1. Shape of the science syllabus Jane West Science Advisor 7-12 Secondary Education Directorate Learning and Leadership Portfolio

2. Overview Why is the syllabus changing in NSW? What does the Science K-10 (incorporating Science and Technology K-6) syllabus look like? When do I have to start teaching the new syllabus? How will teachers and schools be supported? Where to from here?

3. Why is the syllabus changing in NSW?

4. Changing because... The Melbourne Declaration on Educational Goals for Young Australians was agreed to by all AustralianMelbourne Declaration Education Ministers in December 2008. ACARA (the Australian Curriculum, Assessment and Reporting Authority) was appointed to develop nationally agreed statements in each of the major learning areas K – 12 of what students are expected to learn and at what standard NSW joined with the Australian Government and all other states and territories to develop an Australian curriculum. Implementation of the Australian curriculum is the responsibility of each state and territory.

5. The Education Act 1990 states that: The Board of Studies (BOS) has the function of developing syllabuses for NSWBoard of Studies This means: NSW will implement the Australian curriculum through new syllabuses. The Board of Studies will provide notification and information about changes to NSW syllabuses as they are approved by the NSW Minister for Education. This has been completed in stages: 1.ACARA published Australian Curricula for the first four subject areas (English, mathematics, science and history) 2.Once the Australian curriculum for a learning area is endorsed by state and territory Education Ministers the BOS commences its syllabus development process. The new syllabuses include the Australian curriculum but retain many of the features familiar to NSW teachers. The process

6. Currently... We are on the verge of implementing the new syllabuses which are replacing the current syllabuses For us this means: The Science K-10 (incorporating Science and Technology K-6) syllabus replaces the current Science and Technology K-6 Syllabus and the Science Years 7- 10 Syllabus Key message You do not need to teach or buy resources for the Australian Curriculum.

7. Key message Following the implementation dates, teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW The NSW K-10 syllabus There is an online format which can be used to filter and produce customised viewsonline format Syllabus content will be linked to resources Although the NSW syllabuses include the Australian Curriculum content descriptions they retain many syllabus features familiar to NSW teachers. In 2013 schools will continue to use the existing NSW K–12 syllabuses.

8. Relationship between Australian Curriculum and the NSW Science syllabus

9. What does the Science 7-10 syllabus look like?

10. Interactive online format The new syllabuses are available in an interactive format organised either by: or

11. Guide to the new NSW syllabuses http://syllabus.bos.nsw.edu.au/assets/global/files/science-7-10-guide.pdf broadly explains the similarities and differences between syllabuses

12. What will stay the same The learning is presented as statements with familiar key words (‘the verbs’) that direct depth of learning expected by students Syllabus structure with objectives and outcomes Stage-based organisation Students develop science skills, knowledge and understanding through learning experiences set in contexts The NSW science content is intended to be learned through inquiry processes and is supported by skills learning outcomes that encourage that approach At least 50% of course time for hands-on practical experiences At least one substantial Student Research Project in stage 4 and 5 Life Skills outcomes and content for Years 7-10

13. What will be different from current NSW syllabuses? Simpler structure Prescribed Focus Areas (PFAs) from previous syllabus are now embedded Some new content Learning across the Curriculum A clear continuum from K to 10 Stage 4 and 5 now have a continuum of working scientifically skills content Working scientifically strand overarches the four content strands Four content strands o Physical World o Chemical World o Living World o Earth and Space

14. Structure of the syllabus From the NSW BOS Science K-10 (incorporating Science and Technology K-6) syllabus, 2012

15. Anatomy of the syllabus Organised by stages Breadcrumb navigation Life skills outcomes included SC4-14LW means Science Stage 4, Outcome 14 Strand Living World Learning across the Curriculum is identified by icons AC content descriptions are identified by code ACSSU149 Australian Curriculum Science Science Understanding 149

16. Terminology Strand Outcomes Two per stage per strand Overarching Content statement Content statements

17. Combining content If you take a content statement from one part of the syllabus You must also take the overarching content statement

18. Outcomes per stage Value and attitudes Working scientifically skills Knowledge and Understanding Total = 3 6 817 In stage 4 and 5 there are:

19. Simpler structure The previous syllabus elements ‘Prescribed Focus Areas’ (PFAs) and ‘Domain’ have been replaced by the strands ‘Skills’ and ‘Knowledge and Understanding’ Knowledge and Understanding strand integrates the nature, development, use and influence of science (previously PFAs) with science concepts, ideas and principles The emphasis on science inquiry has been strengthened by increased emphasis on questioning and predicting More opportunities to explore emerging technologies Related Life skills outcomes are coded

20. Learning across the Curriculum [AHC]Aboriginal and Torres Strait Islander Histories and Cultures [A]Asia and Australia’s engagement with Asia [S]Sustainability [CCT]Critical and creative thinking [PSC]Personal and social capability [EU]Ethical Understanding [ICT]Information and communication technology capability [IU]Intercultural Understanding [L]Literacy [N]Numeracy [CC]Civics and citizenship [DD]Difference and diversity [WE]Work and enterprise Click to activate Learning across the curriculum areas are embedded in the content and indicated by icons Cross curriculum priorities and other learning areas General capabilities

21. Australian Curriculum addressed Australian Curriculum is addressed and embedded. It is identified by code You can use the code to search for resources on national depositories such as Scootle Scootle

22. Syllabus documentation Left-hand navigation panel Filter by: Syllabus Stage Learning Across the Curriculum areas

23. A clear continuum

24. Working scientifically continuum 4.Processing and analysing data and information A student: processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns, relationships and draw conclusions 3.Conducting investigations A student: follows a sequence of instructions to safely undertake a range of types of investigations, individually and collaboratively 5.Problem-solving A student: selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to an identified problem 6.Communicating A student: presents ideas, findings and information to a given audience using appropriate scientific language, representations and text types 1.Questioning and predicting A student: identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge 2.Planning investigations A student: collaboratively and individually produces a plan to investigate questions and problems. Stage 4

25. Working scientifically continuum 4.Processing and analysing data and information A student: processes and analyses and evaluates data from a first- hand investigation or secondary sources 3.Conducting investigations A student: undertakes a first-hand investigation to collect valid and reliable data and information individually and collaboratively 5.Problem-solving A student: applies scientific understanding and critical thinking skills to suggest possible solutions to an identified problem 6.Communicating A student: presents ideas and evidence for a specific purpose and audience, using appropriate scientific language, conventions and representations 1.Questioning and predicting A student: develops questions or hypotheses to be investigated scientifically 2.Planning investigations A student: produces a plan to investigate an identified question, hypothesis or problem Stage 5

26. New content Much of the new content is a result of the embedding of the PFAs Content from previous syllabus

27. Working scientifically To be integrated into the four content strands and not taught as a standalone strand New verbs such as predict, investigate, research, construct show some of the places that Working scientifically can be integrated PW1b. predict the effect of unbalanced forces acting in everyday situations PW1e. investigate factors that influence the size and effect of frictional forces ES3d. investigate some strategies used by people to conserve and manage non-renewable resources, eg recycling and alternative use of natural and made resources

28. Embedded nature, development, use and influence of science Previously Prescribed Focus Areas (PFAs), the history of science the nature and practice of science applications and uses of science implications of science for society and the environment current issues, research and development For example, now embedded in the content strands LW1 e. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research, eg the occurrence of diseases affecting animals and plants, an epidemic or pandemic disease in humans or lifestyle related non-infectious diseases in humans

29. In summary There is a change to the structure and the terminology of the syllabus There are now some concepts that must be developed through working scientifically There is now a clear progression of working scientifically skills across stages There is a strengthening of the emphasis on values in working scientifically There is increased emphasis on questioning and predicting

30. When do teachers have to start teaching the new syllabus?

31. Timeline for implementation 7-10 2013201420152016 English Familiarisation, planning and professional learning Implementation Years 7and 9 Implementation Years 8 and 10 Implementation Mathematics Implementation Years 7and 9 Implementation Years 8 and 10 Implementation Science Implementation Years 7and 9 Implementation Years 8 and 10 Implementation History Implementation Years 7and 9 Implementation Years 8 and 10 Implementation Joint memorandum to principals 31 st July In Years 7 – 10 the syllabuses are designed to be taught within the existing NSW indicative time requirements.

