Paret Guide to the NSW Primary Syllabuses Helpig parets to uderstad their child s progress through primary school
Itroductio As a paret of a primary school studet, you will wat to kow what your child is learig so you ca support them at home. You ad your child s teachers will be the most importat iflueces o your so s or daughter s educatio. This guide is provided to help you follow your child s early learig ad to help you whe talkig to teachers about day to day classroom activities ad your child s progress. What will my child lear at school? New South Wales joied with the Australia Govermet ad all other states ad territories to develop a Australia curriculum. The NSW Educatio Stadards Authority (NESA) formerly kow as the Board of Studies, Teachig ad Educatioal Stadards NSW (BOSTES) developed K 10 syllabuses for Eglish, Mathematics, Sciece ad Techology, History ad Geography that icorporate agreed Australia curriculum cotet. The Sciece ad Techology K 6 Syllabus has bee reviewed to icorporate cotet from the Australia Curriculum: Techologies. The Persoal Developmet, Health ad Physical Educatio K 10 Syllabus has bee reviewed to icorporate cotet from the Australia Curriculum: Health ad Physical Educatio. The Creative Arts K 10 Syllabus icorporates cotet from the Australia Curriculum: Arts. These three syllabuses will be published as they are developed. NESA sets the learig requiremets for each stage of primary school. The four stages are: Kidergarte Years 1 ad 2 Years 3 ad 4 Years 5 ad 6 EARLY STAGE 1 STAGE 1 STAGE 2 STAGE 3 The NESA syllabuses state what must be taught i these six key learig areas: Eglish Mathematics Sciece ad Techology Huma Society ad Its Eviromet (HSIE) (History ad Geography) Creative Arts Persoal Developmet, Health ad Physical Educatio (PDHPE). I this guide you will fid some examples of the kids of thigs your child may lear i each stage of primary school. There are may ways for teachers to orgaise lessos effectively, ad idividual lessos may address cotet from more tha oe learig area. Page 12 provides more iformatio o itegrated uits. 2 There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home.
How much time will be spet o each subject? The NESA syllabus requiremets ca be taught i 80% of a typical 9 am to 3 pm five day school week. The remaiig 20% of the school week is left free for additioal activities at the school s discretio. For example, may schools use this time for laguages, additioal school sport, cocert rehearsals, religious educatio ad special projects. Eglish ad Mathematics make up about 50% of the school week this is equivalet to at least 12 hours each week. The other subjects are spread across the remaiig time (see pie chart below). The 6 10% of time oted below represets betwee 1.5 ad 2.5 hours per week. If my child has special educatio eeds, how will these be met? The NESA syllabuses have bee developed to be iclusive of the learig eeds of all studets. Teachers may eed to make adjustmets to their teachig, learig ad assessmet for some studets with special educatio eeds. This will eable these studets to participate fully i the curriculum. Decisios about adjustmets are made through a collaborative plaig process that ivolves the studet, paret/carer, teacher ad other professioals. More iformatio about the collaborative plaig process ad adjustmets for studets with special educatio eeds ca be foud o the NESA website: http://educatiostadards.sw.edu.au/wps/ portal/esa/11 12/Diversity i learig/stage 6 special educatio/collaborative curriculum plaig There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home. 3
I Eglish, studets lear to read, write, speak, view ad represet laguage. They lear about the Eglish laguage ad literature through workig with a wide rage of spoke, visual, multimedia ad digital texts. Studets lear how laguage varies accordig to cotext, ad how to commuicate with a rage of audieces for differet purposes. They lear to read for iformatio ad pleasure. Studets gai a soud grasp of laguage structures, puctuatio, spellig ad grammar. They also lear to thik i ways that are imagiative, creative ad critical. I Kidergarte EARLY STAGE 1 STAGE 1 commuicate appropriately ad effectively withi the classroom usig agreed covetios, eg stayig o topic, askig for ad offerig assistace give short talks ad express ideas, eg tell ews, describe a favourite toy, describe a sciece experimet begi developig readig ad comprehesio skills, eg recogise simple sight words, recogise most souds of the alphabet, use illustratios