Paper 2 WorkingTowardsChange VCEMathematics

Paper 2: SENIOR SECONDARY MATHEMATICS IN VICTORIA
WORKING TOWARDS CHANGE

Introduction
Central to the work of curriculum and assessment authorities are principled and coherent
responses to the questions of: What mathematics? (Selection from culture, discipline and
domain knowledge, theory and applications); For whom? (Subsets of the cohort); How?
(Curriculum and assessment requirements and advice on possible pedagogies); and Why?
(Rationale and purpose). Australian states and territories have the constitutional
responsibility for school education, set the curriculum and related assessment such as final
year examinations and requirements, and oversee system specified school-based
assessment.
In Victoria, review or development of a senior secondary study or group of related studies for
the Victorian Certificate of Education (VCE) takes place by Review Panels convened and
working in accordance with the VCAA’s Principles and procedures for the development and
review of VCE studies, and general and specific terms of reference for that review. The work
of Review Panels, VCAA Managers and Executive, the VCAA Senior Secondary Curriculum
and Assessment Committee (SSCAC) and the VCAA Board is informed by various research,
enrolment data and trends, examination and coursework audit reports, background and
discussion papers, benchmarking reports and consultations.
This paper aims to inform and support in-depth review of senior secondary mathematics in
Victoria. By in-depth review it is meant that the outcome could involve substantive change to
the structure, nature, purpose and scope of the curriculum. The current Victorian senior
secondary mathematics curriculum is accredited 2016–2019/20 and follows on from several
cycles of progressive review and development of a model first introduced in 1993/4.It also
incorporates aspects of recent collaborative Australian curriculum work involving the states
and territories and the Commonwealth.
Defining the task
Consider the question:
What could a senior secondary mathematics curriculum for a liberal democratic
society in a developed country for 2020–2030 look like?
and possible responses that are not limited by current thinking or beliefs or constrained by
prior work. The following can be assumed as broad background:
 most students in the relevant cohort from birth, say 2002–2013, would progress to be
engaged in senior secondary certificate studies for the final two years of secondary
education in 2020–2030 (historically around 80% of this cohort have proceeded to VCE)
 most of these students would undertake some mathematical studies during their VCE;
however, the study of mathematics is not compulsory in the senior secondary curriculum
(historically just over 90 per cent of VCE students study a Units 1 and 2, or Year 11 level
mathematics, and just over 80 per cent of VCE students study a Units 3 and 4, or Year
12 level mathematics)
 students would have access to relevant functionality from enabling technology as
applicable
 a suitable combination of assessments, externally set and school-based, with and
without the use of enabling technology, would be put in place in conjunction with the
proposed curriculum
 there are no undue restrictions on the number and combinations of mathematical
studies students can undertake
 there is a clear articulation of assumed knowledge and skills students would need to
have to enable them to effectively undertake various pathways of study, and natural
relations between preparatory and following studies. While there are currently no pre-
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requisites, there is clear articulation of assumed knowledge and skills, and schools
exercise responsibility for ensuring students have appropriate preparation for the units
they select to study.
 the Primary to Year 10 (compulsory years) mathematics curriculum these student would
have studied (depending on year of birth) include the Curriculum and Standards
Framework II: Mathematics (2000–2004), the Victorian Essential Learning Standards:
Mathematics (2005–2011), the Australian Curriculum: Mathematics (2012–2016) and
the Victorian Curriculum: Mathematics (from 2017).
Generally, following a review and consultation process, new or revised courses are made
available for teacher familiarisation a year before implementation begins. A state-wide
program of professional learning is undertaken in that year and related advice documents
and resources are developed and published to support the implementation. These include
advice for teachers, and sample assessment tasks comprising sample examinations or
questions (depending on the degree of change). In the year preceding the familiarisation
year, during the review process, a consultation draft of the proposed curriculum is available
for general comment and feedback, typically for term 3 (in a four-term year). This draft is
usually close to the likely version proposed for accreditation, and at this stage commercial
publishers are briefed so that they can commence preparation of supporting resources
(which will be reviewed by academics, practising teachers and others). There are no
approved or prescribed texts; schools select texts for their classes as they find suitable,
based on the supplementary resources and shared professional experience.
This paper provides historical background to the Victorian context from 1980 to the present.
Changes over the years
1970–1985
Structure and assessment
From 1970–1985 senior secondary mathematics was based on three Higher School
Certificate (HSC) Year 12 subjects: General Mathematics, Pure Mathematics and Applied
Mathematics. In broad terms these can be considered as describing the style of
mathematics students would undertake. All three subjects involved calculus, although only at
a basic level for General Mathematics.
General Mathematics and Pure Mathematics were alternative subjects. The former was
regarded as providing for a distinct ‘stream’ of students from Pure Mathematics.
The latter included ‘expected background’ for Applied Mathematics, although this was not a
formal requirement as indicated in the Higher School Certificate Course Description (VISE,
1980, page 3):
Since the Applied Mathematics syllabus includes a substantial number of
applications of calculus, it would probably be unwise for students to undertake
this subject unless they were concurrently studying Pure Mathematics or has
passed Pure Mathematics (or its equivalent) in a previous year.
The Victorian Universities and Schools Examination Board (VUSEB) specified the syllabus
(content) and assessment from 1970 to 1978, this function was taken over by the Victorian
Institute of Secondary Education (VISE) from 1979 to 1988. Year 11 subjects were not
regulated; however, text publishers and authors (typically Fitzpatrick and Galbraith and
Lucas and James) produced pairs of texts (Mathematics 1 and 2, Mathematics A and B) that
provided coverage of relevant content. Schools typically implemented two types of courses
based on these texts, a single mathematics subject as preparation for General Mathematics
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and a double mathematics subject as preparation for Pure Mathematics and possibly also
Applied Mathematics.
Indeed, the Higher School Certificate Course Description (VISE, 1980, page 3) clearly
stated:
… no formal requirements are made for entries into these courses. However,
students are strongly urged to have completed a satisfactory Year 11
mathematics program. Thus, they will need an appropriate mathematical
background and will need to be familiar with essential underlying concepts.
From 1981 the Year 12 subjects had a core and option structure in a 20:10-week ratio, with
an assumed class time of ‘approximately four hours a week’. The core was externally
assessed by a single three-hour examination and the options were internally assessed by
around 10 hours of school-devised assessment, and statistically moderated with respect to
the examinations (even though the options content was by definition distinctive from that of
the core content). The final score assessment weighting was 70 for the examination and 30
for the school-based assessment. For each subject, there was a single three-hour
examination comprising a collection of short and extended answer questions. School-based
assessment comprised a combination of teacher set tests, assignments and projects, as
indicated in the (very) brief advice (half of a column on a two column B4 size page) on
assessment for the various options.
Content
General Mathematics
Core Options (select one)
Arrangements and selections Computer applications in General
Mathematics
Functions and their graphs Mathematics of earth and space
Matrices and linear equations Mathematics of growth and decay
Calculus Applicable mathematics
Probability -
Pure Mathematics
Real numbers Numerical mathematics
Analytic geometry Probability
Relations and functions Complex numbers and matrices
Calculus Computer applications in mathematics
Applied Mathematics
Vectors The same set of options as for Pure
Mathematics.
Applications of calculus
The selected options for the two subjects
Mechanics
must be different.
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Use of technology
Until 1978, computational technology was slide rules and four-figure logarithm tables. After
that year scientific calculators were allowed. Some of the options required students to do
programming (FORTRAN or BASIC, flowcharts). This was facilitated by collaborative
arrangements with universities allowing schools access to their facilities to run student
programs. Increasingly from the early 1980s, some schools had their own mini-computers
and shared access. From the mid-1980s these were replaced by collections of early micro-
computers.
Prerequisite status for tertiary study

Pure Mathematics was a prerequisite for university science, engineering and mathematics
courses, the latter two also requiring Applied Mathematics. General Mathematics was a
prerequisite for various courses that required Year 12 Mathematics, such as biological
sciences, commerce and economics.
Some institutions allowed students with a General Mathematics scoring grade of D or above
to undertake science courses, however this was not encouraged.
1986–1989
From 1985 to 1989, following the Ministerial Review of Postcompulsory Schooling Report
Volume 1, the Blackburn Report (1985), a transitional structure was put in place under the
auspices of VISE while the original VCE structure was being developed. From 1989, the
Victorian Curriculum and Assessment Board (VCAB) would itself replace VISE. Three
mathematics subjects were available, two Group 1 subjects – Mathematics A and
Mathematics B (which could be used for tertiary entrance purposes), and a Group 2 subject
– Business Mathematics (which could not be used for tertiary entrance purposes).
Mathematics A was a co-requisite for Mathematics B. In broad terms Mathematics A was a
combination of aspects of the former General Mathematics and Pure Mathematics, while
Mathematics B was a combination of aspects of the former Pure Mathematics and Applied
Mathematics. The previous assessment structure was retained for the Group 1 subjects, that
is, a single three-hour examination comprising a collection of short and extended answer
questions, and school-based assessment comprising a combination of teacher set tests,
assignments and projects, as indicated in the advice on assessment for the various options.
The Group 2 Business Mathematics subject was completely school-based assessed, subject
to state-wide moderation. The subject titles used were indicators of the purpose of the
mathematics being studied. Teaching time expectations for these subjects were the same as
for the previous set of subjects.
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Content (Group 1 subjects)
Mathematics A
Core Options (one of the following 10 week
optional units)
Mensuration Mathematics of earth and space
Probability Mathematics of growth and decay
Functions and calculus Computer applications in mathematics

