The intention of the syllabus is that the topics be studied, not as stand-alone, but in combination and in contexts that are meaningful to students. The topics may be revisited in different contexts during the course. In developing a course, teachers should: • take the school, community and workplace contexts into account • be aware of the expectations of the learners outlined in section 5.2 • provide a range of learning experiences that: − include concrete, practical, hands-on activities − draw from a variety of everyday and workplace contexts − may span several topics − provide opportunities for students to revisit concepts and consolidate understanding • provide assessment tasks that complement and reflect the learning experiences (see ‘Assessment strategies’, section 6.2). Refer to appendix 1 for examples of courses of study. 4.1.4 Resources Suggested resources that can support this study area specification: • a DAL (direct algebraic logic) 2 -line display calculator with a fraction key • a 4-function basic calculator • a and protractor • a globe, wall maps • access to the internet • mathematics software • games • a wide range of concrete and visual manipulatives • brochures, timetables, pamphlets • videos, DVDs • speakers. 4.2 Details of topics Introduction The topics are presented with the details for each, grouped under the headings of the general objectives of knowing, applying and explaining. The details for knowing indicate the minimum that should be covered in the course, while the details for applying and explaining are indicators only of depth and manner of treatment as each school will develop their own course of study. Hence the listing for applying and explaining is deliberately incomplete. Although schools may offer additional material or allow students to study topics in greater depth, this should not be at the expense of the material listed in the study area specification.
− simple equivalent ratios − simple everyday ratios such as 1 part juice concentrate to 4 parts water • rates − a rate is a comparison of two measurable quantities of different kinds − simple everyday rates such as kilometres per hour, $ per kg • direct and inverse proportion • with a calculator: − simplify ratios − determine equivalent ratios − divide a quantity into a particular • form a ratio from given information Applying • simple ratio problems • simple rates problems such as: − calculate everyday rates, for example, for a mobile phone − compare rates to determine the best buy • solve simple (direct) proportion problems such as calculating the cost of 5 items given the cost of 2 • identify situations where direct and inverse proportion do not work, such as discount for quantity of purchases (students do not need to know the terms ‘direct’ and ‘inverse’) • … Explaining • present solutions to problems using common words, phrases and symbols (orally or in writing) to teacher or peers • comment on reasonableness of solutions in relation to rates and/or proportion • … Some examples of learning experiences linked to assessment Learning experience Assessment Generate a collection of everyday expressions in which fractions occur and discuss their meanings, e.g: ‘possession is nine-tenths of the law’, ‘a split second’, ‘I have half a mind to do that’, ‘half a mo’. No assessment. Discuss ways of altering a simple recipe to suit different group sizes. Students decide on quantities needed; make decisions about minimum package sizes to be purchased. Class party with each student supplying a plate of prepared food; altered and original recipes to be supplied.
use of this information in the matching of people to particular sports. Topic 2 Mathematics for interpreting society: data Topic purpose The student can: • collect, access and organise data using different methods • identify features of ungrouped data • display/present/represent data in the form of tables and graphs • interpret trends in data for personal, work or community life purposes. In this students should be encouraged to make extensive use of computer software. Collect, access and organise data, identify features Knowing • collect and access data, for example, through observations, experiments, surveys, sampling, existing data • record and organise grouped and ungrouped data using standard methods, for example, templates such as tables, tallies and lists • features of data, for example, bias, and the mean and median of ungrouped data • calculate the mean of ungrouped data • determine the median of ungrouped data, for example, for groups under 20 • effects of chance on people’s lives (including the student’s own life) Applying • select and apply procedures to collect and organise data • interpret features of data and make decisions and predictions about them in terms of, for example, personal implications, social consequences • identify obvious and/or bias in data collection methods • … Explaining • use common words, phrases and symbols for collecting, recording and organising data • comment on how the way data is collected affects its interpretation and use, and vice versa • outline arguments for presenting data in a particular form
example, betting in a casino, investing in houses, shares, coins. Australian Stock Exchange (ASX) Present an oral or written account of the results of the investigation; state conclusions that are substantiated with evidence. Use population data to investigate life expectancies, for example, the chance of the students’ generation living to 80 years of age, etc. Investigate the different influences on population numbers. Compile a list of influences with a sentence about each. Explore the role of chance in playing games. Play games, for example, Monopoly, Snakes and Ladders, Billionaire. Design a game that uses chance. Demonstrate to peers or teacher how to play the game. Develop awareness of games of chance that have pre-set outcomes. Model scratch-its and model poker machines. Design a public awareness campaign in any format entitled: ‘Winner Takes All?’ Gather data about the speed of traffic passing the school at different times of the day. Using a speed gun, collect data on the speed of passing cars; interpret and discuss the data. In small groups, process the data and make recommendations (supported with data) that can be presented to the school administration. Interpret graphs on company sales and profit; view internet streamed or video of part of an annual general meeting (AGM). Interpret a given set of graphs (real data). Scenario — roleplay: half the class are the board of a company who are presenting the annual report (a series of profit and loss graphs) to shareholders (the other half of the class) who react to the report. Teacher observation. Examine a variety of surveys to determine bias, if any. Discuss the purposes of bias in survey construction; find examples of biased questions. Design a short survey to deliver a preconceived result. Discuss ways of presenting data to different audiences. Present the same data in different that will lead to different interpretations. Topic 3 Mathematics for personal organisation: location and time Topic purpose The student can: • read and use maps to locate points and places using the conventions of distance and location • interpret time, clocks and timetables
