Where do we start? What do we have to do?

What have we got? The NSW Board of Studies has developed new syllabuses for  English K-10  Mathematics K-10  Science and Technology K-6 and Science 7-10  History K-10 NSW school teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW

Note….. BOS – write syllabuses, they don’t implement. We implement! What does that mean for us? WHEN….WHAT….HOW….WHO

When? Timeline Primary

Timeline Secondary

What? Each of these curriculum elements are linked

English Old Syllabus New Syllabus In Stage 4 Fictionat least two works Poetrya wide range of types of poems Film, or film on video or DVDat least two works Nonfictionat least two works Dramaat least two works In Stage 4 Fictionat least two works Poetrya wide range of types of poems Filmat least two works Nonfictionat least two works Dramaat least two works Can you notice much difference? None!

English Old Syllabus New Syllabus In Stage 5 Fictionat least two works Poetrya variety drawn from different anthologies and/or study of one or two poets Film, or film on video or DVDat least two works Nonfictionat least two works Dramaat least two works In Stage 5 Fictionat least two works Poetryvariety drawn from different anthologies and/or study of one or two poets Filmat least two works Nonfictionat least two works Dramaat least two works Can you notice much difference? None!

What is new then? Old The selection of texts must give students experience of: a widely defined Australian literature and other Australian texts including those that give insight into Aboriginal experiences and multicultural experiences in Australia literature from other countries and times Shakespearean drama cultural heritages, popular cultures and youth cultures picture books everyday and workplace texts a range of social, gender and cultural perspectives. New Across the stage, the selection of texts must give students experience of: texts which are widely regarded as quality literature a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books texts written about intercultural experiences texts that provide insights about the peoples and cultures of Asia Shakespearean drama everyday and workplace texts a wide range of cultural, social and gender perspectives, popular and youth cultures texts that include aspects of environmental and social sustainability nonfiction, picture books, graphic novels an appropriate range of digital texts, including film, media and multimedia. Types of texts

What is new then? Old Through responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to: speak, listen, read, write, view and represent use language and communicate appropriately and effectively think in ways that are imaginative, interpretive and critical express themselves and their relationships with others and the world learn and reflect on their learning through their study of English. New Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: A. communicate through speaking, listening, reading, writing, viewing and representing B. use language to shape and make meaning according to purpose, audience and context C. think in ways that are imaginative, creative, interpretive and critical D. express themselves and their relationships with others and their world E. learn and reflect on their learning through their study of English OBJECTIVES

What is new then? Let’s look at Objective 1and A as an example: Old Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure (20 ‘Learn to’s and abouts’) Outcome 2: A student uses a range of processes for responding to and composing texts (15 ‘Learn to’s and abouts’) Outcome 3: A student responds to and composes texts in different technologies (11 ‘Learn to’s and abouts’) New EN4-1A learn and reflect on their learning through their study of English (19 content points) EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies (18 content points) Are their similarities? Lots! Are their differences? Lots! OUTCOMES and CONTENT

What are the similarities and differences in a nutshell? Similarities Students will continue to: be actively engaged in learning about language by using language in a range of contexts to shape and make meaning respond to and compose texts throughout their study of English study a range of different types of texts in each stage reflect on and develop their individual and collaborative skills. Differences Content is organised by key processes, such as: engage personally with texts develop and apply contextual knowledge understand and apply knowledge of language forms and features respond to and compose texts. Students experience texts that provide: insights about the peoples and cultures of Asia aspects of environmental and social sustainability.

Suggested texts NEW: u.au/assets/global/files/en glish-k10-suggested- texts.pdf

Cross Curriculum Priorities Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face. The cross-curriculum priorities are: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century. The general capabilities are: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability The Board's syllabuses include other areas identified as important learning for all students: Civics and citizenship Difference and diversity Work and enterprise

Cross curriculum areas are embedded in the content and indicated by the relevant symbols The BOS has made this easier!

So where to from here? What do we do? Step 1 – Ask some questions: What do we have to teach? What do we want to teach? What should be in the Scope & Sequence? How different will it be from our current S&S? What resources do we have? What new resources are available? What new resources do we need to get for us - teachers and students?

So where to from here? What do we do? Step 2 – Create a Scope and Sequence: Since the National Curriculum is a continuum of learning effective planning will involve a S&S for each stage year. Create a scope and Sequence for Stage 4 – Years 7 and 8 Create a Scope and Sequence for Stage 5 – Year 9 and 10 In creating S&Ss be mindful of: available resources teacher interest and knowledge what we already teach and do well possible rich assessment tasks

So where to from here? What do we do? Step 3 – Write the relevant program documents: Rework existing programs that we want to continue to use to address the content areas of the national curriculum Look at what is already out there in relation to: new units of work and programs…eg what's on Edekit, can we request units to be written? scaffolds? BOS Programming Tool? Link resources to our programs Link assessment to our programs

What do we do? Check these out!

So where to from here? What do we do? Step 4 – Become familiar with the content and resources This will require reading and review of programs and texts Share insights and ideas