AUSTRALIAN

Curriculum

CREATED BY:

Tya Novi Dwi Safitri (4101422058)

Selva Ayu Meilina (4101422079)

 AUSTRALIA
TABLE OF CONTENTS

01 INTRODUCTION

Background

Problem Formulation

Purpose

02 DISCUSSION

Australian Education System in

General

Education Level in Australia

Mathematics Learning in Australia

The advantages of education in

Australia

The values that can be implemented in

indonesia

01
 01 INTRODUCTION

BACK
GROUND
Australia is the only continent in the
world that consists of only one
country, which is also called
Australia. Education in Australia is
also very good. In this place,
Australia has a high quality of
education, and even its degree or
diploma is recognized internationally.
In addition, the cost of education in
Australia is relatively cheap and
affordable when compared to
England or America. Australia also
offers a wide variety of study
programs, both majors and degrees.
This makes it easier for students to
find a school that suits their needs.
Education is the key to the success of
a country, even the progress of a
country depends on how the
government of a country glorifies
education and equality, because
education is a basic right of every
citizen. So this time we will discuss
about the curriculum in Australia.

02
 PROBLEM FORMULATION

1. How is the education system in Australia?

2. How is mathematics learning in Australia?

3. What are the advantages of studying in Australia?

4. The values ​that can be implemented in the

curriculum in Indonesia

PURPOSE

1. To know the education system in Australia.

2. To know mathematics learning in Australia.

3. To know the advantages of education in Australia.

4. To find out the values ​that can be implemented in

Indonesia

03
 02 DISCUSSION
EDUCATION LEVEL
IN AUSTALIA
Kindergarten ( Foundation Year )

Primary school
The time required to complete primary education from year 1 to
year 6

Middle school
Start from year 7 until year 10 . In Years 7–10 the Australian
Curriculum supports the deepening of knowledge, understanding
and skills in all eight learning areas. The curriculum continues to
prepare students for civic, social and economic participation and
personal health and well-being whilst providing increased
opportunities for students to make choices and specialise in learning
of particular interest. The curriculum is designed to equip students for
senior secondary schooling, including vocational pathways.

Senior Secondary School

Senior Secondary School (Years 11 and 12) - It prepares students
for future study and employment. At this level, students continue
their study in History, mathematics, science, geography and English.
It gives students a lot of freedom in choosing the subjects and the
level of difficulty of their curriculum. Also, they can add work study as
part of their education and even move to vocational training after
they finish year 11. But, if they want to continue on university, they
must finish year 12.

04
 MATHEMATICS
LEARNING
IN AUSTRALIA
The design of the mathematics curriculum in Australia is consistent
with the expectations outlined in the United States Curriculum, the
New Zealand Curriculum, and the United Kingdom Curriculum

There is mathematics curriculum in every levels:

01 Year 7-10

MIDDLE SCHOOL
The mathematics curriculum design in Australia is made up of 3 content
sections and 4 skills sections. Content discussion includes Number and
Algebra, Statistics and probability, and Measurement and geometry. While
the 4 skill sections include:

1. what is taught to students

2. how to solve the problem
3. to develop the thinking of the problem
4. apply mathematics in life.

It is expected to develop students' ability to think and act logically.

05
 02 Year 11 and 12
SENIOR
There are four Mathematics Works :
SECONDARY
SCHOOL
1. Mathematics essentials

In Mathematics essentials divided to four units:

Unit 1
This unit provides students with the mathematical skills and understanding to solve
problems relating to calculations, applications of measurement, the use of formulas to find an
unknown quantity, and the interpretation of graphs. Teachers are encouraged to apply the
content of the four topics in this unit – ‘Calculations, percentages and rates’, ‘Measurement’,
‘Algebra’ and ‘Graphs’ – in contexts which are meaningful and of interest to their students.

Unit 2
This unit provides students with the mathematical skills and understanding to solve problems
related to representing and comparing data, percentages, rates and ratios, the mathematics
of finance, and time and motion. Teachers are encouraged to apply the content of the four
topics in this unit – ‘Representing and comparing data’, ‘Percentages’, ‘Rates and ratios’ and
‘Time and motion’ – in a context which is meaningful and of interest to their students.

Unit 3
This unit provides students with the mathematical skills and understanding to solve problems
related to measurement, scales, plans and models, drawing and interpreting graphs, and data
collection. Teachers are encouraged to apply the content of the four topics in this unit –
‘Measurement’, ‘Scales, plans and models’, ‘Graphs’ and ‘Data collection’ – in a context which
is meaningful and of interest to the students.

