Shape of the science syllabus

Jane WestScience Advisor 7-12

Secondary Education DirectorateLearning 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 for Young Australians was agreed to by all Australian 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.

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 toNSW 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

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 andTechnology K-6) syllabus replaces the current Science and Technology K-6 Syllabus and the Science Years 7-10 Syllabus

Key messageYou do not need to teach or buy resources

for the Australian Curriculum.

Key messageFollowing 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 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. 

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 Worldo Chemical Worldo Living Worldo 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 syllabusOrganised 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

Terminology

Strand

OutcomesTwo per

stage per strand

Overarching Content

statementContent

statements

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

Value and attitudes

Working scientifically

skills

Knowledge and

UnderstandingTotal =

3 6 8 17

In stage 4 and 5 there are:

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

[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

Australian Curriculum addressed

Australian Curriculum is

addressed and

embedded. It is identified

by code You can use the code

to search for resourceson national

depositories such as Scootle

Syllabus documentation

Left-hand navigation panel

Filter by:• Syllabus• Stage• Learning Across the Curriculum areas

A clear continuum

Working scientifically continuum

4. Processing and analysing data and informationA student:• processes and analyses data

from a first-hand investigation and secondary sources to identify trends, patterns, relationships and draw conclusions

3. Conducting investigationsA student:• follows a sequence of

instructions to safely undertake a range of types of investigations, individually and collaboratively

5. Problem-solvingA student:• selects and uses appropriate

strategies, understanding and skills to produce creative and plausible solutions to an identified problem

6. CommunicatingA student:• presents ideas, findings and

information to a given audience using appropriate scientific language, representations and text types

1. Questioning and predictingA student:• identifies questions and

problems that can be tested or researched and makes predictions based on scientific knowledge

2. Planning investigationsA student:• collaboratively and

individually produces a plan to investigate questions and problems.

Stage 4

Working scientifically continuum

4. Processing and analysing data and informationA student:• processes and analyses and

evaluates data from a first-hand investigation or secondary sources

3. Conducting investigationsA student:• undertakes a first-hand

investigation to collect valid and reliable data and information individually and collaboratively

5. Problem-solvingA student:• applies scientific

understanding and critical thinking skills to suggest possible solutions to an identified problem

6. CommunicatingA student:• presents ideas and evidence

for a specific purpose and audience, using appropriate scientific language, conventions and representations

1. Questioning and predictingA student:• develops questions or

hypotheses to be investigated scientifically

2. Planning investigationsA student:• produces a plan to

investigate an identified question, hypothesis or problem

Stage 5

New content

Much of the new content is a result of the embedding of the PFAs

Content from previous syllabus

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 syllabusThere are now some concepts that must be developed through working scientificallyThere is now a clear progression of working scientifically skills across stagesThere is a strengthening of the emphasis on values in working scientificallyThere is increased emphasis on questioning and predicting

When do teachers have to start teaching the new syllabus?

Timeline for implementation 7-10

2013 2014 2015 2016

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

ScienceImplementation Years 7and 9

Implementation Years 8 and 10 Implementation

HistoryImplementation Years 7and 9

Implementation Years 8 and 10 ImplementationJoint memorandum to principals 31st July

In Years 7 – 10 the syllabuses are designed to be taught within the existing NSW indicative time requirements.

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 messageIn 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

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

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

• 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

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 aspart 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 7-12Secondary Education DirectorateLearning and Leadership Portfolio

  

• jane.m.west@det.nsw.edu.au