New South Wales (NSW)

Standards and Benchmarking

• 1. What does your state/territory understand by the terms standards and benchmarking?

  In NSW the term standards has two aspects, performance standards and content standards.

  The ‘standards’ refer to the levels of performance expected of students at particular stages of schooling. They describe levels of achievement in terms of the content, skills and understanding expected of students following a course of study. Performance standards are clarified by performance descriptions, examinations, marking guidelines and work samples. Content standards are defined by the outcomes statements and content contained in the various syllabuses developed by the NSW Board of Studies. These statements describe what a student should know and be able to do in a given subject. The defined standards are expected to remain constant through time.

  A ‘benchmark’ is taken to refer to one particular level of performance on a scale. That level of performance may define a ‘benchmark’ that represents an exemplary standard, or it may define, as in the National Benchmarking, a minimal competency level a student may be expected to achieve that is necessary for later stages of learning.

• 2. How are standards and benchmarks currently applied in your state/territory? (current practice)

  The NSW Board of Studies has a K-12 standards framework that is progressively being developed and implemented.

  NSW syllabuses contain a standards framework of outcomes at stages of schooling. The stages relate to years of schooling as follows:

  • Early stage 1 Kindergarten
  • Stage 1 Years 1 and 2
  • Stage 2 Years 3 and 4
  • Stage 3 Years 5 and 6
  • Stage 4 Years 7 and 8
  • Stage 5 Years 9 and 10
  • Stage 6 Years 11 and 12

  All K-6 syllabuses and all New HSC syllabuses now include clear statements of outcomes and content that students are expected to learn. Currently, the Office of the Board is engaged in the development of a K-10 curriculum framework that will include evaluation and revision of the Years 7-10 syllabuses.

  In the Board’s statewide examinations for the New HSC from 2001 and in the School Certificate Tests in English, Mathematics and Science student performance will be assessed and reported in terms of standards achieved. From 2002 the School Certificate Test in Australian History, Geography, Civics and Citizenship will be added to this group of tests.

  For government schools, Departmental policy requires that schools report in terms of the standards expected by the syllabuses produced by the NSW Board of Studies. Student achievement and progress are judged against the K-12 standards framework. Judgements of student achievement are based on a wide range of evidence gathered throughout the teaching and learning process. Schools are encouraged to report to parents in terms of attainment of syllabus outcomes for any reporting period.

  Statewide tests conducted by the Department of Education and Training (DET), report in terms of a performance scale linked between years that allows comparison of levels or standards of performance over time. The tests are reported in terms of specific syllabus content included in each particular year’s test. These tests include the Basic Skills Tests in literacy and numeracy in Years 3 and 5, the English Literacy and Language Assessment (ELLA) in Years 7 and 8, the Writing Assessment Program (WrAP) in Years 3 and 5, and the Secondary Numeracy Assessment Program (SNAP) in Year 7.

  The National Benchmarks in Year 3 reading have been assessed through the Basic Skills Test. The other National Benchmarks in literacy and numeracy in Years 3, 5 and 7 will be progressively assessed through the Department’s statewide testing programs. These statewide tests assess much more than the benchmark standard.

  As syllabuses in NSW set the standards, teachers in government schools do not refer to the National Benchmarks standard when designing their teaching and learning programs. The outcomes in stages define a much higher level and students in NSW will certainly achieve the benchmark standard when they achieve the outcomes of the syllabuses.

• 3. Briefly outline the work being done in the area of standards and benchmarking in your state/territory.

  In NSW the review of the Years 7-10 curriculum has commenced. This will complete the K-12 standards framework in this state. The review will involve a program of evaluation and revision of Years 7-10 syllabuses against a K-10 curriculum framework commencing with the English and mathematics syllabuses and building on the recent revision of the science, history and geography syllabuses.

  Following the 2001 HSC examinations, the standards for the HSC will be in place. Some refinement and modification will continue for a year or two after that, but by early 2002 the standards will largely be established and documented.

  The process of determining where the National Benchmark levels of performance for literacy and numeracy lie on each of the DET test scales is an ongoing process. The ‘cut-score’ for the reading benchmark in Year 3 has been determined but work continues on finalising the cut-score for reading for Year 5, and the spelling and writing benchmark performances on the NSW reporting scales. While this project is run by the National Taskforce established by MCEETYA, analysis is being conducted on NSW data by officers of the Department to support and confirm the determinations of the taskforce and its working party.

