KINDERGARTEN

TO YEAR 6 GUIDE TO THE NEW

NSW SYLLABUSES

The Australian curriculum is being

implemented in New South Wales through
WHAT IS SIMILAR?
new syllabuses developed by BOSTES for
English, Mathematics, Science Many of the features of the current
and Technology, History and Geography. syllabuses have been retained, including:
n objectives and outcomes
The new K10 syllabuses include agreed
Australian curriculum content and content n content organised in stages from Early
that clarifies learning in Kindergarten to
Stage 1 to Stage 3 in the primary years.
Year 10. The stage statements for Early
Stage 1 to Stage 5 reflect the intent of the
Australian curriculum achievement
standards. WHAT IS DIFFERENT?
The syllabuses identify the knowledge, n Foundation statements are replaced by
understanding, skills, values and attitudes
stage statements that summarise the
that students are expected to develop at
knowledge, understanding, skills, values
each stage, from Kindergarten to Year 10.
and attitudes that students develop as
Teachers will continue to have the flexibility
they achieve the outcomes.
to make decisions about the sequence of
learning, the emphasis to be given to n A subject-specific glossary is included in
particular areas of content, and any each syllabus.
adjustments required based on the needs,
n Learning across the curriculum areas
interests and abilities of their students.
include cross-curriculum priorities,
The syllabuses have been designed to be general capabilities and other important
taught within the BOSTES recommended learning for all students. These 13 areas
percentages for each key learning area in are incorporated in the content of each
a typical school week. syllabus and identified by icons.
Teachers may identify additional
Assessment for learning continues to be an
opportunities for students to learn about
essential component of the K10 syllabuses.
these areas.

DSSP 25921 KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 1

KINDERGARTEN TO YEAR 6

HOW DO THE SYLLABUSES The NSW K6 curriculum provides for

students with special education needs
CATER FOR ALL STUDENTS? through inclusive syllabus outcomes and
content accessible to the full range of
The K10 syllabuses are inclusive of the students. Some students may require
learning needs of all students. Particular adjustments to teaching, learning and
advice about supporting students with assessment experiences. Further advice
special education needs, gifted and talented about curriculum options for students with
students, and students learning English as special education needs in K6 can be found
an additional language or dialect is included in a range of support materials available on
in the syllabuses. the BOSTES website.

WHAT IS THE PLAN FOR IMPLEMENTATION?

2014 2015 2016 2017
English K6
Mathematics Optional K6
Science and Technology Optional K6
History Optional K6
Geography Optional K6

WHAT SUPPORT IS BOSTES syllabuses are available on the BOSTES

website.
PROVIDING? The syllabuses are available in an interactive
online format. The interactive online format
Many existing resources will continue to be provides different ways to customise views of
useful and relevant. Current units of work the syllabuses. The syllabuses can be viewed
can be modified to meet the requirements of by stage, outcomes and content, and provide
the new syllabuses, and some existing units links to support materials and other online
will form the bases of effective programs. resources.
Subject-specific guides for the K6 Accompanying the release of the syllabuses,
n English support materials will be available to assist
teachers in understanding and implementing
n Mathematics each syllabus and its associated assessment
requirements.
n Science and Technology
n History
n Geography

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 2

KINDERGARTEN TO YEAR 6

Support materials
Support materials released with the syllabuses include:
n this guide
n schools guides
n parents guide
n advice on assessment
n advice on programming
n sample scope and sequences
n sample units of work
n sample assessment activities
n Program builder.

The Department of Education and Communities, the Catholic Education Commission, the
Association of Independent Schools, and other school systems and professional associations
will continue to assist and support the ongoing implementation of the syllabuses.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 3

ENGLISH K6

WHAT IS SIMILAR? WHAT IS DIFFERENT?

