Curriculum Information
Mathematics
Core (Compulsory)
Number of Periods per
Subjects
Week
.7
Yes
5
8
Yes
5
9
Yes
5
10
Yes
5
11 & 12 (VCE)
No
6
Year
Maths activities (All Years)

Maths Competition

Mathematics Week

Mathematics Challenge

Mathematics Olympiad
Year 7– Level 5 Mathematics (Semester 1&2)
Rationale
Students entering Year 7 Mathematics are normally tested at the end of Year 6. All Year 7
students of Mathematics will begin their studies at the same level. By late March students
will have sat two common tests. On the basis of these tests, the Year 6 test results and
teacher recommendations, students will be divided into three groups: Mainstream,
Extension and Acceleration. Some movement of students from one stream to another may
occur during year. This will only take place after consultation with parents and relevant
staff.
Subject Outline:
Students study various topics from the strands of the VELS curriculum at levels ranging
from 3 to 5. Briefly these include:
Mohamed Abdel Halim(16219321)
Page 1
 Number:
Powers of ten, index representation; ratio to compare size; algorithms for binary operations
on the integers; operations on fractions and decimals; order of operations on the rationals;
percentages; ordering the integers; operations on the integers, primes and composites;
square root of positive rationales; approximation and estimation; proportion; other base
representations; some digits of π.
 Space:
Parallel and perpendicular lines; angles between lines; types of angles; scaled grids to draw
similar figures; interpretation of maps; description of a path by a set of coordinates;
construction of a possible object from a plan; compass and ruler construction of triangles,
rectangles and squares; protractor construction of angles; classification of polygons; angle
facts for triangles; sum of angles at a point on a straight line; tessellations; compass
direction; scale and coordinates; congruent shapes; networks; isometric drawings of three
dimensional objects; plan – elevation – cross section of three dimensional objects; single
point perspective; informal treatment of bearings.
 Measurement, Chance and Data:
Metric system of measurement; measurement of perimeter of polygons; area of regular
plane and composite figures; perimeter and area of a circle; surface area and volume of
prisms; capacity, time and temperature; measurement of angles; types of data, data
collection, data displays, data measurement, measures of centrality, dot plots, stem and leaf
plots, simple simulations, measurement of probability as long run proportion, tree
diagrams.
 Structure:
Set notation; Venn diagrams and Karnaugh maps; order of operations on the integers;
number pattern in simple sequences; number sentences and equations; recurrence
formulae; inequations; the number line for representing sets of reals; informal treatment of
some of the field laws; representation of bivariate data on the number plane; recognition of
linearity in bivariate data.
 Working Mathematically:
Application of mathematics to solving simple problems; efficient and correct use of
mathematical notation; tests of divisibility; checking conjectures with a calculator;
utilising a calculator for investigating and reporting data; exploring number patterns;
Mohamed Abdel Halim(16219321)
Page 2
construction of angles and polygons with ruler and compass; posing problems in
mathematical language; identification of mathematical information needed to solve a
problem.
ASSESSMENT
Assignments, problem solving tasks and topic common tests.
Year 8– Level 5 Mathematics (Semester 1&2)
Rationale
Students at this level build on their knowledge and understanding of Year 7 mathematics
through the development of new algorithms, facts and skills.
Subject Outline:
Students study various topics from the strands of the VELS curriculum at levels ranging
from 3 to 5. Briefly these include:
 Number:
Squares of numbers, order of operations on the rationals, relative size of numbers, powers
of ten, percentages, fractions and decimals, equivalent rates expressed as percentages,
fractions and decimals, composite numbers, primes and factor trees, ratio and proportion,
proportion problems, the long division algorithm, binary operations with the integers,
decimals and fractions, approximation of products and quotients; index notation and index
laws, squares, cubes, square roots and reciprocals, discounts and profit as a percentage,
multiplication and division of numbers in index form.
 Space:
Construction of and properties of parallel and perpendicular lines and the angles associated
with them; similar figures; description of a path by coordinates; classification of 2D & 3D
shapes; representing 3D shapes isometrically and orthographically; transformations in the
plane of simple shapes arising from isometric drawings etc; angle sum on a line;
tessellations; compass bearings and coordinates; elementary networks and pathways;
congruent shapes (emphasis on triangles); angles in a polygon; depth perspective using one
and two vanishing points; nets of simple 3D figures; similarity and enlargement.
 Measurement, Chance and Data:
Conversion of units, units of mensuration; use of fractions to assign probability; Venn
diagrams for calculation of associated probabilities; mode, median and range of a data set;
Mohamed Abdel Halim(16219321)
Page 3
accuracy of measuring instruments; samples taken from a population – questionnaires and
