NSW Syllabuses

The following codes and icons are used in the Mathematics Advanced 6 Syllabus.

## Outcome Coding

Syllabus outcomes have been coded in a consistent way. The code identifies the subject, Year and outcome number. For example:

 Code Interpretation MA11-1 Mathematics Advanced, Year 11 – Outcome number 1 MA12-4 Mathematics Advanced, Year 12 – Outcome number 4

## Coding of Australian Curriculum Content

Australian curriculum content descriptions included in the syllabus are identified by an Australian curriculum code which appears in brackets at the end of each content description. For example:

Recognise features of the graph of $$y = mx + c$$, including its linear nature, its intercepts and its slope or gradient. (ACMMM003).

Where a number of content descriptions are jointly represented, all description codes are included, eg (ACMMM001, ACMMM002, ACMSM003).

## Coding of Applications and Modelling

The syllabus provides many opportunities for students to apply and further develop the knowledge, skills and understanding initially described in the Topics.

In considering various applications of mathematics, students will be required to construct and use mathematical models. Mathematical modelling gives structure to what we perceive and how we perceive it. In following a modelling process, students view a problem through their past experience, prior knowledge and areas of confidence. As a model emerges, it extends their thinking in new ways as well as enhancing what they have observed.

Modelling opportunities will involve a wide variety of approaches such as generating equations or formulae that describe the behaviour of an object, or alternatively displaying, analysing and interpreting data values from a real-life situation.

In the process of modelling, teachers should provide students with opportunities to make choices, state and question assumptions and make generalisations. Teachers can draw upon problems from a wide variety of sources to reinforce the skills developed, enhance students’ appreciation of mathematics and where appropriate, expand their use of digital technology.

Opportunities for explicit application and modelling opportunities are identified within the syllabus by the code AAM

For example: model, analyse and solve linear relationships, including constructing a straight-line graph and interpreting features of a straight-line graph, for example the gradient and intercepts (ACMMM003, ACMMM005) AAM

## Learning Across the Curriculum Icons

Learning across the curriculum content, including cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

 Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Other learning across the curriculum areas Civics and citizenship Difference and diversity Work and enterprise