Shape of the science syllabus
Jane West
Science Advisor 7-12
Secondary Education Directorate
Learning and Leadership Portfolio
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?
Why is the syllabus changing in NSW?
Changing because...
• The Melbourne Declaration on Educational Goals
Young Australians was agreed to by all Australian
Education Ministers in December 2008.
for
• 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.
The process
The Education Act 1990 states that:
The Board of Studies (BOS) has the function of developing syllabuses for NSW
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.
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 710 Syllabus
Key message
You do not need to teach or buy resources
for the Australian Curriculum.
The NSW K-10 syllabus
•
There is an online format which can be used to filter and produce
customised views
•
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.
Key message
Following the implementation dates, teachers will only need
to teach in accordance with the new K-10 syllabus
documents developed for NSW
Relationship between Australian Curriculum and
the NSW Science syllabus
What does the Science 7-10
syllabus look like?
Interactive online format
The new syllabuses are available in an interactive format organised either by:
or
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
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
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
Structure of the syllabus
From the NSW BOS Science K-10 (incorporating Science and Technology K-6) syllabus, 2012
Anatomy of the syllabus
Organised
by stages
Breadcrumb
navigation
SC4-14LW means
Science Stage 4,
Outcome 14 Strand
Living World
Life skills outcomes
included
Learning across
the Curriculum
is identified by
icons
AC content descriptions
are identified by code
ACSSU149
Australian Curriculum
Science
Science Understanding 149
Terminology
Strand
Outcomes
Two per stage
per strand
Content
statements
Overarching
Content
statement
Combining content
If you take a
content statement
from one part of
the syllabus
You must also take
the overarching
content statement
Outcomes per stage
In stage 4 and 5 there are:
Value and
attitudes
3
Working
scientifically
skills
Knowledge and
Understanding
6
8
=
Total
17
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
Learning across the Curriculum
Click to activate
[AHC]
Aboriginal and Torres Strait Islander Histories and Cultures
[A]
[EU]
Asia and Australia’s engagement with Asia
Learning across the
Sustainability
curriculum areas are
Critical and creative thinking
embedded in the
content and indicated
Personal and social capability
by icons
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
[S]
[CCT]
[PSC]
Cross curriculum priorities
and other learning areas
General capabilities
Australian Curriculum addressed
You can use the code
to search for resources
on national
depositories such as
Scootle
Australian
Curriculum is
addressed
and
embedded. It
is identified
by code
Syllabus documentation
Left-hand navigation panel
Filter by:
• Syllabus
• Stage
• Learning Across the Curriculum areas
A clear continuum
Working scientifically continuum
Stage 4
4. Questioning
3.
5.
6.
1.
2.
Planning investigations
Processing
Conducting
Problem-solving
Communicating
and
investigations
andanalysing
predicting
data
and information
A student:
•A
follows
selects
presents
a
and
ideas,
sequence
uses
findings
appropriate
of and
• student:
identifies
collaboratively
questions
and
and
• information
processes
instructions
strategies,
and
understanding
to
to a
safely
analyses
given
data
problems that
individually
produces
can
be atested
plan
from
undertake
and
audience
skills
a first-hand
using
toa produce
range
appropriate
of
creative
types
or investigate
to
researched
questions
and
makes
andof
investigation
investigations,
and
scientific
plausible
language,
and
solutions
individually
secondary
predictions
problems.
based
on to an
sources
and
identified
representations
collaboratively
to
problem
identify
andtrends,
text types
scientific
knowledge
patterns, relationships and
draw conclusions
Working scientifically continuum
Stage 5
4. Questioning
3.
5.
6.
1.
2.
Planning investigations
Processing
Conducting
Problem-solving
Communicating
and
investigations
andanalysing
predicting
data
and information
A student:
•A
undertakes
applies
presents
scientific
ideas
first-hand
and
• student:
develops
produces
questions
aa
plan
to evidence
or
• for
processes
investigation
understanding
a specific
and
purpose
and
analyses
collect
critical
and
valid
and
hypotheses
investigate
an
toto
identified
be
evaluates
and
thinking
audience,
reliable
skills
data
using
data
tofrom
suggest
appropriate
andaorfirstinvestigated
question,
hypothesis
scientifically
hand
information
possible
scientific
investigation
solutions
language,
individually
to
or anand
problem
secondaryproblem
collaboratively
identified
conventions
sources
and
representations
New content
Content from
previous syllabus
Much of the new
content is a result of
the embedding of
the PFAs
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
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
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
When do teachers have to start
teaching the new syllabus?
Timeline for implementation 7-10
In Years 7 – 10 the syllabuses are designed to be taught within the existing
NSW indicative time requirements.
2013
English
Mathematics
Science
History
Familiarisation,
planning and
professional
learning
2014
2015
2016
Implementation
Years 7and 9
Implementation
Years 8 and 10
Implementation
Implementation
Years 7and 9
Implementation
Years 8 and 10
Implementation
Implementation
Years 7and 9
Implementation
Years 8 and 10
Implementation
Implementation
Years 7and 9
Implementation
Years 8 and 10
Implementation
Joint memorandum to principals 31st July
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.
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
How will teachers and schools be
supported?
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
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.
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.
Accessing the Australian Curriculum in NSW
website
This icon and link can be accessed through the portal
NSW syllabuses for the Australian Curriculum
Curriculum specific professional learning courses




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
See your principal
to schedule these
courses
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.
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
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
4. Programming for quality teaching and
assessing
•
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.
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.
Units of work
Syllabus BITES on TaLE
Where to from here?
Support from the NSW BOS
Initial syllabus support materials will be provided by the Board of Studies as
part of the syllabus release.
These include:
•
Advice on programming
•
Sample scope and sequence plans
•
Sample units of work
•
Assessment advice
•
A program builder
Maang
Resources
Resources
• 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.
Links
NSW Syllabuses for the Australian Curriculum DEC Intranet
NSW Board of Studies website
Questions?
Contact
Jane West
Science Advisor 7-12
Secondary Education Directorate
Learning and Leadership Portfolio
•
jane.m.west@det.nsw.edu.au