Terry Moriarty introduces the new calculusbased courses to be implemented from 2019…
The new NSW Stage 6 Mathematics Advance and Extension Syllabuses were endorsed in 2017. 2018 is a planning year with implementation for Year 11 in 2019 and Year 12 in 2020. There are support materials, such as sample scope and sequence and assessment tasks, available through the NSW Education Standards Authority (NESA) website.
Due to the online nature of the syllabus documents, teachers are encouraged to download and review each section, including the aim and rationale before moving to the course content. New features of the Stage 6 syllabuses and common material include:
 Australian curriculum content identified by codes;
 Learning across the curriculum content, including crosscurriculum priorities, general capabilities and other learning across curriculum areas, are incorporated and identified by icons;
 An interactive glossary.
Additionally, the Mathematics syllabuses include coding of applications and modelling as integral parts of each strand. Some strands are now merged together and the Mathematics Advanced and Mathematics Standard syllabuses contain common material which is identified by a ‘paperclip’ icon.
Mathematics Advanced
Mathematics Advanced replaces the previous Mathematics 2 Unit syllabus. There is a new organisational structure as well as updates to content.
The Year 11 organisational structure
The Advanced course is organised into Strands, with the strands divided into Topics and Subtopics. Topics within the strands have been updated, including some content from different topics in the current course, such as Functions, which includes Linear and Trigonometric Functions, as well as new topics.
What to look out for
Some of the topics below have not been included in the new courses:
 Plane Geometry;
 Coordinate Methods in Geometry;
 Harder Applications as a topic;
 Conics.
Some of the topics below have been updated, including some units from different topics:
 Working with Functions includes Linear, Quadratic and Cubic Functions;
 Trigonometry and Measure of Angles, includes the use of two and three dimensions as well as new topics;
 Velocity and acceleration are included in Introduction to Differentiation;
 Financial Mathematics involves sequences and series and their application to financial situations.
Mathematics Advanced: Content
The table below demonstrates the changes between the previous and new syllabus.
2 Unit Preliminary (current in 2018) 
New Mathematics Advanced Year 11 Course – Topics and Subtopics (to be implemented in 2019) 


Functions MAF1 Working with Functions Trigonometric Functions MAT1 Trigonometry and Measure of Angles MAT2 Trigonometric Functions and Identities Calculus MAC1 Introduction to Differentiation Exponential and Logarithmic Functions MAE1 Logarithms and Exponentials Statistical Analysis MAS1 Probability and Discrete Probability Distributions 
2 Unit HSC Course (Current until 2019) 
New Mathematics Advanced Year 12 Course – Topics and Subtopics (to be implemented in 2020) 


Functions MAF2 Graphing Techniques Trigonometric Functions MAT3 Trigonometric Functions and Graphs Calculus MAC2 Differential Calculus MAC3 The Second Derivative MAC4 Integral Calculus Financial Mathematics MAM1 Modelling Financial Situations Statistical Analysis MAS2 Descriptive Statistics and Bivariate Data Analysis MAS3 Random Variables 
Mathematics Extension 1: Content
The table below demonstrates the changes between the previous and new syllabus.
3 Unit Preliminary Course (current in 2018) 
New Mathematics Extension 1 Year 11 Course – Topics and Subtopics (to be implemented in 2019) 


Functions MEF1 Further Work with Functions MEF2 Polynomials Trigonometric Functions MET1 Inverse Trigonometric Functions MET2 further Trigonometric Identities Calculus MEC2 Rates of Change Combinatorics MEA1 Working with Combinatorics 
3 Unit HSC Course (current in 2019) 
New Mathematics Extension 1 Year 12 Course – Topics and Subtopics (to be implemented in 2020) 


Functions MEF1 Further Work with Functions MEF2 Polynomials Trigonometric Functions MET1 Inverse Trigonometric Functions MET2 Further Trigonometric Identities Calculus MEC2 Rates of Change Combinatorics MEA1 Working with Combinatorics 
Mathematics Extension 2: Content
The table below demonstrates the changes between the previous and new syllabus.
4 Unit Course (current until 2019) 
New Mathematics Extension 2 Course – Topics and Subtopics (to be implemented in 2020) 


Proof MEXP1 The Nature of Proof MEXP2 Further Proof by Mathematical Induction Vectors MEXV1 Further Work with Vectors Complex Numbers MEXN1 Introduction to Complex Numbers MEXN2 Using Complex Numbers Calculus MEXC1 Further Integration Mechanics MEXM1 Applications of Calculus to Mechanics 
Assessment and examination
Advice regarding assessment and examination has been published on the NESA website and teachers should refer to the site regularly for updates. The most significant change is the approach to the formal schoolbased assessment program for Year 11 and Year 12.
Schoolbased assessment requirements
Teachers should refer to the NESA Assessment and Reporting in Mathematics Stage 6 document. Some features of the new syllabuses include:
The Year 11 formal schoolbased assessment program is to reflect the following requirements:
 three assessment tasks
 the minimum weighting for an individual task is 20%
 the maximum weighting for an individual task is 40%
 one task must be an assignment or investigationstyle with a weighting of 20–30%.
The Year 12 formal schoolbased assessment program is to reflect the following requirements:
 a maximum of four assessment tasks
 the minimum weighting for an individual task is 10%
 the maximum weighting for an individual task is 40%
 only one task may be a formal written examination with a maximum weighting of 30%
 one task must be an assignment or investigationstyle with a weighting of 15–30%.
NESA has provided the following examples of some approaches to task types for the assignment or investigationstyle task:
 an investigative project or assignment involving presentation of work in class;
 an independently chosen project or investigation;
 scaffolded learning tasks culminating in an openended or modelling style problem;
 a guided investigation or research task involving collection of data and analysis.
Teachers can benefit from working collaboratively to plan for these new syllabuses. Access to professional learning time and resources will be essential and courses offered by the Centre for Professional Leaning are an ideal place to begin.
Terry Moriarty has been a Mathematics teacher and Head Teacher in South and South Western Sydney for forty years. He has been involved in curriculum development processes throughout his career.