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New NSW K–10 Syllabuses

New NSW K–10 Syllabuses. Syllabus Briefing November 2012. Features of the new K-10 Syllabuses. Organised in Stages – a continuum of learning K – 10 Outcomes provide more direction Content has been clarified Australian curriculum coding

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New NSW K–10 Syllabuses

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  1. New NSW K–10 Syllabuses Syllabus Briefing November 2012

  2. Features of the new K-10 Syllabuses • Organised in Stages – a continuum of learning K – 10 • Outcomes provide more direction • Content has been clarified • Australian curriculum coding • General capabilities and cross curriculum priorities (known as Learning across the curriculum) • Stage statements summarise expected learning as a result of achieving outcomes

  3. Interactive online syllabus http://www.syllabus.bos.nsw.edu.au

  4. Navigate each syllabus by: • links on the home page • left hand navigation • breadcrumb trail

  5. Reduce the view by closing the subjects you do not wish to see • Note outcomes coding

  6. Look at multiple subjects from a stage perspective by content, outcomes or stage statements

  7. Stage statements can be viewed by stage and by subject

  8. Subject entry page contains: • initial navigation to syllabus • links to support materials • messages

  9. Related Life Skills outcomes are linked to Stage 4 and Stage 5 outcomes. Special education needs and Life Skills are as equally accessible as other parts of the syllabuses

  10. A range of ways to help teachers with regular and Life Skills (LS) outcomes and content in the same class • LS outcomes connected to Stage 4 and 5 sequence

  11. Consistent coding of • outcomes • learning across the curriculum content • Australian curriculum content descriptions • Australian curriculum coding • General Capabilities • Cross Curriculum Priorities

  12. In the Mathematics syllabus equations and diagrams expand when you click on them. All can be downloaded individually.

  13. Glossary

  14. English • Continuum of learning strengthened egcommon objectives and consistent terminology • Key processes organise content and are common throughout • Text requirements included K─10, for the first time in K – 6

  15. English K – 6 • Sequencing of language and grammar content revised • Viewing and Representing additional modes in K-6 • Responsible use of digital communication • Some outcomes with a broad focus • Reflection outcome highlights students growing independence as learners

  16. English 7 – 10 • Fewer outcomes 7-10 • Explicit content related to the teaching of grammar • Text requirements enhanced

  17. Mathematics • Content organised into three strands: • Number and Algebra • Measurement and Geometry • Statistics and Probability • Single content outcome per substrand per stage • Working Mathematically outcomes more prominent and content integrated

  18. Mathematics • K–6 substrands carried into Years 7–10 where possible • Substages (5.1, 5.2, 5.3) maintained in Stage 5 and range of possible endpoints • Greater emphasis on development of: • mathematical language, particularly in K–6 • statistical literacy, particularly in Years 7–10

  19. Mathematics • Content now introduced in Stage 3: • order of operations • Cartesian plane • addition and subtraction of mixed numerals • numerical probabilities for simple events • dot plots • properties of 3D objects • Year 7 2014 will not have been introduced to this content

  20. Mathematics • Content now introduced in Stage 4: • Venn diagrams • two-way tables • areas of kites, rhombuses, trapeziums • random sampling • Year 9 2014 will not have been introduced to this content

  21. Science K – 10 • Values and attitudes outcomes • Emphasis on Science inquiry • Context • relevant to student • nature, development, use, influence • Organisation of content

  22. Science and Technology K – 6 • Continuum • K-10 Science • K-8 Technology • Material World substrand • Integration of Science and Technology

  23. Science 7 – 10 • Simplified Knowledge/Understanding strand • Skill content specific to each stage • Practical experiences • 50% allocated course time • Student Research Project

  24. History K – 6 • History outcomes and content will replace the Change and Continuity strand • the remaining 3 strands of HSIE will continue to be taught • stronger emphasis on historical skills and concepts and ‘How do we know?’

  25. History 7 – 10 • a new structure of Overviews and Depth Studies • Stage 4: similar content with stronger emphasis on Asia. All Depth Studies to be studied • Stage 5: 4 of 6 Depth Studies to be studied. Two are mandatory: Australians at War and Rights and Freedoms. • opportunity for a school-developed option egVietnam War , the Holocaust • current History Elective unaffected

  26. Support Materials • Initial support materials October 2012 • guides to the new syllabuses - subjects (PDF and multi-media) • school and parent guides • initial advice on assessment

  27. Support Materials • Additional support materials December 2012 • sample scope and sequence • advice about programming • sample units of work • further advice on assessment

  28. Home Additional support materials • Guides • Assessment • Programming • English • Mathematics • Science • History • Subjects guides • Advice on assessment • Planning programming • English • Guide • Mathematics • Guide • Science • Guide • History • Guide • Differentiated programming • K–6 assessment strategies • Schools' guides • Assessment • Assessment • Assessment • Assessment • Designing programming • 7–10 assessment strategies • Parents' guides Advice on assessment Advice on assessment Advice on assessment Advice on assessment • Sharing intentions 7–10 assessment strategies 7–10 assessment strategies 7–10 assessment strategies 7–10 assessment strategies • Effective feedback • Integration of ICT • Recording feedback • Programming • Programming • Programming • Programming • Advice on scope and sequence • Sample assessment for learning activities Sample scope and sequence Sample scope and sequence Sample scope and sequence Sample scope and sequence • Sample templates • Sample scope and sequence Sample units of work Sample units of work Sample units of work Sample units of work • Programming units of work • Sample units of work

  29. Program Builder • Features include: • Building scope and sequences for years and stages • Programming units of work • Interactive linking between scope and sequences and units of work • Selecting outcomes and content from multiple syllabuses and/or stages

  30. Program Builder - release February 2013 Initial information and basic functionality: • Create scope and sequence and unit of work March/April 2013 • More choices within templates • Share facility • Download options • Print Following soon after • Easy links to resources (BOS and Scootle)

  31. Implementation Schedule

  32. Getting started • Become familiar with the syllabuses, structures, features and requirements • Reflect on current practice (what works well, what needs attention) • Conduct needs analysis (training and development, programming, resourcing)

  33. Opportunities for involvement • Register of writers • Collection of work samples

  34. Contact Details Paul Hewitt Director, Curriculum and Assessment Directorate Ph (02) 9367 8232 paul.hewitt@bos.nsw.edu.au Howard Kennedy Assistant Director, National Programs Ph (02) 9367 8313 howard.kennedy@bos.nsw.edu.au www.boardofstudies.nsw.edu.au

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