Students will continue to: n There is an increased emphasis on the
teaching of literature through clearly
n be actively engaged in the development defined content and text requirements.
of skills through speaking, listening,
reading, writing, viewing and n Content is reorganised in a K10
representing continuum which clearly defines
processes and skill development.
n engage with a variety of different types of This includes the explicit teaching of
texts for different purposes and different contextual knowledge, comprehension,
audiences and thinking and reflecting skills and
n acquire skills of English as an EAL processes.
student through explicit teaching and n The K10 continuum has been
links to the ESL scales developed to demonstrate a clear
n develop the range of skills required to be pathway of learning in English.
literate through explicit teaching, a clear n General text requirements for K6
continuum of learning and using a variety have been included to ensure students
of strategies. experience a range of print, spoken,
visual, digital and multimedia texts.
n The text requirements include
experience of contexts such as
intercultural experiences, Aboriginal
histories and cultures, Asian perspectives
and environmental sustainability.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 4

 ENGLISH K6

How content is organised in English

and attitudes
Values

Objectives

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Express themselves
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KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 5

 ENGLISH K6

Features ofO the English K6 content pages

Content is
STAGE 1 organised in
stages.
Content is OBJECTIVE A
A student:
organised by
objectives, modes

or skills. READING AND VIEWING 1

OUTCOME
A student:
draws on an increasing range of skills and strategies to fluently read, view and comprehend
Outcomes are
a range of texts on less familiar topics in different media and technologies EN1-4A
coded and linked
to content.
CONTENT
Students:

Content is
Develop and apply contextual knowledge
organised by key
understand how readers self-selection and enjoyment of texts is informed by personal
processes. interests Learning across
discuss different texts on a similar topic, identifying similarities and differences between the the curriculum
texts (ACELY1665)
content is
incorporated and
Understand and apply knowledge of language forms and features
identified by icons.
recognise grammatical patterns to enhance comprehension, eg action verbs, words or
groups of words that tell who, what, when, where and how
recognise a clause as a complete message or thought expressed in words, nounpronoun
agreement, conjunctions
understand that nouns represent people, places, things and ideas and can be, for example,
Content describes c
the intended Develop and apply graphological, phonological, syntactic and semantic knowledge Australian
learning. recognise soundletter matches including common vowel and consonant digraphs and curriculum content
consonant blends (ACELA1458) descriptions are
understand the variability of soundletter matches (ACELA1459) identified by
distinguish between fact and opinion in persuasive texts
codes.
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Reading and
Responding level 3.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL
scales Reading and Responding strand from Beginning level 1 to level 3. Teachers plan a ESL scales links to
learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers the syllabus give
assess EAL students current level of English on the ESL scales then plan teaching and
61 teachers of EAL
learning activities to scaffold learning for students working towards the achievement of English
syllabus outcomes. students an EAL
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of focus for each
learning will be within the Language structures and features and Strategies ESL scales outcome.
strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, B3.3, B3.4, 1.7, 1.8, 2.7,
2.8, 3.7, 3.8.

62

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 6

MATHEMATICS K6

WHAT IS SIMILAR? WHAT IS DIFFERENT?

Students will continue to: Content:
n engage in learning that reflects a n is organised into three strands:
sequential and logical approach to
Number and Algebra
learning in Mathematics with a level
of challenge appropriate to their stage Measurement and Geometry
of learning Statistics and Probability
n study topic areas in the current n has one additional substrand, Angles,
syllabus, such as fractions, money, in Stage2 and Stage3
two-dimensional shapes and three-
dimensional objects n contains some new material in Stage 3,
such as:
n develop knowledge, skills and
understanding in Working Mathematically the order of operations
in an integrated way. the Cartesian plane in four quadrants
dot plots.

