The intention of the syllabus is that the topics be studied, not as stand-alone, but in combination and in contexts that are meaningful to students. The topics may be revisited in different contexts during the course. In developing a course, teachers should: take the school, community and workplace contexts into account • be aware of the expectations of the learners outlined in section 5.2 • provide a range of learning experiences that: • include concrete, practical, hands-on activities − draw from a variety of everyday and workplace contexts − may span several topics − provide opportunities for students to revisit concepts and consolidate understanding − provide assessment tasks that complement and reflect the learning experiences (see • strategies’, section 6.2). ‘Assessment Refer to appendix 1 for examples of courses of study. 4.1.4 Resources Suggested resources that can support this study area specification: a DAL (direct algebraic logic) 2 -line display calculator with a fraction key • a 4-function basic calculator • a and protractor • a globe, wall maps • access to the internet • mathematics software • games • a wide range of concrete and visual manipulatives • brochures, timetables, pamphlets • videos, DVDs • speakers. • 4.2 Details of topics Introduction The topics are presented with the details for each, grouped under the headings of the general objectives of and The details for indicate the minimum knowing, applying explaining. knowing that should be covered in the course, while the details for and are indicators applying explaining only of depth and manner of treatment as each school will develop their own course of study. Hence the listing for and is deliberately incomplete. Although schools applying explaining may offer additional material or allow students to study topics in greater depth, this should not be at the expense of the material listed in the study area specification.
The intention of the syllabus is that the topics be studied, not as stand-alone, but in combination and in contexts that are meaningful to students. The topics may be revisited in different contexts during the course. In developing a course, teachers should: • take the school, community and workplace contexts into account • be aware of the expectations of the learners outlined in section 5.2 • provide a range of learning experiences that: − include concrete, practical, hands-on activities − draw from a variety of everyday and workplace contexts − may span several topics − provide opportunities for students to revisit concepts and consolidate understanding • provide assessment tasks that complement and reflect the learning experiences (see ‘Assessment strategies’, section 6.2). Refer to appendix 1 for examples of courses of study. 4.1.4 Resources Suggested resources that can support this study area specification: • a DAL (direct algebraic logic) 2 -line display calculator with a fraction key • a 4-function basic calculator • a and protractor • a globe, wall maps • access to the internet • mathematics software • games • a wide range of concrete and visual manipulatives • brochures, timetables, pamphlets • videos, DVDs • speakers. 4.2 Details of topics Introduction The topics are presented with the details for each, grouped under the headings of the general objectives of knowing, applying and explaining. The details for knowing indicate the minimum that should be covered in the course, while the details for applying and explaining are indicators only of depth and manner of treatment as each school will develop their own course of study. Hence the listing for applying and explaining is deliberately incomplete. Although schools may offer additional material or allow students to study topics in greater depth, this should not be at the expense of the material listed in the study area specification.
snr_prevoc_maths_04_sas.docx