1. Leading curriculum change – Introducing the new syllabuses in NSW public schools Western Sydney Region Term 4, 2011 Peter Rowsell

2. Why is NSW curriculum changing?

3. Explaining the benefits Alignment of NSW content with the Australian Curriculum National resource sharing for quality and efficiency A learning entitlement for all Australian students regardless of what school they attend or where it is located Continuity for the thousands of students and many teachers who move interstate each year

4. Other advantages for NSW Opportunity to develop up-to-date syllabuses in K-10 curriculum for English, mathematics, science and history that: –emphasise a continuum of learning K-10 –are consistent and current –incorporate cross-curriculum areas that take account of learning needs in the 21st century

5. What is the nature of the change in NSW?

6. New syllabuses – Phase 1 The NSW Board of Studies is developing new syllabuses for NSW schools –English K-10 –Mathematics K-10 –Science and Technology K-6 and Science 7-10 –History K-10 The new syllabuses will retain many features familiar to and valued by NSW teachers.

7. What will stay the same as current NSW syllabuses? Syllabus structure: –Rationale –Aims –Objectives –Outcomes –Content –Stage Statements Stage-based organisation Life Skills outcomes and content for Years 7-10

8. What will be different from current NSW syllabuses? Some Learning Area-specific changes in: –content –organisation. Cross-curriculum areas that take account of learning needs in the 21st century.

9. Cross-curriculum areas The cross-curriculum areas: are embedded in the descriptions of content as appropriate to a particular learning area take account of the general capabilities and cross-curriculum priorities in the Australian Curriculum.

10. Cross-curriculum areas 1.Aboriginal and Torres Strait Islander Histories and Cultures [Aboriginal and Torres Strait Islander] 2.Asia and Australia’s relationship with Asia [A] 3.Civics and citizenship [CC] 4.Critical and creative thinking [CCT] 5.Difference and diversity [DD] 6.Ethical understanding [EU] 7.Information and communication technologies [ICT]

11. Cross-curriculum areas 8.Intercultural understanding [IU] 9.Literacy [L] 10.Numeracy [N] 11.Personal and social competence [PSC] 12.Sustainability and environment [SE] 13.Work and enterprise [WE]

12. Cross-curriculum areas – example Cross-curriculum areas are embedded in the content and indicated in square brackets

13. What is new in English K-10? ‣ K-6 Objectives and outcomes derive from the current 7-10 syllabus; intended as a means of linking the K-6 and 7-10 components of the syllabus Stronger focus on: –viewing, representing and visual literacy –multimodal texts –comprehension strategies (Stages 2-3) –the study of literature –students creating own literary texts (Stages 2-3) New focus on: –appreciation of the English language –text requirements –texts from different cultures, including Aboriginal and Torres Strait Islander and Asian texts –Aboriginal and Torres Strait Islander cultural concepts –supporting students for whom English is an additional dialect.

14. What is new in English K-10? ‣ 7-10 Subtle but important changes in objectives and outcomes More explicit focus on: –grammar –complex forms of punctuation –comprehension strategies. New focus on: –consolidation of handwriting skills in Stage 4 –conventions for citing and referencing –spelling and word origins –appreciation of the English language –Asian texts –Aboriginal and Torres Strait Islander cultural concepts –EAD students.

15. What is new in Mathematics K-10? ‣ K-6 The number of outcomes has been reduced from 81 to 44 –this has been achieved by combining outcomes. Movement of Stage 4 content into Stage 3 Increased content expectations in Stage 2 Changes to Working Mathematically –only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).

16. What is new in Mathematics K-10? ‣ 7-10 Some new content –e.g. Venn diagrams Some movement of content Stage 5 content in Stage 4 –e.g. graphing simple non-linear relationships Changes to Working Mathematically –only 1 of the 5 processes (reasoning) remains, 3 new proficiencies have been added (understanding, fluency and problem solving).

17. What is new in Science and Technology K-6 All syllabus content is now mandatory The Natural and Made Environment strands are to be taught actively through Working Scientifically and Working Technologically The Material World strand includes new content on properties of materials in Stage 3 that develops foundational understandings related to the later Chemical Sciences strand Stage 2 and 3 Working Technologically includes new content relating to use of “specialised tools, equipment and related techniques...”

18. What is new in Science 7-10? The new structure comprises the following strands: Working Scientifically (process strand); Biological sciences; Chemical sciences; Earth and space sciences; Physical sciences. Prescribed Focus Areas replaced by Australian Curriculum Science as a Human Endeavour content and embedded in the above strands. The Domains from the previous syllabus are gone. The Working Scientifically strand is intended to be learned through inquiry processes and must be addressed as an integrated aspect of all programmed units of learning There is a significant amount of new content The content under the dot points must be taught as a block and cannot be split The term ‘fair test’ is maintained into stage 4 from previous stages Data loggers and digital technologies are now mandatory rather than suggested

19. What is new in History K-6? K-6 –2 strands: Knowledge and Understanding and Historical skills –Use of key inquiry questions –Teaching historical skills in context –Some redistribution of content across Stages 1, 2 and 3 –New content, e.g. Stage 2 - early traders and Aboriginal contact; Stage 3 - settlement patterns in the 1800s, migration to Australia –A separate K-6 History syllabus from HSIE K-6

20. What is new in History 7-10? 7-10 –Time allocations remain the same –Incorporates an overview and depth studies approach - the overview may be integrated into the depth studies –Redistribution of content and the inclusion of some aspects of Elective History –Inclusion of new topics that support studies of Asia and the Pacific region, particularly in Stage 4 –Stage 5 explores the making of the modern world from 1750 and explores Australia in a global context –Site studies are included in both Stages 4 and 5.

