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New syllabuses in NSW public schools An introduction

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New syllabuses in NSW public schools An introduction

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    1. New syllabuses in NSW public schools An introduction This version created 12 October 2011. Distribute participant handouts. This presentation is part of an information package to support the introduction of the draft NSW syllabus documents for English, Mathematics, Science and History that are being developed by the Board of Studies in response to the new Australian Curriculum. Check the CLIC website for additional information. <http://clic.det.nsw.edu.au/aust_curriculum>This version created 12 October 2011. Distribute participant handouts. This presentation is part of an information package to support the introduction of the draft NSW syllabus documents for English, Mathematics, Science and History that are being developed by the Board of Studies in response to the new Australian Curriculum. Check the CLIC website for additional information. <http://clic.det.nsw.edu.au/aust_curriculum>

    2. Key questions WHY have a new curriculum in NSW? WHAT will the new syllabuses look like? HOW will teachers and schools be supported? WHERE to from here? These are the key questions that will be addressed in this presentation. This presentation is to provide an orientation to the new NSW syllabuses that incorporate the Australian Curriculum. NSW public school teachers will continue to deliver courses from syllabuses developed by the NSW Board of Studies. When the new syllabuses are made available, much will be familiar to NSW public school teachers. These new NSW syllabuses will reflect the requirements of the Australian Curriculum but will be in a format familiar to NSW public school teachers. Assessment and reporting requirements will continue according to current NSW policy.These are the key questions that will be addressed in this presentation. This presentation is to provide an orientation to the new NSW syllabuses that incorporate the Australian Curriculum. NSW public school teachers will continue to deliver courses from syllabuses developed by the NSW Board of Studies. When the new syllabuses are made available, much will be familiar to NSW public school teachers. These new NSW syllabuses will reflect the requirements of the Australian Curriculum but will be in a format familiar to NSW public school teachers. Assessment and reporting requirements will continue according to current NSW policy.

    3. Activity 1 What do you know? What do you need to know? Section title slide Time allowed: 10 minutes Ask participants to answer both questions with one, two or three responses for each question. Each response should be on a separate post-it-note to assist with the Reflection activity at the end of the presentation, where they will be reviewed. Group the responses according to each stimulus question and display them in the room for all participants to view. Allow participants to read the displayed responses for the remaining time allocated to the activity.Section title slide Time allowed: 10 minutes Ask participants to answer both questions with one, two or three responses for each question. Each response should be on a separate post-it-note to assist with the Reflection activity at the end of the presentation, where they will be reviewed. Group the responses according to each stimulus question and display them in the room for all participants to view. Allow participants to read the displayed responses for the remaining time allocated to the activity.

    4. WHY have a new curriculum in NSW? Section title slideSection title slide

    5. Why? Up-to-date K-10 curriculum for English, mathematics, science and history Opportunity to develop syllabuses that: emphasise a continuum of learning are consistent and current incorporate cross-curriculum areas Alignment of NSW content with the Australian Curriculum A contemporary curriculum with revised up-to-date syllabuses for NSW. A contemporary curriculum with revised up-to-date syllabuses for NSW.

    6. Advantages for NSW National resource sharing for quality and efficiency A learning entitlement for all Australian students regardless of what school they attend or where it is located Continuity for the thousands of students and many teachers who move interstate each year National sharing of digitally linked resources for teaching and learning. Nation building – federal, state and territory governments working together to develop an agreed common ‘core’ entitlement for all Australian students. Consistency for the thousands of students and teachers who move interstate each year. National sharing of digitally linked resources for teaching and learning. Nation building – federal, state and territory governments working together to develop an agreed common ‘core’ entitlement for all Australian students. Consistency for the thousands of students and teachers who move interstate each year.

    7. WHAT will the new syllabuses look like? Section title slideSection title slide

    8. What will stay the same as current NSW syllabuses? Syllabus structure: Rationale Aims Objectives Outcomes Content Stage Statements Stage-based organisation Life Skills outcomes and content for Years 7-10 New syllabuses will retain features of current NSW syllabuses that are valued by teachers. Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.New syllabuses will retain features of current NSW syllabuses that are valued by teachers. Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.

