One criticism of senior school and mathematics in general is the lack of consolidation of topics - especially when the course is prescribed as is the case with NCOS. Funnily enough, the NCOS has brought about an opportunity for consolidation that did not exist under the old courses.
The new courses allow for repeating of yr 11 subjects - which makes sense under an outcomes approach where learning speed is not being measured, just knowledge and skills gained (this is an issue in itself that needs investigating if TEE scores are to remain a predictor of university success).
Students that cannot withstand the pace of the course in year 11 have in year 12 the option of consolidating (by repeating the course), remediating (by completing a lower course) or advancing to the next course. This approach allows teachers to make more aggressive subject selection recommendations in year 11 that promotes striving for excellence without fear of being locked into advancing and failing the yr 12 course. The recent trend of conservative subject selection could be broken!
For example, a student doing yr 11 3A MAT has the option in year 12 of doing 2C (remediating) 3A (repeating) or 3C (advancing).
I doubt this was the original intent (in other subjects teachers must teach another context - but only one context really exists in maths/science courses).
I fail to see the issue in repeating or remediating although I know some humanities teachers think it unfair - students that repeat will have the option to gain a deeper understanding at some level and a further opportunity to apply their skills - having a second bite at the cherry.
It will be interesting to see if the old adage that 'repeaters don't succeed' will bear true next year. For the lazy student - repeating/remediating will not work, but for those that have good work ethic but need more time logic says they should succeed (more time better results!).
My prediction is that (when counselled and supported correctly) repeaters and remediators will do far better than advancers and scaling will be applied to these students (compared to advancing students) in future years. It will be interesting to see if the scaling factor of 10% between 3AB and 3CD will be enough to compensate (I can't see how having two years to master a course can't cause better than a 10% increase in low/mid performing students between the two groups). The scaling may already be heavier for repeaters - but I'm not aware of it.
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