Working Mathematically:
n comprises the five components:
Communicating
Problem Solving
Reasoning
Understanding
Fluency
n is embedded in each substrand
n has up to three specific outcomes, for
Communicating, Problem Solving and
Reasoning, which are incorporated in
each substrand.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 7

 MATHEMATICS K6

How content is organised in Mathematics

710
Substrands
Data Collection Length
and Representation
Area and
Surface Area
Single Variable K6
Data Analysis Substrands Volume
Length
Area Numbers
Bivariate of Any
Data Analysis Volume and Magnitude
Data
Strands Capacity
Me Time
as Mass
ity
il

ur
Time Properties of
ab

em
Geometrical
rob

Working
ent
3D Space Figures
tics and P

Mathematically
and Geometry
2D Space Angle
Communicating
Relationships
Probability
Problem Solving Angles
Statis

Chance
Reasoning Right-Angled
Understanding Position Triangles
Fluency
Trigonometry
and Pythagoras
Nu Theorem
m be ra
r a n d Al g e b
Whole Circle
Numbers Geometry
Addition and
Subtraction Patterns
Computation Multiplication and Algebra Algebraic
with Integers and Division Techniques
Fractions and Indices
Financial Decimals
Mathematics Equations
Ratios and Rates Linear Relationships
Fractions, Decimals Non-Linear Relationships
and Percentages
Functions and Other Graphs
Logarithms
Polynomials

The diagram represents the relationships between the strands and substrands only.
It is not intended to indicate the amount of time spent studying each strand or substrand.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 8

 MATHEMATICS K6

Features of the Mathematics K6 content pages

Content is
organised in
STAGE 2 stages.

NUMBER AND ALGEBRA

Content is
Particular
organised by
substrands are
strands and
substrands. WHOLE NUMBERS 2 separated into two
parts.

OUTCOMES
A student:
uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-1WM Outcomes are
checks the accuracy of a statement and explains the reasoning used MA2-3WM coded and linked
to content.
applies place value to order, read and represent numbers of up to five digits MA2-4NA

CONTENT
Students:
Australian
Content describes curriculum content
Recognise, represent and order numbers to at least tens of thousands (ACMNA072)
the intended descriptions are
apply an understanding of place value to read and write numbers of up to five digits
learning. identified by codes.
arrange numbers of up to five digits in ascending and descending order
state the place value of digits in numbers of up to five digits

pose and answer questions that extend understanding of numbers, eg What happens Learning across
if I rearrange the digits in the number 12 345?, How can I rearrange the digits to make the curriculum
the largest number? (Communicating, Reasoning)
content is
use place value to partition numbers of up to five digits and recognise this as expanded incorporated and
Working notation, eg 67 012 is 60 000 + 7000 + 10 + 2
Mathematically identified by icons.
partition numbers of up to five digits in non-standard forms,
components eg 67 000 as 50 000 + 17 000
(Communicating, round numbers to the nearest ten, hundred, thousand or ten thousand
Problem Solving,
Reasoning) are
Background Information
integrated.
The convention for writing numbers of more than four digits requires that numerals have a Background
space (and not a comma) to the left of each group of three digits when counting from the units
column, eg 16 234. No space is used in a four-digit number, eg 6234. Information and
Language sections
are provided to
Language
assist student
Each Language Students should be able to communicate using the following language: largest number, smallest engagement and
section includes a number, ascending order, descending order, digit, ones, tens, hundreds, thousands, tens of
thousands, place value, expanded notation, round to. understanding.
word list. Words
appearing for the Refer also to language in Whole Numbers 1.
first time in a
substrand are
listed in bold.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 9

SCIENCE AND TECHNOLOGY K6

WHAT IS SIMILAR? WHAT IS DIFFERENT?

