Stage 6 support document has been designed to assist teachers in interpreting the science stage 6 syllabus. This lays emphasis on the level of detail that have to be considered when planning and programming learning units. The main focus has been given on the syllabus outcomes addressed and development of skills in students and at the same time giving guidance in planning and tracking of skills using the skills module 8.1 and 9.1 mapping grids. The Mapping grids are used to help teachers in understanding the skill level to be attained by students for specific skills in each module.
The support document mostly site examples as to how to draw relation between column 1,2 and 3 in the syllabus by giving information on the correct interpretation of the meaning of keywords and verbs used in each column of the syllabus. The keywords draw clear links to content with Domain knowledge and understanding, PFA, skills, and integrated teaching, learning and assessment experiences. The sample unit of work illustrated in the support document identifies the basic elements that need to include by teachers and the marked annotations provide the explanations to each part it signifies. These examples help teachers by giving them the details and depth of knowledge outcome expected from students at the end of each module, when planning their teaching and learning activities.
When planning and programming learning unit, following steps must be considered:
1. Scope and sequence must be first established. This gives an overview of the placement, duration, indicative hours allocated to each module in Preliminary and HSC syllabus, outcomes targeted, assessment details and information to safety requirements.
2. Teachers then select the skills outcome to be addressed in regard to each syllabus module content. Based on teacher reflection and evaluation and evidence of student learning, the teaching program can be adjusted.
3. Evidence of student learning must be collected to keep track of their achievements.
A unit of work for Module 9.4 – The search for better health must have a contextual outline about the module, targeted outcome students must achieve at the end of the unit, sufficient information on the safe use of chemicals being used during first hand investigation and a clear link between the content, PFA, knowledge and understanding, skills and suggested teaching and learning strategies.
I found the support document very informative to unfold the difficulties that I faced when trying to interpret the syllabus. The document gives guidance and clear ideas to teachers on the learning and teaching strategies. It also provide a good depth of content knowledge and skill level that students must achieve at the end of each module. The role of assessment tasks on teacher evaluation of students learning is also well emphasised.
Bibliography
1. NSW Board of studies. (2007). Science stage 6 draft sample learning unit for Biology. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/stage-6-draft-sample-unit-for-biology.pdf
2. NSW Board of studies. (2007). Science stage 6 revised support document. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/science_revised_support.pdf
Hi Meera
ReplyDeleteI wrote a very similar blog to yours this week evaluating the use of the Support Document for writing units of work.
The Support Document’s main purpose is to assist teachers develop units of work, ensuring coverage of the scope of the Syllabus throughout the planning, teaching and learning process.
It provides a reference for teachers to assist their understanding of the Syllabus aims, objectives, outcomes, content, assessment and course requirements.
Through the use of the scope and sequence plan and the skills content mapping grids, teachers can be confident that the teaching/learning program established by the school addresses the syllabus requirements.
The Syllabus promotes an approach to programming with outcomes as the focus. The Support Document assists in identifying clear links and relationships between knowledge and understanding, skills, values and attitudes which enables teachers to plan units of work which develop a strong conceptual understanding of each PFA through meaningful, well organised learning experiences that achieve the Syllabus outcomes.
The Support document also encourages flexibility in teachers when programming to adapt learning experiences based on the syllabus content to cater for the diversity of student learning and the individual curriculum needs and circumstances of the school.