Use a map or street directory or RACQ website journey planner to plan the route for a cross-country course. Teacher uses checklist and asks students to answer questions orally about a given a portion of a map: • describe in how to get from point a to point b • why is this the preferred route? • using the given scale, state the actual distance from point a to point b • estimate the time it would take to walk from point a to point b at 5 km/h • give the grid reference for a particular feature on the map. Compare methods of giving directions. 1. Draw a mud map showing how to get to some location (for example, local shop) from your home and present on OHT for peer review. 2. Given instructions for travel, draw a rough sketch of the course, then draw an accurate scale drawing, for example, walk 5 km east of starting point, then walk 2 km etc. Demonstration by student. Use directions to complete an orienteering course. In teams, compete for the fastest time to complete the course by solving clues at each station or waypoint. Documentation of activity by recording and photographing or video recording. Discuss the things to consider when planning travel. Prepare an itinerary based on collected brochures, timetables and accessed websites. Discuss the characteristics of useful calendars; compare different calendars. Prepare a calendar (hand-drawn or on computer), for example, school, sports, festivals, performances, rehearsal. Play games that require the use of maps or site plans. Compare different ways of presenting maps or site plans in video games. Draw a screen shot of an aerial view of a game using mapping conventions. Access timetables and service times for different types of public transport. Compare public transport service at different times of the day or year. As a class, discuss and evaluate the effectiveness of the public transport service in the local area. Read and interpret a variety of timelines. Develop a timeline in any format for simple activities, for example, school formal. Topic 4 Mathematics for practical purposes: measurement purpose
Criterion Standard A Standard B Standard C Standard D Standard E Knowing The student: • demonstrates a thorough knowledge of content The student: • demonstrates a working knowledge of content The student: • demonstrates a working knowledge of aspects of content The student: • demonstrates a partial knowledge of aspects of content The student: • effectively uses given rules, operations and procedures to carry out simple, familiar tasks • uses given rules, operations and procedures to carry out simple, familiar tasks • uses rules, operations and procedures to carry out simple, familiar, often- rehearsed tasks • uses given rules, operations and procedures to carry out parts of simple, familiar, often-rehearsed tasks • follows some given rules or operations or procedures in relation to simple, familiar often-rehearsed tasks Applying The student: • interprets and analyses a variety of different contexts The student: • interprets a variety of different contexts The student: • interprets different contexts The student: The student: • identifies the familiar mathematics within contexts • identifies the familiar mathematics within these contexts • identifies some of the familiar mathematics within contexts • recognises some of the familiar mathematics within different contexts • develops strategies, then selects and applies suitable rules and procedures to successfully carry out tasks • follows learned strategies, then selects and applies suitable and procedures to successfully carry out tasks • follows simple learned strategies, then selects and applies suitable rules and procedures to successfully carry out some tasks • uses given rules and procedures to successfully carry out aspects of some tasks • follows given rules or procedures to partially carry out aspects of some tasks within different contexts Explaining The student: • uses basic mathematical and everyday language effectively, in both familiar and different contexts The student: • uses mathematical and everyday language in both familiar and different contexts The student: • uses basic mathematical and everyday language in familiar contexts and some different contexts The student: • uses some basic mathematical and everyday language in familiar contexts The student: • uses some mathematical or everyday language in simple, familiar contexts
Access and Equity Policy for the Vocational Education and Training System 1998, Department of Training and Industrial Relations, , . Policy Statement on Special Consideration 1994, Board of Studies, . Language and Equity: A discussion paper for writers of school-based assessment instruments 1995, Queensland Board of Senior Secondary School Studies, Brisbane. Studying Assessment Practices: A resource for teachers in schools 1995, Queensland Board of Senior Secondary School Studies, Brisbane.
1 Formative Becoming employed 1,3,4,5 17 weeks • identifying job • industrial awards • applying • being interviewed • moving to take up a job • budgeting • credit • mobile phones • pitfalls test investigation test 2 Formative Self-employed: developing a market garden (context 1) 1,2,3,4,5 16 weeks • planning • designing • marketing the produce • using the profits project checklist oral power point presentation 3 Summative Becoming an employer 1,2,3,4,5 16 weeks • other small business concepts • profit/loss • hygiene • protection • publicity • budgeting project checklist oral point presentation 4 Summative Having a break 1,2,3,4,5 15 weeks • planning a destination • at home versus overseas • costs • procedures • precautions • budgeting • spending test investigation test
Course overview 2 Term Project description Assessment Semester 1 Term 1 Year 11 Planning a grandparent’s surprise birthday party — relatives from and ; Two weeks Poster display (party details); budget; transport and accommodation arrangements for at least 1 relative from and 1 relative from DollarSmart: A financial toolkit for teenagers (complete unit supplied by Financial Planning Association); Three weeks Teacher observation on students’ preparedness to be involved, participation in class and completeness of activity folder Four-week expository teaching on topics: • Location and Time • Finance (basic calculations associated with financial mathematics). Classroom test — students can access textbook and anything they have written down during or for homework Term 2 Year 11 Computer games; Three weeks Mathematics Circus 1 and/or 2 and/or 3 and Hot Dog — Outnumbered Check sheet for students to record progress. Verified by teacher through use of logs or some other method. You and your money ; Six weeks Mini projects: • giving change • advantages and disadvantages of buying second-hand • modelling the average legal return from Golden Casket • modelling the average legal return from poker machines • the mathematics behind the chain letter; • what do mathematics and alcohol have to do with each other? Work portfolio of worksheets completed in class that relates to selected topics.
contained in a periodical publication) is acquired, in electronic form, as part of a library or archives collection, the officer in charge of the library or archives may make it available online within the premises of the library or archives in such a manner that users cannot, by using any equipment supplied by the library or archives: (a) make an electronic reproduction of the article or work; or (b) communicate the article or work.