Mechanics
Combination (any two of the following
optional units: Business applications of
sequences and series, Statistical sampling,
Continuous probability distributions, Logic
and proof, Transformation geometry, Linear
programming)
Mathematics B
Functions and calculus As for Mathematics A.
Linear algebra The selected options for the two subjects
must be different.
Vectors
Complex numbers
Analytical geometry
Content (Group 2 subject)
Business Mathematics
A course is constructed from a selection of topics and projects comprising 120 hours
in total.
Topics (12 – 20 hours a topic) Projects (16 hours each)
Investment Home CPI
Financial management Quality control
Taxation Tattslotto
Data collection, presentation and Sampling
interpretation
Axiomatic probability Management games
Probability distributions Computer project – queuing theory – Monte
Carlo methods
Economic decision models Stock market investment
Growth analysis Starting a business
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Allocation
Queuing theory
Technology in business
Computer programming
Computer programming for business
Use of technology
Computational technology used in examinations was scientific calculators, with tables for
computations related to probability distributions.
For some school-based assessments tasks spreadsheets became popular as computational
software, as did first generation graphing software such as Efofex (1989).
Recent versions of these are still available and in use (www.efofex.com/).
For some options and projects computer programs and programming were used (structured
BASIC or PASCAL, flowcharts, N-S diagrams, structured English or pseudo-code).

Mathematics A was the main prerequisite subject for tertiary courses where such a
prerequisite was required.
Group 2 subjects such as Business Mathematics did not qualify for tertiary prerequisite
purposes. The increasing popularity of this subject with the student cohort (roughly 1 in 3
students) was in part a significant factor in the decision to move away from the Group 1 and
2 structures.
VCE Mathematics 1.0: 1990–1993

The original VCE Mathematics study structure, developed under the auspices of the
Victorian Curriculum and Assessment Board (VCAB), was piloted in trial schools in 1989 and
fully implemented from 1990 to 1992 (Units 1 and 2) and from 1990 to 1993 (Units 3 and 4).
This structure was distinctive in that it was based on areas of mathematics (each called a
block) studied from within the discipline (Space and Number, Reasoning and Data, Change
and Approximation) and specified content for Year 11 (Units 1 and 2) as well as for Year 12
(Units 3 and 4). It was the first structure that regulated the penultimate (Year 11) as well as
final (Year 12) years senior secondary curriculum. Each of these blocks could be done at
either Unit 1 and 2 or Unit 3 and 4 levels, with a 60:40 weighting of prescribed and optional
topics. If a block were studied at the Unit 1 and 2 level, the extension of that block or one of
the other blocks would be studied at the Unit 3 and 4 level. The study titles used were broad
indicators of the nature of mathematics being studied. While there continued to be no formal
prerequisites for entry into Units 1 to 3 of any study, Unit 3 was a prerequisite for Unit 4,
Units 3 and 4 being designed as a paired sequence. A unit comprised approximately 100
hours of study, of which 50 to 60 hours was in class time.

The use of this labelling is a notational convenience, not part of a formal course title.
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There were three work requirements:
Work requirements
1 Skills practice and standard applications
2 Problem solving and modelling
3 Projects
Each work requirement was to be allocated a minimum of 20 hours and cover all areas of
study between them, with computers or calculators used in at least one of the work
requirements.
Assessment was based on two components: satisfactory completion of units (the basis for
award of the VCE), and level of achievement, the latter by two one and a half hour
examinations and two centrally set school-based extended assessment tasks. Collectively
these were referred to as Common Assessment Tasks (CATs). CAT 1: Investigative Project
was a four-week extended mathematical investigation where students selected a starting
point from several for a centrally set theme. CAT 2: Challenging Problem was a two-week
mathematical problem-solving task where students selected a starting point from several for
a centrally set context. These tasks were completed in annually designated periods. CAT 3:
Facts, skills and applications was a multiple-choice examination; and CAT 4: Analysis task
was an extended response written examination. The extended CATs were subject to a
comprehensive verification process based on expert review, random sampling and criterion-
based assessment. The tasks were published by the VCAB as an A4 booklet of several
pages. This provided an overview of the theme for the task, several starting points related to
the theme, from which students had to select one, and specifications for the working log
book and final task report, which formed the student’s response. The strengths, limitations
and difficulties of this structure have been well documented in Australian mathematics
education literature. For a variety of reasons and factors, significantly simplicity and ease of
transition from secondary to tertiary study pathways involving mathematics (and related
decisions about entrance scores), VCE Mathematics 1.0 was substantially revised in 1992/3
leading to the initial version of the current structure.
One of the key features of the VCE is that it separates the requirements for the award of the
certificate (based on satisfactory completion of units) from the assessment of levels of
achievement (originally based on CATs). Thus the ‘minimum mark to pass a subject’
problem is not a consideration for award of the VCE. In the first iteration of the VCE all four
CAT scores were assigned a 25 per cent weighting and aggregated directly without any
scaling.
Content
Each study was structured around broad areas and clusters of content, covering both
required and additional material.
Space and number block

Units 3 and 4 areas of study Units 3 and 4: Extensions
Arithmetic Extension of content in Arithmetic,
Geometry, Algebra and content from any one
Geometry
of Probability, Statistics, Logic or Calculus
Trigonometry from the other two blocks.
Algebra
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Change and approximation block
Coordinate geometry Extension of content in Coordinate geometry,
Calculus, Algebra and content from any one
Calculus
of Arithmetic, Trigonometry, Statistics or
Algebra Probability from the other two blocks.
Reasoning and data block

Extension of content in Probability, Statistics,
Probability
Algebra and content from any one of
Statistics calculus, Arithmetic or Geometry from the
other two blocks.
Logic
Algebra
Use of technology
While the permitted technology for examinations continued to be a scientific calculator, the
extended CATs led to students using a variety of technologies: computer programs, the then
newly available graphics calculators (from 1989) and software such as spreadsheets,
graphing software and early versions of computer algebra system (CAS) software (Derive
and Mathematica) and CAS mini-computers/calculators such as the TI-92.
It was also a time when students increasingly began to use word processing software to
complete the reports on which their assessment for these components would be based, and
to integrate graphical and other output from various software.
From the beginning of the VCE, for mathematics examinations, students were permitted to
bring in four pages of their own notes (two sides of two A4 sheets), handwritten and/or
typed. Some very small font sizes were commonly seen, along with very ‘dense’ sections of
text, diagrams and formulas. This practice continued until 2006 when it was replaced by the
bound reference.

A key principle of the VCE is that all Units 3 and 4 studies can have a study score compiled,
and that these all counted towards the ENTER (now ATAR) tertiary entrance score.
Due to the distinctive structure of the VCE Mathematics 1.0 study design, both Reasoning
and Data Units 3 and 4 and Change and Approximation Units 3 and 4, or the Extension
study for either of these studies, could be used to satisfy prerequisite requirements for a
broad range of university courses. Extensions: Change and Approximation has the same
status as the former Mathematics B. Space and Number. Units 3 and 4 were used to meet
general requirements such as ‘a Unit 3 and 4 level mathematics’.
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1994 to present
The current VCE Mathematics study structure was introduced over two years in 1993 (Units
1 and 2) and 1994 (Units 3 and 4) and has been in place with various modifications and
refinements since then. It was developed under the auspices of the Victorian Board of
Studies (BOS), and represented a significantly different paradigm from the original VCE
Mathematics study structure 1989 (pilot) to 1992, one more aligned with the at the time
‘traditional’ expectations. Unlike its predecessors, the Board of Studies had carriage of P–12
curriculum and assessment, which would lead in the first instance to the introduction of the
Curriculum and Standards Framework for the compulsory years for government schools in
1995 (CSF95).
In its original form, VCE Mathematics 2.0 comprised two Unit 1 and 2 studies, General
Mathematics and Mathematical Methods, and three Unit 3 and 4 studies, Further
Mathematics, Mathematical Methods and Specialist Mathematics. The study titles used were
indicators of the cohort of students studying each mathematics study.
General Mathematics and Further Mathematics were constructed as non-calculus studies,
developed from the Space and Number study, and the statistical and other discrete
mathematics aspects of the Reasoning and Data study. Mathematical Methods was
constructed from the Change and Approximation study and probability aspects of the
Reasoning and Data study. Specialist Mathematics was only implemented at Units 3 and 4
and constructed with a core and options structure from Extensions: Change and
Approximation, and selected aspects of Extensions: Space and Number and Extensions:
Reasoning and Data.
General Mathematics Unit 1 was completely prescribed and comprised topics in univariate
and bivariate statistics, practical/financial applications of arithmetic and graphs, and algebra
of linear relations and functions.
General Mathematics Unit 2 comprised a prescribed topic Geometry (essentially practical
mensuration) and a teacher selection of optional topics for additional material from a broad
list of possible topics, from very practical to non-calculus advanced mathematics. These
were designed as preparatory units for Further Mathematics Units 3 and 4. Further
Mathematics Units 3 and 4 comprised a compulsory core of data analysis, followed by a
teacher selection of three from six possible optional modules, with a 40:60 weighting.
Mathematical Methods Units 1 and 2 were completely prescribed, comprising topics from
four areas of study: algebra, functions and graphs, calculus, and probability. They were
designed as preparatory units for Mathematical Methods Units 3 and 4 which covered the
same areas of study and extended on previous content as well as introducing new content.
This prescription of content provided universities with a confidence that sufficient essential
and common mathematics of this kind would be covered by all students who undertook the
study.
Specialist Mathematics was only offered at Units 3 and 4, and assumed previous completion
of Mathematical Methods Units 1 and 2, and concurrent study of Mathematical Methods
Units 3 and 4. In addition, students were expected to be ‘familiar with the solution of triangles
in two-dimensional situations’. It comprised a compulsory core of new (and extension)
advanced topics in functions and graphs, algebra (simple rational functions and complex
numbers), calculus (including differential equations) and vectors and a selection of one from
four possible optional modules (Statistics and probability, Geometry, Mechanics, and Logic)

