AUSTRALIAN CURRICULUM
Where do we start?What do we have to do?
What have we got?The NSW Board of Studies has developed new syllabuses for English K-10 Mathematics K-10 Science and Technology K-6 and Science 7-10 History K-10
NSW school teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW
Note…..BOS – write syllabuses, they don’t
implement.We implement!
What does that mean for us?WHEN….WHAT….HOW….WHO
When?........TimelinePrimary 2011-2012 2013 2014 2015 2016
ENGLISH
Sylla
bus d
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Fam
iliar
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on a
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Plan
ning
K-6
MATHEMATICS Optional K-6
SCIENCE & TECHNOLOGY
Optional K-6
HISTORY Optional K-6
TimelineSecondary 2011-2012 2013 2014 2015
ENGLISH
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Fam
iliar
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d Pl
anni
ng
7 & 9 8 & 10
MATHEMATICS 7 & 9 8 & 10
SCIENCE & TECHNOLOGY
7 & 9 8 & 10
HISTORY 7 & 9 8 & 10
What?
Syllabus
Scope & Sequence
Program
Resources
Assessment
Each of these curriculum elements are linked
EnglishOld Syllabus
New Syllabus
In Stage 4Fiction at least two worksPoetry a wide range of types of poemsFilm, or film on video or DVD at least two works
Nonfiction at least two worksDrama at least two works
In Stage 4Fiction at least two worksPoetry a wide range of types of poemsFilm at least two worksNonfiction at least two worksDrama at least two works
Can you notice much difference?
None!
EnglishOld Syllabus
New Syllabus
In Stage 5Fiction at least two worksPoetry a variety drawn from different anthologies and/or
study of one or two poetsFilm, or film on video or DVD at least two worksNonfiction at least two works
Drama at least two works
In Stage 5Fiction at least two worksPoetry variety drawn from different anthologies and/or study
of one or two poetsFilm at least two worksNonfiction at least two worksDrama at least two works
Can you notice much difference?
None!
What is new then?OldThe selection of texts must give students experience of: a widely defined Australian literature and
other Australian texts including those that give insight into Aboriginal experiences and multicultural experiences in Australia
literature from other countries and times Shakespearean drama cultural heritages, popular cultures and
youth cultures picture books everyday and workplace texts a range of social, gender and cultural
perspectives.
NewAcross the stage, the selection of texts must give students experience of: texts which are widely regarded as quality literature a widely defined Australian literature, including texts that
give insights into Aboriginal experiences in Australia a wide range of literary texts from other countries and
times, including poetry, drama scripts, prose fiction and picture books
texts written about intercultural experiences texts that provide insights about the peoples and
cultures of Asia Shakespearean drama everyday and workplace texts a wide range of cultural, social and gender
perspectives, popular and youth cultures texts that include aspects of environmental and social
sustainability nonfiction, picture books, graphic novels an appropriate range of digital texts, including film,
media and multimedia.Types of texts
What is new then?OldThrough responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to: speak, listen, read, write, view and
represent use language and communicate
appropriately and effectively think in ways that are imaginative,
interpretive and critical express themselves and their
relationships with others and the world learn and reflect on their learning
through their study of English.
NewThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to:A. communicate through speaking,
listening, reading, writing, viewing and representing
B. use language to shape and make meaning according to purpose, audience and context
C. think in ways that are imaginative, creative, interpretive and critical
D. express themselves and their relationships with others and their world
E. learn and reflect on their learning through their study of EnglishOBJECTIVES
What is new then? Let’s look at Objective 1and A as an example:
Old Outcome 1: A student responds to and
composes texts for understanding, interpretation, critical analysis and pleasure (20 ‘Learn to’s and abouts’)
Outcome 2: A student uses a range of processes for responding to and composing texts
(15 ‘Learn to’s and abouts’) Outcome 3: A student responds to and
composes texts in different technologies (11 ‘Learn to’s and abouts’)
NewEN4-1A learn and reflect on their learning through their study of English (19 content points)EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies (18 content points)
Are their similarities?Lots!
Are their differences?Lots!OUTCOMES and
CONTENT
What are the similarities and differences in a nutshell?
SimilaritiesStudents will continue to: be actively engaged in learning
about language by using language in a range of contexts to shape and make meaning
respond to and compose texts throughout their study of English
study a range of different types of texts in each stage
reflect on and develop their individual and collaborative skills.
DifferencesContent is organised by key processes, such as: engage personally with texts develop and apply contextual
knowledge understand and apply knowledge
of language forms and features respond to and compose texts.Students experience texts that provide: insights about the peoples and
cultures of Asia aspects of environmental and
social sustainability.
Suggested textsNEW:http://syllabus.bos.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf
Cross Curriculum PrioritiesCross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face. The cross-curriculum priorities are: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century. The general capabilities are: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability
The Board's syllabuses include other areas identified as important learning for all students: Civics and citizenship Difference and diversity Work and enterprise
Cross curriculumareas areembedded inthe content andindicated by the relevant symbols
The BOS has made this easier!
So where to from here? What do we do?Step 1 – Ask some questions:What do we have to teach? What do we want to
teach?What should be in the Scope & Sequence? How
different will it be from our current S&S?What resources do we have?What new resources are available?What new resources do we need to get for us -
teachers and students?
So where to from here? What do we do?Step 2 – Create a Scope and Sequence:Since the National Curriculum is a continuum of learning
effective planning will involve a S&S for each stage year.Create a scope and Sequence for Stage 4 – Years 7 and 8Create a Scope and Sequence for Stage 5 – Year 9 and 10
In creating S&Ss be mindful of:available resourcesteacher interest and knowledgewhat we already teach and do wellpossible rich assessment tasks
So where to from here? What do we do?Step 3 – Write the relevant program documents:Rework existing programs that we want to continue to use
to address the content areas of the national curriculumLook at what is already out there in relation to:
new units of work and programs…eg what's on Edekit, can we request units to be written?
scaffolds?BOS Programming Tool?
Link resources to our programsLink assessment to our programs
What do we do?www.edekit.com.au
https://pb.bos.nsw.edu.au/
Check these out!
So where to from here? What do we do?Step 4 – Become familiar with the content and resourcesThis will require reading and review of programs and
textsShare insights and ideas
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