Archived material
Some aspects of the documents in this section no longer apply, however they have been archived for reference.
Newsletter No. 6 – 20 March 1998
The New South Wales Government Reforms for the School Certificate and the Higher School Certificate
In its White Paper, Securing Their Future, the Government stated its commitment to the development of a simpler and more coherent curriculum structure for the Higher School Certificate. The Government undertook to investigate the 2 unit model proposed in the White Paper and, where justified, to introduce advanced and standard courses within subjects. The investigation also took into account the Government's commitment to assess and report the standards of students' achievements in each subject on a single scale.
The outcomes of the Curriculum Model Feasibility Study and the Student Course Choice and Timetabling Study support the conclusion that the 2 unit course structure advocated by Professor McGaw is feasible, albeit with a number of modifications and additions that address the issues and concerns raised during the curriculum investigations and in discussions with school and key education groups.
HSC Curriculum Structure
The Board of Studies has endorsed a curriculum structure based on
the 2 unit structure outlined in Securing Their Future. The curriculum
structure proposed by the Board comprises:
-
Single Courses
Indications so far are that the single course arrangement, comprising four units of study (two preparatory and two HSC) across the two years, will be the structure for the majority of subjects. Single courses will encompass, at least, the expected learning outcomes of current 2 unit and 3 unit courses. -
Differentiated Courses
Where it can be shown that a single course will not provide for the full range of students' needs and abilities, two differentiated courses will be available. This arrangement will provide opportunities for students with an aptitude and interest in the subject to undertake advanced levels of study during both the Preliminary and HSC years. Other students will have opportunities to study a course comparable in expectations to current 2 unit courses.Where there are two differentiated courses for a subject, student performance will be reported on a single subject scale. Student performance in each course will be calibrated on the single scale using common examination questions based on content that is common to both courses. This will mean that students who are successful in the advanced course will be more likely to score the higher marks on the single scale. It is expected that this will encourage students to take the advanced course.
-
Extended Study Courses
Extended study courses will be possible where additional time is required to reach standards beyond the standard achieved in the initial single or differentiated course. The additional courses will build on and extend the content of the initial course.
This structure will provide the flexibility necessary to accommodate the special curriculum needs of particular subjects.
The proposed structure will address the key objectives of the
McGaw Review: to strengthen the Higher School Certificate curriculum;
to raise students' and teachers' expectations; and to encourage
a greater range of students to undertake more demanding levels of
study. The Board believes the structure will enable:
-
a curriculum that caters for the interests and abilities of the full range of students without lowering standards or student expectations;
-
increased opportunity for a greater range of students to be challenged to achieve high standards in the senior years of schooling;
-
recognition of the needs of certain subjects by providing advanced study and, in some cases, extended study courses across both Years 11 and 12;
-
increased opportunity for higher level English study;
-
retention of opportunities for high level study in Mathematics;
-
establishment of firm and explicit criteria to assure the integrity and standard of subjects offered in the Higher School Certificate and to prevent inclusion in the curriculum of courses that are merely `more of the same' rather than more demanding.
To assist with the achievement of these aims, following the evaluation of subjects, new syllabuses will be prepared for publication in 1998 and 1999. These new syllabuses will specify the range of outcomes, learning experiences, tasks and assessment requirements for each course.
The Evaluation of Existing Syllabuses
The evaluation process will apply to all existing subjects, except
English, the Science subjects and existing Vocational Education
and Training (VET) courses. The revision process that is in place
for English and Science will continue and will address the criteria
for HSC courses and the criteria for course arrangements. New VET
courses are to be developed according to a framework approved by
the Board of Studies.
Each subject to be offered as part of the Higher School Certificate
program in 2000/2001 will have been evaluated according to criteria
listed in the White Paper. The evaluation process will:
-
involve the systematic and consistent application of the criteria (p 8) and the principles (p 12) identified in the White Paper;
-
determine whether the subject should continue to be part of the Stage 6 suite of courses;
-
propose the most appropriate course arrangement for each subject to be offered as part of the HSC program; and
-
propose the extent of revision or redevelopment necessary to ensure that the subject provision is of the required quality.
The evaluation process for each subject will focus on the syllabus document and relevant sections of the KLA handbook, including the examination specifications.
The evaluation process will involve three elements: collection of background information and data; the consideration of the nature and scope of the subject; and the consideration of the course arrangement that should apply for the subject. As a result of the evaluation, proposals for the development of new syllabuses, consistent with the new curriculum structure, will be prepared. Once a new syllabus has been prepared there will be a final check to ensure that criteria examined during the evaluation process have been met.
The evaluation process will be undertaken by Project Teams, which will include classroom teachers. The Project Teams will also seek input from tertiary bodies, professional associations, school authorities and other major interest groups. The process will be completed by mid 1998.
The evaluation process has been planned to ensure that opportunities exist for teachers and key education groups to comment on the draft evaluation report for each subject prior to its submission to the Board. Advice will be sent directly to schools on the evaluation schedule for each subject as they are finalised. The schedules for ten subjects are being dispatched. These schedules will also be placed on the Board's website (http://www.boardofstudies.nsw.edu.au).
Warren A Grimshaw
President
Board of Studies NSW
20 March 1998