The New NSW Syllabuses 3
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Transcript of The New NSW Syllabuses 3
The new NSW syllabusesA brief introduction for teachers across the Broken Bay Diocesan School System
The timeline in Broken Bay
2013: prepare for English and Mathematics
2014: implement English and Mathematics; prepare for Science & Technology
2015: implement Science & Technology; prepare for History*
2016: implement History* Schools may choose to implement History in 2015
Intro from the NSW BOS
http://syllabus.bos.nsw.edu.au/support-materials/schools-guides/ Advice: don’t be confused about
Australian Curriculum v. NSW syllabuses. Our syllabuses have been developed by the NSW BOS to incorporate the Australian Curriculum content. You will be teaching to the NSW syllabuses developed by the NSW BOS.
NSW syllabusesThe new NSW syllabuses:include agreed Aust. Curriculum contenthave outcomes and stage statements
underpinned by Australian Curriculum Achievement Standards
are developed within a vision for education (N.B. K-10 Curriculum Framework; Melbourne Declaration)
Advice: the syllabuses are designed to ensure quality education for every student in NSW. To achieve this goal, they include and then go beyond the Australian Curriculum content developed by ACARA.
Curriculum design features
Organised into Stages (not years)Syllabuses have objectives and
outcomesStage Statements summarise
knowledge, skills, understanding, values, attitudes developed within a stage
Developed to align with recommended hours (no change to recommendations)
Syllabus specific glossariesLearning across the Curriculum
Learning across the curriculum
Includes cross-curriculum priorities + general capabilities + 3 other areas identified as important learning (listed on p. 9 of English)
This content assists students to achieve broad learning outcomes defined in K-10 Curriculum Framework and Melbourne Declaration
Content is already embedded in syllabuses. Icons indicate where, but mapping is not exhaustive.
Advice: you don’t have to “add in” or map Learning across the Curriculum. It is already embedded.
English As a way into the new syllabus, it is
helpful to compare it with what you already know: the current syllabus
“What is similar? What is different?” (page 4) summarises some of the differences
Advice: the new English syllabus is substantially different to the current in its organisation and emphases. Discuss the changes. What are the implications for you in your classroom?
English (the rationale)The Rationale paints the “big picture” intent of the
syllabus (see p. 13)Advice: It is easy to overlook the Rationale and go
straight to the content. But it’s really important to engage with the purpose and intent of the new syllabus so that we understand the bigger picture of the curriculum. The following will help you to engage with the Rationale:◦What do you already know? Identify key familiar
terms.◦What’s new? Identify unfamiliar terms. What are the
origins of the new terms and the underpinning ideas?◦Highlight a phrase or sentence that stands out to
you. Why?◦List 3-4 key messages from the rationale. How will
they impact on classroom teaching?
English (organisation)The content has a particular
organisation (p.24) This organisation is explained
(p.25) The following table links the
“organisation of content” diagram and the use of terminology:
Advice: understanding the “organisation of content” is important. The following will help you engage with the conceptual framework:• How is the rationale “lived out” in the
organisation of content?• At the centre of the framework is “making
meaning through language”. For you, is this at the heart of a study of English?
• The Australian Curriculum identified the importance of language, literature and literacy. Where are these three emphasised?
• How might you integrate the Catholic Worldview into the Values and Attitudes?
English (requirements)Content and text requirements are
outlined on p. 26 Advice: Text requirements are aligned
to the new emphasis on literature. ◦How is Learning across the Curriculum reflected in the text requirements?
◦What are the implications for resourcing?
◦What do we mean by “Quality literature”?
Mathematics (rationale)Read the Rationale (p. 10) Thinking: The Rationale argues that
Mathematics is important, the K-10 syllabus is important and quality pedagogy in Maths is important. ◦How does the Rationale support each argument?
◦Do you disagree with anything in the Rationale?
◦What do you agree with most strongly?
Mathematics (organisation)
Organisation of content is presented (p35)
Working Mathematically is at the centre: it describes “the thinking and doing” of Maths
Three strands and multiple sub-strands are then identified
Advice: Given the continuum of learning, it is important to have an understanding of Stage 4 as well as ES1- Stage 3.
At the Cluster SDDs and during semester two, we will…
Explore each syllabus in greater depth and in the context of the Catholic Worldview
Become familiar with the coding, icons and terminology used
Unpack the aims, objectives, outcomes and stage statements
Discuss ways in which students’ diverse learning needs can be met
Examine how the eSyllabus is navigatedExplore the BOS support materials and other high
quality resourcesPut our new learning into practice and deepen our
understanding by developing learning sequences