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in a 70:30 weighting. Suitable background for new topics could be obtained by studying a
selection of optional topics from General Mathematics Unit 2.
With respect to assessment the centrally set common assessment tasks (CATs) were
reduced from two tasks to a single task for each Unit 3 and 4 study. For Further Mathematics
and Mathematical Methods, the four-week Investigative Project was retained. For Specialist
Mathematics, the two-week Challenging Problem was retained, and a Board set test (based
on a similar context to that of the challenging problems) was introduced and run as a min-
exam, after the Challenging Problem was completed. The weighting of the problem task to
the test was 60:40.
These tasks were undertaken in a period prescribed annually by the Board of Studies, and
subject to a Board run independent review process of tasks from all schools.
The examination structure was changed to two one and a half hour examinations. For
Mathematical Methods and Specialist Mathematics, Examination 1 was a collection of 28
multiple-choice questions and a set of short-answer questions worth a total of 60 marks.
Examination 2 was a collection of four extended response questions also worth a total of 60
marks.
For Further Mathematics Examination 1 was a collection of multiple-choice questions
covering the core and modules and a set of short-answer questions worth a total of 60
marks. Examination 2 was a collection of short-answer application questions covering the
core and modules also worth a total of 60 marks. Students only answered module questions
relating to the three selected modules for their school. A small number of students
occasionally chose to do a different module than that studied at school.
The contributions to final score were adjusted accordingly to be one-third school-based
assessment (now a single CAT) and two-thirds examination assessment, with each
examination equally weighted.
Content
Further Mathematics Units 3 and 4

Core (40% content weighting) Modules (60% content weighting – three selected
from six options)
Probability and statistics Arithmetic and applications
Probability and statistics (sampling and control)
Geometry and trigonometry
Graphs and relations
Business related mathematics
Networks and decision mathematics
Mathematical Methods Units 3 and 4

A completely prescribed course comprising the following areas of study
Area of Study 1 Coordinate geometry
Area of Study 2 Trigonometric functions
Area of Study 3 Calculus
Area of Study 4 Algebra
Area of Study 5 Statistics and probability
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The statistics component included introductory sampling and estimation from the former
Reasoning and data block.
Specialist Mathematics Units 3 and 4

Core (70 % content weighting) – Module (30% content weighting – one
advanced and extension material in each selected from four options)
of the following areas of study
Coordinate geometry (including reciprocal Statistics and probability (including
quadratic functions) continuous random variables and sampling
and estimation)
Trigonometric functions (including identities) Geometry (including deductive two-
dimensional geometry, analytic geometry
and transformation geometry with matrices)
Calculus (including differential and integral Mechanics (including Newton’s laws of
calculus and applications, differential motion, simple harmonic motion and vector
equations and kinematics) calculus)
Algebra (including partial fractions, complex Logic (including elementary set theory,
numbers) propositional logic, boolean algebra, logic
circuits and boolean algebra, and methods of
proof).
Vectors in two and three dimensions Statistics and probability (including
continuous random variables and sampling
and estimation)
Use of technology
As for the previous accreditation period.

Mathematical Methods Units 3 and 4 was the study used to meet prerequisite requirements
for university courses in areas such as medicine, science, engineering, some economics and
commerce courses and aviation.
Specialist Mathematics was also a prerequisite for a small number of courses. Further
Mathematics could be used to meet general prerequisite requirements based on students
having undertaken a Unit 3 and 4 mathematics study.
VCE Mathematics 2.1: 1997–1999 (originally accredited to 2000, then shortened to
1999)
Student and teacher workload associated with satisfactory completion of work requirements
and the extended CATs, led to a major review of school-based assessment in the VCE in
1997 with the report VCE Enhancing their Futures published in December 1997. This
resulted in foreshortening of all VCE study accreditation periods and implementation from
2000 of a revised school-based assessment structure. This new structure replaced
satisfactory completion of work requirements with satisfactory demonstration of a set of
outcomes as the basis for satisfactory completion of a unit, and hence award of the VCE, as
discussed in more detail in VCE Mathematics 2.2 below.
The previous accreditation cycle was one in which there were some significant
developments in availability and access of enabling technologies (software and hand-held

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devices) with symbolic and graphical and numerical functionality. In particular, portable
hand-held devices such as ‘graphing’ or ‘graphics’ calculators had become increasingly
popular. In 1995 and 1997 respectively these (including in some cases early CAS
calculators) were incorporated into senior secondary curriculum and assessment, including
examinations, in various systems and jurisdictions including in the US, France, Denmark and
Western Australia. The affordances of technology would increasingly become a significant
driver for developments in mathematics curriculum and assessment.

Apart from minor changes and refinements to some of the studies, the structure of VCE
Mathematics 2.1 was essentially unchanged from that of VCE Mathematics 2.0. For
Specialist Mathematics, the number of possible modules was reduced from four to two,
Mechanics and Geometry, in the (as it turned out false) hope that numbers for the selected
modules would become more evenly distributed. For Mathematical Methods, a test
component was introduced for the Investigative Project CAT, as previously done with the
Specialist Mathematics Challenging Problem CAT. This counted for 25 per cent of the
Investigative Project CAT score.
Content
As for the previous accreditation period, with the changes noted above.
Use of technology
In 1997, the use of graphics calculators was permitted for both examinations in Mathematical
Methods and Specialist Mathematics and from 1998 student access to this technology was
assumed. A preliminary list of approved calculators for these examinations was published in
late 1997 and confirmed in March 1998. For Further Mathematics, assumed access to an
approved graphics calculator for examinations was delayed until 2000, with scientific
calculators with bivariate statistical functionality assumed for 1999.
From 1998 a formal ongoing process was established for monitoring and reviewing available
technologies. Subsequently, approval of some technologies was confirmed, and an updated
list of approved graphics calculators for the following year’s examinations was published in
the October Bulletin of the preceding year. That is, in October 1998, the Bulletin included the
list of approved graphics calculators for end-of-year examinations for applicable studies in
November 1999, and so on.
Two other key developments occurred around this time:
 the emergence of the first series of hand-held Computer Algebra System (CAS)
calculators (HP 48G, Casio Algebra, TI-89) which were effectively graphics calculators
with symbolic manipulation functionality, and
 the increasing memory capacity of graphics calculators and range of third-party
propriety programs/applications (developed in graphics calculator programming
languages) that gave graphics calculator increased functionality, for example programs
such as Symbolic, Factor9, and various antidifferentiation and integration applications.
To address these developments and related considerations, the Victorian Board of Studies,
in partnership with the Department of Science and Mathematics Education at The University
of Melbourne, applied for and secured a major three-year Australian Research Council
SPIRT grant 2000–2002 to investigate the use and impact of Computer Algebra System
(CAS) calculator technology in senior secondary mathematics curriculum and assessment,
initially in relation to the Mathematical Methods study.
Following on from recommendation 15 of the VCE Enhancing their Futures report, a new
Unit 1 and 2 sequence: Foundation Mathematics was developed in 1998 and piloted in 1999.
This study was developed to create a Year 11 standard course that provided students with
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access to age appropriate further mathematical studies in a strongly context-application
based learning environment. It also acknowledged that the General Mathematics topic-
based study structure was not adequately meeting the needs of a particular cohort of
students.

As for the previous accreditation period.
VCE Mathematics 2.2: 2000–2005 (originally accredited to 2003, extended to 2005)

