VCAA Study Designs
Foundation Maths
Units 1-4
In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, equations and graphs with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.
Units 1 & 2: Foundation Mathematics (2023-2027)
Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. There is a strong emphasis on the use of mathematics in practical contexts. They are also designed as preparation for Foundation Mathematics Units 3 and 4 and contain assumed knowledge and skills for these units.
The areas of study for Units 1 & 2 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, and ‘Space and measurement’.
All four areas of study are completed over the two units. The content will be developed using contexts present in students other studies, work and personal or other familiar situations.
Units 3 and 4: Foundation Mathematics (2023-2027)
Foundation Mathematics Units 3 and 4 provide continuing mathematical development of students and focus on providing the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning, community and global settings relevant to contemporary society.
The areas of study for Units 3 and 4 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’ and ‘Space and measurement’. All four areas of study are to be completed over the two units, and content equivalent to two areas of study covered in each unit.
Assumed knowledge and skills for Foundation Mathematics Units 3 and 4 are contained in Foundation Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes.
In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, algebra, algorithms, measures, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.
Units 1 & 2: Foundation Mathematics (2023-2027)
Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. There is a strong emphasis on the use of mathematics in practical contexts. They are also designed as preparation for Foundation Mathematics Units 3 and 4 and contain assumed knowledge and skills for these units.
The areas of study for Units 1 & 2 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, and ‘Space and measurement’.
All four areas of study are completed over the two units. The content will be developed using contexts present in students other studies, work and personal or other familiar situations.
Units 3 and 4: Foundation Mathematics (2023-2027)
Foundation Mathematics Units 3 and 4 provide continuing mathematical development of students and focus on providing the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning, community and global settings relevant to contemporary society.
The areas of study for Units 3 and 4 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’ and ‘Space and measurement’. All four areas of study are to be completed over the two units, and content equivalent to two areas of study covered in each unit.
Assumed knowledge and skills for Foundation Mathematics Units 3 and 4 are contained in Foundation Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes.
In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, algebra, algorithms, measures, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.
General Maths
Units 1-4
General preparation for employment or further study, in particular where data analysis, finance and networks are important and more...
MATHEMATICS – GENERAL Units 1 & 2 (2023-2027)
General Mathematics Units 1 and 2 provide for a range of courses of study involving non-calculus-based topics for a broad range of students and may be implemented in various ways to reflect student interests in and applications of mathematics. They provide preparation for Units 3 and 4 and cover assumed knowledge and skills for those units.
General Mathematics provides for different areas of student interests and prepares for the study of VCE Mathematics at Unit 3 and 4 levels. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Data Analysis, ‘Financial Mathematics’, ‘Networks and Graphs’ and ‘Space and Measurement’.
MATHEMATICS – General Units 3 & 4 (2023-2027)
General Mathematics Units 3 and 4 are designed to be widely accessible and comprise a combination of non-calculus-based content from four main modules across various application contexts. They provide general preparation for employment or further study, mainly where data analysis and financial decisions are.
The acquired knowledge and skills for the General Mathematics Units 3 and 4 are covered in specified topics from General Mathematics Units 1 and 2.
Students who have done only Mathematical Methods Units 1 and 2 will also have had access to essential knowledge and skills to undertake General Mathematics. Still, they may also need to undertake some additional study of statistics content.
General Mathematics 3 & 4 consists of two overarching areas of study to be completed. Unit 3 comprises Data Analysis and Financial Modelling, and Unit 4 includes Matrices and Networks and Decision mathematics.
There are two assessments, one application and one problem solving, for Unit 3, while Unit 4 requires two problem-solving ones.
The satisfactory completion of a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers will provide a variety of learning activities and assessment tasks for students to demonstrate the critical knowledge and key skills in the outcomes.
MATHEMATICS – GENERAL Units 1 & 2 (2023-2027)
General Mathematics Units 1 and 2 provide for a range of courses of study involving non-calculus-based topics for a broad range of students and may be implemented in various ways to reflect student interests in and applications of mathematics. They provide preparation for Units 3 and 4 and cover assumed knowledge and skills for those units.
General Mathematics provides for different areas of student interests and prepares for the study of VCE Mathematics at Unit 3 and 4 levels. The areas of study for General Mathematics Unit 1 and Unit 2 are ‘Data Analysis, ‘Financial Mathematics’, ‘Networks and Graphs’ and ‘Space and Measurement’.
MATHEMATICS – General Units 3 & 4 (2023-2027)
General Mathematics Units 3 and 4 are designed to be widely accessible and comprise a combination of non-calculus-based content from four main modules across various application contexts. They provide general preparation for employment or further study, mainly where data analysis and financial decisions are.
The acquired knowledge and skills for the General Mathematics Units 3 and 4 are covered in specified topics from General Mathematics Units 1 and 2.
Students who have done only Mathematical Methods Units 1 and 2 will also have had access to essential knowledge and skills to undertake General Mathematics. Still, they may also need to undertake some additional study of statistics content.
General Mathematics 3 & 4 consists of two overarching areas of study to be completed. Unit 3 comprises Data Analysis and Financial Modelling, and Unit 4 includes Matrices and Networks and Decision mathematics.
There are two assessments, one application and one problem solving, for Unit 3, while Unit 4 requires two problem-solving ones.
The satisfactory completion of a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers will provide a variety of learning activities and assessment tasks for students to demonstrate the critical knowledge and key skills in the outcomes.
Maths Methods
Units 1-4
MATHEMATICS – METHODS Units 1 & 2 (2023-2027)
Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.
The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’.
In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs and differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.
Important note: Students require a TI-nspire CAS calculator for this subject.
MATHEMATICS – METHODS Units 3 & 4 (2023-2027)
Mathematical Methods Units 3 and 4 extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Calculus’, and ‘Functions, relations and graphs’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of Mathematical Methods Units 3 and 4.
The selection of content from the areas of study should be constructed so that there is a development in the complexity and sophistication of problem types and mathematical processes used (modelling, transformations, graph sketching and equation solving) in application to contexts related to these areas of study. There should be a clear progression of skills and knowledge from Unit 3 to Unit 4 in an area of study.
In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.
Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.
The focus of Unit 1 is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’.
In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algebraic manipulation, equations, graphs and differentiation with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.
Important note: Students require a TI-nspire CAS calculator for this subject.
MATHEMATICS – METHODS Units 3 & 4 (2023-2027)
Mathematical Methods Units 3 and 4 extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Calculus’, and ‘Functions, relations and graphs’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of Mathematical Methods Units 3 and 4.
The selection of content from the areas of study should be constructed so that there is a development in the complexity and sophistication of problem types and mathematical processes used (modelling, transformations, graph sketching and equation solving) in application to contexts related to these areas of study. There should be a clear progression of skills and knowledge from Unit 3 to Unit 4 in an area of study.
In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.