ad picture clues to make predictios about stories whe readig recogise rhymes, syllables ad souds (phoemes) i spoke words Some Year 1 ad Year 2 examples egage i coversatios ad discussios usig attetive listeig behaviours, showig iterest ad cotributig ideas, iformatio ad questios commuicate simple iformatio, eg give directios to the library, briefly retell a familiar story develop a icreasig rage of readig ad comprehesio skills o familiar topics, eg soud out ufamiliar words or break them dow ito syllables, respod to puctuatio whe readig aloud, express opiios about characters pla, write ad review simple imagiative, iformative ad persuasive texts o a familiar topic spell commo sight words, eg said, was, some, have spell some commo words accurately i their ow writig write simple seteces/stories for kow audieces such as for self, class or parets, eg Yesterday I played soccer. uderstad that puctuatio is a feature of writte text differet from letters; recogise how capital letters are used for ames, ad that capital letters ad full stops sigal the begiig ad ed of seteces develop basic skills of writig icludig correct pecil grip, good posture ad hadwritig movemets to form some lower case ad upper case letters, eg a, A, b, B. liste attetively ad share ideas, or give iformatio i groups, class discussios or presetatios to other classes ad i assemblies, eg talk about familiar topics such as birthdays, sport, family, frieds begi to read texts o less familiar topics make ifereces, begi to summarise evets ad make predictios whe readig stories to develop comprehesio begi to orgaise ideas ito paragraphs whe writig ad use basic grammatical features ad puctuatio covetios costruct texts featurig prit, visual ad audio elemets usig software, icludig the use of digital techologies. 4 There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home.
STAGE 3 STAGE 2 Some Year 3 ad Year 4 examples commuicate for a rage of purposes ad audieces, eg coduct brief iterviews to obtai iformatio, give istructios for a visual arts project use a wider rage of readig strategies to cofirm predictios ad locate iformatio, eg skim read usig headigs ad subheadigs erich writig through the use of adjectives, adverbs, phrases, cojuctios, proous, direct ad idirect speech ad actio verbs usig the correct tese for the story, eg preset tese, past tese use a rage of digital techologies to costruct, edit ad publish writte text, ad select, edit ad place visual, prit ad audio elemets uderstad how to use strategies for spellig words icludig spellig rules, kowledge of word families, spellig geeralisatios, ad letter combiatios icludig double letters Some Year 5 ad Year 6 examples commuicate effectively for a icreasig rage of purposes, eg to etertai, iform ad ifluece audieces use comprehesio strategies to iterpret ad aalyse iformatio ad ideas, comparig cotet from a variety of textual sources icludig media ad digital texts read, recogise ad respod to themes ad issues withi texts ad justify iterpretatios by referrig to ow kowledge ad experiece use grammatical features, eg proous, cojuctios ad coectives, to accurately lik ideas ad iformatio to esure meaig whe composig texts use kow word meaigs ad base words whe spellig ukow words, eg sig sigature thik critically about aspects of texts such as ideas ad evets respod to short films, documetaries ad multimedia texts that express familiar ad ew aspects of the broader world read texts for specific purposes, applyig appropriate text processig strategies, eg predictig ad cofirmig, moitorig meaig, skimmig ad scaig employ various speakig skills to give cofidet presetatios, eg gesture, facial expressio, pause, emphasis, volume, humour, rhetorical questios, clarity read ad egage with a wide variety of stories, poems ad visual texts use comprehesio strategies to build meaig to expad cotet kowledge, idetify the writer s poit of view, describe ad compare differet iterpretatios, ad idetify stereotypes produce more complex pieces of writig, eg a persuasive text to develop a positio o a ew school rule use a variety of spellig strategies to spell high frequecy words correctly whe composig imagiative ad other texts respod to a rage of texts, eg through role play or drama, for pleasure ad ejoymet, ad express thoughtful coclusios about those texts. use a itegrated rage of skills, strategies ad kowledge to read, view ad comprehed a wide rage of texts i differet media ad techologies, applyig appropriate text strategies, eg predictig ad cofirmig, moitorig meaig, skimmig