The Victorian Board of Studies was replaced by two complementary statutory Authorities
from 2000, the Victorian Curriculum and Assessment Authority (VCAA) and the Victorian
Registration and Qualifications Authority (VRQA). The VCAA retained the former Board’s
curriculum and assessment functions while the VRQA was assigned the Board’s
accreditation functions and other functions. VCE certificates were co-signed by the Chairs of
both Authorities. This arrangement has continued in place with various developments and
refinements over the years.
The overall structure of the VCE Mathematics study design remained the same with respect
to types of studies, with the exceptions of the introduction of Foundation Mathematics Units
1 and 2, and the pilot Mathematical Methods (CAS) Units 1–4. The recommendations of the
Enhancing their Futures report led to a fundamental change to the basis for the award of the
VCE, satisfactory completion of a unit, and for school-based assessment (with level of
achievement judgment). A new model was introduced which has continued, with various
developments and refinements. Key drivers were to reduce workload, address authentication
issues and reduce costs associated with the former verification and independent review
processes.
Satisfactory completion of a unit was changed from being based on satisfactory completion
of three work requirements to being based on demonstration of a set of outcomes for each
unit. For all VCE Mathematics studies, a set of three outcomes was derived from the
following three aims:
Aim Activity
Apply knowledge and skills The study of aspects of the existing body of mathematical
knowledge through learning and practising mathematical
algorithms, routines and techniques, and using them to find
solutions to standard problems.
Model, investigate and solve The creative application of mathematical knowledge and
problems skills in unfamiliar situations, including real-life situations,
which require investigative, modelling or problem-solving
approaches.
Use technology The effective and appropriate use of technology to produce
results which support learning mathematics and its
application in different context.
A corresponding outcome was developed for each aim. Thus, Outcome 1 for each study was
essentially about knowledge, skills, standard techniques and routine applications, Outcome
2 was about the use of modelling, problem-solving and investigative aspects of working
mathematically and mathematical inquiry in more open-ended and non-routine contexts, and
 The use of this labelling is a notational convenience, not part of a formal course title.
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Outcome 3 was about the use of technology as a means of obtaining results (computational
tool) and mathematical inquiry in relation to Outcomes 1 and 2.
Each outcome was described by a brief defining statement, elaborated by a set of

accompanying key knowledge and key skill statements (see current study design for details
of the latest version of these).
A consequence of this new structure was that extended common assessment tasks were
replaced in most studies, including VCE Mathematics, by a prescribed set of school
developed tasks for school-assessed coursework (popularly called SACs) according to the
requirements of the relevant study design, and assessed in relation to mark weightings for
the outcomes.
The idea was that teachers would locally devise tasks for their students of a specified nature,
purpose and scope. Overall, these would comprise a collection of several smaller tasks, and
reduce the overall time taken for students to complete them.
Individual student work would no longer be sampled and reviewed, rather an audit of teacher
developed school coursework tasks and implementation would be conducted to ensure
conformance to the requirements of the study design with respect to school-based
coursework assessment. The scores for school-assessed coursework would be statistically
moderated with respect to the examinations.

The introduction of Foundation Mathematics Units 1 and 2 was very successful, with student
enrolments increasing from around 100 in the 1999 pilot to around 5000 within a few years.
As anticipated, while many of these students did come from what would have formerly been
General Mathematics enrolments, there was also a slight increase in overall enrolments
across the two studies. These enrolment numbers have continued in a range of 4000 – 5000
since the early 2000s.
Content
Foundation Mathematics Units 1 and 2 was based on an extensive national and international
review of past approaches and subjects, courses and studies, and the development of the
study as a VCE Year 11 standard study, to avoid being typecast, in the vernacular as a
‘Veggie – maths’ subject.
It was developed using the same design principles as any other VCE study, with a strong
context and applications-based approach to content from four areas of study:
Foundation Mathematics Units 1 and 2

Area of Study 1 Shape and space
Area of Study 2 Patterns in number
Area of Study 3 Handling data
Area of Study 4 Measurement and design
In conjunction with the VCAA and University of Melbourne CAS–CAT research project,
international benchmarking and meta-analysis of the research literature, the VCAA
convened a review panel in 2000, and the VRQA accredited the pilot Mathematical Methods
(CAS) Units 1 to 4 for 2001–2003, with examinations in 2003 for 80 volunteer students from
three schools, one school each using one of the three CAS calculators (HP 48G, Casio
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Algebra, TI-89). The pilot study had its own examination panels, with some members also on
the Mathematical Methods panels. The two sets of examinations had around 75 per cent
common questions, and the Mathematical Methods content was a substantive subset of the
Mathematical Methods (CAS) content. The pilot was expanded in 2004–2005 to include
schools using CAS software Derive and Mathematica. For the next accreditation period from
2006, Mathematical Methods (graphics calculator enabled) and Mathematical Methods
(CAS) (CAS calculator or software enabled) were run as alternative but equivalent studies,
with the former lapsing and transitioning to the latter by 2009 for Units 1 and 2 and 2010 for
Units 3 and 4. Non-pilot schools wishing to introduce Mathematical Methods (CAS) Units 3
and 4 were permitted to implement the pilot Mathematical Methods (CAS) Units 1 and 2 in
2005. While clearly related, the CAS version of the study had a more general approach, not
restricted to by-hand symbolic computation.
In the interim, Mathematical Methods Examination 1 and 2 questions were carefully
constructed to not afford undue advantage to those students who had supplemented their
graphics calculators with various algebra, calculus and other applications and programs that
effectively made them into quasi-CAS devices.
There was no requirement in mathematics examinations that the memories of graphics
calculators be cleared (such a process was required in other studies, but compliance
became increasing fraught as various programs were able to simulate, cheat and hide
content and programs from clearing processes).
General Mathematics Units 1 and 2

Units 1 and 2 of General Mathematics were significantly re-structured, with a unit course of
study constructed according to a set of three rules applied to a set of topics from six areas of
study:
 for each unit, material should cover four or more topics selected from at least three
different areas of study
 courses intended as preparation for study at the Units 3 and 4 level should include
selection of material from areas of study which provide a suitable background for these
studies
 selected material from an area of study should provide a clear progression in key
knowledge and key skills from Unit 1 to Unit 2.
Generals Mathematics Units 1 and 2

Areas of study Topics
Statistics and probability Univariate data
Bivariate data
Sampling for attributes
Combinatorics
Introductory probability
Arithmetic Applications of arithmetic
Financial arithmetic
Variation
Sequences and series
Functions and graphs Linear graphs and modelling
Linear programming
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Sketching and interpreting graphs
Algebra Linear relations and equations
Non-linear relations and equations
Matrices
Algebra and logic
Geometry Shape and measurement
Coordinate geometry
Vectors
Geometry in two and three dimensions
Undirected graphs and networks
Trigonometry Trigonometric ratios and their applications
While Outcomes 2 and 3 and their key knowledge and key skill statements applied across all
the areas of study, Outcome 1 presented a different set of key knowledge and key skill
statements for each area of study. In corresponding advice for teachers several different
sample courses were outlined, including one suitable as desirable (but not required)
additional preparation for Specialist Mathematics Units 3 and 4 in conjunction with
Mathematical Methods Units 1 and 2. Topics assumed as background for Further
Mathematics Units 3 and 4 were specified. These included: Univariate data; Bivariate data;
Linear graphs and modelling and Linear relations and equations.
While the content of Further Mathematics Units 3 and 4 was reviewed, there were no major
changes to its structure. The Statistics and probability core area of study was
reconceptualised as the Data analysis core area of study; however, the number of modules
available was reduced from six to five with the Probability and statistics (sampling and
control) module removed. The modules were used to form the Applications area of study.
While Outcomes 1 and 2 and their key knowledge and key skill statements applied across
both the Core (Data analysis) and Applications (modules) areas of study, separate key
knowledge and key skill statements were developed for Outcome 1 Core Data analysis, and
each of the Applications modules.

Core (40% content weighting) Modules (60% content weighting– three
selected from six options)
Data analysis Number patterns and applications (including
financial applications as one of several
modelling scenarios)
Business-related mathematics
For Specialist Mathematics Units 3 and 4, the study description incorporated a more
comprehensive list of ‘additional assumed background’, essentially corresponding to the
topics geometry in two and three dimensions and trigonometric ratios and their applications.
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Specialist Mathematics Units 3 and 4 became completely prescribed with six areas of study:

Area of Study 1 Coordinate geometry
Area of Study 2 Circular (trigonometric) functions
Area of Study 5 Vectors in two and three dimensions
Area of Study 6 Mechanics
Selected material from the two modules of the previous study was incorporated. This
material included Mechanics (Newton’s laws, with some minor reduction of content covered,
and vector calculus, but not simple harmonic motion) and Geometry (vector proofs, analytic
geometry and relations and regions in the complex plane, but not deductive two-dimensional
geometry). Some new material was also incorporated – on numerical solution of differential
equations using technology (including Euler’s method first order approximations).
The VCAA also developed a discussion paper and in 2003 conducted a major and extended
consultation on VCE Mathematics examination structures with respect to several possible
models, based on international experience (US College Board, Denmark, France, Austria,
Switzerland and Germany).
The outcome of this consultation led to the introduction from 2006 of a one-hour technology
free examination and a two-hour technology active examination for Mathematical Methods,
Mathematical Methods (CAS) and Specialist Mathematics. The two one-and-a-half hour
technology active examinations were retained for Further Mathematics.
This was clearly the most strongly supported model, with retention of two technology active
examinations for all studies also attracting good support. There was only limited support for
a no technology at all or scientific calculator only technology model.
School-based assessment counted for 34 per cent of the final student score. It comprised
specified school-assessed coursework tasks (application task, analysis task, test) or SACs
for each study and each of Units 3 and 4 as indicated in the following table. As indicated by
the asterisk, the bracketed figures show the proportion of the coursework component
allocated to these tasks as a mark weighting out of 100.
In this model, Mathematics was distinctive from other VCE studies, with mark weightings
assigned to tasks, and the three outcomes understood to be applicable across areas of
study and the set of tasks. That is, there was a many-to-many relationship between the tasks
and the outcomes, naturally applied across and drawing on several areas of study as
applicable.
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Task Further Mathematics Mathematical Specialist
Methods Mathematics
Type
Unit 3 Unit 4 Unit 3 Unit 4 Unit 3 Unit 4
Application Data Function Problem-
(40)* analysis and solving or
core calculus modelling
(6–8 hours over
1–2 weeks)
Analysis (20)* Module 1 Module 2 Task 1 Task 1

Module 3 Task 2 Task 2
(2–4 hours over
(Statistics
1 week)
and
probability)
Test (10)* Test 1 Test 1