Students will continue to: n The continuum of skills, knowledge
and understanding from Science and
n develop a sense of wonder and expand Technology K6 to Science Years 710
their natural curiosity about the world and Technology (Mandatory) in Years 7
around them through their and 8 has been strengthened.
understanding of, interest in and
enthusiasm for science and technology n The Material World substrand includes
outcomes related to the Natural
n develop competence and creativity Environment and the Made Environment.
in using the processes of Working
Scientifically and Working Technologically n The outcomes and content integrate
in a range of hands-on scientific understanding about the development,
investigations and design projects uses and influence of science and
technology on students lives now and
n use the skills and processes of Working into the future.
Scientifically and Working Technologically
to develop their knowledge and n The skills, knowledge and understanding
understanding about the Natural content provides specific guidance about
Environment and the Made Environment the scope of student learning and how
the outcomes can be interpreted.
n develop their science skills, knowledge
and understanding through a range of
contextualised learning experiences
selected by teachers on the basis of
relevance to students learning needs,
interests and experiences.

How content is organised in Science and Technology

CONTENT
CONTEXT
KNOWLEDGE KNOWLEDGE
AND UNDERSTANDING SKILLS AND UNDERSTANDING
Natural Environment (NE) Made Environment (ME)
Working Working
Substrands Scientifically Technologically Substrands
Physical World (PW) (WS) (WT) Built Environments (BE)
Earth and Space (ES) Information (I)
Living World (LW) Products (P)
Material World (MW) Material World (MW)

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 10

 SCIENCE AND TECHNOLOGY K6

Features of the Science and Technology K6 skills content pages

Content is
STAGE 2 organised in
stages.
SKILLS

WORKING SCIENTIFICALLY

OUTCOME
A student:
investigates their questions and predictions by analysing collected data, suggesting
explanations for their findings, and communicating and reflecting on the processes
undertaken. ST2-4WS

Outcomes are
CONTENT coded and linked
to content.
Students question and predict by:
using curiosity, prior knowledge, experiences and scientific information with guidance,
identifying questions in familiar contexts that can be investigated scientifically (ACSIS053,
Skills content is ACSIS064) Australian
organised by the predicting what might happen based on prior knowledge in an investigation. (ACSIS053, curriculum content
ACSIS064) descriptions are
strands: Working
Scientifically and identified by
Students plan investigations by:
Working codes.
working collaboratively and individually, to suggest ways to plan and conduct investigations
Technologically. to find answers to questions (ACSIS054, ACSIS065)
suggesting appropriate materials, tools and equipment they could use in conducting their
investigations and recording their findings, identifying appropriate safety rules
identifying where Working Scientifically might inform or test elements of Working
T
STAGE 2
SKILLS

WORKING TECHNOLOGICALLY

OUTCOME
A student:
applies a design process and uses a range of tools, equipment, materials and techniques to
produce solutions that address specific design criteria. ST2-5WT

CONTENT

Students explore and define a task by:

exploring design situations and/or existing solutions relevant to the needs and wants of
Content describes themselves and others
working individually and collaboratively to develop a design brief that identifies simple
Learning across
the intended
design criteria relating to requirements that make the proposed solution useful and the curriculum
learning. V minimal impact on the environment.
attractive while having content is
incorporated and
Students generate and develop ideas by: identified by icons.
using creative thinking techniques, including brainstorming, mind-mapping, sketching and
modelling

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 11

 SCIENCE AND TECHNOLOGY K6

Features of the Science and Technology K6 knowledge and

understanding content pages

The Knowledge
and
Understanding
strands are the Content is
Natural STAGE 2 organised in
Environment and stages.
KNOWLEDGE AND UNDERSTANDING NATURAL ENVIRONMENT
the Made
Environment.
PHYSICAL WORLD
Knowledge and
understanding OUTCOMES
content is
organised by A student:
strands and identifies ways heat is produced and that heat moves from one object to another ST2-6PW
substrands. describes everyday interactions between objects that result from contact and non-contact
forces. ST2-7PW
Outcomes are
coded and linked
CONTENT to content.
Content describes
the key scientific Heat can be produced in many ways and can move from one object to another. (ACSSU049)
and technological
knowledge and Students:
understanding. identify in their environment some different ways in which heat is produced, eg by electricity,
burning (chemical) and friction (motion)
observe the effects of heat moving from one object to another, eg the feeling when hands
are placed in warm or cold water
describe how people use scientific knowledge in their work and everyday life to control the
Content integrates movement of heat from one object to another, eg a pot holder, insulated bags or thermos. Australian
understanding curriculum content
about the descriptions are
Forces can be exerted by one object on another through direct contact or from a distance. identified by
development, use (ACSSU076)
and influence of codes.
science and Students:
technology on investigate the effect of forces on the behaviour of objects, eg dropping, bouncing or rolling
objects Learning across
peoples lives. the curriculum
observe the way the force of gravity pulls objects towards the Earth, eg dropping objects
from different heights content is
observe everyday situations where the direct contact force (friction) affects the movement of incorporated and
objects on different surfaces, eg a bike or skateboard identified by icons.
carry out tests to investigate the forces of attraction and repulsion between magnets.