ad scaig pla, rehearse ad deliver presetatios, selectig ad sequecig appropriate cotet ad multimodal elemets for defied audieces ad purposes pla, draft ad publish imagiative, iformative ad persuasive texts, choosig ad experimetig with text structures, laguage features, images ad digital resources appropriate to the purpose ad the audiece ivestigate how the orgaisatio of texts ito chapters, headigs, subheadigs, home pages ad subpages for olie texts ad accordig to chroology or topic ca be used to predict cotet ad assist avigatio thik imagiatively whe egagig with texts, usig predictio, eg to imagie what happes to characters after the text. There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home. 5
Mathematics i K 6 focuses o developig studets mathematical uderstadig, fluecy, commuicatio, reasoig ad problem solvig through their study of Number ad Algebra, Measuremet ad Geometry, ad Statistics ad Probability. These capabilities eable studets to respod to familiar ad ufamiliar situatios, usig strategies to make decisios ad solve problems relevat to their further educatio ad everyday lives. EARLY STAGE 1 STAGE 1 I Kidergarte cout aloud to 30 ad recogise umbers 0 to 20 maipulate objects such as couters to help add ad subtract umbers use the laguage of moey i everyday situatios, eg cois, otes, dollars cout forwards by oe to add ad backwards by oe to subtract Some Year 1 tell the time to the half hour ad Year 2 examples state the place value of digits i two digit umbers, eg i the umber 32, the 3 represets 30 or 3 tes begi to model multiplicatio usig cocrete objects, eg 3 2 is the same as 3 groups of 2 describe halves foud i everyday life, eg half a glass of water use the terms add, plus, equals, is equal to, take away, mius ad the differece betwee measure the legths of a variety of everyday items recogise, describe ad order Australia cois accordig to their value ame the days of the week tell the time to the hour, eg four o clock idetify ad ame simple shapes, eg circles, squares use positio terms, eg betwee, behid, right, left recogise that halves are equal parts. tell the time to the quarter hour cout, read ad write umbers to 1000 model divisio usig cocrete objects, eg 6 3 is the same as sharig 6 objects ito 3 equal groups compare ad order the area of two or more surfaces use a caledar to calculate the umber of moths, weeks or days util a upcomig evet uderstad ad draw graphs ad diagrams of data, eg use simple picture graphs ad tables cout forwards ad backwards by twos, threes ad fives. 6 There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home.
STAGE 3 STAGE 2 Some Year 3 ad Year 4 examples use metal strategies to multiply a oe digit umber by a multiple of 10, eg 3 20: 20 + 20 + 20 = 60 idetify, represet ad compare fractios ivolvig halves, quarters ad thirds record area i square cetimetres usig words ad the abbreviatio for square cetimetres (cm 2 ), eg 55 square cetimetres, 55 cm 2 recall multiplicatio facts ( times tables ) of 2, 3, 5 ad 10, eg 10 10 = 100 orgaise data to create ad iterpret tables ad graphs cout forwards ad backwards by tes ad hudreds, eg 1220, 1230, 1240, or 423, 323, 223 add three or more sigle digit umbers, eg 2 + 3 + 4 = 9 measure legths ad distaces usig metres ad cetimetres idetify ad ame 3D objects, eg pyramids, cyliders, coes, spheres roud umbers to the earest te, hudred, thousad or te thousad, eg 67 rouds to 70 Some Year 5 ad Year 6 examp les read, write ad order umbers to at least tes of millios measure agles of up to 360 usig a protractor record legths ad distaces usig combiatios of millimetres, cetimetres, metres ad kilometres, eg 1 km, 200 m calculate the areas of rectagles by multiplyig the legth by the width add three or more umbers with differet umbers of digits, with ad without digital techologies, eg 42 000 + 5123 + 246 multiply three ad four digit umbers by oe digit umbers, eg 673 4 create, with materials or digital techologies, a variety of patters usig whole umbers, fractios or decimals, 1 2 3 4 eg,,, or 2.2, 2.0, 1.8, 1.6 4 4 4 4 use 24 hour time ad am ad pm otatio ivestigate equivaleces usig various methods, eg use 1 a umber lie or a calculator to show that 2 is the same 5 as 0.5 ad 10 use a tape measure or ruler to measure legths ad distaces use metal strategies to divide two digit umbers by oe digit umbers, eg 63 9 = 7 because I kow that 7 9 = 63 determie factors for a give umber, eg factors of 12 are 1, 2, 3, 4, 6, 12 record volume ad capacity usig the abbreviatio for millilitres, eg 