  The DET has moved to support assessment and reporting in terms of syllabus outcomes in its schools in a number of ways. There has been ongoing production of support documents and provision of training and development throughout the districts.

  NSW government schools are being provided progressively with a software program, KIDMAP, which is designed to support teachers and schools manage the implementation of an outcomes approach to teaching and learning. In 2000, the software is available for use in primary schools and is being piloted in secondary schools.

  KIDMAP includes functions to support schools and teachers plan, program, record, analyse and report using outcomes in stages in NSW syllabus documents. The software contains NSW Board of Studies syllabus information such as outcomes and indicators, as well as support provided by the Board and the Department.

  Under the Commonwealth’s Quality Teacher Program (QTP), the DET has established a project titled, Consistency of Outcomes in Stages Assessment project. This project will involve schools in investigating aspects of consistency of teacher judgement in relation to the assessment and reporting of student achievement of outcomes. It is envisaged that schools involved will inform the development of a statewide package that will model processes and structures at a school level to support consistency of teacher judgement.

Middle Years of Schooling (Years 5-8)

• 1. How does your state/territory define the 'middle years'?

  For the purposes of curriculum development the NSW Board of Studies acknowledges that the term ‘middle years of schooling’ is typically seen to apply to Years 5 — 8. However, given the Board’s legislative requirements and existing school structure, middle years initiatives need to be accounted for in K-6 and 7-10 syllabus development activities.

  The NSW Department of Education and Training defines the 'middle years' as Years 5 to 8, that is, the last two years of primary education and the first two years of secondary education.

• 2. What initiatives/programs are currently being implemented in the 'middle years' in your state or territory?

  NSW Board of Studies initiatives to revitalise the middle years of schooling include:

  • developing curriculum framework and criteria to guide revision of syllabuses for Years K-10;
  • establishing principles to guide syllabus writers in ensuring continuity between courses across stages, particularly across Stages 3 to 4 and across Stages 5 to 6;
  • commencing development of new Years 7-10 syllabuses for English and Mathematics as well as a new K-6 Mathematics syllabus.

  The NSW Department of Education and Training is implementing a new Linkages Project, which aims to create strong links between high schools and their feeder primary schools, to ensure that:

  • the literacy and numeracy skills, knowledge and understandings of all students are known in the transition from Stage 3 (Years 5 and 6) to Stage 4 (Years 7 and 8)
  • primary students are well prepared to engage in learning in secondary subjects
  • appropriate secondary programs are developed for students to achieve syllabus outcomes.

  Under the project, 25 Linkages consultants will be appointed and funds will be provided to support district initiatives. The focus of the role of Linkages consultants will shift from an initial emphasis on literacy to an equal emphasis on literacy and numeracy. They will also have a key role in supporting broader improvement in early secondary education.

  Linkages consultants and district literacy consultants will support teachers in developing consistency of judgement about student achievement of syllabus outcomes, and support the use of KIDMAP, as an efficient means of recording students' achievement of syllabus outcomes in Years 5—8.

  Several previously discrete programs have combined under the Linkages Program. These are:

  • Current middle years literacy consultancy
  • Development of a policy statement: Focus on Linkages Years 5-8
  • Literacy and Numeracy Plus materials development
  • Literacy and Numeracy Plus follow-up training
  • TAFE accredited peer tutoring program
  • Links to the Counting On numeracy program.

  A policy statement, to be called Focus on Linkages, will be developed to inform teaching practice in Years 5-8 in NSW government schools.

  In addition to the Linkages program, there are activities which are designed to support either Years 5 and 6 or Years 7 and 8. The Lifeskills program, for example, is currently being piloted in ten primary schools. The program involves the implementation of a microsociety with a government and economy being set up in a school and run by students. The students design and establish a currency and banking system. The students run many businesses in the Lifeskills economy including recycling ventures.

  The literacy needs of all students in the middle years are identified each year through statewide tests. Students in Year 5 sit for the Basic Skills Test and students in Years 7 and 8 sit for the English Language and Literacy Assessment (ELLA).