Test 2 Test 2
(1 hour)
The bracketed figures indicate the contribution (out of 100) of the school-assessed
coursework to the study score.
To provide teachers with some choice and flexibility, there were four types of analysis task;
in each study two of the analysis tasks had to be of a different type:
An assignment where students have the opportunity to work on a broader range of

problems, or
A short and focused investigation, challenging problem or modelling task, or
A set of application questions requiring extended analysis in relation to a particular topic or
topics, or
An item response analysis for a collection of multiple-choice questions
This approach was successful in reducing the load associated with coursework as intended,
especially given the many-to-many relationship between the tasks and outcomes. Further
details about this research are available in Brew et al (MERGA, 2001).
The main issue for the transition was the change from centrally set and prescribed tasks
(which teachers had to ‘run’ and assess according to VCAA criteria sheets and marking
schemes, with supporting notes) to a small set of tasks that teachers had to create, run and
assess within parameters specified by the VCAA. These tasks were to be assessed
according to the mark weightings for the outcomes.
Several mechanisms were put in place to support teachers in the transition from work
requirements and extended CATs to outcomes and SACs. These included:
 The publication of a larger study design to incorporate both mandatory and advisory
content. The latter took the form of an Advice for teachers section for each set of units
for a study. The advice included teaching sequences, sample courses, learning activities
and sample assessment tasks related to the outcomes as well as the areas of study.
These advisory materials also included diagrams, graphs, and sample outputs from
technology.
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 State-wide implementation preparation programs with experienced teachers briefed and
trained by the VCAA presenting sample approaches, the ‘this is how I would do it’
model.
 The publication of an advisory Assessment Guide, with examples, providing teachers
with two models (one based on global descriptors, the other based on criteria) on how
they could approach assessment of student work or develop alternative approaches of
their own, for example rubrics or marking schemes based on the outcomes.
 Support for the Mathematical Association of Victoria (MAV) to annually run ongoing
professional learning workshops based on developing sample assessment tasks.
 Annual publication (1999–2004) in the VCAA Bulletin (Supplements) in December of the
preceding year for implementation in the following year of suggested themes and
possible starting points for the development of application tasks, see, for example, 2002,
2003 and 2004 editions. For the Further Mathematics data analysis application task,
data sets were also provided.
 Partnership with Cambridge publications (following an RFQ process) to have all
VCAB/VBOS Mathematics CATs 1989–1999 moved onto editable digital (Word
document) format on CD-ROM, and to develop an accompanying set of sample
application and analysis tasks to illustrate how teachers could draw on these materials
as a basis for writing their own school-based assessment tasks. These can be accessed
here.
A new model for quality assurance of school-based assessment was adopted for school-
assessed coursework. Student results were statistically moderated with respect to
examinations, both components of which now addressed the same content in each study. In
addition, an audit of tasks was put in place to ensure that schools and teachers were
implementing school-assessed coursework in accordance with the requirements of the study
design. Student work was no longer inspected; however, the tasks used and the related
assessment processes were now under scrutiny. Approximately 20 per cent of the schools
teaching each study were audited on a random basis, with all schools effectively audited
across a five-year cycle. Some schools were re-audited on a follow-up basis, and schools
could be audited and/or re-audited on a discretionary basis as required.
Use of technology
An approved graphics calculator was the assumed technology for all VCE Mathematics
examinations, except for the Mathematical Methods (CAS) pilot and expanded pilot study,
where an approved CAS calculator or CAS software could be used. To use CAS software as
a computational tool only, an additional approval process was required to ensure that a
suitable computer set up was in place. Students could also use a scientific calculator if
desired.
Calculator memories were not required to be cleared for mathematics examinations, and in
this accreditation period students included supplementary programs or applications
developed by third parties and written in the language of the propriety software for each
device. The preamble for each unit included a paragraph specifying the expected use of
enabling technology, not only for the teaching and learning of mathematics but also for
working mathematically.
The Advice for teachers sections of the study design (comprising half of the 200 pages)
included detailed examples explicitly linking outcomes and areas of study with learning
activities and assessment tasks. These materials incorporated various sample inputs and
outputs for a range of approved technologies.
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Mathematical Methods and the Mathematical Methods (CAS) pilot were considered
equivalent studies for prerequisite purposes. These were the studies used to meet
prerequisite requirements for university courses in areas such as medicine, science,
engineering, some economics and commerce courses and aviation.
For a small number of courses, Specialist Mathematics was one of a collection of several
studies such as Physics or Chemistry, which, in conjunction with Mathematical Methods and
Mathematical Methods (CAS), was required to meet prerequisite purposes.
Further Mathematics could be used to meet prerequisite requirements for a range of general
courses, but not those requiring a function, algebra and calculus background.

The general structure of the VCE Mathematics study design, and the particular studies,
continued as in the previous accreditation period. There was one main change:
Mathematical Methods Units 1–4 and Mathematical Methods (CAS) Units 1–4 were run as
parallel and equivalent studies, the former with an approved graphics calculator as the
assumed enabling technology, and the latter with an approved CAS calculator or CAS
software as the assumed enabling technology. Each study had its own accredited study
design developed by review panels with some common members, the CAS study
encompassing the non-CAS version with respect to content and generality of approach.
Implementation was designed so that at the end of the accreditation period, Mathematical
Methods Units 1–4 would lapse and Mathematical Methods (CAS) Units 1–4 would continue.
This gave schools that had not been involved in the pilot four years to make the transition,
with a large body of resources developed and related professional learning provided by the
VCAA, the Mathematical Association of Victoria, universities, technology companies and
publishers. During this period publishers produced both Mathematical Methods and
Mathematical Methods (CAS) texts. An approved graphics calculator or an approved CAS
(calculator or software) was the assumed enabling technology for Further Mathematics and
Specialist Mathematics.
The transition period was extended by a year so that all providers implemented
Mathematical Methods (CAS) Units 1 and 2 in 2009 and Mathematical Methods (CAS) Units
3 and 4 (from 2010). By this time there was also a set of examination resources (past papers
and reports) for Mathematical Methods (CAS) going back to 2002. The growth in schools
taking up Mathematical Methods (CAS) Units 1–4 was exponential, from about 1000
students in 2006, essentially doubling each year until 2009 when around 8000 students
undertook each version of the study.
Based on the extensive consultation conducted in the previous review, the examination
structure for both Mathematical Methods and Mathematical Methods (CAS) and Specialist
Mathematics was changed from two one and a half hour examinations, to a one-hour
technology free Examination 1, and a two-hour technology assumed Examination 2.
The weightings of question types were also adjusted. Examination 1 had previously
comprised an equal weighting of multiple-choice and short-answer questions with an
emphasis on Outcome 1 and related aspects of Outcome 1, while Examination 2 comprised
extended response questions with some unfamiliar and non-routine components, and an
emphasis on Outcome 2 and related aspects of Outcome 3. The consultation indicated a
strong preference for a technology free–technology active structure with a greater weighting
allocated to the technology active component. The next most supported view was for both
examinations to continue to be technology active.
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In the revised examination structure the multiple-choice component was reduced and re-
allocated to Examination 2. The weighting was adjusted so that Examination 2 had a larger
extended response component, with a focus on Outcome 2 and related aspects of
Outcome 3, while Examination 1 comprised short-answer and some extended response
questions, with a focus on Outcome 1.
Mathematical Methods and Mathematical Methods (CAS) had a common Examination 1
based on the content for Mathematical Methods. Mathematical Methods and Mathematical
Methods (CAS) Examinations 2 had 70–80 per cent common questions. Students undertook
the same Specialist Mathematics examinations with either Mathematical Methods or
Mathematical Methods (CAS) as the concurrent study; Examination 2 questions were set to
be technology active but graphics calculator/CAS neutral.
For Further Mathematics, with its numerical and graphical approach to practical problems in
context, either enabling technology could be used in both of its examinations, the first of
which continued to comprise multiple-choice questions and the second short-answer
questions.
For School-assessed coursework, Units 3 and 4 Mathematics studies were required to have
mark weightings mapped to the outcomes rather than to the tasks. This change was to align
Mathematics studies with other studies, which were often less content-based than
mathematics and had a one-to-one relationship between areas of study, outcomes and tasks
for School-assessed Coursework. Thus, the previous table for school-based assessment
was reconstructed with the outcomes as the primary construct; the following shows this for
Mathematical Methods and Mathematical Methods (CAS) Units 3 and 4:
Unit 3
Outcome Marks Assessment task

Outcome 1 15 Application task
Define and explain key 30
concepts as specified in the
areas of study, and apply a 15 Two tests
range of related mathematical
routines and procedures.
Outcome 2
Apply mathematical processes 20 20 Application task
in non-routine contexts, and
analyse and discuss these
applications of mathematics.
Outcome 3 5 Application task

Select and appropriately use 10
5 Two tests
technology to develop
mathematical ideas, produce
results and carry out analysis in
situations requiring problem-
solving, modelling or
investigative approaches.
Total marks 60 (out of a coursework total of 100 contributing 34% to the final score)
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Unit 4
Outcome Marks Assessment task

Outcome 1 7 Analysis task 1
Define and explain key 15
concepts as specified in the
areas of study, and apply a 8 Analysis task 2
range of related mathematical
routines and procedures.

Apply mathematical processes 15
in non-routine contexts, and
analyse and discuss these 7 Analysis task 2
applications of mathematics.

