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  • Foundation Studies Term 2Campus Attendance, Multi-mode
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  • Foundation Studies Term 2Campus Attendance
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  • Foundation Studies Term 2Online Scheduled



Unit rationale, description and aim

Mathematics is the study of space, number and quantity. It is the language of science, providing concepts and tools to help understand the complex reality in which we live. It is therefore assumed or prerequisite knowledge for many university degree subjects.  

This unit is a preparatory mathematics unit designed to provide background knowledge and conceptual understanding of a range of mathematical concepts necessary for university study. Students will learn to use the language of mathematics accurately in order to improve general understanding, to solve problems, to reason in everyday and academic contexts, and to communicate ideas and concepts effectively.  This includes developing students’ ability to understand and express mathematical terminology and an ability to unpack linguistic aspects of mathematics.  Development of the students’ ability to understand and produce the language of Mathematics is embedded in the learning and teaching activities for each topic. 

The aim of this unit is to develop students’ understanding of a range of mathematical concepts and techniques in order to prepare for commencement of undergraduate study. 

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Construct, formulate and solve linear equations and linear relationships in order to solve problems in various settings.GC1, GC2, GC8
LO2Solve problems involving proportions, particularly in the context of equivalent rates and ratios, understanding the multiplicative nature of their relationship.GC1, GC2, GC8
LO3Demonstrate understanding of proficiency in the collection and analysis of data, including univariate and bivariate data, understanding of the measure and spread of data and the normal distribution.GC1, GC7, GC8, GC9
LO4Solve problems involving both experimental and theoretical probability and demonstrate understanding of use of appropriate data collection methods for a population or samples.GC1, GC7, GC8, GC9
LO5Demonstrate problem solving skills and techniques, and communicate strategies and solutions using appropriate mathematical language.GC1, GC2, GC8, GC11, GC12


Topics will include: 

  • Linear Equations
  • Proportional Reasoning
  • Univariate and Bivariate Data
  • Probability
  • Problem Solving Language and Techniques
  • Appropriate Mathematical Language and Expression. 

Learning and teaching strategy and rationale

Mode for International Students: This unit includes five hours of class contact per week.

Mode for Domestic Students: This unit includes 2.5 hours of class contact per week plus 2.5 hours asynchronous online learning.  

Duration: 10-week Term 

This unit facilitates an active and multi-modal (for domestic students) approach to learning. Classes include expert input but are student focused and collaborative and are designed to maximise opportunities for students to interact with mathematical concepts in various contexts as well as interact with each other. Students are encouraged to actively participate in classes and will be assigned learning activities to complete online. Students will be required to build on past experiences of learning and assisted in transferring this knowledge to new learning contexts.  

Classroom strategy will centre around establishing the students’ current level of knowledge and skill, and then build on that to bring it up to the comparable Year 12 standard required.

Students will be taught to use appropriate technologies to support their learning. This could include scientific calculators, Casio Class-pads, DESMOS, excel spreadsheets etc. 

There will be a focus on the language of problem solving, together with techniques and strategies for unpacking the wording of a problem and subsequently undertaking its solution. 

Collaborative learning will be encouraged through small group and class activities, for example, students will contribute to a glossary of mathematical terms, and to hints and tips for problem-solving. These will be posted on the Learning Management System. 

Assessment strategy and rationale

Assessment Task 1 will involve a problem-solution and modelling task. Each student will present his or her understanding of the task, the methods used and the solutions in writing.

Assessment Task 2 will check students’ ability to apply their mathematical knowledge to a simple problem-solving task and to communicate their understanding of the task and its solutions using appropriate mathematical language.

Assessment Task 3 will allow students to demonstrate the extent of their understanding and grasp of the concepts covered in each topic area tested. By testing a small number of topics at a time, particular shortcomings in the student’s knowledge or skill level can be more easily identified, which makes it easier for appropriate corrective intervention to be implemented. These tests can be done in class time through the LMS.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning Outcomes

Assessment Task 1:  

Problem Solving and Modelling Task: Individual written responses


LO1, LO2, LO5

Assessment Task 2

Oral presentation based on a problem solving task. Students must explain the problem and the method used to solve it using appropriate mathematical language. 


LO3, LO4, LO5

Assessment Task 3

Checkpoint quizzes: 4 quizzes at intervals over the unit to test content knowledge. 


LO1, LO2, LO3, LO4

Representative texts and references

Required Texts

Evans, M., Lipson, K., Jones, P., & Greenwood, D. (2015). Mathematical methods units 3&4: Cambridge senior mathematics Australian curriculum/VCE. Cambridge University Press. 

Jones, P., Evans, M., Lipson, K., & Staggard, K. Further mathematics revised units 3&4: Cambridge senior mathematics Australian curriculum/VCE. Cambridge University Press. 

Recommended References

Evans, M., Wallace, D., Lipson, K., & Greenwood, D. (2015). Mathematical methods units 1&2: Cambridge senior mathematics Australian curriculum/VCE. Cambridge University Press. 

 Fitzpatrick, J. B., & Aus, B. (2019). New senior mathematics. Advanced. For years 11 & 12 : NSW stage 6. Pearson Australia.

Grove, M. (2017). Maths in focus: Year 11 Mathematics advanced. Cengage Learning Australia.

Grove, M. (2019). Maths in focus. Year 12: Mathematics advanced. Cengage Learning Australia.

Powers, G. (2018). Cambridge maths Stage 6 NSW maths standard two Year 12: Print bundle (textbook and Hotmaths). Port Melbourne, Vic: Cambridge University Press.

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