V 62

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 12

HISTORY K6

WHAT IS SIMILAR? WHAT IS DIFFERENT?

Students will continue to: n Key inquiry questions provide a focus for
each topic.
n study familiar topics, such as:
n A more specific focus on the sources
personal, family and community
of history and the question How do
histories in Early Stage 1
we know?
local community history in Stage 1
n A more specific integration of historical
British colonisation and Indigenous concepts such as cause and effect and
peoples in Stage 2 change and continuity.
the development of Australian
n More emphasis on specific historical
democracy in Stage 3.
skills such as sequencing time, source
analysis and historical perspectives.
n New topics such as migration will be
studied in Stage 3.

How content is organised in History

age1 Sta
St r ie
s Th ge
rly H isto
eP
as t 1
E a Fam
il y an
d
a Pre
so na l s en
t
Per
Historical
Community &

Concepts and Skills

Australia

Continuity and change

Cause and e eect
Australian Histor y:
Global Histor y:

Stage 2
Stage 5

Perspectives
Empathetic understanding
Signicance
Contestability
Comprehension
First Contacts
T he M o

Analysis and use of sources

Research
Explanation and communication

er n d
Mo Col
d on
Au
y: s tr a d
tor ed is lian Natio
t, M rld H Sta
His n
age4 ci e n
Wo An getor al
y:
St 3

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 13

 HISTORY K6

Features of the History K6 content pages

Content is
STAGE 1 organised in
Content is stages.
organised by PRESENT AND PAST FAMILY LIFE
topics.

OUTCOMES
A student:
communicates an understanding of change and continuity in family life using appropriate
historical terms HT1-1

demonstrates skills of historical inquiry and communication HT1-4

Outcomes are
Key inquiry Key inquiry questions:
coded and linked
questions provide How has family life changed or remained the same over time?
to content.
a focus for How can we show that the present is different from or similar to the past?
teaching and How do we describe the sequence of time?
learning. Historical concepts and skills
The historical concepts and skills to be taught throughout Stage 1 are listed in the Overview of
Teaching and Learning.
Historical
concepts and
skills provide CONTENT
meaningful
learning Differences in family structures and roles today, and how these have changed or remained the
same over time (ACHHK028)
experiences
for students.
Differences and similarities between students daily lives and life during their parents and
grandparents childhoods, including family traditions, leisure time and communications.
(ACHHK030)

Students:
represent graphically the structure of their immediate family
compare and contrast their immediate family with earlier families through photographs and
Content describes other sources, discussing similarities and differences
the intended investigate the roles of present family members and compare with the roles of earlier
learning. generations using a range of sources
discuss similarities and differences from generation to generation, eg family celebrations
and traditions, leisure activities and changes in technology/communications over time
through a range of sources
compare and contrast daily life with that of parents and grandparents at the same age
through stories or photographs and pose questions to ask parents/grandparents.
Australian
How the present, past and future are signified by terms indicating time such as a long time curriculum content
ago, then and now, now and then, old and new, tomorrow, as well as by dates and changes
that may have personal significance, such as birthdays, celebrations and seasons. (ACHHK029)
descriptions are
identified by
Students:
codes.
sequence days of the week, months and seasons of the year
identify days, holidays, events celebrated by students and their families and discuss cultural
differences in days celebrated
Learning across
define and use terms relating to time, sequencing objects or photographs from the past,
eg then and now, past and present, a long time ago the curriculum
content is
incorporated and
V 38
identified by icons.