    9. What will be different from current NSW syllabuses? Some Learning Area-specific changes in: content organisation. More detailed information is available in the companion presentations found on NSW CLIC’s Australian Curriculum website. Information about KLA specific changes can be found in the companion PowerPoint presentations for each KLA’s draft syllabus which are available on NSW CLIC’s Australian Curriculum website. <http://www.clic.det.nsw.edu.au/aust_curriculum> Links are included in later slides. Information about KLA specific changes can be found in the companion PowerPoint presentations for each KLA’s draft syllabus which are available on NSW CLIC’s Australian Curriculum website. <http://www.clic.det.nsw.edu.au/aust_curriculum> Links are included in later slides.

    10. Cross-curriculum areas The cross-curriculum areas: are embedded in the descriptions of content take account of the general capabilities and cross-curriculum priorities in the Australian Curriculum.

    11. Cross-curriculum areas Aboriginal and Torres Strait Islander Histories and Cultures [ATSI] Asia and Australia’s relationship with Asia [A] Civics and citizenship [CC] Critical and creative thinking [CCT] Difference and diversity [DD] Ethical understanding [EU] Information and communication technologies [ICT] Square brackets are used to indicate abbreviations. This is the format used in the draft syllabuses.Square brackets are used to indicate abbreviations. This is the format used in the draft syllabuses.

    12. Cross-curriculum areas Intercultural understanding [IU] Literacy [L] Numeracy [N] Personal and social competence [PSC] Sustainability and Environment [SE] Work and enterprise [WE]

    13. Cross-curriculum areas – example In this example from Science K-10 draft syllabus, the cross-curriculum areas Sustainability and Environment, Critical and Creative Thinking, Diversity and Difference and Civics and Citizenship are shown.In this example from Science K-10 draft syllabus, the cross-curriculum areas Sustainability and Environment, Critical and Creative Thinking, Diversity and Difference and Civics and Citizenship are shown.

    14. K – 10 Draft Syllabuses Section title slideSection title slide

    15. New syllabuses – Phase 1 The NSW Board of Studies is developing new syllabuses for NSW schools English K-10 Mathematics K-10 Science and Technology K-6 and Science 7-10 History K-10 The new syllabuses will retain many features familiar to and valued by NSW teachers.

    16. What will be different for each syllabus? Information about each NSW draft syllabus is available in a PowerPoint presentation on the NSW CLIC website Each presentation Outlines the key features of the draft syllabus Provides details for both K–6 and 7–10 Can be used for curriculum team discussions The syllabus presentations can be downloaded for later discussions from the NSW CLIC website http://clic.det.nsw.edu.au/aust_curriculum The following slides show a small sample of new aspects of each syllabus. For more detail, follow the links to the presentation for each learning area.The syllabus presentations can be downloaded for later discussions from the NSW CLIC website http://clic.det.nsw.edu.au/aust_curriculum The following slides show a small sample of new aspects of each syllabus. For more detail, follow the links to the presentation for each learning area.

