Transcript Click here to the briefing powerpoint.

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
• General capabilities and cross curriculum priorities (known
as Learning across the curriculum)
• Stage statements summarise expected learning as a result
of achieving outcomes
English
Mathematics
Volume 1: K – 6
Volume 1: K – 6
Volume 2: 7 – 10
Volume 2: 7 – 10
New K-10
Syllabuses
Science
History
Volume 1: K-6 Science
and Technology
Volume1: K – 6
Volume 2: 7 - 10
Volume 2: 7 – 10
Interactive online syllabus
http://www.syllabus.bos.nsw.edu.au
Navigate each syllabus by:
• links on the home page
• left hand navigation
• breadcrumb trail
• Reduce the view by closing the subjects
you do not wish to see
• Note outcomes coding
Look at multiple subjects from a stage
perspective by content, outcomes or
stage statements
Stage statements can be
viewed by stage and by subject
Subject entry page contains:
• initial navigation to syllabus
• links to support materials
• messages
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
• 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
Consistent coding of
• outcomes
• learning across the curriculum
content
• Australian curriculum content
descriptions
• Australian curriculum coding
• General Capabilities
• Cross Curriculum Priorities
In the Mathematics syllabus
equations and diagrams expand
when you click on them. All can
be downloaded individually.
Glossary
English
• Continuum of learning strengthened eg
common objectives and consistent
terminology
• Key processes organise content and are
common throughout
• Text requirements included K─10, for the
first time in K – 6
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
English 7 – 10
• Fewer outcomes 7-10
• Explicit content related to the teaching of
grammar
• Text requirements enhanced
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
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
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
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
Science K – 10
• Values and attitudes outcomes
• Emphasis on Science inquiry
• Context
- relevant to student
- nature, development, use, influence
• Organisation of content
Science and Technology K – 6
• Continuum
- K-10 Science
- K-8 Technology
• Material World substrand
• Integration of Science and Technology
Science 7 – 10
• Simplified Knowledge/Understanding
strand
• Skill content specific to each stage
• Practical experiences
- 50% allocated course time
- Student Research Project
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?’
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 eg
Vietnam War , the Holocaust
• current History Elective unaffected
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
Support Materials
• Additional support materials December
2012
– sample scope and sequence
– advice about programming
– sample units of work
– further advice on assessment
Additional support materials
Guides
Assessment
Programming
Home
English
Mathematics
Science
History
Subjects guides
Advice on
assessment
Planning
programming
English
Guide
Mathematics
Guide
Science
Guide
History
Guide
Schools' guides
K–6 assessment
strategies
Differentiated
programming
Assessment
Assessment
Assessment
Assessment
Parents' guides
7–10 assessment
strategies
Designing
programming
Advice on
assessment
Advice on
assessment
Advice on
assessment
Advice on
assessment
7–10
assessment
strategies
7–10
assessment
strategies
7–10
assessment
strategies
7–10
assessment
strategies
Programming
Programming
Programming
Programming
Sample scope
and sequence
Sample scope
and sequence
Sample scope
and sequence
Sample scope
and sequence
Sample units
of work
Sample units
of work
Sample units
of work
Sample units
of work
Effective feedback
Recording feedback
Sample assessment
for learning
activities
Sample templates
Sharing intentions
Integration of ICT
Advice on scope and
sequence
Sample scope and
sequence
Programming units
of work
Sample units of
work
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
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)
Implementation Schedule
K-6
English
Mathematics
Science and
History
Technology
2014
K-6
2015
Optional
Optional
K-6
K-6
2016
Optional
K-6
7-10
English
Mathematics
Science
History
2014
7&9
7&9
7&9
7&9
2015
8 & 10
8 & 10
8 & 10
8 & 10
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)
Opportunities for involvement
• Register of writers
• Collection of work samples
Contact Details
Paul Hewitt
Director, Curriculum and Assessment Directorate
Ph (02) 9367 8232
[email protected]
Howard Kennedy
Assistant Director, National Programs
Ph (02) 9367 8313
[email protected]
www.boardofstudies.nsw.edu.au