21. More syllabus information? More detailed information for each learning area is available in the companion presentations found on NSW Curriculum and Learning Innovation Centre’s Australian Curriculum website. http://clic.det.nsw.edu.au/aust_curriculum/consult.htm

22. The implementation process

23. Implementation Timeframe 2011 Term 4 20122013 2014 Education Ministers approve validated Australian Curriculum achievement standards. Board of Studies NSW considers consultation feedback and revises syllabuses. Syllabuses available to schools. Professional learning for school executive. School planning and preparation for implementation. Substantial implementation of new syllabuses. Teacher professional learning for new syllabuses. School programming and development of teaching, learning and assessment materials.

24. 1.LEADING QUALITY IMPLEMENTATION Identifying and developing staff to lead and manage implementation of the new syllabuses; providing opportunities for leadership development and collegial action. 3.GETTING TO KNOW THE NEW CURRICULUM Developing staff familiarity with the structure, key differences and any digital functionality of the new syllabuses. 4.DEVELOPING CONFIDENCE WITH NEW CONTENT Developing staff understanding of the detail of the new syllabuses; ability to program, teach, assess and report what’s new; ability to differentiate for different contexts (e.g. diversity of learners; composite classes). 5.PREPARING FOR IMPLEMENTATION Updating scope and sequences, programs, units of learning, teaching and learning resources, and assessment tasks so they are consistent with the new syllabuses. 6.SUSTAINING IMPLEMENTATION Providing support and supervision to enable continuous improvement in programming, teaching, assessing and reporting with the new syllabuses. 2.GAINING SUPPORT AND PLANNING FOR CURRICULUM CHANGE Building staff and parent commitment to curriculum change; developing a whole- school action plan. Whole-school implementation process Action planning

25. What support will be provided?

26. 2.GAINING SUPPORT AND PLANNING FOR CURRICULUM CHANGE Available resources will include: staff and parent information packages action-planning resources including a guide, templates, and samples interactive and networking tools 4.DEVELOPING CONFIDENCE WITH NEW CONTENT Available resources will include: leadership and teacher professional learning modules on programming, teaching and assessing the new or changed content in each syllabus. 3.GETTING TO KNOW THE NEW CURRICULUM Available resources will include: leadership modules and teacher professional learning modules to introduce each new syllabus to teaching staff action-planning resources including a guide, templates, and samples to support learning areas/faculties. 5.PREPARING FOR IMPLEMENTATION Available resources will include: leadership modules to support quality revision of programs, units of learning, teaching and learning resources, and assessment tasks teacher professional learning modules to support differentiating the curriculum for diverse learners guides, templates, and samples to support teachers with updating scope and sequences, programs, units of learning, teaching and learning resources, and assessment tasks. 1.LEADING QUALITY IMPLEMENTATION Leadership development modules to: be offered by regional staff for nominated syllabus leaders from each school or cluster of schools be optional, flexible and adaptable to suit local contexts build school-based capacity for leading curriculum change be delivered by regional personnel – K-6 and 7-10 versions for each new syllabus Be available online. 6.SUSTAINING IMPLEMENTATION Available resources will include: teacher professional learning modules guides, templates, and samples interactive and networking tools to support communication and collaboration within and between school communities digital teaching and learning resources consistent with new syllabuses available on TaLe school-developed teaching and learning materials shared online. Support for schools

27. Roles in leading curriculum change Leading curriculum change WHOLE SCHOOL REGION STATE OFFICE SCHOOL develops a whole-school action plan for professional learning, updating teaching and learning programs etc implements the syllabuses REGION Leads support for schools including: school leadership development assisting collaboration between schools STATE OFFICE Provides resources including: professional learning modules guides, templates and samples teaching and learning resources action planning resources collaboration and communication tools.

28. What to expect? Small steps with some bumpiness along the way Fullan’s ‘implementation dip’:

29. Activity 1 What range of emotions might staff experience faced with the curriculum change? What strategies might help you manage staff emotions? What specific issues do you anticipate staff raising? How might you address these?

30. Activity 2 Planning – to collaborate or not? In what ways might collaboration with other schools support implementation of the new syllabuses at your own school?

31. To collaborate or not to collaborate? The upside The downside Getting the most out of the best leaders available Finding times that suit everyone Sharing the workTravel (time and cost), although technology offers many collaboration tools Invigorating the discussion, ideas Sharing existing resources (e.g. programs, units of learning) Time saving

32. To collaborate or not to collaborate? What is collaboration? – ‘A systematic process in which we work together, interdependently, to analyse and impact professional practice in order to improve our individual and collective results’ - Dufour, Dufour, & Eaker, 2002

33. To collaborate or not to collaborate? In truly collaborative arrangements, staff work closely together in inter-school teams, engaging in shared professional learning and jointly undertaking tasks. For this to work, school leaders need to be committed and well organised, while staffs need to be convinced of the benefit and feel trust and respect for one another.

34. How can schools make a start? Participate in the Board of Studies consultation on the draft K- 10 syllabuses Start gaining support and planning for curriculum change: –Use the ‘information package’ on the NSW Curriculum & Learning Innovation Centre website, to introduce the new curriculum and start building staff support for the change –Include preparation for implementation in your school plan –Consider collaborating with other schools in your planning –Stay tuned (to the NSW CLIC website) for further implementation details and support.

35. For more information... NSW CLIC’s Implementing new curriculum in NSW public schools website Regional eLearning Sharepoint NSW Board of Studies website

36. To assist in school planning...