    17. What is new in English K-10? ? K-6 Objectives and outcomes derive from the current 7-10 syllabus; intended as a means of linking the K-6 and 7-10 components of the syllabus Stronger focus on: viewing, representing and visual literacy multimodal texts comprehension strategies (Stages 2-3) the study of literature students creating own literary texts (Stages 2-3) New focus on: appreciation of the English language text requirements texts from different cultures, including Aboriginal and Torres Strait Islander and Asian texts Aboriginal and Torres Strait Islander cultural concepts supporting students for whom English is an additional dialect. The objectives and outcomes for K-6 derive from the current 7-10 syllabus. They provide a means of linking the K-6 and 7-10 components of the syllabus. The proposed K-6 outcomes work across the modes of reading, writing, speaking, listening, viewing and representing. Viewing is a term familiar to primary teachers (in Reading strand). Representing is a term used in the current 7-10 syllabus which refers to the composing of visual texts, e.g. a graphic, a film, a digital story, the visual elements of a play. The concept of representing is evident in the Writing strand in the current K-6 syllabus. There is a stronger focus on the modes of viewing and representing in the draft K-10 syllabus than in the current syllabuses. Example of Australian Curriculum content involving representing and visual literacy: Stage 1: Students construct texts that incorporate supporting images using software, including word processing programs. Modes = modes of communication = reading, writing, listening, speaking, viewing, representing. Multimodal texts are texts that use more than one mode to communicate, e.g. films, picture books, digital stories, websites, computer games. Example of Australian Curriculum content relating to multimodal texts: Stage 1: Students create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to audience and purpose. Example of Australian Curriculum content showing explicit focus on comprehension strategies: Stage 2: Students use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features. Examples of Australian Curriculum content showing the more explicit focus on the study of literature: Early Stage 1: Students share feelings and thoughts about the events and characters in texts Students recognise some different types of literary texts and identify some characteristic features of literary texts. Examples of Australian Curriculum content showing the more explicit focus on students creating their own literary texts: Stage 2: Students create literary texts that explore students’ own experiences and imagining Students create literary texts by developing storylines, characters and settings. Example of Australian Curriculum content with focus on building appreciation of the English language: Stage 2: Students understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages. Text requirements are a feature of the current 7-10 syllabus. The draft K-10 syllabus is proposing that Content and text requirements apply K-10. Content and text requirements for Early Stage 1 to Stage 3 specify the variety of texts that students must study in any given year, e.g. spoken texts, print texts, visual texts, media, multimedia and digital texts. They also specify the variety of experiences that should be given to students through the study of texts, e.g. ‘quality literature’ and factual and everyday texts, Australian literature, ATSI texts, Asian texts, texts about intercultural experiences, texts from other countries and times. Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s relationship with Asia are cross-curriculum areas in the draft K-10 syllabus. Content and text requirements for Early Stage 1 to Stage 3 specify that students must have experience of ATSI and Asian texts. ATSI texts include texts by Aboriginal composers, about Indigenous issues or any other matter, or texts about Aboriginal histories or cultures by non-Aboriginal composers. Asian texts include texts by Asian or Asian Australian composers, about Asia or any other matter, or texts about Asia by non-Asian composers. Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the ATSI cultural concepts of Country and Place, People, Culture and Identity. Students must also explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages. English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English. The ESL scales were designed to support teaching of EAL students. This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students. The objectives and outcomes for K-6 derive from the current 7-10 syllabus. They provide a means of linking the K-6 and 7-10 components of the syllabus. The proposed K-6 outcomes work across the modes of reading, writing, speaking, listening, viewing and representing. Viewing is a term familiar to primary teachers (in Reading strand). Representing is a term used in the current 7-10 syllabus which refers to the composing of visual texts, e.g. a graphic, a film, a digital story, the visual elements of a play. The concept of representing is evident in the Writing strand in the current K-6 syllabus. There is a stronger focus on the modes of viewing and representing in the draft K-10 syllabus than in the current syllabuses. Example of Australian Curriculum content involving representing and visual literacy: Stage 1: Students construct texts that incorporate supporting images using software, including word processing programs. Modes = modes of communication = reading, writing, listening, speaking, viewing, representing. Multimodal texts are texts that use more than one mode to communicate, e.g. films, picture books, digital stories, websites, computer games. Example of Australian Curriculum content relating to multimodal texts: Stage 1: Students create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to audience and purpose. Example of Australian Curriculum content showing explicit focus on comprehension strategies: Stage 2: Students use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features. Examples of Australian Curriculum content showing the more explicit focus on the study of literature: Early Stage 1: Students share feelings and thoughts about the events and characters in texts Students recognise some different types of literary texts and identify some characteristic features of literary texts. Examples of Australian Curriculum content showing the more explicit focus on students creating their own literary texts: Stage 2: Students create literary texts that explore students’ own experiences and imagining Students create literary texts by developing storylines, characters and settings. Example of Australian Curriculum content with focus on building appreciation of the English language: Stage 2: Students understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages. Text requirements are a feature of the current 7-10 syllabus. The draft K-10 syllabus is proposing that Content and text requirements apply K-10. Content and text requirements for Early Stage 1 to Stage 3 specify the variety of texts that students must study in any given year, e.g. spoken texts, print texts, visual texts, media, multimedia and digital texts. They also specify the variety of experiences that should be given to students through the study of texts, e.g. ‘quality literature’ and factual and everyday texts, Australian literature, ATSI texts, Asian texts, texts about intercultural experiences, texts from other countries and times. Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s relationship with Asia are cross-curriculum areas in the draft K-10 syllabus. Content and text requirements for Early Stage 1 to Stage 3 specify that students must have experience of ATSI and Asian texts. ATSI texts include texts by Aboriginal composers, about Indigenous issues or any other matter, or texts about Aboriginal histories or cultures by non-Aboriginal composers. Asian texts include texts by Asian or Asian Australian composers, about Asia or any other matter, or texts about Asia by non-Asian composers. Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the ATSI cultural concepts of Country and Place, People, Culture and Identity. Students must also explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages. English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English. The ESL scales were designed to support teaching of EAL students. This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students.