6 ml use a compass to fid orth, south, east ad west recogise ad describe agles, eg acute agles, obtuse agles recogise that there are 1000 grams i oe kilogram covert betwee uits of time, eg 60 secods = I miute, 60 miutes = 1 hour idetify ad sketch 3D objects, icludig prisms, pyramids, cyliders ad coes, ad ivestigate their use i commercial packagig. calculate commo percetages (10%, 25% 50%) of quatities, eg 10% of $200 = $20 represet commo percetages as fractios ad decimals, eg 25% meas 25 out of 100 or 1 or 0.25 4 costruct 3D models of prisms ad pyramids ad sketch frot, side ad top views idetify ad ame parts of a circle icludig cetre, radius, diameter, circumferece, sector, semicircle ad quadrat fid a locatio o a map that is a give directio from a tow or ladmark, eg the tow is orth east of Broke Hill add ad subtract decimals with a differet umber of decimal places, with ad without digital techologies, eg 2.0 + 0.75 + 0.05 = 2.8 solve additio ad subtractio word problems with more tha oe operatio, eg I have $40 000 to buy a car. The car is $36 118. I wat to add tited widows for $860. How much moey will I have left over? There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home. 7
Sciece ad Techology develops studets skills i thikig, ivestigatig ad problem solvig. It gives them kowledge ad skills i scietific ivestigatio ad iquiry, desig ad applyig techologies. Childre pose questios, test ideas, ad develop ad evaluate desiged solutios. EARLY STAGE 3 STAGE 2 STAGE 1 STAGE 1 I Kidergarte sketch or model ideas for a product, place or space ad recout how their ideas suit their purpose explore a rage of existig products, places ad spaces, ad discuss their likes ad dislikes observe the way a variety of familiar objects move, eg slidig, rollig, spiig ad boucig o the groud Some Year 1 ad Year 2 examples explore ad observe differet sources of light ad soud i studets daily lives ad the seses that detect them describe some physical features of a ladscape that has bee chaged by flood, drought or other weatherig ad erosio record the chages i growth of a plat or aimal i differet ways predict how materials will chage whe they are Some Year 3 ad Year 4 examples idetify some differet ways i which heat is produced i the eviromet, eg by electricity, burig ad frictio carry out tests to ivestigate the forces of attractio ad repulsio betwee magets ivestigate how chage i the eviromet is used by Aborigial ad Torres Strait Islader Peoples to develop seasoal caledars ivestigate the role of livig thigs i a habitat, eg plats as producers ad microbes (micro orgaisms) as decomposers Some Year 5 ad Year 6 examples costruct simple circuits icorporatig devices, eg switches ad light globes develop desigs ad solutios to meet specific social or evirometal eeds of users explore how iformatio ad commuicatio systems ca be used for a variety of purposes observe how the structural features ad behaviour of some plats ad aimals help them to survive i their eviromet describe what plats ad aimals, icludig humas, eed to stay alive ad healthy, eg food, water ad air describe how people respod to familiar chages i their eviromet, eg day ad ight ad seasoal chages idetify how plats ad aimals respod to chages i the eviromet, eg trees losig their leaves ad the thickess of aimals' fur. combied, eg sugar i water, differet coloured pait ad cookig igrediets study a rage of familiar iformatio sources ad techologies ad idetify their purposes, eg televisio programs, websites, digital games, ewspapers ad magazies use a structured desig process, everyday tools, materials, equipmet ad techiques to produce solutios. demostrate appropriate safety ad etiquette i relatio to computer usage, eg geeral computer care, file security, maitaiig cofidetiality of passwords, pritig ad sharig resources pla ad use a desig process to produce solutios to meet desig criteria ad idetified costraits idetify the compoet parts of a product ad explai how the parts are desiged to work together. describe how Aborigial ad Torres Strait Islader Peoples use observatios of the ight sky to iform decisios about some everyday activities, eg food gatherig ad ceremoies describe systems i built eviromets ad how social ad evirometal factors ifluece their desig ivestigate a system to produce or maufacture a product explore how materials are used i iovative ways for specific purposes self or peer assess their fial product by usig the established desig criteria. 8 There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home.
