As you may have seen in recent news or through school communications, a syllabus change is set to be implemented in 2024 for Year 7-10 Mathematics in NSW.
When subject syllabi are changed, we find that a lot of parents are both concerned and curious about the impact this will have on their teenagers.
Terms such as ‘Core-Paths Structure’ and ‘Working Mathematically’ sounds like a lot of jargon, and might not mean much to you, but actually have profound consequences for what your teenager’s Maths education will look like under this new Mathematics Syllabus!
We’ll unpack these changes and highlight the impacts and importance of these changes for students in Years 7-10, and how Art of Smart will support your child through these changes.
Why are changes being made to the NSW Syllabus?
What is ‘Working Mathematically’?
What are the changes for Year 7 and Year 8 Mathematics (Stage 4)?
What is the Core-Paths Structure for Year 9 and Year 10 Mathematics (Stage 5)?
How can I support my child with the Core-Paths structure?
How does Art of Smart Support my Child in the new 7-10 Syllabus?
Why are changes being made to the NSW Syllabus?
#1: Preparing to Make Maths Compulsory in Year 11 and Year 12
With Mathematics set to be a compulsory subject in Year 11 and 12 from 2026 onwards, it is essential that students in Years 9 and 10 have strong foundations in the subject.
The most important skill identified by the syllabus review is ‘working mathematically’, which underpins the entire curriculum reform, as well as the senior curriculum.
#2: New Core-Paths Provide Schools with Greater Flexibility
Additionally, there is a focus on ensuring students are learning skills that are appropriate to their level of understanding and their long-term goals. This has been actualised through the Core-Paths structure, covered later on in the article.
The essence of the new syllabus lies in empowering teachers to better address the diverse needs of their students, straying from the old structure where teachers found themselves constrained by the curriculum, teaching content that was either too advanced or elementary, and often failed to align to students’ long term goals.
As stated by the New South Wales Education Standards Authority, “the syllabuses are designed to be inclusive of every student in NSW“.
What is ‘Working Mathematically’?
The new changes in the syllabus place a significant emphasis on ‘Working Mathematically’. This refers to the “thinking and doing” of maths.
All this means is that students can communicate their reasoning of approaches to Mathematics (through their working out), demonstrate an understanding and fluency of content through completing a range of questions, and engage in more problem-solving activities.
NESA explains, “The focus on working mathematically reflects evidence that it increases students’ confidence in applying their mathematical knowledge”.
What does this mean for your child?
It means your child will develop skills at school that support their lifelong learning, focusing on problem-solving skills that are crucial for 21st-century learners.
Students will encounter more questions that require multiple steps or combinations of concepts that used to be separated.
For example, the below question was tested in both the Standard and Advanced Maths exam in 2023. This question requires students to draw on two separate content points from the ‘Normal Distribution’ Topic taught in Year 12 and the ‘Probability’ topic taught in Year 11.
In previous years, assessments only tested one strand of the syllabus at a time in a question, whereas now, the curriculum aims to have students creatively think of how to approach complex problems using a range of content they have been taught across multiple years, as seen above.
What are the changes for Year 7 and Year 8 Mathematics (Stage 4)?
Minus the emphasis on working mathematically, there are minimal changes that impact your students in the new Year 7 and 8 Syllabus.
Some content areas, such as algebra, have had syllabus points moved from Stage 5 (Years 9-10) to Stage 4. They also moved some Stage 4 content to Stage 5, such as congruent triangles.
Students also will be introduced to concepts of an Area of a Sector and real-world linear relationship applications.
While students in Stage 4 may not necessarily notice these changes, it allows teachers to tailor content to the abilities of a Stage 4 student, laying the foundations for Stage 5 and Stage 6, influencing the Mathematics they may pursue in these years.
What is the Core-Paths Structure for Year 9 and Year 10 Mathematics (Stage 5)?
The introduction of the Core-Paths structure in Stage 5 has raised some confusion for parents and teachers alike! Although we had a slightly similar system implemented before with class groups (5.1, 5.2 and 5.3), teachers haven’t had the ability to teach content that suits their class needs solely.