    18. What is new in English K-10? ? 7-10 Subtle but important changes in objectives and outcomes More explicit focus on: grammar complex forms of punctuation comprehension strategies. New focus on: consolidation of handwriting skills in Stage 4 conventions for citing and referencing spelling and word origins appreciation of the English language Asian texts Aboriginal and Torres Strait Islander cultural concepts EAD students. Objectives and outcomes have been have been reorganised and the number of outcomes reduced. The stem of the objectives statement and the second objective in the current 7-10 syllabus have swapped places in the draft K-10 syllabus. The eleven outcomes have been reduced to eight: The current outcomes 2 and 3 have been combined into outcome 3 in the draft K-10 syllabus The current outcomes 4 and 5 have been combined into outcome 4 in the draft K-10 syllabus The current outcome 1 has been split between outcomes 1 and 2 in the draft K-10 syllabus The current outcomes 6 and 7 have been added to outcome 1 in the draft K-10 syllabus The current outcomes 8, 9, 10 and 11 are largely intact as separate outcomes in the draft K-10 syllabus. Examples of Australian Curriculum content showing the more explicit focus on grammar: Stage 5: Students analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors design and craft texts Students understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of texts Students understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses. Examples of Australian Curriculum content showing the more explicit focus on complex forms of punctuation: Stage 4: Students understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts Students understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses. Example of Australian Curriculum content showing the more explicit focus on comprehension strategies: Stage 4: Students use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources Australian Curriculum content requiring consolidation of handwriting skills in Stage 4: Students consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods Australian Curriculum content focusing on citing and referencing in Stage 4: Students learn about conventions for citing others, and how to reference these in different ways Example of Australian Curriculum content showing the explicit focus on spelling and word origins: Stage 4: Students understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them. Examples of Australian Curriculum content with focus on building appreciation of the English language: Stage 4: Students understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return Students understand the ways language evolves to reflect a changing world, particularly in response to use of new technology for presenting texts and communicating Asia and Australia’s relationship with Asia is a cross-curriculum area in the draft English K-10 Syllabus. This cross-curriculum area requires an explicit focus on Asian texts, including texts from and about Asia and texts written by Asian Australians. There is some direct reference to Asian texts in content, e.g. Stage 5: Students learn to analyse literary texts created by and about a diverse range of Australian people, including Aboriginal people and people from Asian backgrounds, and consider the different ways these texts represent people, places and issues. Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the ATSI cultural concepts of Country and Place, People, Culture and Identity. Students also need to explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages. English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English. The ESL scales were designed to support teaching of EAL students. This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students.Objectives and outcomes have been have been reorganised and the number of outcomes reduced. The stem of the objectives statement and the second objective in the current 7-10 syllabus have swapped places in the draft K-10 syllabus. The eleven outcomes have been reduced to eight: The current outcomes 2 and 3 have been combined into outcome 3 in the draft K-10 syllabus The current outcomes 4 and 5 have been combined into outcome 4 in the draft K-10 syllabus The current outcome 1 has been split between outcomes 1 and 2 in the draft K-10 syllabus The current outcomes 6 and 7 have been added to outcome 1 in the draft K-10 syllabus The current outcomes 8, 9, 10 and 11 are largely intact as separate outcomes in the draft K-10 syllabus. Examples of Australian Curriculum content showing the more explicit focus on grammar: Stage 5: Students analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors design and craft texts Students understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of texts Students understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses. Examples of Australian Curriculum content showing the more explicit focus on complex forms of punctuation: Stage 4: Students understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts Students understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses. Example of Australian Curriculum content showing the more explicit focus on comprehension strategies: Stage 4: Students use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources Australian Curriculum content requiring consolidation of handwriting skills in Stage 4: Students consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods Australian Curriculum content focusing on citing and referencing in Stage 4: Students learn about conventions for citing others, and how to reference these in different ways Example of Australian Curriculum content showing the explicit focus on spelling and word origins: Stage 4: Students understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them. Examples of Australian Curriculum content with focus on building appreciation of the English language: Stage 4: Students understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return Students understand the ways language evolves to reflect a changing world, particularly in response to use of new technology for presenting texts and communicating Asia and Australia’s relationship with Asia is a cross-curriculum area in the draft English K-10 Syllabus. This cross-curriculum area requires an explicit focus on Asian texts, including texts from and about Asia and texts written by Asian Australians. There is some direct reference to Asian texts in content, e.g. Stage 5: Students learn to analyse literary texts created by and about a diverse range of Australian people, including Aboriginal people and people from Asian backgrounds, and consider the different ways these texts represent people, places and issues. Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the ATSI cultural concepts of Country and Place, People, Culture and Identity. Students also need to explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages. English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English. The ESL scales were designed to support teaching of EAL students. This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students.