32. Syllabus Timeline The Board advises all schools to continue to use the existing NSW K-12 syllabuses for 2012 and 2013. In 2013 teachers will be able to familiarise and plan for syllabus implementation using support materials. Key message In 2014 teachers are required to implement Science in Years 7 and 9 and in 2015 Years 8 and 10.

33. Myth or fact? Dataloggers are optional You have to teach the Australian curriculum from the ACARA website You have to teach both the Australian curriculum and the NSW syllabus Content under an overarching statement must be taught as a block and content cannot be moved around The Australian Curriculum is embedded in the NSW BOS syllabus Strand names match the K-6 syllabus Working scientifically is to be taught as a separate strand In 2014 you have to teach the new syllabus to year 7 and 9

34. How will teachers and schools be supported?

35. Implementation support Expert policy support and curriculum advice for schools Enhanced school funding for professional learning Registered professional learning courses, teaching and learning materials and social media tools Additional School Development Day 30/04/13

36. Enhanced funding in NSW public schools Enhanced funding has been provided to support syllabus implementation in NSW public schools in 2013 and 2014 ($22 million) Additional professional learning funds will be distributed to each school based on the current Teacher Professional Learning funding allocation methodology.

37. Additional School Development Day In 2013 an additional School Development Day will : be available to provide additional time for principals and staff to engage in planning, professional learning and programming activities. be held on the second day of Term 2 2013, Tuesday 30 April.

38. Accessing the Australian Curriculum in NSW website This icon and link can be accessed through the portalportal

39. NSW syllabuses for the Australian Curriculum

40.  High quality, registered professional learning courses  New courses delivered flexibly and facilitated by schools ­ The learner and the new curriculum ­ Teaching for the new curriculum ­ Your school and the new syllabuses ­ Programming the new syllabuses  Accessed through MyPL@Edu  Accredited with the NSWIT for teachers at Professional Competence and higher Curriculum specific professional learning courses See your principal to schedule these courses

41. 1. The learner and the new curriculum Provides a focus on diverse learning needs in the 21st Century and introduces the new syllabuses. Course duration: 2 hours at the key stage of Professional competence.

42. 2. Teaching for the new curriculum Assists schools to implement the new curriculum effectively by exploring planning and programming, teaching and assessment practices. Course duration: 2 hours

43. 3. Your school and the new syllabuses Courses in English, mathematics, science (incorporating science and technology K-6) and history (7-10).  Aim and rationale  A walk through the syllabus, highlighting some of its key features  Progression of learning via objectives and outcomes  Audit  Action plan

44. Provides a guided approach to curriculum planning and development of teaching programs and assessments. Course duration: 10 hours at the key stage of professional competence. There is an expectation that you have engaged with the Curriculum planning and programming for quality teaching, assessing and reporting document and have considered current practices for curriculum planning. Generate a unit of learning that aligns with a scope and sequence and provides rich opportunities for learning and assessment based on the NSW syllabuses for the Australian Curriculum. 4. Programming for quality teaching and assessing

45. Building capacity resources Resources are being developed to build teachers' capacity to understand aspects of the syllabuses that are new or may be challenging. They are intended to be used for professional learning and to complement familiarisation with the new syllabuses.

46. Units of work

47. Syllabus BITES on TaLE

48. Where to from here?

49. Support from the NSW BOS Initial syllabus support materials will be provided by the Board of Studies assupport materials Board of Studies part of the syllabus release. These include: Advice on programming Sample scope and sequence plans Sample units of work Assessment advice A program builder

50. Maang

52. Resources

53. Schools are advised not to purchase any commercial resources until they have had time to explore the syllabuses. Resource packages are also being produced for each KLA. These packages provide teachers with implementation ideas, information, and activities to engage with and gain understanding of the new syllabuses. BOS NSW will be providing a range of resources to support teachers. Go to BOS NSW for more information.BOS NSW

54. Links NSW Syllabuses for the Australian Curriculum DEC Intranet NSW Board of Studies website

55. Questions?

56. Contact Jane West Science Advisor 7-12 Secondary Education Directorate Learning and Leadership Portfolio jane.m.west@det.nsw.edu.au