  Monitoring the numeracy achievements of students in Year 5 is also carried out through the Basic Skills Test. This year the Department of Education and Training conducted a pilot of a new statewide Year 7 numeracy test in 113 secondary schools.

  These tests are designed to provide better quality information on the literacy and numeracy achievement of students at crucial transition points. The tests are complemented by school-based assessment of syllabus outcomes.

• 3. What are some of the current issues being addressed in your state/territory?

  Some of the broad issues in syllabus development for Years 7-10 include:

  • designing curriculum to meet the current and future learning needs and interests of adolescent students;
  • ensuring a continuum of learning K-12;
  • continuing to provide strong foundations through a core curriculum.

  Other issues include:

  • Continuity of students' engagement in learning from Stage 3 to Stage 4;
  • Understanding of the needs of adolescent learners as a discrete developmental period;
  • Ensuring that primary students are well prepared to engage in the subject-specific learning required of secondary schooling by articulating KLA learning more clearly in primary classrooms, where an integrated approach is popular;
  • Ensuring that teachers have a clear understanding of the literacy and numeracy demands of subjects, and how to teach these to students;
  • Ensuring that prior learning is known and built upon;
  • Ensuring equity; that all students are taught all syllabus outcomes;
  • Developing an understanding of organisational structures that support students' learning.

  These issues are being addressed by the Department of Education and Training through the introduction of four Linkages curriculum guidelines that guide teachers in helping their students develop as learners. These guidelines are:

  • Maintaining high expectations of all students;
  • Addressing the needs of adolescent learners within the mainstream classroom;
  • Teaching explicitly and systematically;
  • Teaching subject-specific literacy and numeracy.

  These guidelines will form the basis of the policy statement, Focus on Linkages.

Vocational Learning

• 1. What does your state/territory understand by the terms:
  vocational learning and
  structured workplace learning
  

  Vocational education and training refers to appropriately accredited and industry specific entry level training programs that deliver competencies endorsed within the National Training Framework and certification of industry accredited training aligned to the Australian Qualifications Framework.

  Vocational learning is general learning that has a vocational perspective. Vocational learning in NSW schools is directed towards the development of generic work-related competencies and skills including elements such as enterprise education, career education and community based learning. Vocational learning in the curriculum aims to build an awareness of the work people do and helps to promote the message that work, education and training are inter-related aspects of life ahead. All students should experience vocational learning at each year level throughout their schooling.

  In NSW structured workplace learning serves a variety of purposes, most but not all of which conform to the MCEETYA Taskforce definitions.

  In the compulsory years of schooling, workplace learning is described as work experience. Work experience programs provide an orientation to the world of work without a planned program of industry recognised skill development. In the post compulsory years, structured workplace learning is more commonly known as work placement in NSW schools. Years 11 and 12 students undertake a work placement as part of most HSC VET courses. The Board of Studies has developed a set of principles to define work placement in the HSC. These principles encapsulate the MCEETYA definition of structured workplace learning.

• 2. What initiatives/programs are being planned or implemented in your state/territory in vocational learning and structured workplace learning and in what years?

  NSW Board of Studies initiatives include the following:

  In Stage 6 (Years 11-12) Vocational Education and Training seven VET industry curriculum frameworks have been derived from national training packages. Each framework contains a range of industry accredited vocational courses which provide students with the opportunity to gain VET certificates or statements of attainment within the AQF (Australian Qualifications Framework) and the Higher School Certificate.

  Under current arrangements VET courses can contribute to the calculation of the UAI. The contribution is based on completion of the required industry competencies and a written examination set and marked by the Board of Studies and conforming to the New HSC outcomes-based standards referenced model. Framework courses are classified as Category B by the universities. This means that no more than two units from VET courses can contribute towards the calculation of the UAI.

  The Stage 6 Work Studies Content Endorsed Course (CEC), which includes vocational learning and structured workplace learning through a core and optional modules, is being revised.

  For 2001 the Board has approved the Stage 5 Work Education syllabus which includes vocational learning and 30 hours of structured workplace learning in an optional 100 hour course. This course assists students to gain an understanding of work and workplaces.

