Australian Curriculum Update

English Mathematics Science (K-6 Science & Tech) History New K-10 Syllabuses

NSW K-10 Syllabuses format Organised in Stages Outcomes provide more direction Expectations around content made more explicit Australian curriculum coding General capabilities and cross curriculum priorities Stage statements summarise expected learning as a result of achieving outcomes

English Text requirements for K-6 Continuum reflecting modes and a more integrated view Literacy development is apparent in 7-10 Explicit learning in relation to grammar, spelling

Mathematics Stronger emphasis on statistics and probability New topics K-6 order of operations Cartesian plane in four quadrants dot plots. New material in 7-10 transformations on the Cartesian plane Venn diagrams bivariate data analysis (Stages 5.2/5.3).

Science Greater links K-6 Science & Tech and 7-10 Science Clarifies working technologically and how to work with materials Increased emphasis on Scientific Inquiry skills K-6 Integration of Science as a Human Endeavour

History Historical Skills and Concepts for K-6 Overview and Depth Study approach New topics such as: Stage 3: Migration Stage 4: Ottoman empire, Mongol expansion, Polynesian expansion and Angkor/Khmer empire Stage 5: Industrial Revolution, Asia and the world, the Environmental movement. Flexibility to develop a local depth study

Support Materials Initial support materials September 2012 guide to the new syllabus and initial advice on assessment Additional support materials December 2012 scope and sequence models advice about programming sample units of work further advice on assessment

Timeline 26 June 2012 Revised draft syllabuses endorsed by Board of Studies September 2012 Publication of K-10 syllabuses Publication of initial support material December 2012 Release of further support material 2013 Schools will have at least 12 months to work with the new syllabuses prior to implementation Tips Thinks about: Who are you speaking to? Why are you speaking to them? What do you want them to do as a result? If you don’t have clear answers to these three questions, why are you presenting? Depending on the occasion, it may be useful to use the answers to these three questions as your first slide – it can help set the scene and show the audience you know who they are, why you’re there, and what is expected from them. You can come back to this in conclusion. 9

Implementation Schedule 3/04/2019 Implementation Schedule K-6 English Maths Science & Tech History 2014 Optional 2015 2016 7-10 English Maths Science History 2014 7 & 9 2015 8 & 10

3/04/2019 eSyllabus

3/04/2019 Interactive Online Syllabuses 1. New format for syllabuses 2. Allows you to do things differently – gives you flexibility in how you use a syllabus

Subject entry page contains: Initial navigation to syllabus 3/04/2019 Subject entry page contains: Initial navigation to syllabus Link to support Messages English KLA – left hand navigation Home Page Different sections include blurb about the syllabus, consultation links, syllabus link, supporting students with special education needs, communication tools.

Content organisers can be viewed in a continuum 3/04/2019 Content organisers can be viewed in a continuum Use arrows to tab to next stage Click on organiser to go to related outcomes Grid system to organise content ‘swishable’ with arrows Click on ‘content group’ to access outcomes and content.

View the outcomes that relate to the content organisers 3/04/2019 English 4 interfaces to access content This one features content ES1- S3 organised by modes. View the outcomes that relate to the content organisers Click on selected outcomes to go to detailed content

3/04/2019 Content in K-6 organised in grids for the 4 Phase 1 Learning Areas on one webpage Useful for integrating units of work Easy to access all content for a stage AND – You can click the little minus icon to hide any of the columns! Look at multiple subjects from a stage perspective by content, outcomes or stage statements

Reduce the view by closing the subjects you do not wish to see 3/04/2019 Outcomes in K-6 organised in grids for the 4 Phase 1 Learning Areas Useful for integrating units of work Easy to access all outcomes for a stage AND – Again you can click the little minus icon to hide any of the columns! Reduce the view by closing the subjects you do not wish to see Note outcomes coding

Syllabus entry page gives navigation options 3/04/2019 Syllabus entry page gives navigation options Special education needs and Life Skills is equally accessible as other parts of syllabus There will be additional links to support material Mathematics Home Page Content also organised by strands As in all syllabuses outcomes progression include Life Skills

S4 & 5 have Life Skills links 3/04/2019 Outcomes coded S4 & 5 have Life Skills links Australian Curriculum coding General Capabilities Cross Curriculum Priorities Filtering facilities Mathematics sample web page For all syllabuses Outcomes are coded (I have highlighted in yellow to show you clearly where they are) ACARA content descriptions (outlined in blue by me) Learning Across the Curriculum content – embedded in the syllabus content – represented by icons – scroll over identifies their names eg: ICT, Literacy (outlined in red by me)

Diagrams and Equations expand 3/04/2019 Diagrams and Equations expand Mathematics sample web page Equations and diagrams expand when you click on them. All can be downloaded individually. Glossary Terms hyperlinked

3/04/2019 Syllabus document Another way to access the syllabus document in the same sequence you would find in the print version. If you read your syllabus like a book there is a traditional navigation layout

LS outcomes connected to Stage 4 and 5 sequence 3/04/2019 Outcomes grid Can view the outcomes in stage before and after the stage you teach. A range of ways to help teachers with mainstream and Life Skills (LS) students in same class LS outcomes connected to Stage 4 and 5 sequence

