Mathematics is the study of order, relation and pattern. From its origins in counting and measuring, it has evolved in highly sophisticated and elegant ways to become the language used to describe much of the physical world. Statistics is the study of ways of collecting and extracting information from data and of methods of using that information to describe and make predictions about the behaviour of aspects of the real world, in the face of uncertainty. Together, mathematics and statistics provide a framework for thinking and a means of communication that is powerful, logical, concise and precise.

Essential Mathematics focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. Essential Mathematics provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts, in a range of workplace, personal, further learning and community settings. This subject offers students the opportunity to prepare for post-school options of employment and further training.

For all content areas of Essential Mathematics, the proficiency strands of understanding, fluency, problem solving and reasoning from the F–10 curriculum are still applicable and should be inherent in students’ learning of the subject. Each of these proficiencies is essential, and all are mutually reinforcing. For all content areas, practice allows students to develop fluency in their skills. Students will encounter opportunities for problem solving, such as finding the volume of a solid so that the amount of liquid held in a container can be compared with what is written on the label, or finding the interest on a sum of money to enable comparison between different types of loans. In Essential Mathematics, reasoning includes critically interpreting and analysing information represented through graphs, tables and other statistical representations to make informed decisions. The ability to transfer mathematical skills between contexts is a vital part of learning in this subject. For example, familiarity with the concept of a rate enables students to solve a wide range of practical problems, such as fuel consumption, travel times, interest payments, taxation, and population growth.

The content of the Essential Mathematics subject is designed to be taught within contexts that are relevant to the needs of the particular student cohort. The skills and understandings developed throughout the subject will be further enhanced and reinforced through presentation in an area of interest to the students.

The Essential Mathematics course is written under The MATHEMATICS FRAMEWORK 2021: BSSS MATHEMATICS Framework

Achievement Standards for MATHEMATICS courses can be found within the Framework.

Mathematics is a way of thinking in which problems are explored and solved through observation, reflection and logical reasoning. Students identify appropriate mathematical processes, transfer skills between contexts, make informed decisions, make connections and develop mathematical arguments.

Unit 1: Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged to apply the content of the four topics in this unit – ‘Calculations, percentages and rates’, ‘Measurement’, ‘Algebra’ and ‘Graphs’ – in contexts which are meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are Mathematics and foods and Earning and managing money. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

Unit 2: Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, the mathematics of finance, and time and motion. Teachers are encouraged to apply the content of the four topics in this unit – ‘Representing and comparing data’, ‘Percentages’, ‘Rates and ratios’ and ‘Time and motion’ – in a context which is meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are Mathematics and cars and Mathematics and independent living. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

Unit 3: Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are encouraged to apply the content of the four topics in this unit – ‘Measurement’, ‘Scales, plans and models’, ‘Graphs’ and ‘Data collection’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are Mathematics and design and Mathematics and medicine. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

Unit 4: Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems related to probability, Earth geometry and time zones, and loans and compound interest. Teachers are encouraged to apply the content of the three topics in this unit – ‘Probability and relative frequencies’, ‘Earth geometry and time zones’ and ‘Loans and compound interest’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are Mathematics of finance and Mathematics of travelling. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

Essential Mathematics A/M (1,048 KB)

Essential Mathematics A/M (897 KB)