Australian Curriculum Powerpoint

Report
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?........Timeline
 Primary
MATHEMATICS
SCIENCE &
TECHNOLOGY
HISTORY
2013
Familiarisation and
Planning
ENGLISH
Syllabus development
2011-2012
2014
2015
2016
K-6
Optional
K-6
Optional
K-6
Optional
K-6
Timeline
 Secondary
MATHEMATICS
SCIENCE &
TECHNOLOGY
HISTORY
2013
Familiarisation and
Planning
ENGLISH
Syllabus development
2011-2012
2014
2015
7&9
8 & 10
7&9
8 & 10
7&9
8 & 10
7&9
8 & 10
What?
Scope &
Sequence
Assessment
Syllabus
Each of these
curriculum
elements are
linked
Resources
Program
English
 Old Syllabus
In Stage 4
Fiction
at least two works
Poetry
a wide range of types of poems
Film, or film on video or DVD
at least two works
Nonfiction
at least two works
Drama
at least two works
Can you
notice much
difference?
None!
 New Syllabus
In Stage 4
Fiction
at least two works
Poetry
a wide range of types of poems
Film
at least two works
Nonfiction
at least two works
Drama
at least two works
English
 Old Syllabus
In Stage 5
Fiction
at least two works
Poetry
a variety drawn from different anthologies and/or study
of one or two poets
Film, or film on video or DVD
at least two works
Nonfiction
at least two works
Drama
at least two works
 New Syllabus
Can you
notice much
difference?
None!
In Stage 5
Fiction
at least two works
Poetry
variety drawn from different anthologies and/or study
of one or two poets
Film
at least two works
Nonfiction
at least two works
Drama
at least two works
What is new then?
Old
The 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.
Types of texts
New
Across 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.
What is new then?
Old
New
Through 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.
Through 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 English
OBJECTIVES
What is new then?
Let’s look at Objective 1and A as an example:
Old
New

EN4-1A 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)
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’)
OUTCOMES and
CONTENT
Are their similarities?
Lots!
Are their differences?
Lots!
What are the similarities and
differences in a nutshell?
Similarities
Students 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.
Differences
Content 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 texts
NEW:
http://syllabus.bos.nsw.ed
u.au/assets/global/files/en
glish-k10-suggestedtexts.pdf
Cross Curriculum Priorities
Cross-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
curriculum
areas are
embedded in
the content
and
indicated 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 8
 Create a Scope and Sequence for Stage 5 – Year 9 and 10
In creating S&Ss be mindful of:
 available resources
 teacher interest and knowledge
 what we already teach and do well
 possible 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
curriculum
 Look 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 programs
 Link 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
resources
 This will require reading and review of programs and
texts
 Share insights and ideas

similar documents