3/04/2019 Programming Tool

Two main paths/workflows Plans and programs Personalise unit of work template Outcome sorting tool Two main paths/workflows Plans and programs includes scope and sequences, as well as units of work for a class or year group. can be thought of as folders to organise programming Units of work Individual units of work, might be a topic in Mathematics or an integrated unit in primary We want two workflows because: In programming generally, most schools start with a scope and sequence When the syllabus and this tool is first launched, it’s quite likely teachers won’t be making full plans and programs, they might want to go in and have a play around, make a sample unit of work to engage with the material Some teachers might never do a scope and sequence themselves and we don’t want to force them down that path Some other tools on this page are: Outcome sorting tool: the overwhelming thing teachers asked us for at our focus groups was “and can you tell me if we’ve missed something” A teacher’s plan and program is usually over one year, but outcomes are over a stage. This tool will let teachers/head teachers/directors of studies to quickly sort outcomes into two lists for checking. Also a good tool at the planning level, which can then be printed out and handed to teachers when they do their scope and sequence plans Personalise unit of work template: I’ll talk about this later when we get to units of work, but pretty much when we ask teachers what their unit of work looks like, no two teachers seem able to agree. Units of work are very personal, sometimes to a teacher, school or diocese, but we’ve got to be very careful about what ideas of pedagogy we embed into this tool. It’s never going to be pedagogically neutral so we have to give teachers flexibility Two main paths / workflows

Term dates default to government term dates Free text box Free text box to name your program. Inserting a stage is optional to accommodate for cross stage classes Term lengths default to government term dates but these can be changed later. Optional

Create a new scope and sequence 1. Create a new scope and sequence Secondary teachers generally plan single streams or KLAs. Primary teachers sometimes do this (for example in Maths) but we also integrate a lot to deal with a crowded curriculum and to make learning meaningful. Feedback from primary teachers has been that they need to have the option of planning multiple KLAs at one. 2. Pick a scope and sequence format

3/04/2019 Mathematics K-6

Implementing the Australian Curriculum in NSW Consultation on draft syllabuses: 1. August/September 2011 2. March/April 2012 including the online version http://draftsyllabuses.bos.nsw.edu.au/ Feedback and recommended changes

What changed from version 1 to version 2 for K-10? Syllabus element Changes Outcomes Additional outcomes included to align one outcome to each substrand in each Stage. Outcomes now coded. Organisation of content One additional component of Working Mathematically – Communicating – has been included. Strand overviews developed and included. Descriptions for Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability included. Outcomes Additional outcomes have been included to align one outcome to each substrand in each Stage. The outcomes have been coded. Organisation of content One additional component of Working Mathematically –Communicating –has been included. The strands/substrands diagram has been amended to accommodate revised components of Working Mathematically. Strand overviews have been developed and included. Descriptions for learning across the curriculum areas have been strengthened, and descriptions for Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability have been included.

What changed from version 1 to version 2 for K-10? Syllabus element Changes Stage outcomes Continuum of learning amended Stage statements Australian curriculum achievement standards included Assessment Revised for consistency Glossary Will be included in syllabus materials Stage outcomes The continuum of learning has been amended to reflect the changes in outcomes from Early Stage 1 to Stage 5. Stage statements The stage statements have been amended to include the Australian curriculum achievement standards. Assessment The generic text for Assessment and Reporting has been revised for consistency. Glossary A glossary will be included in the further development of the syllabus materials.

What changed from version 1 to version 2 for K-6? Syllabus element Changes Content for Early Stage1 to Stage 3 Communicating tagged as a Working Mathematically component to align with the appropriate outcome Sequence of content for ES1 to S3 reviewed to improve the continuum of learning The language of the content has been revised. The Background Information and Language sections have been updated. Content for Early Stage1 to Stage 3 Communicating has been tagged as a Working Mathematically component to align with the appropriate outcome The sequence of content for ES1 to S3 has been reviewed to improve the continuum of learning. The language of the content has been revised. The Background Information and Language sections have been updated.

What's changed from version 1 to version 2 for K-6? Syllabus element Changes Content for Early Stage1 to Stage 3 Content related to money strengthened. ‘Two-Dimensional Space’ substrand re-sequenced. Statistics and Probability strand revised. Content on place-value strengthened. Content for ‘Whole Numbers’ in Stage 2 limited to five-digit numbers. Content for Early Stage 1 to Stage 3 The content related to money has been strengthened. The ‘Two-Dimensional Space’ substrand has been re-sequenced. The Statistics and Probability strand has been revised. The content on place-value has been strengthened. The content for ‘Whole Numbers’ in Stage 2 has been limited to five-digit numbers.

What's changed from version 1 to version 2 for K-6? Syllabus element Changes Content for Stage 3 Content on other number systems moved to the ‘Additional Content’ section Sector graphs and divided bar graphs moved to Stage 4 Cartesian plane reviewed to make it more accessible Order of operations revised Content for Stage 3 The content on other number systems has been moved to the ‘Additional Content’ section. Sector graphs and divided bar graphs have been moved to Stage 4. The Cartesian plane has been reviewed to make it more accessible. The order of operations has been revised.

Syllabus structure in version 2 Rationale Aim Objectives Outcomes Content – essential and additional Years 7-10 Life Skills outcomes and content Continuum of learning in Mathematics K-10 Stage outcomes Stage statements Assessment Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.

There are 3 content strands Number and algebra Measurement and geometry Statistics and probability

… and 4 proficiency strands Understanding Fluency Problem solving Reasoning

Organisation

Working Mathematically

Mathematics K-6 New topics K-6 order of operations Cartesian plane in four quadrants dot plots.