1. Australian Curriculum Update

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

3. 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

4. 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

5. 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).

6. 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

7. 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

8. 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

9. 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

10. 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

11. 3/04/2019
eSyllabus

12. 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

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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)

20. 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

21. 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

22. 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

23. 3/04/2019
Programming Tool

24. 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

25. 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

26. Create a new scope and sequence1.
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

27. 3/04/2019
Mathematics K-6

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

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

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

37. … and 4 proficiency strands
Understanding
Fluency
Problem solving
Reasoning

38. Organisation

39. Working Mathematically

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