NSW Syllabuses

# Mathematics Standard key

The following codes and icons are used in the Mathematics Standard Stage 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 MS11-1 Mathematics Standard, Year 11 – Outcome number 1 MS1-12-4 Mathematics Standard 1, Year 12 – Outcome number 4 MS2-12-5 Mathematics Standard 2, Year 12 – Outcome number 5 MALS6-6 Mathematics Life Skills, Stage 6 – Outcome number 6

## Coding of the 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:

Calculate payments based on government allowances and pensions (ACMGM003).

Where a number of content descriptions are jointly represented, all description codes are included, eg (ACMGM001, ACMGM002, ACMMM001).

## Coding of Year 11 standard

In Year 11 Mathematics Standard, content that is required to continue to the Year 12 Mathematics Standard 1 course or to meet the Australian Core Skills Framework numeracy level 3, has been identified using the symbol .

This symbol can be used to aid schools programming for students who are yet to fulfil their numeracy requirement for the Higher School Certificate, or who wish to continue to the Year 12 Mathematics Standard 1 course.

## Coding of applications and modelling

The syllabus provides many opportunities for students to apply and develop further 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. 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 the 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' understanding of mathematics and where appropriate, expand their use of technology.

Explicit application and modelling opportunities are identified within the syllabus by the code AAM.

For example: use units of energy to solve problems involving the consumption of electricity such as kilowatt hours, and investigate common appliances in terms of their energy consumption AAM

## Coding of Common Content

In the Mathematics Standard and Mathematics Advanced syllabuses the symbol denotes common content. For example:

classify data relating to a single random variable

## 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