 of 3)
Kinematics
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Each course contains units of 50-60 hours
duration with 4 units studied over a 2 year
period.
Units 1 and 2 are designed to follow on from
learning in Year 10.
Units 3 and 4 are designed to be more
challenging and assume prior knowledge of
learning contained in Units 1 and 2.
Achievement standards for each course for
each year of schooling will be developed and
put out for consultation in 2011.
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It may be possible to move from General
Mathematics (Course B) to Essential
Mathematics (Course A) after Units 1 & 2 (i.e.
Semester 1).
General Mathematics (Course B) can be
studied in conjunction with Mathematical
Methods (Course C) (i.e. Equal to 4 units of
mathematics as two subjects).
Specialist Mathematics (Course D) is to be
studied in conjunction with Mathematical
Methods (Course C).
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Designed to provide students with the skills
and understanding to solve problems and
undertake investigations in a range of
workplace, personal, training and community
settings.
Organised around the areas of
Measurement, Finance, Statistics, Algebra,
Probability, Time, distance, speed and
direction, and Design (scale drawings), and
3 investigations.
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Designed for further studies in agriculture,
health and social sciences, business and
education.
Organised around the areas of Rates and
ratios, Matrices, Measurement and geometry,
Graphs and networks, Data analysis, Linear
modelling and linear programming, Growth
and decay with sequences, Time series
analysis and Financial modelling.
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Designed for further university studies,
possibly in mathematics, economics or the
sciences.
Organised around the areas of Algebra,
Exponential functions and graphs, Calculus,
Trigonometric functions, Random variables,
Statistical Inference, and solving systems of
linear equations by using matrices.
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Designed for further studies in mathematics,
physical science or engineering at university.
Organised around the areas of Mathematical
proof, Complex numbers, Matrices, Graph theory,
Parametric equations, Trigonometric functions,
Kinematics, Mathematical Induction, Vectors in
3D, Further graphs, Further integration and
differential equations plus one option topic.
Options: Statistical inference, Vectors and
dynamics, or Further calculus techniques and
inequalities.
Does the K-10
curriculum prepare
students for these
courses?
Do the courses cater
for the range of
students?
Are the units broad
and deep enough to
engage and challenge
our students?
Is there evidence of
adequate quality and
rigour in the
curriculum?
Does the content
provide a logical
progression from the
K-10 curriculum?
Can the content be
covered by the
structure and the time
frame?
Does the content of
the courses identify
the learning we value?
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How do the 4 courses meet the needs
of our students in terms of course
structure?
◦ What are the implications of students taking
effectively 4 units of mathematics from Year
11 and no option of 3 units of mathematics?
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Is the balance of calculus between the
courses sensible?
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Consider the role of technology within
the courses.
◦ For example, is the described use of
technology helpful with the topic of matrices
in General Mathematics (Course B) or
should students only use calculators to
multiply matrices rather than by calculating
by hand?
◦ What technology should be used in
assessments?
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Is the level of detail sufficient to
determine the amount of time spent on
applications.
◦ For example, how long would it take to teach
‘modelling simple economies’ using matrices
in Course C or to teach reading cadastral
maps in Course A?
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Although Units 3 and 4 assume prior knowledge
of Units 1 and 2, Specialist Mathematics
(Course D) states that consideration has been
given to students who have studied Units 1 and
2 of Mathematical Methods (Course C) entering
Specialist Mathematics (Course D) at Unit 3. Is
this viable?
...
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Online forum for government schools
◦ You can register for the forum at
http://currk12.janison.com/curriculum/register
/register.htm and provide comments on any
or all of the draft Australian Mathematics
courses.
◦ If you have any problems with registering
please contact Chris Dorbis via email or
telephone 9886 7496.
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If you have been issued a password, please
click on the following link to enter the forum.
To enter the
forum:http://currk12.janison.com/toolbox/desktop/logo
n.asp
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ACARA consultation
To register to provide your feedback directly to
ACARA, go to
http://www.australiancurriculum.edu.au/Home
then enter the consultation portal, Explore 1112, Mathematics.
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If all else fails ...
If you encounter difficulties accessing the
various avenues for consultation, simply email
your comments to
[email protected] or
[email protected] or fax to
(02) 98867424.