Select and appropriately use 10
technology to develop
mathematical ideas, produce
results and carry out analysis in 5 Analysis task 2
situations requiring problem-
solving, modelling or
investigative approaches.
Total marks 40 (out of a coursework total of 100 contributing 34% to the final score)
Prior to 2007, students were unable to enrol in all three Unit 3 and 4 studies (Further
Mathematics, Mathematical Methods or Mathematical Methods (CAS), and Specialist
Mathematics) in the same year. This was prevented by scheduling examinations for Further
Mathematics and Specialist Mathematics concurrently. However, a few hundred students
had for several years included all three in their VCE by means of advanced sequencing of
General Mathematics Units 1 and 2 in Year 10 and Further Mathematics Units 3 and 4 in
Year 11, in conjunction with Mathematical Methods or Mathematical Methods (CAS) Units
1–4 studied across Years 11 and 12 respectively and Specialist Mathematics Units 3 and 4
in Year 12.
At this time there was a focus at the VCAA in removing undue restrictions in study
combinations across all studies. From 2007 students could undertake all three Unit 3 and 4
sequences in the same year, and the Further Mathematics and Specialist Mathematics
examinations were unblocked. The result of this is that each year 300 to 400 students
include all three sequences in their VCE through the advanced staggered approach, and a
similar number include all three sequences in their VCE in the same year.
The VCAA also decided to take a light approach to monitoring and audit of school-assessed
coursework. It reduced the scope of the audit and removed specifications around the nature
of tasks, with teachers expected to develop tasks broadly in line with the kinds indicated as
sufficient in scope and fit for purpose with respect to the outcomes.
For VCE Mathematics studies only the analysis task retained a time specification of 2–4
hours. An effect of this approach across all studies was for teachers to increasingly use
school- assessed coursework for examination preparation purposes rather than its original
22 | P a g e
intention to enhance validity. Consequently, it became increasingly difficult for state
reviewers to both assess non-compliance and to argue for change in approach to enhance
compliance. In VCE Mathematics studies this led to an increasing use of mix-and-match
combinations of analysis tasks types, and increasingly closed and directive application tasks.
In particular, the ‘non-routine’ and ‘… requiring problem-solving, modelling or investigative
approaches’ aspects of Outcomes 2 and 3 respectively were addressed with less diligence
and fidelity.
Content
The content for Foundation Mathematics Units 1 and 2 was revised, refined and further
detailed, within the same areas of study and with the same set of outcomes. The Advice for
teachers was revised to illustrate how implementation could be based on a series of
mathematical investigations in a variety of contexts.
General Mathematics Units 1 and 2 had been thoroughly reviewed, taking into account the
extent to which schools and teachers were effectively availing themselves of its flexibility.
The structure of the study was retained, with areas of study, topics and content all being
revised and refined.
In particular, topics on Combinatorics and Probability that overlapped with Mathematical
Methods Units 1 and 2 content were removed. Some topics were re-conceptualised and
some new topics supporting preparatory implementation for Specialist Mathematics Units 3
and 4 were introduced. These included:
Generals Mathematics Units 1 and 2

Areas of study Topics
Arithmetic Matrices
Integer and rational number systems
Real and complex number systems
Sequences and series
Data analysis and simulation Univariate data
Bivariate data
Simulation
Algebra Linear relations and equations
Non-linear relations and equations
Algebra and logic
Graphs of linear and non-linear relations Linear graphs and modelling
Sketching and interpreting linear and non-
linear graphs
Variation
Kinematics
Decision and business mathematics Linear programming
Geometry and trigonometry Shape and measurement
Geometry in two and three dimensions
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Coordinate geometry
Vectors
Trigonometric ratios and their applications
The Advice for teachers included several sample courses illustrating implementations for
several possible pathways: students wishing to do General Mathematics in its own right as a
Year 11 course; as a preparation for subsequent study of Further Mathematics Units 3
and 4; as a complement to study of Mathematical Methods or Mathematical Methods (CAS);
and as a strong preparation for Specialist Mathematics Units 3 and 4 (in conjunction with the
Mathematical Methods or Mathematical Methods (CAS), Units 1–4 sequence). Schools
would adopt their own informal nomenclature for these courses in their school-based
documentation.
Units 3 and 4 in Further Mathematics were again progressively refined and revised; for
example, residual analysis as a check of fit was introduced into the Data analysis core,
Fibonacci and related sequences were introduced into the Number patterns module, and a
new Matrices module was included. The latter was based on broad consultation and
involved application such as population modelling, with computation scaffolded by
technology. The then Post-compulsory Curriculum and Assessment Committee (PCCAC)
approved this inclusion, with a request for monitoring uptake. By the end of the 2010 - 2015
accreditation period it was the most popular module.

Modules (60% content weighting – three
Core (40% content weighting)
selected from six options)
Probability and statistics Number patterns
Business-related mathematics
Matrices
There were also changes to module ‘selection’ practices. Generally, the selection of modules
was made by the school or teacher, informed to varying degrees by consultation with
students; that is, it was a school/teacher driven process rather than a student driven
process. However, increasingly, some students were choosing to independently study an
additional module ‘off their own bat’ and in their own time (especially if they didn’t like one in
particular chosen by the school or teacher) and would answer the questions related to this
module on their examinations. The following tables show the percentage of students for
each selected module (totals should round to 300 per cent as there were three selected
modules).
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Module % 2008 % 2009
1. Number patterns 37 37
2. Geometry and 86 85
trigonometry
3. Graphs and relations 49 49
4. Business related 48 46
mathematics
5. Networks and 43 46
decision mathematics
6. Matrices 36 48
Module % 2015
1. Number patterns 27
2. Geometry and 65
trigonometry
3. Graphs and relations 46
4. Business related 31
mathematics
5. Networks and decision 49
mathematics
6. Matrices 83
The areas of study for Mathematical Methods or Mathematical Methods (CAS) Units 3 and 4
and Specialist Mathematics Units 3 and 4 were rationalised to a broader set of common
groupings:
Mathematical Methods/Mathematical Methods (CAS) Units 3 and 4

Area of Study 1 Functions and graphs
Area of Study 4 Probability
Mathematical Methods (CAS) subsumed and generalised the content from Mathematical
Methods, and included material related to simple functional equations, and the use of
matrices for transformations of the plane, systems of simultaneous linear equations and
Markov chains (where the functionality of technology enabled these to be computed via
matrices). In Probability, the study of the hypergeometric distribution was omitted, with the
binomial and normal distributions studied as distinct distributions. However, other discrete
and continuous distributions could be defined and used in context for examination questions,
as applicable. Probability mass functions for distributions of discrete random variables could
be defined through tables or rules, and a range of probability density functions for
distributions of continuous random variables could be defined through hybrid functions, and
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related graphs and integrals obtained using graphic, numeric or symbolic functionality of
CAS.

Area of Study 1 Functions, relations and graphs
Area of Study 4 Vectors
This was the last VCE Mathematics study design published and distributed in print format.
Use of technology
An approved graphics calculator was the assumed enabling technology for Further
Mathematics, Mathematical Methods and Specialist Mathematics and applicable
examinations. An approved CAS (calculator or software) calculator was the assumed
enabling technology for Mathematical Methods (CAS). To use CAS software as a
computational tool only, an additional approval process was required to ensure that a
suitable computer set up was in place.

Mathematical Methods and Mathematical Methods (CAS) pilot were equivalent studies for
prerequisite purposes. These were the studies used to meet prerequisite requirements for
university courses in areas such as medicine, science, engineering, some economics and
commerce courses and aviation. For a small number of courses, Specialist Mathematics was
one of a collection of several studies such as Physics or Chemistry, which, in conjunction
with Mathematical Methods or Mathematical Methods (CAS), was required to meet
prerequisite purposes. Further Mathematics could be used to meet prerequisite
requirements for a range of general courses, but not those requiring a function, algebra and
calculus background.