Unit 4
This unit provides students with the mathematical skills and understanding to solve problems
related to probability, Earth geometry and time zones, and loans and compound interest.
Teachers are encouraged to apply the content of the three topics in this unit – ‘Probability
and relative frequencies’, ‘Earth geometry and time zones’ and ‘Loans and compound
interest’ – in a context which is meaningful and of interest to the students.

2. General Mathematics
Unit 1
This unit has three topics: ‘Consumer arithmetic’, ‘Algebra and matrices’, and ‘Shape and
measurement’

Unit 2
This unit has three topics: ‘Univariate data analysis and the statistical investigation process’,
‘Linear equations and their graphs’; and ‘Applications of trigonometry’.

Unit 3
This unit has three topics: ‘Bivariate data analysis’, ‘Growth and decay in sequences’ and
‘Graphs and networks’.

Unit 4
This unit has three topics: ‘Time series analysis’; ‘ Loans, investments and annuities’ and
‘Networks and decision mathematics’.

06
3. Mathematicals Metods

Unit 1
This unit begins with a review of the basic algebraic concepts and techniques
required for a successful introduction to the study of calculus. The basic
trigonometric functions are then introduced. Simple relationships between variable
quantities are reviewed, and these are used to introduce the key concepts of a
function and its graph.

Unit 2
The algebra section of this unit focuses on exponentials and logarithms. Their
graphs are examined and their applications in a wide range of settings are
explored. Arithmetic and geometric sequences are introduced and their
applications are studied. Rates and average rates of change are introduced, and
this is followed by the key concept of the derivative as an ‘instantaneous rate of
change’.

Unit 3
In this unit the study of calculus continues with the derivatives of exponential and
trigonometric functions and their applications, together with some differentiation
techniques and applications to optimisation problems and graph sketching. It
concludes with integration, both as a process that reverses differentiation and as a
way of calculating areas.

Unit 4
The calculus in this unit deals with derivatives of logarithmic functions. In
probability and statistics, continuous random variables and their applications are
introduced and the normal distribution is used in a variety of contexts. The study of
statistical inference in this unit is the culmination of earlier work on probability and
random variables.

4. Specialist Mathematics

Unit 1
Unit 1 of Specialist Mathematics contains three topics – ‘Combinatorics’, ‘Vectors in
the plane’ and ‘Geometry’ – that complement the content of Mathematical Methods.

Unit 2
Unit 2 of Specialist Mathematics contains three topics – ‘Trigonometry’, ‘Real and
complex numbers’ and ‘Matrices’

Unit 3
Unit 3 of Specialist Mathematics contains three topics: ‘Vectors in three
dimensions’, ‘Complex numbers’ and ‘Functions and sketching graphs’.

Unit 4
Unit 4 of Specialist Mathematics contains three topics: ‘Integration and applications
of integration’, ‘Rates of change and differential equations’ and ‘Statistical
inference’.

07
ADVANTAGES OF
EDUCATION IN
AUSTRALIA
1. Australian quality education and international class learning environment
Education in Australia prioritizes student abilities, so the study results
obtained purely show the student's abilities.

2.Adequate research facilities

For some students in the field of science, research facilities are very important
when pursuing higher education. Supporting facilities can produce better
innovations for the development of science.

3.Gaining work experience

Students studying in Australia are given the opportunity to experience part-
time work while studying there. Students can feel part-time work for 40
hours per 2 weeks and is not limited when on holiday

4.Opportunity to build international network

International students in Australia come from various countries around the
world. This can be used to build an international network that can help
students improve their quality.

5.Opportunity to work in Australia

Australian university graduates, namely S1/S2/S3 can stay for several years
in Australia, depending on the level of education pursued. Diploma graduates
in certain majors can also stay for several years in Australia. This can be an
opportunity for graduating students to seek work experience or to start a
business in Australia.

08
 THE VALUES ​T HAT CAN BE
IMPLEMENTED IN THE
CURRICULUM IN INDONESIA

Students in Australia when entering years 11-12 more

focused on 4 subjects, such as English, mathematics,
science, and also humanites and social science. Students
who will go to university must complete year 12, but
students who will continue to vocational school, only
reach year 11 and transfer to the vocational school of
their choice. This is very beneficial for students because it
does not waste time and the lessons that students get
are according to their interests so that students haven’t
trouble when they are going to continue to college or to
vocational schools. We think that this can be
implemented in the education system in Indonesia.

09
 THANK
YOU

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