Huma Society ad Its Eviromet (HSIE) provides opportuities for studets to explore the past ad preset to develop a uderstadig of their persoal ad commuity idetity. They ivestigate the iteractios betwee people, places ad eviromets that shape their atio ad world. They lear to participate i society as iformed, resposible ad active citizes. EARLY STAGE 3 STAGE 2 STAGE 1 STAGE 1 I Kidergarte tell stories of family, school ad local evets that are celebrated or observed at home talk about how families are similar or differet, usig stories ad/or photographs discuss holidays ad special evets i Australia ad other coutries Some Year 1 ad Year 2 examples talk about families ad idetify various family traditios tell stories about evets ad importat days usig laguage such as the ad ow, a log time ago lear about the local commuity ad how it has chaged over time talk about historical sites i the local commuity Some Year 3 ad Year 4 examples lear about the stories of Aborigial ad Torres Strait Islader Peoples ad their relatioship with Coutry/Place ivestigate the cultural diversity or backgroud of the local area lear about celebratios ad commemoratios i Australia ad the world, eg Azac Day ivestigate British coloisatio of Australia ad its impact Some Year 5 ad Year 6 examples lear about people, groups ad evets i the past, eg covict life ad the gold rushes explai evets that led to Australia s Federatio describe experieces of Australia democracy ad citizeship, icludig chagig rights over time talk about stories of migratio ad lear what it meas to be Australia liste to stories from other cultural backgrouds, icludig Aborigial ad Torres Strait Islader Peoples talk about the importace of the places they live i ad belog to show care for their home, classroom, school ad/or the eviromet. use maps ad globes to locate places ad coutries discuss ad observe how techology has chaged over time show a uderstadig of the relatioships betwee eviromets ad people ad what they ca do to help protect their eviromet idetify roles ad resposibilities i families, school ad their commuity. discuss why people value eviromets differetly ivestigate the various ways to care for their local eviromet ad what they ca do at home ad school to help protect the eviromet describe similarities ad differeces betwee commuities i Australia ad other places i the world, icludig religios, laguages ad cultures. examie differet cultures ad their cotributios to Australia idetities ivestigate how the atural eviromet iflueces people ad places, eg bushfires ivestigate the ways people ifluece places ad how they are maaged, eg local plaig ivestigate Australia ad global coectios ad recogise global resposibilities. There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home. 9
Creative Arts gives studets experieces i the visual arts, music, drama ad dace. They have opportuities to explore their creativity i each of these areas. Studets lear to appreciate the meaigs ad values that each artform offers. They perform ad express themselves through the visual arts, music, drama ad dace. EARLY STAGE 3 STAGE 2 STAGE 1 STAGE 1 I Kidergarte make their ow artworks about real ad imagied experieces usig materials such as paits, watercolours, spoges, crayos, brushes ad sticks make simple 3D costructios with boxes ad use playdough or clay to make models Some Year 1 ad Year 2 examples sig sogs, play ad move to music usig their voices ad percussio istrumets move to music i a variety of ways such as imagiig they are a machie or a butterfly dramatise a story, eg Possum Magic Some Year 3 ad Year 4 examp les focus more o the detail of artwork subject matter such as facial expressios, body agles sig ad move to the beat of music, idetify structure ad chages i pitch, tempo ad beat develop dace performaces usig kow dace movemets ad improvised moves to create a sequece Some Year 5 ad Year 6 examp les improvise with photographs ad other artwork to make their ow artwork move to music ad perform i sigig ad dacig combiatios take o roles ad situatios adapted from their imagiatio ad from literature icludig poetry perform dace ad drama with movemet ad expressio sig, play ad move to music, ad experimet with soud copy the beat of music usig clappig, tappig or percussio istrumets. make sculptures ad 3D models usig a variety of techiques such as carvig, cuttig, modellig clay, ad simple prit techiques such as scree pritig talk about how music ca represet ideas ad feeligs through differet souds, tempo ad volume. play music usig percussio istrumets such as drums, triagles or maracas, as well as clappig, tappig of hads ad feet follow percussio charts to create a group musical performace role play characters from plays, workig i groups as well as idividual roles. talk about differet features of the music ad differeces i style, eg folk, rock take o roles to demostrate characterisatio such as challegig stereotypes or explorig status ad relatioships i performaces. 10 There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home.