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 14

GEOGRAPHY K6

WHAT IS SIMILAR? WHAT IS DIFFERENT?

n Key inquiry questions provide a focus for
Students will continue to:
learning.
n investigate environments and
n An emphasis on contemporary
communities across local to global scales
geographical concepts such as place and
n develop an understanding of being sustainability.
informed, responsible and active citizens
n A more specific focus on geographical
n undertake inquiry-based learning to skills and tools, for example maps and
explore and understand the world. spatial technologies.
n More emphasis on the role of fieldwork in
geographical inquiry.

How content is organised in Geography

age1 Sta
ge
St 1
rly
Peo
p le
E a ces an
dP
Pla la c
es

Geographical Concepts
Place
Space
Environment
Interconnection
People, Places, Environments

Scale
Sustainability
People, Places and

Change
and the Future

Environments

Stage 2
Stage 5

Geographical Inquiry Skills Geographical Tools

Acquiring Maps
Processing Fieldwork
Communicating Graphs & Statistics
Spatial Technologies
Visual Representations

Env
t iro
en nts nm
g e m nm e Peo ents
na iro p le o
d Ma , Env , Pl f the
aceSta
an laces
4 W
s an o r l d
g
p le
e
,P ged
Pe
o Sta 3

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 15

 GEOGRAPHY K6

Features of the Geography K6 content pages

Content is
STAGE 1 organised in
Content is stages.
organised by FEATURES OF PLACES
topics.

OUTCOMES
A student:
describes features of places and the connections people have with places GE1-1

identifies ways in which people interact with and care for places GE1-2

communicates geographical information and uses geographical tools for inquiry GE1-3

Key inquiry KEY INQUIRY QUESTIONS

questions provide
What are the features of, and activities in, places?
a focus for
How can we care for places? Outcomes are
teaching and
learning. How can spaces within a place be used for different purposes? coded and linked
to content.
CONTENT FOCUS
Students investigate the natural and human features of places. They describe the reasons
The content focus places change and identify the active role of citizens in the care of places. They learn about
and subheadings how people describe the weather and seasons of places. Students explore activities occurring
provide the scope in places and how the spaces within places can be used for different purposes.
of learning.
CONTENT
Features of places
Content describes Students:
the intended investigate features of places and how they can be cared for, for example: (ACHGK005)
learning. description of the natural and human features of places ST VR Learning across
discussion of the natural features of places identified in Aboriginal Dreaming stories
the curriculum
and/or Legends of the Torres Strait content is
consideration of how a place can be cared for eg a park, farm, beach, bushland incorporated and
identified by icons.
Weather and seasons
Students:
Content examples
investigate the weather and seasons of places, for example: (ACHGK006) Australian
clarify the
intended learning. description of the daily and seasonal weather patterns of a familiar place curriculum content
comparison of the daily and seasonal weather patterns of places GS descriptions are
examination of how different cultural groups, including Aboriginal or Torres Strait identified by codes.
Islander Peoples, describe weather, seasons or seasonal calendars VR
discussion of how weather can affect places and activities eg leisure, farming

How places are organised

Students:
investigate activities that occur within places, for example: (ACHGK007, ACHGK008)
Opportunities for
discussion of why and how the spaces within places can be rearranged for different geographical tools
purposes eg street fair, school hall VR
to be integrated
examination of why various activities in an area are located where they are eg school,
shops M F
are identified.

V Geography K6 Syllabus 48

KINDERGARTEN TO YEAR 6 GUIDE TO THE NEW NSW SYLLABUSES 16