1. The new NSW syllabuses
A brief introduction for teachers across the
Broken Bay Diocesan School System

2. The timeline in Broken Bay
 2013: prepare for English and
Mathematics
 2014: implement English and
Mathematics; prepare for Science &
Technology
 2015: implement Science & Technology;
prepare for History*
 2016: implement History
* Schools may choose to implement History
in 2015

3. Intro from the NSW BOS
http://syllabus.bos.nsw.edu.au/support-
materials/schools-guides/
 Advice: don’t be confused about
Australian Curriculum v. NSW syllabuses.
Our syllabuses have been developed by
the NSW BOS to incorporate the
Australian Curriculum content. You will
be teaching to the NSW syllabuses
developed by the NSW BOS.

4. NSW syllabuses
The new NSW syllabuses:
 include agreed Aust. Curriculum content
 have outcomes and stage statements
underpinned by Australian Curriculum
Achievement Standards
 are developed within a vision for education
(N.B. K-10 Curriculum Framework;
Melbourne Declaration)
 Advice: the syllabuses are designed to
ensure quality education for every student
in NSW. To achieve this goal, they include
and then go beyond the Australian
Curriculum content developed by ACARA.

5. Curriculum design features
 Organised into Stages (not years)
 Syllabuses have objectives and
outcomes
 Stage Statements summarise
knowledge, skills, understanding,
values, attitudes developed within a
stage
 Developed to align with recommended
hours (no change to recommendations)
 Syllabus specific glossaries

6. Learning across the
curriculum
 Includes cross-curriculum priorities +
general capabilities + 3 other areas
identified as important learning (listed on p.
9 of English)
 This content assists students to achieve
broad learning outcomes defined in K-10
Curriculum Framework and Melbourne
Declaration
 Content is already embedded in syllabuses.
Icons indicate where, but mapping is not
exhaustive.

7. English
 As a way into the new syllabus, it is
helpful to compare it with what you
already know: the current syllabus
 “What is similar? What is different?”
(page 4) summarises some of the
differences
 Advice: the new English syllabus is
substantially different to the current in
its organisation and emphases. Discuss
the changes. What are the implications

8. English (the rationale)
 The Rationale paints the “big picture” intent of the
syllabus (see p. 13)
 Advice: It is easy to overlook the Rationale and go
straight to the content. But it’s really important to
engage with the purpose and intent of the new
syllabus so that we understand the bigger picture
of the curriculum. The following will help you to
engage with the Rationale:
◦ What do you already know? Identify key familiar
terms.
◦ What’s new? Identify unfamiliar terms. What are
the origins of the new terms and the underpinning
ideas?
◦ Highlight a phrase or sentence that stands out to
you. Why?
◦ List 3-4 key messages from the rationale. How

9. English (organisation)
 The content has a particular
organisation (p.24)
 This organisation is explained (p.25)
 The following table links the
“organisation of content” diagram and
the use of terminology:

12. Advice: understanding the “organisation of content” is
important. The following will help you engage with the
conceptual framework:
• How is the rationale “lived out” in the organisation of
content?
• At the centre of the framework is “making meaning
through language”. For you, is this at the heart of a
study of English?
• The Australian Curriculum identified the importance of

13. English (requirements)
 Content and text requirements are
outlined on p. 26
 Advice: Text requirements are aligned to the
new emphasis on literature.
◦ How is Learning across the Curriculum
reflected in the text requirements?
◦ What are the implications for resourcing?
◦ What do we mean by “Quality literature”?

14. Mathematics (rationale)
 Read the Rationale (p. 10)
 Thinking: The Rationale argues that
Mathematics is important, the K-10
syllabus is important and quality
pedagogy in Maths is important.
◦ How does the Rationale support each
argument?
◦ Do you disagree with anything in the
Rationale?
◦ What do you agree with most strongly?

15. Mathematics (organisation)
 Organisation of content is presented
(p35)
 Working Mathematically is at the centre:
it describes “the thinking and doing” of
Maths
 Three strands and multiple sub-strands
are then identified
 Advice: Given the continuum of learning,
it is important to have an understanding
of Stage 4 as well as ES1- Stage 3.

16. At the Cluster SDDs and during
semester two, we will…
 Explore each syllabus in greater depth and in the
context of the Catholic Worldview
 Become familiar with the coding, icons and
terminology used
 Unpack the aims, objectives, outcomes and stage
statements
 Discuss ways in which students’ diverse learning
needs can be met
 Examine how the eSyllabus is navigated
 Explore the BOS support materials and other high
quality resources
 Put our new learning into practice and deepen our
understanding by developing learning sequences