    19. What is new in Mathematics K-10? ? K-6 The number of outcomes has been reduced from 81 to 44 this has been achieved by combining outcomes. Movement of Stage 4 content into Stage 3 Increased content expectations in Stage 2 Changes to Working Mathematically only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving). The absence of the ‘key ideas’ from the draft syllabus is another obvious difference that will impact on planning and programming, as well as assessing and reporting for some schools. The number of outcomes has been reduced from 81 to 44. This has been achieved by combining outcomes. For example, instead of separate outcomes for length, area, volume and capacity, and mass, that are in the current syllabus, these have been combined into a single outcome. Movement of Stage 4 content into Stage 3 (e.g. Comparing number systems from societies past and present, order of operations, Highest Common Factors / Lowest Common Multiples, Cartesian coordinate system, dot plots) Increased content expectations in Stage 2 (e.g. Solving a variety of problems with whole numbers of any size) Changes to Working Mathematically Only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).The absence of the ‘key ideas’ from the draft syllabus is another obvious difference that will impact on planning and programming, as well as assessing and reporting for some schools. The number of outcomes has been reduced from 81 to 44. This has been achieved by combining outcomes. For example, instead of separate outcomes for length, area, volume and capacity, and mass, that are in the current syllabus, these have been combined into a single outcome. Movement of Stage 4 content into Stage 3 (e.g. Comparing number systems from societies past and present, order of operations, Highest Common Factors / Lowest Common Multiples, Cartesian coordinate system, dot plots) Increased content expectations in Stage 2 (e.g. Solving a variety of problems with whole numbers of any size) Changes to Working Mathematically Only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).

    20. What is new in Mathematics K-10? ? 7-10 Some new content e.g. Venn diagrams Some movement of content Stage 5 content in Stage 4 e.g. graphing simple non-linear relationships Changes to Working Mathematically only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving). With the movement of content between Stage 4 and Stage 3, overall Stage 4 appears to have less content. Some new content (e.g. Venn diagrams) Some movement of content (e.g. Simple inequalities from PAS4.4 to 5.2; mean and standard deviation, interquartile range moved from 5.2 to 5.3; formal proofs of geometric relationships using congruent triangles moved from 5.3 to 5.2; volume of right pyramids, cones and spheres moved from 5.2 to 5.3) Stage 5 content in Stage 4 (e.g. Graphing simple non-linear relationships from 5.1) Changes to Working Mathematically Only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).With the movement of content between Stage 4 and Stage 3, overall Stage 4 appears to have less content. Some new content (e.g. Venn diagrams) Some movement of content (e.g. Simple inequalities from PAS4.4 to 5.2; mean and standard deviation, interquartile range moved from 5.2 to 5.3; formal proofs of geometric relationships using congruent triangles moved from 5.3 to 5.2; volume of right pyramids, cones and spheres moved from 5.2 to 5.3) Stage 5 content in Stage 4 (e.g. Graphing simple non-linear relationships from 5.1) Changes to Working Mathematically Only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).

    21. What is new in Science and Technology K-6 All syllabus content is now mandatory The Natural and Made Environment strands are to be taught actively through Working Scientifically and Working Technologically The Material World strand includes new content on properties of materials in Stage 3 that develops foundational understandings related to the later Chemical Sciences strand Stage 2 and 3 Working Technologically includes new content relating to use of “specialised tools, equipment and related techniques...” The Science and Technology K - 6 draft syllabus maintains relationships between science learning and technology learning. The Natural and Made Environment strands are to be taught actively through Working Scientifically and Working Technologically e.g. MW S2.4.2 (identifies that the physical properties of natural and processed materials influence their use) is to be taught through WT 2.2 (applying a design process and use of some specialised tools, equipment, materials and techniques to produce solutions that address specific design criteria)The Science and Technology K - 6 draft syllabus maintains relationships between science learning and technology learning. The Natural and Made Environment strands are to be taught actively through Working Scientifically and Working Technologically e.g. MW S2.4.2 (identifies that the physical properties of natural and processed materials influence their use) is to be taught through WT 2.2 (applying a design process and use of some specialised tools, equipment, materials and techniques to produce solutions that address specific design criteria)