surveys; sorting data; simulation of random experiments; stability of long run frequencies;
displaying data in pie charts, bar charts, column graphs, histograms and ogives, stem and
leaf plots, dot plots, box and whisker plots; mensuration of plane polygonal figures and
simple 3D figures; time units and conversion; measuring angles in degrees, minutes and
seconds; area formula for triangle, parallelogram, rhombus, trapezium, rectangle;
calculation of area of composite plane figures, area and perimeter of circle, total surface
area and volume of a cylinder; percentage error, relative and absolute percentage error;
tree diagrams for simple multiple trials.
 Structure:
Setting up mathematical sentences from worded problems; informal treatment of the field
laws for reals; order of operations; elementary truth tables; construction of number patterns
from a recurrence formula; number patterns leading to a formula; Venn diagrams and
Karnaugh maps to illustrate union, intersection and complementation; sequences and their
generation; solving equations and inequations; solving worded problems using equations;
graphing linear functions; domain and range; graphing linear inequalities; exponential
growth; informal treatment of non-linear relationships; geometric transformations in the
plane including; literal equations and transposition of formulae.
 Working Mathematically:
Incorporation of technology to display data, graphs and images; modelling and testing
conjectures using calculators; development of deductive proof; use of interpolation to
make predictions; creation and manipulation of tables; formulation of worded problems in
mathematical notation; construction of plane figures using compass and ruler; developing
simple mathematical models using linear functions.
ASSESSMENT
Assignments, problem solving tasks and common topic tests.
Year 9 Level 6 Mathematics (Semester 1&2)
Rationale
At this level students will be expected to begin to use mathematics to model certain real
world phenomena, showing precision in their work and correctly using mathematical
language and notation. The further development of algebra as a tool of mathematical
Mohamed Abdel Halim(16219321)
Page 4
investigation becomes central to problem solving activities. At this level, students begin to
learn to choose for themselves the appropriate mathematical tools and skills from Number;
Space; Measurement, Chance and Data; Structure and Working Mathematically to probe
the solution of more complex problem solving and modelling tasks.
Subject Outline:
Students study various topics from the strands of the VELS curriculum at levels ranging
from 4 to 6. Briefly these include:
 Number:
Calculations involving operations on rational numbers including squares, cubes square root
and cube roots; primes and factors of integers; knowledge of the first few digits of π and
approximations to π ; equivalent number representations as decimals, fractions, ratio and
percentages; surds and operations on the surds including rationalisation of surds;
representation of the reals on a Venn diagram; problems involving ratio and proportion,
the golden ratio; division and multiplication of numbers in index form, scientific notation
and calculations involving scientific notation including division and multiplication; surds
as irrational numbers; rational approximations to irrationals; the Euclidean division
algorithm.
 Space:
Congruent and similar figures, conditions for congruence and similarity; angle facts for
triangles and polygons; networks and pathways, grids, isobars and contours, one point and
two point perspectives; scales and bearings; two and three dimensional shapes; nets,
tessellations; Euler’s formula for polyhedra; representations of cone, sphere, pyramids etc
by circles and lines; isometric drawings.
 Measurement, Chance and Data:
Units of measurement for length, area, volume , time, capacity, angle, temperature etc.;
calculation of total surface area of prisms, cylinders by nets; long run relative frequencies;
relative and percentage error; simulation, classical axiomatic probability, tree diagrams,
data displays including dot plots, stem and leaf plots and box and whisker plots, measures
of central tendency, measures of spread; graphical forms including line, column, bar, pie
graphs and histograms; Pythagoras’ theorem and its applications in 2D and 3D; sentential
connectives; Venn and Karnaugh representations; trigonometric ratios and their
applications in 2D and 3D problems.
Mohamed Abdel Halim(16219321)
Page 5
 Structure:
Use of inequality in mathematical sentences, setting up and solving equations and
inequations, graphing inequalities on the number line and the number plane; types of
functions including linear, exponential and quadratic to match data sets; sets including
union, intersection and complementation, the power set of a set; the sentential connectives
and the quantifiers to formalise sentences, the commutative, associative and distributive
laws; the exponent laws for multiplication and division; the notion of an additive and
multiplicative inverse; literal equations, re-arrangement and substitution of formulae;
solving equations – linear and quadratic by tables; graphs and algorithms; elementary
notions of a function; using linear, quadratic, exponential functions to create tables of
values; solution of equations by graphical methods; expansion of algebraic expressions;
