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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?
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 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
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.
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.
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 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
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 resources
on national depositories such as
Scootle
Syllabus documentation
Left-hand navigation panel
Filter by:• Syllabus• Stage• Learning Across the Curriculum areas
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
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
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 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
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 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
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.
Syllabus BITES on TaLE
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
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
Contact
Jane West Science Advisor 7-12
Secondary Education Directorate
Learning and Leadership Portfolio