Primary Matters

Primary Matters October 1995

From Board Bulletin, Vol 4, No. 8, October 1995

K- 6 curriculum development in light of the review of curriculum outcomes in syllabuses in NSW

THIS MONTH'S EDITION of Primary Matters provides information about K-6 curriculum development in light of the review of curriculum outcomes in syllabuses in NSW as well as a brief description of the role of one of the Board's advisory bodies, Syllabus Advisory Committees.

'Primary Matters' - The conference

The Curriculum Branch of the Board of Studies will be holding a K-6 curriculum conference for primary teachers early next year. The 'Primary Matters' conference will focus on information about developments in each of the six key learning areas as well as cross-curricula projects at the Board. Conference participants will have the opportunity to hear from those managing primary syllabuses in NSW and will be able to participate in both KLA and cross-KLA workshops, all at the one venue. Further details will be provided in later editions of the Board Bulletin.

K-6 Curriculum Development: Outcomes of the Eltis Report

The Board is currently considering the implications for K-6 curriculum development arising out of the recently released report on the review of curriculum outcomes and profiles in NSW. Apart from recommendations concerning the status and basis of outcomes in syllabuses, the report includes recommended changes to the Board's scheduled release dates of syllabuses for PDHPE K-6 and Human Society and Its Environment K-6.

The report also recommends additional material required for the further development of the Mathematics K-6 Syllabus and the English K-6 Syllabus. These and other recommendations in the report will be considered by the Board and its committees over the next few months as it plans its schedule of projects for 1996.

K-6 Syllabus Advisory Committees

The Board has established Syllabus Advisory Committees in each of the six key learning areas. These committees, which have been formed using a representative model, provide expert advice to the Board on curriculum issues, priorities and materials in production. These committees meet as required, depending on the stage of development of the relevant syllabus. The activities undertaken by the individual committees over the next twelve months will be largely determined by the Board's priorities in each area.

Aboriginal Literacy Kit

The long-awaited Aboriginal Literacy Resource Kit was launched in September. The kit was the product of an Aboriginal Needs Analysis Survey that identified the needs of teachers of Aboriginal students in NSW. There are four components to the kit: a set of children's stories written and illustrated by Aboriginal people from seven different regions reflecting the diversity of Aboriginal culture and languages in NSW; two booklets, The Way We Learn and The Way We Speak, which outline strategies to help teachers support the use of Aboriginal English in the classroom; a statement about the home language of Aboriginal students called Aboriginal English; and a reprint of the Otitis Media document. The Aboriginal Literacy Kit is one of several projects undertaken by the Aboriginal Curriculum Unit of the Board of Studies.

The kit will form a valuable resource for schools. Primary schools with enrolled Aboriginal students will soon be receiving their kit.

Curriculum Integration

The Statement on Curriculum Integration was recently endorsed by the Board of Studies. This statement, developed by the Curriculum Integration Working Party, will be used to guide writers and committees in their deliberations regarding primary curriculum materials. The statement will also serve as a basis for the development of specific curriculum integration support material.

English K-6

The report on the review of curriculum outcomes in syllabuses included comment and recommendations pertaining to the current English K-6 Syllabus. Recommendation 6 states that '... the existing syllabus continue to be implemented in 1996 and 1997, with Functional Grammar no longer being mandatory'. While the report recommends that terminology used in the syllabus with respect to functional grammar should be replaced with 'conventional terminology' the functional approach to language underpinning the syllabus is to be maintained. The Board is currently considering the implications arising out of the recommendations and will convey decisions to schools as soon as possible.

In sum, the syllabus in its present form remains current. If you would like further information regarding these items or K-6 curriculum matters in general, contact Margaret Malone, Inspector, Primary Education, phone (02) 9927 8199 or fax (02) 9954 9218.