This structure only applies to students in Stage 5 (Year 9 and 10). The curriculum has been divided into ‘Cores’ and ‘Paths’.
What are ‘Cores’?
‘Cores’ are mandatory topics that all students in Stage 5 need to complete. These topics are considered to be fundamental and prepare students for senior studies of Mathematics at the Standard Maths Level.
What are ‘Paths’?
The ‘Paths’ topics are optional and provide teachers with the flexibility to choose them if their students intend to approach senior Mathematics at a higher level (e.g. Maths Advanced and Maths Extension).
This ensures students are prepared for higher levels of Maths, whilst removing the content from the standard curriculum for students who may be overwhelmed by content that is not useful for them.
In Stage 5 (Year 9-10), depending on their school, students may be streamed into classes based on their achievements in the Stage 4 course (Year 7-8). Students who achieve top marks in the Stage 4 course, may be placed in a class that studies more path topics that align to Advanced Maths.
If your child may have achieved average or lower scores in Stage 4 Maths, they may be placed in a class that does the core topics and some pathways that align to a Standard Maths level.
If your child is really struggling with maths, they may be placed in a class that only does core topics.
This was something that was commonly done in previous years, with students placed in 5.3 often being the top performing students of their cohort that are believed to have gone on to complete Advanced Maths. Students placed in 5.2 were prepared to complete maths at a Standard Maths level, whilst those in 5.1 often either dropped maths in senior years or completed non-ATAR maths.
How can I support my child with the Core-Paths structure?
Each school will approach the Core-Paths structure differently. Most schools will make this decision based on your child’s performance, however, you are still able to decide which path your own child takes as well.
What we highly suggest is reflecting on a combination of things:
#1: What their university goal may be
Some university degrees such as engineering, psychology, commerce, medicine and some sciences may require students to take Maths Advanced as a minimum.
Whilst the start of the Maths Advanced Course only starts in Year 11, it is important students who have these goals in mind are achieving higher marks in Year 8 in order to be placed in the higher achieving classes that are more likely to do the Paths topics which prepare them for Senior Years, and may influence whether your child is able to do Advanced Maths at some higher ranking schools.
#2: What marks they have been achieving in Year 7 and Year 8
If your child maintains above average marks in Maths, it is definitely worthwhile pushing them into completing an Advanced Maths Path, as this opens more opportunities for them and boosts their confidence when starting Senior Level maths.
If they are not achieving average marks and are struggling with Maths, it is recommended that they have support for the Standard Maths Path and then look into the Advanced Maths Path if their results improve.
If you have a child who may be struggling with Maths but is keen on challenging themselves to do a harder level of Maths in senior years, they may consider looking at topics in the paths that support the level they are interested in.
#3: What their NAPLAN results have indicated in terms of performance against students across Australia
NAPLAN data compares your child to the school, state and national average. This can provide a really solid indication of where your child is sitting against their peers and you can make a decision similar to the one made above.
If you are unsure of where they may be sitting, we recommend placing them in the Advanced Stream, and then based on marks making an adjustment to the Standard stream if they are finding the work too difficult.
If your child wants to do Maths Advanced but hasn’t covered the paths topics that support Maths Advanced at school, it isn’t the end of the world! However, it does mean that there will be gaps in your child’s knowledge that may need to be addressed through additional tutoring support or independent study.
How does Art of Smart Support my Child in the new 7-10 Syllabus?
Here at Art of Smart, our Maths programs for Years 7-10 are designed to keep up with the ever-changing demands on our students.
Art of Smart programs for Years 7-10 follow a ten-week term structure which are designed to ensure students learn the skills they need to perform well in line with their year level.
- Students in Years 7-8 engage in one hour weekly classes, whilst students in Years 9-10 can enrol in one and a half hour weekly classes.
- In Years 9 and 10, students will elect to either take the ‘Standard’ stream or the ‘Advanced’ stream.