    22. What is new in Science 7-10? The new structure comprises the following strands: Working Scientifically (process strand); Biological sciences; Chemical sciences; Earth and space sciences; Physical sciences. Prescribed Focus Areas replaced by Australian Curriculum Science as a Human Endeavour content and embedded in the above strands. The Domains from the previous syllabus are gone. The Working Scientifically strand is intended to be learned through inquiry processes and must be addressed as an integrated aspect of all programmed units of learning There is a significant amount of new content The content under the dot points must be taught as a block and cannot be split The term ‘fair test’ is maintained into stage 4 from previous stages Data loggers and digital technologies are now mandatory rather than suggested Examples of new content: Stage 4 investigate how Aboriginal and Torres Strait Islander knowledge is used to inform scientific decisions to care for Country and Place such as care of waterways or sustainable management of the environment investigate a contemporary issue in which science and/or technology have contributed to finding solutions, including identifying ethical considerations that may have been involved in the choices made to use the scientific advances such as immunisation, pasteurisation, stem cell research or organ transplantation discuss how scientific understanding has influenced the development of management practices in agriculture such as animal husbandry or crop cultivation investigate the application of a physical separation technique used in everyday situations or industrial processes, such as water filtering, sorting waste materials, extracting pigments or oils from plants, separating blood products or cleaning up oil spills describe examples to show how understanding and skills from across the disciplines of science are used in occupations related to the mining and processing of minerals in Australia propose reasons why society should support scientific research into the development of new materials obtained from living things and the air or Earth or oceans Stage 5 identify examples from the biological sciences where emerging science and technologies have generated new career opportunities, such as biomedical engineering, immunology, pharmacology, nuclear medicine or nanotechnology outline using examples to show how the needs of contemporary society have influenced the focus of scientific research in biotechnology identify that chemical reactions involve energy transfer and can be exothermic or endothermic compare combustion and respiration as processes which both release energy but occur at different rates use examples related to the Asia-Pacific region to show how some technological developments have increased scientific understanding of global patterns in continental movement and geological activity Data loggers and digital technologies are now mandatory rather than suggested (4.3, 5.3: Make and record observations and measurements accurately, using data loggers and digital technologies as appropriate)Examples of new content: Stage 4 investigate how Aboriginal and Torres Strait Islander knowledge is used to inform scientific decisions to care for Country and Place such as care of waterways or sustainable management of the environment investigate a contemporary issue in which science and/or technology have contributed to finding solutions, including identifying ethical considerations that may have been involved in the choices made to use the scientific advances such as immunisation, pasteurisation, stem cell research or organ transplantation discuss how scientific understanding has influenced the development of management practices in agriculture such as animal husbandry or crop cultivation investigate the application of a physical separation technique used in everyday situations or industrial processes, such as water filtering, sorting waste materials, extracting pigments or oils from plants, separating blood products or cleaning up oil spills describe examples to show how understanding and skills from across the disciplines of science are used in occupations related to the mining and processing of minerals in Australia propose reasons why society should support scientific research into the development of new materials obtained from living things and the air or Earth or oceans Stage 5 identify examples from the biological sciences where emerging science and technologies have generated new career opportunities, such as biomedical engineering, immunology, pharmacology, nuclear medicine or nanotechnology outline using examples to show how the needs of contemporary society have influenced the focus of scientific research in biotechnology identify that chemical reactions involve energy transfer and can be exothermic or endothermic compare combustion and respiration as processes which both release energy but occur at different rates use examples related to the Asia-Pacific region to show how some technological developments have increased scientific understanding of global patterns in continental movement and geological activity Data loggers and digital technologies are now mandatory rather than suggested (4.3, 5.3: Make and record observations and measurements accurately, using data loggers and digital technologies as appropriate)

