The Mathematics Life Skills 11–12 Syllabus (2024) includes:

• a single, overarching working mathematically outcome
• the embedding of working mathematically in the outcomes, content and examples of the syllabus
• the embedding of technology in the content and examples of the syllabus
• increased clarity of content points and clear syllabus structure
• content group headings that provide increasing levels of requisite knowledge and understanding as they progress through each of the focus areas
• the ability to view related Life Skills content from within the Mathematics Standard syllabus
• the addition of an optional mathematics project.

Overview image is from the Mathematics Life Skills 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Prior to implementing the Mathematics Life Skills 11–12 Syllabus (2024), leaders will need to consider the following:

• planning and decisions about curriculum options for a student with intellectual disability should be made through the collaborative curriculum planning process
• supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with NESA’s digital curriculum platform to ensure the syllabus is taught as intended
• resource and budget implications, including adequate release days for professional learning and collaboration, and the purchase of updated learning materials
• collaboration with staff and learning support teams to ensure appropriate curriculum planning
• complexities for staff working to implement multiple new syllabuses and curriculum
• exploring ways to adopt and adapt the sample materials provided by the department and curriculum materials developed in school to support the consistency of syllabus enactment.

The Mathematics Life Skills 11–12 Syllabus (2024) is based on evidence summarised in the bibliography published by NESA.

Mathematics Life Skills 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

• What processes are in place to support beginning teachers and teachers delivering this syllabus for the first time?
• What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus, including the research it is based upon?
• What evidence is there that staff understand how to embed the working mathematically processes into their teaching and learning programs?
• What school practices and systems are in place to support teacher professional learning?
  • How are these evaluated to maximise support for teachers?

• NSW Department of Education Planning programming and assessing mathematics 11–12
• NSW Department of Education mathematics statewide staffroom –Mathematics professional learning (staff only)
• Mathematics Life Skills 11–12 Syllabus (2024)
• NESA assessment advice
• NESA Mathematics Life Skills 11–12 Syllabus Teaching and learning support