What does the Standard stream look like?
If students choose to do the Standard stream, they will complete mostly core topics, with a mixture of some paths that align to the Standard Maths syllabus, preparing them to study Standard Maths in Year 11-12.
At Art of Smart, if your child is taking the Standard Stream they will do the following topics:
| Core Topics | |
|---|---|
| Year 9 | Year 10 (Standard Class) |
| Financial Maths | Financial Maths |
| Indices and Surds | Indices and Surds |
| Probability | Linear Equations and Inequalities |
| Algebraic Techniques | Measurement |
| Linear Equations | Trigonometry |
| Linear Relationships | Data Analysis |
| Non-Linear Relationships | Probability |
| Data Analysis | Linear Relationships |
| Numbers of Any Magnitude | Non-Linear Relationships |
| Trigonometry | |
| Properties of Geometrical Figures | |
In our program, students will also be introduced to the following paths that prepare them for Standard Maths, which are:
- Trigonometry which prepares students to learn the Non-Right-Angled Triangles Topic in Year 12
- Simultaneous linear equations which prepares students for the Linear Relationships topic in Year 12
- Introduction to Networks which prepares students for the Network Concepts topic in Year 12
What does the Advanced+ stream look like?
If students choose to complete the Advanced+ stream at Art of Smart, students will complete a combination of core and path topics that we have matched up to the Year 11-12 Advanced Maths syllabus, meaning students feel not only confident in their Year 9 and 10 studies, but are also prepared for senior studies in Year 11-12 of Advanced Maths and above!
The topics they will complete are:
| Core + Paths | |
|---|---|
| Year 9 | Year 10 (Advanced Class) |
| Financial Maths (C) | Indices and Surds (C+P) |
| Indices and Surds (C) | Linear Equations and Inequalities (C+P) |
| Probability (C) | Algebraic Techniques (P) |
| Algebraic Techniques (C) | Quadratic Equations (P) |
| Linear Equations (C) | Trigonometry II (C+P) |
| Linear Relationships (C) | Properties of Geometrical Figures (P) |
| Non-Linear Relationships (C) | Logarithms (P) |
| Data Analysis (C) | Polynomials (P) |
| Numbers of Any Magnitude (C) | Linear Relationships (C+P) |
| Trigonometry (C) | Non-Linear Relationships (C+P) |
| Properties of Geometrical Figures (C) | Functions and Other Graphs (P) |
| Variation and Rates of Change (P) | Circle Geometry (P) |
| Quadratic Equations (P) | |
Key
- (C) = Core
- P = Path
- (C+P) = A mixture of Core & Path Topics
This way, we’ve structured our Maths programs to support students getting ready for the level of Maths they want to study in Year 11-12 so you can maximise your options for university.
How are our classes structured?
Each term follows a specific combination of topics that align with the curriculum for their Stage.
Each lesson starts with a revision of the content taught in the previous lesson, then has a deep dive into the content, followed by worked samples that students will do with their tutor. They will then reinforce the knowledge they have learnt through a range of unique practice questions and will take home a short quiz that tests their knowledge from the lesson.
Our Mathematics resources prepare students for senior studies, with constant revision to improve competency in the skills, and prepares them for topic tests and exams with the integration of Unique Exams each term for students.
Looking for some extra help navigating the new Maths 7-10 syllabus changes?
We pride ourselves on our inspirational Mathematics coaches and mentors!
We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at one of our state of the art campuses in Hornsby or the Hills!
To find out more and get started with an inspirational tutor and mentor get in touch today!
Give us a ring on 1300 267 888, email us at [email protected] or check us out on TikTok!
Mikaela Newcombe is currently the Resource Design Manager and Pathfinder Mentor at Art of Smart. She is also a High School Teacher, having completed her Bachelor of Secondary Education at the University of Notre Dame in 2022. She has taught a wide range of subjects across both the Independent, Catholic and Public Sector. When she is not teaching or creating amazing resources for Art of Smart, she is watching Disney+ or cooking up a storm in the kitchen!