The start of this accreditation period corresponded to the final stage of the transition from
Mathematical Methods to Mathematical Methods (CAS), with no change to the structure of
the study, areas of study, content, outcomes or related assessment of any of the other VCE
Mathematics studies. Mathematical Methods was removed and Mathematical Methods
(CAS) Units 1–4 retained, with the Advice for Teachers having some minor revisions. This
corresponded with the Mathematics study design being the first VCE study design to be
available (from 2010) only in digital format. A hard copy from the pdf file could be down
loaded and printed if desired. The Assessment Handbook was also updated to reflect the
transition from Mathematical Methods or Mathematical Methods (CAS), to only Mathematical
Methods (CAS). The (CAS) post nominal was retained for this accreditation period and all
past study materials referring to Mathematical Methods removed from the VCAA website.
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The VCE Mathematics study was due for its VCAA review in 2010 (preliminary work had
been undertaken in the form of several invited discussion papers from 2008). However, this
process was deferred with the advent of the Australian Curriculum (AC) collaborative
development process between the states and territories and the Commonwealth. During this
time Unit 1–4 sequences across Years 11 and 12 were developed for four subjects:
Essential Mathematics, General Mathematics, Mathematical Methods and Specialist
Mathematics. The discussion papers and other materials were made available to ACARA to
assist in the AC development process. As work was undertaken, the accreditation period for
the then current suite of VCE Mathematics studies was progressively extended on an annual
basis to 2015. As the AC work concluded, the states and territories re-accredited their senior
secondary curriculums accordingly.
In Victoria this work took place through 2013 and 2014, starting with endorsement of a
proposed directions paper (June 2013) and subsequent consultations, leading to the current
suite of VCE Mathematics studies.
From 2011 to 2015 the VCAA undertook a Computer Based Examination trial (CBE) for
Mathematical Methods (CAS). This involved using the CAS software Mathematica and
specially constructed applications (notebooks programmed in Mathematica) to develop a
model that produced the examination paper (the Production Palette) and then ran the
examination (the Student Palette) as a notebook with Mathematica as the computational tool
naturally accessed in the exam. The trial was completed successfully and the VCAA
proceeded to a phase of expanded implementation. The Computer Based Examination
(CBE) has the same questions as the paper-based examination; however, it uses a digital
mode of delivery and response. It is not an online examination.
While the approach to school-assessed coursework continued, the model for audit was
changed to incorporate a two-stage process for each of Unit 3 and Unit 4. Initially, audited
schools responded to an online questionnaire (effectively a self-audit) followed up by
requests for further evidence and a full audit based on state reviewer evaluation of the self-
audit responses. A small random sample of schools with satisfactory questionnaire
responses continued to be subject to full audit. The issues identified previously continued to
be relevant, with some schools included in follow-up audits due to non-compliance.
Content
The content of VCE Mathematics studies was unchanged.
Use of technology
The assumed enabling technology for Mathematical Methods (CAS) and Specialist
Mathematics was an approved CAS (calculator or software) and for Further Mathematics an
approved graphics calculator or an approved CAS (calculator or software). To use CAS
software as a computational tool only, an additional approval process was required to ensure
that a suitable computer set up was in place.

Mathematical Methods (CAS) was the study used to meet prerequisite requirements for
For a small number of courses, Specialist Mathematics was one of a collection of several
studies such as Physics or Chemistry, which, in conjunction with Mathematical Methods or
Mathematical Methods (CAS), was required to meet prerequisite purposes.
Further Mathematics could be used to meet prerequisite requirements for a range of general
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VCE Mathematics 2.5 2016–2019/20
The VCE Mathematics study essentially skipped a review cycle from 2010–15, with an
extended accreditation period running from 1 January 2006 to 31 December 2015.
Thus, the review undertaken in 2013–2014 initially led to a shorter accreditation period
2015–2018, while strategic in-depth review work continued, with the intention of maintaining
momentum for a more in-depth review informed by developments in society, mathematics
and mathematics education.
Nonetheless, the 2013–2014 review provided the opportunity and stimulus for several key
structural and content developments, based on extensive consultation with respect to the AC
work with key stakeholders, but also more in-depth strategic consultation with leaders in
education, business, academia, industry and research. Four key focuses emerged:
 the importance of stochastic processes, developments in statistics, and the familiarity
and capability of students with these and related reasoning
 the importance of algorithmic thinking and coding (broadly interpreted)
 the importance of discrete mathematics
 the effective use of technology for computation and working mathematically, and a good
sense of reasonableness that is essential for such use.
These align with the views of various experts and commentators in these fields from around
the world. For each VCE Mathematics study, a major curriculum and assessment
benchmarking report was produced with respect to several jurisdictions internationally (an
Australian state and territory benchmarking was conducted as part of the AC work). The
range of jurisdictions varied in relation to whether similar courses existed for each study. The
inter-relationship between pathways was also considered in meta-analysis of the
benchmarking work.
Developments in technology have meant that so called CAS devices are now multi-
functionality devices that handle numeric, graphic, statistical, geometric and symbolic
computations, and can deploy the relevant functionality as applicable to the problem at hand.
Students also have ready access to software such as Wolfram Alpha on personal devices
such as iPads, tablets and mobile phones. Through a Department of Education and Training
(DET) initiative, all Victorian secondary teachers and students (irrespective of sector,
government, catholic or independent) currently have free at school and at home access to
Mathematica and Wolfram Alpha Pro. An approved CAS is the assumed technology for VCE
Unit 3 and 4 Mathematics studies.
The revised VCE Mathematics study design is a smaller 90-page digital pdf document with
heading links, containing only mandated material, with the corresponding Advice for
teachers published digitally on the web, for example Further Mathematics, Mathematical
Methods and Specialist Mathematics. The digital publication has enabled multiple links
within the sections of the advice web pages to various VCAA documents (such as past
exams and reports, and the Administrative Handbook) and to other resources. Teachers can
access a sample course implementation with links to such resources, sample assessment
tasks for each of Further Mathematics, Mathematical Methods and Specialist Mathematics,
which can be downloaded as use as editable templates (click-copy-paste-modify) for teacher
devised tasks, and sample assessment criteria and record sheets. These materials can and
have been updated from time to time, for example, the inclusion of additional sample
assessment tasks in 2017 and 2018.
These sample tasks include a summary table indicating content covered from the areas of
study and key knowledge and key skills addressed with respect to each of the outcomes.
28 | P a g e
The issues identified with school-assessed coursework during 2006–2015 across VCE
studies, including mathematics, were further addressed in part by:
 re-introduction of more detailed specification of task nature, purpose and scope
 additional sample task materials
 increased audit of schools.
In mathematics these issues were also addressed specifically by reducing the range of
possible tasks to only two task types: an application task and a modelling or problem-solving
task, across all Units 3 and 4 mathematics studies, as indicated in the following table.
Task Further Mathematical Specialist Mathematics

Mathematics Methods
type
Unit 3 Unit 4 Unit 3 Unit 4 Unit 3 Unit 4
Application Data Function Mathematical
task (4–6 analysis and investigation
hours over core calculus (50)*
1–2 weeks) (40)* (50)*
Modelling Financial Module 1 Task 1 Task 1

problem- modelling (20)* (25)* (25)*
solving task and
(2–3 hours recursion
Module 2 Task 2 Task 2
over (1 week) core
(20)* Probability Mechanics
(20)*
and or
statistics Probability
area of and
study statistics
(25)* area of
study
(25)*
*The bracketed figures indicate the contribution (out of 100) of the School-assessed Coursework to the study
score.
Additionally, following the first year of implementation of a revised study, a coursework audit
report was published for each study: Further Mathematics, Mathematical Methods and
Specialist Mathematics along with a companion document on modelling and problem-
solving. The coursework audit surveys were also refined to direct the teachers completing
them to the relevant documentation (and to indicate that they had done so) at the beginning
of the survey.
Content
Foundation Mathematics underwent a major review in 2013–2014, following a minor review
in 2003–2004. A key question following on from the AC process was whether a Unit 3 and 4
sequence should be developed for Foundation Mathematics, as in the Australian Curriculum
Essential Mathematics Units 1–4.
The review panel noted that the original rationale for Foundation Mathematics had been very
successful in developing a course that attracted and retained a cohort of around 5000
students, most of whom successfully completed this practical context-based Year 11
standard mathematics. Part of the rationale for the decision not to extend this to a Unit 3
and 4 sequence was that at this level the VCE structure of examinations and coursework
29 | P a g e
would apply, and students of this cohort might not perform as well under examination
conditions.
There was also concern that the AC Essential Mathematics Units 1–4 was a bit like an AC
General Mathematics Units 1–4 ‘lite’ subject with less breadth and depth of content and
without the contextual focus that made Foundation Mathematics Units 1 and 2 successful for
its cohort. While the Foundation Mathematics Units 1 and 2 study design made explicit that
the study was not intended, nor suitable as preparation, for Further Mathematics Units 3 and
4 (General Mathematics Units 1 and 2 being the suitable pathway), informally students who
had done well in their study of Foundation Mathematics and gained confidence in the
process could, with the support of their teacher, undertake additional study of the relevant
content (typically in Unit 2) to prepare to enrol in Further Mathematics Units 3 and 4 in the
following year. However it was noted that this would be subject to monitoring and further
consideration in subsequent review.
Based on the work of the review panel this pathway was formalised. The additional study
was specified in terms of General Mathematics Units 1 and 2 topics and their key knowledge
and skills required as background for the Further Mathematics Units 3 and 4 Core area of
study. Some Australian jurisdictions such as Queensland have, as part of their senior
secondary review cycles, developed an Essential Mathematics Units 3 and 4 have made it a
‘Group 2’ type subject, which cannot count towards a tertiary entrance score as a primary
subject, while South Australia has developed an Essential Mathematics course that does
count as a primary subject.
The content and outcome key knowledge and key skills for Foundation Mathematics Units 1
and 2 were substantially refined, revised and updated with respect to contemporary
workplace practice and numeracy in everyday life, within the following areas of study:
Foundation Mathematics Units 1 and 2