factorising quadratic expressions; identifying the turning point of a parabola; simultaneous
equations and their graphical solution; consideration of the ratio of and the first and second
order differences to establish the type of function described by a set of ordered pairs.
 Working Mathematically:
The development of deductive proof; interpolation for predictions; creation and application
of tables and graphs using technology; numerical and graphical solution to algebraic
problems using technology; exploration of geometric propositions using technology;
developing mathematical models to describe physical situations; simulation of events
using technology; creation of models to describe data; representation and manipulation of
symbolic expressions; generation of reports from data bases; rounding decimals and errors;
truth tables and propositions; use of dynamic geometry software to investigate invariance
under transformation.
ASSESSMENT
Assignments, problem solving tasks and common topic tests.
Year 10 Level 6 Mathematics (Semester 1&2)
Students study various topics from the strands of the VELS curriculum at levels ranging
from 5 to 6. Briefly these include:
 Number:
Equivalence of fractions, decimals, ratio and percentages as interchangeable
representations; reciprocals, perfect squares, square roots, cube and cube roots, rounding;
representation of the reals, rationals, irrationals, integers, and natural numbers on a Venn
Mohamed Abdel Halim(16219321)
Page 6
diagram; solution of problems involving ratio and proportion; simplification including
rationalisation of surds; the Fibonacci sequence and the golden ratio; division and
multiplication of numbers in index form including scientific notation and significant
figures; the Euclidean division algorithm to find the GCD of two natural numbers;
estimation of irrationals by rationales; compass and straight edge construction of surds, the
use of open and closed intervals to represent sets of reals; modulo arithmetic; matrices and
Gaussian integers;.
 Space:
Construction of two and three dimensional shapes according to specifications of length,
angle and adjacency; geometry of parallel lines and transversals, angle properties of
triangles, quadrilaterals and circles; two dimensional nets to represent prisms and
pyramids; congruence and similarity of 2D and 3D shapes; tessellation of irregular shapes;
single point and two point perspective; grids, nets, isobars, scales and bearings to specify
location and direction on plans and maps; networks and connectedness; bearings and
representation of points on the surface of the Earth by latitude and longitude, great circle
pathways on spheres; application of geometrical transformations to graphs; representing
three dimensional objects using lines and curves; surfaces and planes of cuboids,
pyramids; study of cones, spheres, cylinders and polyhedra; elementary non-Euclidean
geometry eg projective geometry and fractal geometry; solution of mathematical puzzles
using topological property of connectedness; invariance under transformations.
 Measurement ,Chance and Data:
Menstruation involving 2D and 3D figures; conversion of units of measurement; use of
technology to generate random numbers and for simulations; computing probabilities;
gathering and representing data, summary statistics; Pythagorean theorem and its
applications; ratio and proportion; variation; trigonometric ratios and their applications;
sets and their applications.
 Structure:
The study of the integers, rationales, irrationals and reals and their representation using
Venn diagrams and interval notation; study of sets including applications to problem
solving; testing the validity of statements formed by the use of connectives; exponent laws
for multiplication and division; substitution and re-arrangement of formulae; geometric
transformations covering translation, rotation, reflection, dilation and their inverses;
Mohamed Abdel Halim(16219321)
Page 7
solution of equations and inequations; solving simultaneous equations; functions and their
graphs; the quadratic function and its applications, intersection of the graphs of linear and
quadratic functions, factorising quadratic expressions, turning point form of a parabola;
first and second order differences for sequences; probability and its applications; the field
laws for reals; the circular function y = sin (x) and y = cos(x) with angles in degrees;
solution of simultaneous equations involving linear-hyperbolic and linear – quadratic by
numerical methods.
 Working Mathematically:
Deductive proof in different contexts such as geometry and number theory; use of
technology for a range of mathematical purposes including numerical computations,
geometric investigations, statistical investigations, simulations and algebraic explorations;
construction of mathematical models for data and for physical processes; establishing or
refuting the validity of assumptions using technology – geometric hypotheses and number
hypotheses; using technology to find statistical models for data – least squares; appropriate
use of mathematical notation to formulate mathematical problems;
Assessment:
Assignments, problem solving tasks and common topic tests.
Year 11 & 12 VCE
Mathematics’ courses offered at Year 11 are:
 Mathematical Methods Units 1 and 2 (MM)
 General Mathematics Units 1 and 2 (GM)
 Foundation Maths Units 1 and 2 (FM)
Mathematics' courses offered at Year 12 are:

Further Mathematics Units 3 and 4 (FMA)

Mathematical Methods Units 3 and 4 (MM)

Specialist Mathematics Units 3 and 4 (SM)
Foundation Maths
Foundation maths is a one year terminal subject. It does not lead to any unit 3 and 4 maths
subject. It enables students to understand and manage the mathematics required for living
in our society. It can also be used as a prerequisite for a limited number of tertiary studies.
It is also often part of a VET or VCAL program.
General Mathematics
Mohamed Abdel Halim(16219321)
Page 8
Pre-requisite:
A minimum of a B grade in Year 10 Mainstream Mathematics is
strongly recommended.
General Mathematics Unit 1
Subject Outline:
 Data Analysis and Simulation,
 Arithmetic (Number systems, sequences and series)
 Geometry (Coordinate Geometry), Trigonometry
 Algebra (Matrices and vectors)
General Mathematics Unit 2
Subject Outline:
 Graphs of Linear and Non-Linear Relations,
 Geometry (Vectors and Geometry in two and three dimensions)
 Algebra (systems of equations and vectors), Logic
General Mathematics Units 1 and 2 may be taken alone or with Mathematical Methods
Units 1 and 2. It contains assumed knowledge for related material in Further Mathematics
Units 3 and 4. It is strongly recommended, in addition to Mathematical Methods Units 1
and 2, as preparation for Specialist Mathematics Units 3 and 4
Mathematical Methods
Pre-requisite: A minimum of a C grade in Year 10 Mainstream Mathematics is strongly
recommended.
Mathematical Methods Unit 1
Subject Outline:
 Functions and Graphs
 Algebra
 Rates of Change and Calculus
 Probability
Mathematical Methods Unit 2
Subject Outline:
 Functions and Graphs
 Algebra
 Calculus
Mohamed Abdel Halim(16219321)
Page 9
 Probability
Mathematical Methods Units 1 and 2 may be taken alone or with General Mathematics
Units 1 and 2. It contains the assumed knowledge for Mathematical Methods Units 3 and
4. Students may complete
Further Mathematics Units 3 and 4
Prerequisite:
A satisfactory assessment in General Mathematics or Mathematical Methods 1 and 2.
There are two areas of study:
a. Data Analysis (Core material) consisting of the study of the collection,
presentation and description of univariate and bivariate data, regression,
correlation and time series
b. Applications (Module material) which consists of five modules
I. Module 1: Number patterns and applications
II. Module 2: Geometry and Trigonometry
III. Module 3: Graphs and relations
IV. Module 4: Business related mathematics
V. Module 5: Networks and decision mathematics
VI. Module 6: Matrices
Students must do one module in Unit 3 and two modules in Unit 4.
Further Mathematics Units 3 and 4 may be taken alone or with Mathematical Methods
Units 3 and 4. Unit 3 has a prescribed Core (Data analysis) and one selected module.
Mathematical Methods Units 3 and 4
Prerequisite: minimum of a satisfactory in Mathematical Methods Units 1 & 2.
Subject Outline:
 Functions and Graphs
 Calculus
 Algebra
 Probability.
Mathematical Methods Units 3 and 4 may be taken alone or with either Further
Mathematics or Specialist Mathematics Units 3 and 4.
Specialist Mathematics Units 3 and 4
Pre-requisites:
Mohamed Abdel Halim(16219321)
Page 10
Minimum of satisfactory in Mathematical Methods Units 1 & 2
Co-requisites: Mathematical Methods Units 3 and 4 if not already completed.
It is strongly recommended that applicants for this course have also completed General
Mathematics A Units 1 and 2.
Subject Outline:
 Functions, Graphs and Relations
 Algebra
 Calculus
 Vectors
 Mechanics
Specialist Mathematics must be taken in conjunction with Mathematical Methods Units 3
and 4. Mathematical Methods Units 3 and 4 contain assumed knowledge for Specialist
Mathematics.
Students wishing to undertake Maths Methods or Specialist Maths must achieve a
higher than average standard at the previous level.
MATHEMATICS POSSIBLE COURSES
The following combinations of units are the most likely ones to be chosen:
A A 2 Unit Sequence
FM
FM
Unit 1
Unit 2
B A 2 Unit Sequence
GM
GM
Unit 1
Unit 2
C A 4 Unit Sequence
GM
GM
Unit 1
Unit 2
FMA
Unit 3
FMA
Unit 4
D A 4 Unit Sequence
MM
MM
Unit 1
Unit 2
Mohamed Abdel Halim(16219321)
FMA
Unit 3
FMA
Unit 4
Page 11
E A 4 Unit Sequence
MM
MM
Unit 1
Unit 2
MM
MM
Unit 3
Unit 4
F A 6 Unit Sequence
MM
MM
GM
GM
MM
MM
G A 8 Unit Sequence
UnitMM
1
GM
Unit 2
MM
GM
Unit 3
MM
Unit 4
MM
SM
SM
Unit 1
Unit 2
Unit 3
Unit 4
Unit 1
Unit 2
Unit 3
Unit 4
SELECTING YOUR SEQUENCE
Sequence A and B: Students who are struggling with Year 10 Mathematics but need a
Year 11 maths subject or are doing VCAL.
Sequence C: Students who are having reasonable success in Year 10 but have difficulty
Unit 1
Unit 2
with complex algebra and graphs.
Unit 3
Unit 4
Sequence D, E, F or G: Students who have a sound mathematical background and have a
good grasp of Year 10 Mathematics, particularly algebra, graphs and probability.
The sequence you select should be determined by your abilities in specific areas of
mathematics and the subject prerequisites of tertiary courses you are interested in
attempting. You are advised to attempt the sequence which best extends your capabilities
and keeps as many options open for you as possible.
Information and communication Technology
Year
7
Mohamed Abdel Halim(16219321)
Core (Compulsory)
Number of Periods per
Subjects
Week
Yes
2
Page 12
8
Yes
3
9
NO
3
10
No
5
11 & 12 (VCE)
No
5
Year 7 - (Semester 1OR 2)
Subject Outline:
 Powerpoint:
Students design a series of slides to create a slide show using Microsoft Powerpoint.