    23. What is new in History K-6? K-6 2 strands: Knowledge and Understanding and Historical skills Use of key inquiry questions Teaching historical skills in context Some redistribution of content across Stages 1, 2 and 3 New content , e.g. Stage 2 - early traders and Aboriginal contact; Stage 3 - settlement patterns in the 1800s, migration to Australia A separate K-6 History syllabus from HSIE K-6 Knowledge and Understanding and Historical skills Strands The inclusion of historical skills is new. Key inquiry questions An inquiry question approach has often traditionally been included by teachers in their own planning and programming. Redistribution of content across Stages 1, 2 and 3 Some current Stage 1 content appears as examples in Stages 2 and 3. Aspects of exploration have now moved from Stage 3 to Stage 2. New content for Stages 2 and 3 Includes: the settlement of colonies around Australia, specific research requirements. A separate K-6 History syllabus from HSIE K-6 History K-6 is described as a separate syllabus from the existing HSIE K-6 syllabus. Knowledge and Understanding and Historical skills Strands The inclusion of historical skills is new. Key inquiry questions An inquiry question approach has often traditionally been included by teachers in their own planning and programming. Redistribution of content across Stages 1, 2 and 3 Some current Stage 1 content appears as examples in Stages 2 and 3. Aspects of exploration have now moved from Stage 3 to Stage 2. New content for Stages 2 and 3 Includes: the settlement of colonies around Australia, specific research requirements. A separate K-6 History syllabus from HSIE K-6 History K-6 is described as a separate syllabus from the existing HSIE K-6 syllabus.

    24. What is new in History 7-10? 7-10 Time allocations remain the same Incorporates an overview and depth studies approach - the overview may be integrated into the depth studies Redistribution of content and the inclusion of some aspects of Elective History Inclusion of new topics that support studies of Asia and the Pacific region, particularly in Stage 4 Stage 5 explores the making of the modern world from 1750 and explores Australia in a global context Site studies are included in both Stages 4 and 5. Each stage of the history syllabus is allocated 100 hours. Overview content (10%) and three depth studies (30% each) have up to three options available. The overview may be integrated into the teaching of the depth studies. Redistribution of content and the inclusion of some aspects of Elective History. Examples include: Vietnam War is no longer a separate topic, with related content now included in Popular culture and Migration Experiences. Stage 4 Societies and Civilisations of the Past in the current syllabus includes options that have now been distributed across some of the depth studies for stages 4 and 5. Inclusion of new topics that support studies of Asia and the Pacific region particularly in Stage 4 such as The Asia – Pacific World and Expanding contacts. Stage 5 explores the making of the modern world from 1750 and explores Australia in a global context, e.g. Making a Better World? and The globalising world. Each stage of the history syllabus is allocated 100 hours. Overview content (10%) and three depth studies (30% each) have up to three options available. The overview may be integrated into the teaching of the depth studies. Redistribution of content and the inclusion of some aspects of Elective History. Examples include: Vietnam War is no longer a separate topic, with related content now included in Popular culture and Migration Experiences. Stage 4 Societies and Civilisations of the Past in the current syllabus includes options that have now been distributed across some of the depth studies for stages 4 and 5. Inclusion of new topics that support studies of Asia and the Pacific region particularly in Stage 4 such as The Asia – Pacific World and Expanding contacts. Stage 5 explores the making of the modern world from 1750 and explores Australia in a global context, e.g. Making a Better World? and The globalising world.

    25. Activity 2 Exploring the syllabuses What features of the new syllabuses support quality teaching in each learning area? How will you need to modify your teaching and learning programs? How will teaching and learning change in each learning area? Section title slide The draft syllabuses can be found on the Board of Studies website. Explore the CLIC Australian Curriculum website to familiarise participants with its contents. Locate and select the link on the CLIC website to the draft syllabus documents for English K-10, Mathematics K-10, History K-10, Science and Technology K-6 and Science 7-10 on the Consultation on draft syllabuses page <http://clic.det.nsw.edu.au/aust_curriculum/consult.htm> Activity Outline: In small groups, or individually, explore the draft NSW syllabuses and discuss ways in which: the new syllabuses support best practice in each learning area (e.g. The Quality Teaching Framework) your teaching and learning programs may or may not need to be modified teaching and learning will change.Section title slide The draft syllabuses can be found on the Board of Studies website. Explore the CLIC Australian Curriculum website to familiarise participants with its contents. Locate and select the link on the CLIC website to the draft syllabus documents for English K-10, Mathematics K-10, History K-10, Science and Technology K-6 and Science 7-10 on the Consultation on draft syllabuses page <http://clic.det.nsw.edu.au/aust_curriculum/consult.htm> Activity Outline: In small groups, or individually, explore the draft NSW syllabuses and discuss ways in which: the new syllabuses support best practice in each learning area (e.g. The Quality Teaching Framework) your teaching and learning programs may or may not need to be modified teaching and learning will change.

