NESA confirms abandonment of plan to make maths compulsory for Year 11 and 12s
NESA confirms abandonment of plan to make maths compulsory for Year 11 and 12s EducationHQ
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The New South Wales Education Standards Authority (NESA) Announcement
The New South Wales Education Standards Authority (NESA) has contacted schools across the state to inform them that mathematics will be optional for students in Years 11 and 12.
NESA’s Decision on Mathematics Compulsory Requirement
In a letter sent to principals, NESA said it would not make maths compulsory for Year 11 and 12 students.
Background Information
The former NSW Government in 2019 had planned to make maths compulsory for all students including those in Years 11 and 12.
Assessment of the HSC Minimum Standard
A NESA spokesperson said that in line with the implementation of the Kindergarten to Year 12 Mathematics curricula, the Authority will commence an assessment of the HSC minimum standard.
Importance of HSC Minimum Standard
The HSC minimum standard is the level of reading, writing, and numeracy required for New South Wales students to gain the Higher School Certificate (HSC).
Addressing Maths and Numeracy Skills
“Recognizing that maths and numeracy skills need to be addressed as early as possible, this assessment will consider the effectiveness, timing, and current requirements of the HSC minimum standard,” a spokesperson told the ABC.
Proposed Recommendations
The assessment will also propose options to better help teachers identify students and address potential learning gaps earlier in their secondary education.
Expected Implementation
These recommendations are expected to be introduced in 2025.
Support from the Independent Education Union of Australia (IEUA)
The Independent Education Union of Australia (IEUA) has welcomed the announcement.
“At a time when teacher shortages are at record highs, this decision is a sensible response,” Carol Matthews, secretary of the IEUA NSW/ACT Branch, said in a statement.
Concerns about Teacher Shortages
Matthews said with an already serious shortage of science, technology, engineering, and mathematics teachers, with teachers of other subjects taking classes out of their field of expertise it’s a sensible decision.
The shortage, she explained, is particularly problematic with the higher levels of mathematics in Years 11 and 12 and would have been exacerbated considerably if maths were made compulsory.
Impact on Student Subject Choice
“Compulsory maths would have effectively made six out of the 10 units of study compulsory in many non-government schools,” Matthews said.
“The unintended consequence of limiting student subject choice would mean reduced enrollment in a range of other subjects.”
IEU’s Stance on Compulsory Mathematics
The IEU, which represents more than 32,000 teachers and support staff in non-government schools, has been opposed to compulsory mathematics since it was proposed in 2019 and has instead called for increased professional development resources for primary school teachers to ensure students get the best possible start to their study of mathematics.
“The IEU commends NESA and the NSW Government for its consultative approach that will ensure positive outcomes for students and teachers,” Matthews said.
Response from Deputy Premier and Minister for Education and Early Learning Prue Car
Deputy Premier and Minister for Education and Early Learning Prue Car said when the previous NSW Government announced the decision in 2019 it has done so “without any consultation” and “never took any steps to move forward or implement [it]”.
“At the same time, they were presiding over a chronic teacher shortage across the state, particularly in mathematics,” Car said in a statement.
Call for Addressing Teacher Shortage
Then-New South Wales Premier Gladys Berejiklian said at the time the decision was her Government “taking the first steps to deliver” on a commitment to take the curriculum “back to basics” by prioritizing maths.
Following the statement, the Mathematics Association of NSW (MANSW) urged the Government “to investigate the shortage of trained mathematics teachers as a priority” and to “develop a strategy to address this issue before introducing compulsory mathematics in Years 11 and 12”.
Future Implementation
While there is no confirmed date for mathematics to become compulsory, the most recent timetable for Year 12 students to sit compulsory mathematics exams in the HSC is 2026.
Car said the Minns Government is instead focused on “developing early interventions to ensure every student is supported to develop important numeracy skills before they leave school.”
Support from the Association of Independent Schools of New South Wales (AISNSW)
Association of Independent Schools of New South Wales (AISNSW) CEO Margery Evans, meanwhile, said the HSC was about getting students to choose their top 10 units of study.
“Making mathematics compulsory reduces students’ freedom to pursue subjects that best suit their interests and abilities,” he said.
“More than 60,000 students, or 85 per cent of the HSC cohort, studied a Mathematics subject in 2023.”
Re-evaluation of the HSC Minimum Standard
Evans said AISNSW also supports the re-evaluation of the HSC Minimum Standard to “consider its effectiveness”.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the decision by the New South Wales Education Standards Authority (NESA) to make mathematics optional for students in Years 11 and 12. This decision is related to the goal of providing quality education, as it addresses the curriculum requirements and subject choices for students in their final years of schooling.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
The article highlights the decision to make mathematics optional for students in Years 11 and 12. This decision may impact the learning outcomes and subject choices of students, potentially affecting their completion of equitable and quality secondary education (Target 4.1). It also raises questions about the preparation of students for secondary education, as mathematics is considered a foundational subject (Target 4.2).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
The article mentions the HSC minimum standard, which is the level of reading, writing, and numeracy required for New South Wales students to gain the Higher School Certificate (HSC). This can be seen as an indicator of students’ achievement in reading and mathematics at the end of secondary education (Indicator 4.1.1). Additionally, the article discusses the need to address potential learning gaps earlier in secondary education, indicating a concern for the developmental readiness of students entering secondary education (Indicator 4.2.1).
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex. |
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Source: educationhq.com
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