Students develop skills in using the techniques of slide production, duplication, formatting,
effects, sound and transitions.
 Spreadsheets:
Students learn to build a spreadsheet with accepted conventions of formatting. They
explore
basic functions of Microsoft Excel including commonly used functions and charting.
 Graphics:
Students produce samples of work which develop skills in the use of image manipulation
software. Students develop skills in creating backgrounds, inserting text, modifying
images,
applying filters and effects, saving in different formats and printing.
 Desktop Publishing:
Students produce samples of work which develop skills in the use of desktop publishing
program – Publisher. Students expand their range of skills in designing pages which
incorporate images and text. They investigate such concepts as widows, orphans,
pagination.
ASSESSMENT
Students are assessed on all set tasks and projects.
Year 8 (Semester 1OR 2)
Subject Outline:
Mohamed Abdel Halim(16219321)
Page 13
 Word Processing:
Students continue to develop more advanced skills in word processing. New skills include:
hyperlinks, bookmarks and anchors.
 Spreadsheets:
Students produce work which continues to develop skills in the use of Excel spreadsheets.
Students develop and practice skills while working through set exercises. These show
growing familiarity with the capabilities of the software – for example, use of simple and
more complex mathematical formulas, formatting functions and graphing skills.
 2D Animation:
Students use Macromedia Flash to learn the basic skills necessary in 2D animation.
Techniques include using the timeline, graphic tools, motion tweens, importing sound and
adding Action Scripting.
ASSESSMENT
Students are assessed on all set tasks and projects.
Year 9 -(Semester 1OR 2)
Rational:
Learning in ICT involves students working with the four technology processes:
investigating,
designing, producing and evaluating in order to solve problems. Activities and tasks in this
subject are designed to develop these processes.
Subject Outline
 Advanced Excel Spreadsheets:
Students will learn data validation techniques, advanced charting, use of macros, and
explore Visual Basic for Applications within Excel.
 Database:
Students learn the concept of fields and records. They perform validation in table design
and through lookup tables. They explore 1-to-many relationships and work through the
design of forms, queries and reports.
ASSESSMENT
Students are assessed by completing all set tasks and projects to a satisfactory standard.
Mohamed Abdel Halim(16219321)
Page 14
VCE
Structure The study is made up of six units. It can be done as a package or as discrete
subjects
Unit 3: Information Processing and Management
Unit 4: Information Processing and Management
Unit 1: Information Technology
Unit 2: Information Technology
Unit 3: Information Systems
Unit 4: Information Systems
Information Technology
Unit 1
The focus of this unit is the study of how individuals use, and can be affected by,
information technology in their daily lives. Students acquire and apply a range of
knowledge and skills to create solutions that inform, persuade, educate or entertain.
Students explore how their lives are affected by information technology and evaluate the
quality of the information available and the social effects of using information technology.
Unit 2
The focus of this unit is the study of how individuals and organizations use, and can be
affected by information systems. Students acquire and apply a range of knowledge and
skills to create solutions that assist in controlling systems or managing information. They
evaluate the extent to which publications fulfil social, legal and ethical responsibilities.
Students examine the roles and functions of components of an information system and
investigate how these components are configured to form a local area network.
ASSESSMENT
Students must complete all Outcomes to a satisfactory standard. Each Outcome includes a
minimum set of requirements. There will be written reports, software-based output and
tests.
Information Processing and Management
Unit 3
This unit focuses on why information is used in organizations and the ways in which it is
processed and managed. Students explore how organisations manage the storage,
Mohamed Abdel Halim(16219321)
Page 15
communication and disposal of data and information in order to minimise threats to data
integrity and data security and optimise efficient information handling.
Unit 4
This unit focuses on a range of techniques, procedures and strategies to solve information
problems efficiently and effectively and to manage the development, implementation and
evaluation of a new or modified information system. Students explore and apply the main
principles of project management.
Information Systems
Unit 3
The focus of this unit is the techniques and procedures used to analyse and design
information systems and develop a software design specification through the use of a
programming language. Students explore the roles and functions of information systems,
types of networks and the legal obligations and ethical responsibilities of program
development.
Unit 4
This unit focuses on the techniques, procedures and strategies used to develop, implement
and evaluate a proposed networked information system. Students explore the technical,
human, procedural economic and management factors that need to be considered. Students
study all stages of software development associated with the production of purpose
designed software.
Years 11 & 12 Victorian Certificate of Applied Learning (VCAL)