Persoal Developmet, Health ad Physical Educatio (PDHPE) develops the kowledge, skills ad attitudes studets eed to lead healthy, active ad fulfillig lives. Studets lear about the importace of good food ad regular exercise ad develop positive attitudes towards a healthy lifestyle. Studets lear how bodies grow ad chage over time. They lear skills to play idividual ad team sports, ad the values of sportsmaship ad teamwork. I Kidergarte EARLY STAGE 3 STAGE 2 STAGE 1 STAGE 1 become aware of safe ad usafe places ad situatios, eg ear roads or water idetify people who ca help, ad describe actios such as o, go, tell that might be take i usafe situatios label differet parts of the body ad ame their fuctios, eg ears are for hearig Some Year 1 ad Year 2 examples idetify medicies ad describe how they are safely used ad stored lear ad practise fudametal movemet skills icludig hoppig, skippig, kickig, overarm throwig idetify the qualities of positive relatioships, eg cooperatio ad carig for others Some Year 3 ad Year 4 examp les become aware of the iflueces o healthy choices, eg televisio advertisig ad uhealthy eatig practise fudametal movemet skills i differet physical activities, eg playig with a racquet or bat lear the rules ad play a rage of team sports i class ad school teams Some Year 5 ad Year 6 examp les explai the beefits of persoal lifestyle choices, eg eatig healthy food, participatig i physical activity value differeces i others ad develop a uderstadig of discrimiatio demostrate teamwork, tactics ad precisio whe performig i a rage of physical activities idetify how people care for each other participate i regular physical activity through creative play ad mior games lear ad practise fudametal movemet skills such as hoppig ad jumpig. recogise choices that keep them healthy ad safe, eg su protectio, eatig habits, participatio i physical activity, road use lik movemet skills together i simple sequeces, eg jump hop ru develop positive iteractio skills, eg sharig, helpig others. realise the harm that ca be caused by drugs, tobacco ad alcohol idetify the body chages that occur throughout life participate i a rage of physical activities ad lear how they cotribute to a healthy ad active lifestyle idetify safe behaviours i a variety of cotexts, eg i the water, o the road. explai the importace of commuicatio i relatioships ad positive ways to deal with coflict recogise the effects their decisios ca have o the health ad safety of others cosider their physical activity levels ad participate i physical activities that ehace health. There are may differet ways for teachers to orgaise lessos effectively. Talk to your child s teacher about what they expect to cover i class ad how you ca help your child at home. 11
What is a itegrated uit? Your child s teacher may refer to a itegrated uit as part of their class program. Itegratio meas that material from more tha oe syllabus is beig taught i a sigle uit for example, desigig, makig, writig ad illustratig, researchig, presetig research, readig, usig music ad dace. This could ivolve several learig areas such as Eglish, Sciece ad Techology, Huma Society ad Its Eviromet, ad Creative Arts. Teachers may itegrate some outcomes ad cotet from differet learig areas aroud a commo issue, idea or theme for example, How ca we look after the places we live i?, Why ad how did Australia become a atio?, What was life like for Aborigial ad/or Torres Strait Islader Peoples before the arrival of the Europeas? Teachers have foud that this approach ca deepe studets uderstadig ad ejoymet of what they are learig. Itegratio is ot udertake i a classroom at all times durig the day. Teachers also pla explicit skills based lessos to esure that studets develop core skills i Eglish ad Mathematics. Example: How do places, people ad cultures differ across the world? This is a example which may be taught i Stage 3. HSIE: research Mathematics: select appropriate Sciece ad Techology: desig a Japaese culture techology to collect data, measure Japaese garde takig evirometal, icludig traditioal ad graph usig scale ad 2D ad cultural ad safety factors ito dress ad costumes, 3D shapes cosideratio art, beliefs, eviromet, food, geography ad history Eglish: lear how to write reports ad summarise iformatio gathered durig research about Japa; read widely about the culture ad traditioal tales of Japa 12 Laguages: desig a biligual Creative Arts: ivestigate the sigificace PDHPE: develop team skills, problempostcard of a Japaese garde to be set home to a fried of colour i Japaese culture, desig a mask or puppet, liste to traditioal solve i desigig ad makig, lear traditioal games of Japaese childre Japaese music ad lear about traditioal ad compare them to Australia games Japaese dace ad activities, host a Japaese meal.