    26. HOW will teachers and schools be supported? Section title slide Section title slide

    27. Support for schools Initial syllabus support materials will be provided by the Board of Studies as part of the syllabus release. The Department of Education and Communities will support syllabus implementation in public schools with professional learning, together with teaching and learning resources that provide: leadership support for principals subject/stage support for curriculum leaders and classroom teachers. Professional learning opportunities will be promoted by regions to assist Principals, school executive and teachers implement the new syllabuses. Additional materials will be made available on the Curriculum and Learning Innovation Centre (CLIC) website http://clic.det.nsw.edu.au/aust_curriculum Professional learning opportunities will be promoted by regions to assist Principals, school executive and teachers implement the new syllabuses. Additional materials will be made available on the Curriculum and Learning Innovation Centre (CLIC) website http://clic.det.nsw.edu.au/aust_curriculum

    28. Support for schools Focus areas for support will include: curriculum leadership syllabus change quality teaching and quality assessment. By 2014, schools will be responsible for ensuring : teaching programs, units of learning, teaching and learning resources and assessment tasks are consistent with the requirements of the new syllabuses teachers are able to effectively implement the new syllabuses, including the aligning of planning and programming with principles and processes for quality teaching and quality assessment access for the full range of students.By 2014, schools will be responsible for ensuring : teaching programs, units of learning, teaching and learning resources and assessment tasks are consistent with the requirements of the new syllabuses teachers are able to effectively implement the new syllabuses, including the aligning of planning and programming with principles and processes for quality teaching and quality assessment access for the full range of students.

    29. Activity 3 – Reflection What have you learnt? What more do you need to know? Section title slide Reflection on Activity 1 Each participant: reviews their post-it note responses from Activity 1 reflects on whether the responses have been answered during the presentation moves any answered responses from the ‘What do you need to know?’ group to the ‘What do you know?’ group. Reflect on and discuss what needs to be followed up in future activities. Identify how the answers to any remaining responses in the ‘What do you need to know?’ group will be obtained.Section title slide Reflection on Activity 1 Each participant: reviews their post-it note responses from Activity 1 reflects on whether the responses have been answered during the presentation moves any answered responses from the ‘What do you need to know?’ group to the ‘What do you know?’ group. Reflect on and discuss what needs to be followed up in future activities. Identify how the answers to any remaining responses in the ‘What do you need to know?’ group will be obtained.

    30. WHERE to from here? Section title slideSection title slide

    31. Planning Include preparation for implementation in school plans. Collaborate with colleagues in your own and other schools through learning areas, cross-curriculum areas and stages of learning.

    32. Senior secondary curriculum ACARA has indicated that further work to develop senior secondary courses in English, Mathematics, Science and History is being undertaken in 2011, with draft documents to be available for consultation in 2012. Until further notice NSW teachers are to continue teaching current NSW syllabuses for senior secondary courses. NSW implementation timelines for the senior secondary curriculum are yet to be determined. NSW implementation timelines for the senior secondary curriculum are yet to be determined.

    33. Australian Curriculum development: Phase 2 Information on curriculum development and timelines can be found on the ACARA website for Geography Languages The Arts The NSW Board of Studies will incorporate the Australian Curriculum in these areas when developing the NSW syllabuses. Scroll down ACARA website pages to see development timelines.Scroll down ACARA website pages to see development timelines.

    34. See the ACARA website for information on other learning areas including Health and Physical Education Technologies (including information and communication technology and design and technology) Business/Economics Civics and Citizenship The NSW Board of Studies will incorporate the Australian Curriculum in these areas when developing the NSW syllabuses. Follow the ACARA website pages <http://www.acara.edu.au/curriculum/phase_3_-_the_australian_curriculum.html> for development on these learning areas.Follow the ACARA website pages <http://www.acara.edu.au/curriculum/phase_3_-_the_australian_curriculum.html> for development on these learning areas.

    35. Need more information? Section title slide Section title slide

    36. Resources CLIC’s Australian Curriculum website NSW Board of Studies website The Australian Curriculum in NSW public schools website: http://clic.det.nsw.edu.au/aust_curriculum NSW Board of Studies website: <http://www.boardofstudies.nsw.edu.au/australian-curriculum> The Australian Curriculum in NSW public schools website:http://clic.det.nsw.edu.au/aust_curriculum NSW Board of Studies website: <http://www.boardofstudies.nsw.edu.au/australian-curriculum>

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