Students in Year 11or 12 complete (Core Subject) Thres periods of Foundation Maths
each week. Your VCAL program must include literacy and numeracy subjects. These can
be selected from VCAL literacy and numeracy skills units and VCE English or Maths
subjects. You can also do VCE Foundation Maths.
Vocational Education and Training (VET)
VET in schools program, undertaken in conjunction with either VCAL or the VCE, offers
increased options to students to gain access to further training, education and/or work.
International Baccalaureate (IB):
MATHEMATICS (Core Subject)
Mohamed Abdel Halim(16219321)
Page 16
Students study one of these year-long subjects
Number
of
Year 10
Periods
Number of
VCE Units 1 and
Year 11 IB
2
Diploma
per
Periods per Week
Week
General
Mathematics
5
: For students
: For students
who have
who have
completed
completed
acceleration
acceleration
studies in
studies in
Mathematics
Mathematics
Mainstream
Mathematical
Mathematics
Methods
CAS
Mathematics
Extensions
6
IB Mathematics
Standard Level
IB Mathematical
Studies
Standard Level
Mathematics – Mainstream
Prerequisites:
Successful completion of Year 9 Mathematics
Rationale:
The course provides a curriculum that gives relevance and meaning to the learning of
mathematical concepts. Problem-solving and modelling are developed progressively
throughout the course, and specific problem-solving strategies are taught using real life
situations.
CAS calculators are integrated into the course as an instructional aid and as a
computational tool. Notebook computers are used to aid in the understanding of
mathematical concepts and skills and to facilitate problem-solving and modelling tasks.
Mohamed Abdel Halim(16219321)
Page 17
Students build on skills from previous years in the areas of Arithmetic, Algebra,
Geometry, Co-ordinate Geometry, Trigonometry and Statistics.
Subject Outline:
Arithmetic
revision of fractions, decimals, percentage and ratios, indices and surds
Algebra
algebraic simplification, expansion, linear and quadratic factorisation and
interpreting formulae, manipulating and solving indicial and polynomial equations
Geometry
spatial relations, geometric objects, and menstruation (length, area and volume);
Pythagoras's Theorem, circle geometry theorems, arc length and angle properties of
polygons
Co-ordinate Geometry
the two-dimensional representation of linear and quadratic graphs on a cartesian
plane
Trigonometry
the solution of triangles using trigonometric ratios in two and three dimensions and
other applications
Statistics:
displaying, summarising and interpreting data
Assessment
Tasks
Major Problem-solving
Projects
Description
At least one project or investigation per semester
Topic Tests
One test on each topic studied
Homework
Regular homework is set and assessed
Note: In addition to the Assessment Tasks students will be required to sit two end-ofsemester examinations; one with a CAS calculator and notes and the other without.
Mohamed Abdel Halim(16219321)
Page 18
Mathematics Extensions
Prerequisites:
Successful completion of Year 9 Higher Level Mathematics or Year 9
Acceleration Mathematics
Rationale:
The course extends the curriculum beyond the standard Year 10 Mathematics Mainstream
course. Students build on skills obtained from previous study of extended Mathematics in
the areas of Arithmetic, Algebra, Geometry, Co-ordinate Geometry, Trigonometry and
Statistics.
Problem-solving and modelling is developed progressively throughout the course using
real life situations to improve students ability to think laterally and write coherently on a
mathematical topic. CAS calculators are used extensively in the course, both as an
instructional aid and a computational tool, while notebook computer technology is an
integral part of the course.
Subject Outline:
Arithmetic
revision of fractions, decimals, percentage and ratios, surds, indices and logarithms
Algebra
interpreting formulae, algebraic simplification, expansion and linear, quadratic and
cubic factorisation, manipulating and solving indicial, logarithmic, trigonometric
and polynomial equations
Geometry
spatial relations, geometric objects and mensuration (length, area, volume and
capacity), Pythagoras's Theorem, circle geometry theorems, arc length, congruence
and similarity
Co-ordinate Geometry
graphs of linear, quadratic, cubic, exponential and logarithmic functions
Trigonometry
finding lengths and angles in right angled and other triangles in two and three
dimensions using formulae, applications, the unit circle and the graphical
representation and trigonometric functions
Mohamed Abdel Halim(16219321)
Page 19
Statistics
displaying, summarising and interpreting data
Assessment
Tasks
Major Problem-solving
Projects
Description
At least one project or investigation per semester
Topic Tests
One test on each topic studied
Homework
Regular homework is set and assessed
Note: In addition to the Assessment Tasks students will be required to sit two end-ofsemester examinations.
IB Mathematics Standard Level
Rationale:
This course is designed to provide a background of mathematical thought and a
reasonable level of technical ability for those not wishing to take Higher Level
Mathematics. It is intended to provide a sound mathematical basis for those students
planning to pursue further studies in such fields as Science, Economics, Geography
and Business Administration. It is a demanding course since it contains a variety of
mathematical topics and requires substantial background knowledge.
Subject Outline:

algebra

functions and equations

circular functions and trigonometry

matrices

vectors

statistics and probability

calculus
Assessment
Mohamed Abdel Halim(16219321)
Page 20
 Portfolio
Two assignments, based on different areas of the syllabus, representing the following
activities:

mathematical investigation

mathematical modelling
 Internal Assessment (20%)
Students are assessed on their level of achievement on the Portfolio, as outlined
above.
External Assessment (80%)
Component
Overall
Duration Details of Format and Syllabus Content
weighting
Paper 1
40%
1.5 hrs
15 compulsory short response questions
Paper 2
40%
1.5 hrs
5 extended response questions
IB Mathematical Studies (Standard Level)
Rationale:
This course is designed to provide a realistic Mathematics course for students with varied
backgrounds and abilities. The skills needed to cope with the mathematical demands of a
technological society are developed and emphasis is placed on the application of
mathematics to real life situations. A substantial piece of personal research, in the form of
a project, is a requirement of this course. Students likely to need Mathematics for the
pursuit of further qualifications are advised to consider an alternative course in Group 5.
Subject outline:

introduction to the graphic display calculator

number and algebra

sets, logic and probability

functions

geometry and trigonometry
Mohamed Abdel Halim(16219321)
Page 21

statistics

introductory differential calculus

financial mathematics
Assessment
Internal Assessment (20%)
Students are assessed on their level of achievement on a project (an individual piece of
work involving the collection and/or generation of data, and the analysis and evaluation of
that data).
External Assessment (80%)
Component
Overall
Duration Details of Format and Syllabus Content
weighting
Paper 1
40%
1.5 hrs
15 compulsory short response questions
Paper 2
40%
1.5 hrs
5 extended response questions
Information and communication Technology (Elective Subject)
No of periods per week: 5
Year 10
VCE Units 1 and 2
Year 11 IB Diploma
. Information
Technology: Multimedia
Information
IB Information
Technology
Technology
Information Technology:
Games Programming
Information Technology - Multimedia
Prerequisites:
There are no prerequisites for this unit.
Mohamed Abdel Halim(16219321)
Page 22
Rationale:
This course is designed for students who have an interest in producing
multimedia products using a range of multimedia hardware and software tools. Students
will be required to produce a multimedia application, using a range of multimedia tools,
which will be published on a CD or website. The applications will be situated in a social
context that needs a multimedia information product. The multimedia product will be
developed using the technology product development process:
Subject Outline:
 Features of a range of multimedia software development tools

software used to develop multimedia resources

software used to present and control multimedia products

multimedia information problems in various social contexts

development and analysis of a multimedia product idea

efficient and effective multimedia application design

user interface design
 The product development process

techniques and tools associated with each stage of the production process

investigation: identification of the scope, constraints and limitations of the
solution to the information problem

design: choice of design alternatives for solving the information problem

implementation: efficient and effective production of the product

evaluation: extent to which the product matches the design criteria and solves
the information problem
Assessment
Tasks
Description
The semester examination covers both theoretical and practical aspects of
the course.
The learning folio:
exercises and

Producing multimedia products using
various software and hardware tools
Mohamed Abdel Halim(16219321)
Page 23
activities for learning

The product development process

Development and analysis of a product idea

Design, implementation and testing of the
about the features of
a range of
multimedia software
and hardware tools.
Multimedia software
product that solves
product
an information

problem.
Evaluation of the product
Information Technology - Games Programming
Prerequisites:
There are no prerequisites for this unit.
Rationale:
This course is designed for students who have an interest in learning how to write
computer software, especially computer games. The course will focus on developing a
variety of programming skills and learning how to develop quality software within a
computer games programming environment using the Visual Basic programming
language. This course is an expansion of the Computer Creations units offered in Middle
School but does not require these units to have been taken in Middle School.
Subject Outline:
 Features of a programming language

program structures used to control the way a program operates

data types and structures for storing data in a computer

processing of various types of data - text, graphics and numeric

program documentation techniques

visual interface components
 Producing games using a gamer programming language

types of games that can be produced
Mohamed Abdel Halim(16219321)
Page 24

development and analysis of a game proposal

efficient and effective game design

testing and evaluation of a game

user interface design standards for games
 The product development process

echniques and tools associated with each stage of the software production
process

investigation: identification of the scope, constraints and limitations of the
proposed game

design: choice of design alternatives for the game

implementation: efficient and effective production of the game

evaluation: extent to which the game matches the design criteria
Assessment
Tasks
Description
The semester examination covers all aspects of the course both theoretical
and practical.
The learning folio:

exercises and
activities for learning
Solving game programming exercises using
the Visual Basic programming language