Resources for parets NESA has produced may popular ad useful guides to help parets uderstad ad be active participats i their child s schoolig. These are available from NESA olie Shop: shop.esa.sw.edu.au/e/bostes/parets Helpig your child lear to read: A guide for parets Readig is oe of the most importat skills that we use every day. Parets ca help their childre lear to read by showig them how we use readig to make sese of the moder world. This guide is desiged to assist parets i teachig their childre, from birth through the primary school years, as they lear to read. It icludes a sectio o helpig childre who are havig trouble learig to read, ad offers a rage of useful hits ad tips to build your child s skills ad cofidece. Helpig your child lear to write: A guide for parets From scribblig to drawig to experimetig with the shapes of letters, childre progress at their ow speed towards writig fully formed words. This guide outlies how simple thigs that you ca do at home such as providig a rage of materials to help develop the muscles i small hads, or readig to your child every day ca help your child lear to write. The guide also helps parets to uderstad the types of writig that are taught at primary school. It icludes a comprehesive list of commoly used grammar terms. Helpig your child lear to do mathematics: A guide for parets This guide shows how you ca help your child lear mathematics simply by ivolvig them i everyday activities. It clearly relates each aspect of the Mathematics Syllabus to commo household tasks. The guide is desiged to assist parets i teachig their child, from birth through the primary school years, about Mathematics i the world aroud them. It also helps parets uderstad what their child is learig i mathematics at primary school. 13
rf l r r f r t r Helpig your child lear about grammar A guide for parets Helpig your child lear about grammar: A guide for parets This guide outlies the techical terms of grammar ad how they are used i the classroom ad i everyday life. It shows how to apply correct grammar i writig ad outlies simple ways to help your child use correct grammar i their speakig ad writig. OUTSTANDING PRIMARY SCHOOL WRITING FROM THE 2016 WriteO COMPETITION A wode u esou ce o eache s The Best of WriteO 2016 This athology features gold, silver ad broze award wiig pieces of imagiative, iformative ad persuasive writig by NSW primary school studets. The Best of WriteO 2016 is a woderful resource for teachers, parets ad studets. Ispirig stories by studets from Years 1 to 6 Families ca use this athology: to teach ad ejoy quality writig to compare the stadard of youg people s writig as a best practice guide to help youg people improve their writig skills. Free olie resources for parets Trasitioig to school A guide for parets This olie resource has bee developed for parets of preschool childre who are preparig their child for Kidergarte. It aswers the commo questios parets ask ad provides liks to useful resources: http://educatiostadards.sw.edu.au/ wps/portal/esa/parets/paret guide/trasitioig to school 14
Some words ad phrases explaied Key learig areas (KLAs) These are the madatory subject areas taught i all NSW schools. There are six KLAs i primary school ad eight KLAs i secodary school. I secodary school, Sciece ad Techology becomes two separate learig areas. Laguages is also itroduced as a madatory learig area. You ca fid out more about KLAs o the NESA website: educatiostadards.sw.edu.au/wps/portal/esa/parets/paret guide/primaryschool k 6 Stage statemets The NESA stage statemets help primary teachers summarise the teachig ad learig required for each syllabus. You ca read the statemets for each primary learig area o the NESA website. The NESA stage statemets for primary schools replace the NESA foudatio statemets as they appeared i the previous syllabuses. Syllabus A syllabus describes what should be covered i each learig area at each stage of schoolig. Syllabus ad curriculum are ofte used to describe the same thig, although curriculum ca also be a more geeral term to describe everythig taught i schools. Olie syllabuses The NSW syllabuses are available i a iteractive format at: http://syllabus.esa.sw.edu.au 15
Useful websites NESA home page http://educatiostadards.sw.edu.au/wps/portal/esa/home/ K 6 syllabuses http://syllabus.esa.sw.edu.au/ NESA Shop https://shop.esa.sw.edu.au/e/bostes Assessmet Resource Cetre (ARC) https://arc.esa.sw.edu.au/go/k 6/ Aborigial Educatio ab ed.esa.sw.edu.au/ NSW Departmet of Educatio dec.sw.gov.au/ Catholic Educatio Commissio NSW cecsw.catholic.edu.au Associatio of Idepedet Schools of NSW aissw.edu.au NSW Parets Coucil paretscoucil.sw.edu.au DSSP 28370