Area of Study 1 Shape, space and design
Area of Study 2 Patterns and number
Area of Study 3 Data
Area of Study 4 Measurement
General Mathematics Units 1 and 2 retained the same nature, purpose and scope; however,
topics within the areas of study were significantly revised, and a complementary separate
study for Specialist Mathematics Units 1 and 2 developed and accredited. The structure of
Specialist Mathematics Units 1 and 2 is the same as for General Mathematics Units 1 and 2
with some additional specification of required topics. Around one in three of all VCE
providers were only able to offer one class of the former General Mathematics Units 1 and 2,
this usually being a preparatory implementation for Further Mathematics Units 3 and 4.
However, the flexible nature of the study meant that a small number of students within such
a class could undertake some alternative topics as helpful additional preparation for
Specialist Mathematics Units 3 and 4. During the 2013–2014 review cycle, it was decided to:
 retain the existing structure for General Mathematics Units 1 and 2
 introduce a new study Specialist Mathematics Units 1 and 2 with the same structure and
additional design requirements (prescribed topics)
 substantially re-develop the range of topics from the previous General Mathematics
 have the same areas of study and allow cross-selection of topics between the two
studies
30 | P a g e
 formalise requirements for preparatory topics or subsequent study of Further
Mathematics Units 3 and 4 or/and Specialist Mathematics Units 3 and 4.
For General Mathematics Units 1 and 2, to suit the range of students entering the study,
content must be selected from the six areas of study using the following rules:
 for each unit, content covers four or more topics in their entirety, selected from at least
three different areas of study
 courses intended as preparation for study at the Units 3 and 4 level should include a
selection of topics from areas of study that provide a suitable background for these
studies
 topics can also be selected from those available for Specialist Mathematics Units 1
and 2
 content covered from an area of study provides a clear progression in knowledge and
skills from Unit 1 to Unit 2.
For Specialist Mathematics Units 1 and 2, to suit the range of students entering the study,
and cover the four prescribed topics, content must be selected from the six areas of study
using the following rules:
 for each unit, content covers four or more topics in their entirety, selected from at least
three different areas of study
 each unit must include two of the prescribed topics: Number systems and recursion;
Vectors in the plane; Geometry in the plane and proof; and Graphs of non-linear
relations
 other topics can be selected from those included in the areas of study for Specialist
Mathematics Units 1 and 2 and/or General Mathematics Units 1 and 2
 courses intended as preparation for study at the Units 3 and 4 level should include
selection of content from areas of study that provide a suitable background for these
studies
 content from an area of study provides a clear progression in knowledge and skills from
Unit 1 to Unit 2.
The content is summarised in the following table:
Areas of study Topics (all available for both studies)

General Mathematics Specialist Mathematics
1: Algebra and Linear relations and equations Logic and algebra
structure (assumed for Further
Transformations, trigonometry
Mathematics Units 3 and 4)
and matrices
2: Arithmetic and Computation and practical Number systems and recursion

number arithmetic (assumed for Further (prescribed topic, assumed for
Mathematics Units 3 and 4) Specialist Mathematics Units 3
and 4)
Principles of counting
31 | P a g e
Areas of study Topics (all available for both studies)
General Mathematics Specialist Mathematics
3: Discrete Matrices Graph theory
mathematics
Graphs and networks
Number patterns and recursion
(assumed for Further
4: Geometry, Shape and measurement (prescribed topic, assumed for

measurement and Specialist Mathematics Units 3
Applications of trigonometry
trigonometry and 4)
Vectors in the plane
(prescribed topic)
5: Graphs of linear and Linear graphs and models Graphs of non-linear relations
non-linear relations (assumed for Further
(prescribed topic)
Inequalities and linear
programming
Variation
6: Statistics Investigating and comparing Simulation, sampling and

data distributions sampling distributions
(assumed for Further
Investigating relationships
between two numerical
variables (assumed for Further
Various sample courses for General Mathematics Units 1 and 2 and sample courses for
Specialist Mathematics Units 1 and 2 are given in the corresponding Advice for teachers. For
each module in Further Mathematics Units 3 and 4 there are related preparatory topics in
General Mathematics Units 1 and 2.
Further Mathematics Units 3 and 4 was re-structured so that the core area of study now
includes financial modelling and recursion, in response to broader expectations of financial
literacy for all students in such a course. This had an equivalent weighting to one module,
and replaced aspects of the former Business-related mathematics and Number patterns
modules, although it was developed from scratch rather than as a ‘blend’ of the two former
modules. The data core content was updated and revised, as were the remaining four
modules.
32 | P a g e
Core area of study (60% content Applications area of study – modules (40%
weighting) content weighting – two selected from four
options)
Data analysis Matrices
(40% content weighting) Networks and decision mathematics
Financial modelling and recursion Geometry and measurement
(20% content weighting) Graphs and relations
As Mathematical Methods Units 1–4 assume CAS enabling technology, content was revised,
simplified and generalised. Numerical methods is now covered in Units 1 and 2, with a
greater focus on functional relations, while elementary statistical inference based on sample
proportions is covered in Units 3 and 4 as a practical application of binomial and normal
distributions. Various minor topics were also ‘pruned’ to accommodate these changes.
Expectations for by-hand computation were articulated through the key knowledge and key
skill statements for Outcome 1. The Probability area of study once again became the
Probability and statistics area of study; however, now technology could be used to effectively
carry out related simulations simply and effectively, and construct sampling distributions and
undertake similar tasks.
The Australian Mathematical Sciences Institute (AMSI) developed a comprehensive range
of supporting resources for teacher content knowledge and pedagogical knowledge with
respect to implementation of this revised content, which was last incorporated in the 1996–
1999 accreditation of Mathematical Methods. The inclusion of this content followed on from
the AC work, the input of key stakeholders, and benchmarking, which indicated similar
developments in other jurisdictions and systems.
Mathematical Methods Units 3 and 4


Area of Study 4 Probability and statistics
Specialist Mathematics Units 3 and 4 assumes previous or concurrent study of Mathematical

Methods Units 3 and 4 (and prior to this Units 1 and 2), as well as knowledge and skills from
the two prescribed and assumed topics of Specialist Mathematics Units 1 and 2. It
comprises the following six areas of study:
33 | P a g e
Area of Study 4 Vectors
Area of Study 6 Probability and statistics
As with Mathematical Methods, Specialist Mathematics Units 3 and 4 assume CAS enabling
technology. Content was revised, simplified and generalised, and elementary statistical
inference based on sample means was introduced in Units 3 and 4, with several topics
‘pruned’ to accommodate these changes. Expectations for by-hand computation were
articulated through the key knowledge and key skill statements for Outcome 1.
The Probability and statistics area of study (including topics: linear combinations of random
variables, sample means, confidence intervals for means, hypothesis testing) was
introduced, with technology used to effectively carry out simulations, and construct sampling
distributions and undertake similar tasks.
Use of technology
The assumed enabling technology for Further Mathematics, Mathematical Methods and
Specialist Mathematics is an approved CAS (calculator or software). The list of approved
technology has been simplified to refer to a range of models or software within a given type
that have suitable functionality, rather than individual models.
CAS software can be used as a computational tool only for applicable examinations, subject
to an approval process to ensure that a suitable computer set up is in place.
While not formally required as assessable content, programming in various languages (for
example Python, Wolfram Language, Lua, RPL/HP PPL) has been incorporated in course
implementation to illustrate algorithms that are related to content in mathematics studies,
such as recurrence relations in Financial modelling and recursion, Kruskal’s or Prim’s in
networks, numerical equation solving methods (bisection and Newton’s) and Euler’s method
for differential equations.

Mathematical Methods continues to be the study used to meet prerequisite requirements for
For a small number of courses, Specialist Mathematics is one of a collection of several
studies such as Physics or Chemistry, which, in conjunction with Mathematical Methods, is
required to meet prerequisite purposes.
Further Mathematics can be used to meet prerequisite requirements for a range of general
34 | P a g e

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Paper 2: SENIOR SECONDARY MATHEMATICS IN VICTORIA

WORKING TOWARDS CHANGE

Prerequisite status for tertiary study

Probability Mathematics of growth and decay

Functions and calculus Computer applications in mathematics

Content (Group 2 subject)

Prerequisite status for tertiary study

VCE Mathematics 1.0: 1990–1993

Space and number block

Reasoning and data block

Prerequisite status for tertiary study

Further Mathematics Units 3 and 4

Mathematical Methods Units 3 and 4

Specialist Mathematics Units 3 and 4

Prerequisite status for tertiary study

Structure and assessment

Prerequisite status for tertiary study

VCE Mathematics 2.2: 2000–2005 (originally accredited to 2003, extended to 2005)

Each outcome was described by a brief defining statement, elaborated by a set of

Structure and assessment

Foundation Mathematics Units 1 and 2

General Mathematics Units 1 and 2

Generals Mathematics Units 1 and 2

Further Mathematics Units 3 and 4

Specialist Mathematics Units 3 and 4

Analysis (20)* Module 1 Module 2 Task 1 Task 1

Test (10)* Test 1 Test 1

An assignment where students have the opportunity to work on a broader range of

VCE Mathematics 2.3: 2006–2009

Outcome Marks Assessment task

Outcome 3 5 Application task

Outcome Marks Assessment task

Outcome 2 8 Analysis task 1

Outcome 3 5 Analysis task 1

Generals Mathematics Units 1 and 2

Further Mathematics Units 3 and 4

Mathematical Methods/Mathematical Methods (CAS) Units 3 and 4

Specialist Mathematics Units 3 and 4

Prerequisite status for tertiary study

VCE Mathematics 2.4: 2010–2015

Prerequisite status for tertiary study

Task Further Mathematical Specialist Mathematics

Modelling Financial Module 1 Task 1 Task 1

Foundation Mathematics Units 1 and 2

Areas of study Topics (all available for both studies)

2: Arithmetic and Computation and practical Number systems and recursion

4: Geometry, Shape and measurement (prescribed topic, assumed for

6: Statistics Investigating and comparing Simulation, sampling and

Mathematical Methods Units 3 and 4

Area of Study 1 Functions and graphs

Specialist Mathematics Units 3 and 4 assumes previous or concurrent study of Mathematical

Prerequisite status for tertiary study

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