The product development process

Development and analysis of a game
about the features of
the Visual Basic
programming
language.
proposal
Software application
that produces a

Design, implementation and testing of the
game
game.

Evaluation of the game
Mohamed Abdel Halim(16219321)
Page 25
IB Information Technology in a Global Society
Rationale:
The focus of this subject, at both the Standard Level (SL) and Higher Level (HL), is the
study and evaluation of the use and impact of Information Technology on individuals,
business and society. Students will learn about and use a range of software and hardware
applications, and explore the advantages and disadvantages of information technology.
Students will also study important questions about issues arising from the use of
Information Technology, such as security and privacy of personal information, copyright
issues associated with dissemination of digitised music and video, software piracy, the
digital divide, the reliability of computers, and the interaction of people and computers.
The ITGS syllabus at SL and HL is divided into three sections: IT systems in a social
context, six areas of impact, and social and ethical issues.
Subject Outline:
IT Systems
SL and HL students
Basics: hardware and networks:
Communication systems:

Systems fundamentals

The Internet

Network

Personal and public
communication
Software Applications:
Integrated Systems:

Software fundamentals

Robotics

Databases and spreadsheets

Artificial intelligence and expert

Word processing and desktop
Mohamed Abdel Halim(16219321)
Page 26
publishing

Images, sound and presentations

Modelling and simulations

Tutorials, training and wizards
systems
(assistants)

Integrated systems
Areas Using IT Systems
Students at HL are required to study all six areas of impact. Students at SL are required
to study Part A and a minimum of two other areas of impact chosen from Part B.
Part A:
Part B:


Education

Health

Arts, entertainment and leisure

Science and the environment

Politics and government
Business and employment
Social and Ethical Issues
SL and HL students

Reliability

Privacy and anonymity

Equality of access

Policies and standards

Integrity

Authenticity

Control

People and machines

Security

Intellectual property
Mohamed Abdel Halim(16219321)
Page 27

Globalisation and cultural diversity
Assessment
Standard Level
External
70%
80%
Assessment Consisting of two papers:


Higher Level
Paper 1 (25% of total
Consisting of three papers:

Paper 1 (20% of total
subject assessment) - a 1
subject assessment) - a 1
hour paper, consisting of
hour paper, consisting of
four compulsory short-
four compulsory short-
answer questions that
answer questions that
assess in an integrated way
assess in an integrated way
sections 1 and 2 of the
sections 1 and 2 of the
syllabus: social and ethical
syllabus: social and ethical
issues and IT systems in a
issues and IT systems in a
social context.
social context.
Paper 2 (45% of total

Paper 2 (35% of total
subject assessment) - a 2
subject) - 2 hours, three
hour paper consisting of:
structured questions from a
o
Part 1: one
choice of four on the areas
compulsory
of impact.
question based on
o

Paper 3 (25% of total
the impact of IT on
subject) - 1 hour, consisting
business and
of three questions focusing
employment
on IT systems and social
Part 2: two
and ethical issues based on
questions from a
a real-life case study
choice of five
produced by the IB that is
questions on the
investigated and analysed
Mohamed Abdel Halim(16219321)
Page 28
impact of IT in
during the final year.
education, health,
arts, entertainment,
leisure, science, the
environment,
politics and
government.
Internal
30%
20%
Assessment Consisting of one component:
Consisting of two connected
components:

Project (20% of total
subject assessment) - an IT

Portfolio (20% of total
product that solves a real
subject assessment) - three
problem in a social context,
pieces of written work
together with a report
based on research into
(2000 - 2500 words) and a
different social and ethical
log book recording the
issues arising from the use
development of the
of information technology
product.
in three different areas of
impact. Each piece of work
is between 800 - 1000
words.

Portfolio Extension - an
extension to one of the
portfolio pieces, interviews
with people involved with
the IT issue investigated in
the portfolio, 800-1000
words.
Mohamed Abdel Halim(16219321)
Page 29
References:
http://vels.vcaa.vic.edu.au/
http://vcaa.vic.edu.au/
http://www.carey.com.au/pathways/ (last accessed 17 Aug09)
Mohamed Abdel Halim(16219321)
Page 30