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NSW English Syllabus for the Australian Curriculum

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Vanessa Baywood

on 10 October 2013

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Transcript of NSW English Syllabus for the Australian Curriculum

DIFFERENCES

An increased emphasis on the teaching of literature through clearly defined content and text requirements.
Content is reorganised in a K–10 continuum, which clearly defines processes and skill development. This includes the explicit teaching of contextual knowledge, comprehension, and thinking and reflecting skills and processes.
The K–10 continuum has been developed to demonstrate a clear pathway of learning in English.
The text requirements include experience of contexts, such as intercultural experiences, Aboriginal histories and cultures, Asian perspectives and environmental sustainability.
Foundation statements are replaced by stage statements that summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes in K–6.
SIMILARITIES
Students will continue to -
be actively engaged in the development of skills through speaking, listening, reading, writing, viewing and representing
engage with a variety of different types of texts for different purposes and different audiences
acquire skills of English as an EAL student through explicit teaching and links to the ESL scales
develop the range of skills required to be literate through explicit teaching, a clear continuum of learning and using a variety of strategies.
The history behind the NEW
NSW Syllabus
Objectives are listed as A,B,C,D,E
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

Outcomes and content are put under headings making it easy for you to identify the outcomes quickly and easily.
12 different outcome categories
http://syllabus.bos.nsw.edu.au/english/english-k10/glossary/
WORKSHEET
Match the correct statement to the icon
WHAT DO THE NUMBERS MEAN
Our Seed is ready for planting
Program Builder
http://syllabus.bos.nsw.edu.au/english/english-k10/support-materials/
SAMPLE PLANNING PROFORMA
QUESTIONS ???
NSW ENGLISH SYLLABUS for the Australian Curriculum
http://syllabus.bos.nsw.edu.au/stages/
http://syllabus.bos.nsw.edu.au/english/english-k10/content-and-outcomes/
http://syllabus.bos.nsw.edu.au/english/english-k10/content-and-outcomes/
http://syllabus.bos.nsw.edu.au/english/english-k10/es1-to-s1-content/
"I am the vine; you are the branches. Whoever abides in me and I in him, he it is that bears much fruit, for apart from me you can do nothing."
John 15:5


BY VANESSA BAYWOOD
IMPLEMENTATION TIME FRAME
Think
Pair
Share
http://syllabus.bos.nsw.edu.au/english/english-k10/learning-across-the-curriculum/
LEARNING ACROSS THE CURRICULUM
GLOSSARY
http://syllabus.bos.nsw.edu.au/english/english-k10/content/
CONTENT
STAGES
MODES AND
SKILLS
OBJECTIVE
OUTCOME
Early Stage 1 to Stage 3
EN2-3A

ENe-1C
CHECK YOUR
UNDERSTANDING
OUTCOME CODING
ELEMENTS OF THE SYLLABUS
ASSESSMENT
FOR - AS - OF
LEARNING
ASSESSMENT FOR LEARNING
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

ASSESSMENT AS LEARNING
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

ASSESSMENT OF LEARNING
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
SHOW WHAT YOU
NOW KNOW
From Little Things Big
Things Grow

2013
Familiarisation and planning

2014
English – start teaching
Mathematics – optional to start
teaching
Science and Technology –
optional to start teaching

2015
Mathematics – start teaching
Science and Technology – start
teaching
History – optional to start
teaching

2016
History – start teaching
References:

Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian curriculum. Retrieved from http://www.australiancurriculum.edu.au

Board of Studies NSW. (2013). NSW Syllabuses for the Australian Curriculum. Retrieved from http://syllabus.bos.nsw.edu.au/

Guide to the NSW Syllabuses for the Australian Curriculum
Full transcript