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