  The Aboriginal Career Aspirations Program, a Stage 4-5 cross curriculum program focusing on the needs of Aboriginal students, is currently being piloted in 10 schools. It is designed to enhance career education and education to work opportunities for Aboriginal students. The results of the pilot and accompanying research programs will have implications for the way in which work education is approached for all students.

  Government school initiatives include the following:

  The school to work planning program for Years 9 and 10 assists students to develop individual school exit plans and record their work-related skills and experiences. This initiative is part of the Ready for Work Plan: School to Work Program.

  Careers markets, education and employment seminars provide information to students in Years 9 —12 about post-school options.

  Career and work education resources for students and teachers such as up-to-date resources on employment and training within selected industries are being developed in collaboration with key industry groups.

  Practice firms simulate business organisation and operations. Through the Practice Firms program students in Years 9-12 develop a practical understanding of business through working closely with a business partner.

  There are several high profile programs run by external agencies, which contribute to enterprise and career education by encouraging students to develop business skills. The best known of these programs are Australian Business Week, Young Achievement Australia’s Business Skills and A Business Enterprise.

  Structured workplace learning (work placement) initiatives include:

  Courses in each of the seven Industry Curriculum Framework areas have a mandatory work placement (structured work placement) component. At least one 240 hour course in each framework has a written examination option which students can choose to undertake so that the result can be included in the calculation of the UAI.

  There are also other HSC VET courses available in other industry areas. These courses count as part of the HSC but do not have a mandatory work placement component.

  School based part-time traineeships, as part of the New HSC, are another growing area of vocational learning available to students in NSW. Trainees engage in a contract of training and are paid for their work.

• 3. What is the rationale for having vocational learning and structured workplace learning in the compulsory years?

  The NSW Board of Studies does not provide for VET and structured workplace learning in the compulsory years. The Board does however, provide vocational learning in the curriculum in the compulsory years.

  Vocational learning is an important curriculum area which provides students with opportunities to develop skills to successfully complete the transition from school to employment or further education and training and to foster in them the desire for lifelong learning irrespective of what they may choose to do after Year 10.

  Vocational learning programs in primary and secondary schools provide students with a vocational awareness and orientation through opportunities to be better informed about their options in work, workplaces, further education and training. Such programs include career and work education, enterprise and community-based learning, education and business partnerships.

  In relation to structured workplace learning, many employers are supporting the move to a more structured approach to workplace learning in better preparing students for the transition from school. Structured workplace learning provides opportunities for formal assessment of a range of skills and knowledge in a real work setting.

• 4. How are the vocational learning initiatives/programs in the compulsory years linked to those in the post compulsory years?

  As the Board of Studies does not provide VET and structured workplace learning in the curriculum in the compulsory years there is no direct link to those provided in the post compulsory years.

  However, vocational learning provides a set of competencies and foundation skills and knowledge within the curriculum during the compulsory years that are continually developed and refined throughout the ensuing years.

  Vocational learning initiatives and programs in the compulsory years provide students with:

  • transition planning into post-school life;
  • accurate and relevant advice on post-school options for future employment, further education and training;
  • opportunities to undertake work-based learning;
  • opportunities to develop and apply generic work-related skills and competencies such as the skills required for teamwork, problem solving, interpersonal communication and self-reliance;
  • a foundation for future vocational education and training.

• 5. How might any issues identified in the middle years of schooling (see 3. above in Middle Years of Schooling) impact on vocational learning in Years 9 and 10? What are the curriculum implications?

  Vocational learning in Years 9 and 10 addresses key competencies and content related to work and employability. Any implications from current work at the Board and other developments related to the middle years of schooling will be addressed in future syllabuses.

  Vocational learning programs in Years 9 and 10 need to build on prior learning in the middle years. Students start gaining awareness about the world of work and their place in it from primary school through study of the Human Society & Its Environment K-6 syllabus. In Years 9 and 10 NSW schools can offer a work education course that builds on this understanding. A number of externally run programs are also available to schools to support student development of business skills in those years.

  It is also important that the curriculum include, in addition to specialised learning area outcomes, outcomes related to vocational learning which are cross-curriculum. The NSW Board of Studies’ current review of the Years 7 to 10 curriculum in NSW will look at how ‘work-ready’ concepts and skills can be incorporated across all learning area syllabuses.

Reporting at the End of the Compulsory Years