· The K–12 continuum of learning in science
-the continuum of learning and the relationship between the stage 6 course and prior knowledge.
· Interpreting the Syllabus Design
-understanding of the link between the content and skills.
· advice on programming and assessments
-in terms of lesson planning, programming units of work and developing assessment criteria.
· Open-ended investigation
-the teacher’s role, types and stages of investigations, safety and the use of animals in investigations.
Advantages
The continuum of learning and skills, apart from being tabulated, has already been described and thus, makes it almost effortless to understand the progress of development for each skill are well described in a systematic way . For example, In Stages 4 and 5, students increase their skills in developing investigation plans whereas in Stage 6, students develop skills in assessing whether first- and second-hand data and information is valid and reliable.....
The linking of the key words and verbs used in column 3 of the modules in the syllabus to the skills table has been illustrated making it quite self explanatory.
The key words in column 2 have been explained further to understand the depth of information that the students have to learn for each dot point. For example, ‘explain that the amount of energy needed to separate atoms in a compound is an indication of the strength of the attraction, or bond, between them’. This requires students to provide information on the relationship between the energy needed to separate atoms in a compound and the attraction, or bond, between them. The cause-and-effect reasons why this relationship exists need to be provided. Therefore, in addition to the definitions provided in the glossary of key words, the support document has examples on how they should be used and in what context.
The flow diagram on page 27 of the support document offers an overview of the elements to be concerned about while teaching, planning and assessing. It also serves as a constant reminder of the interconnectedness in learning and teaching.
Disadvantages
The support document is not explicit in dealing with the Biology syllabus and content. It is common for all Science streams.
In my opinion, the scope and sequence plan and a skills mapping grid provided are not self explanatory. I find that drawing out the scope and sequence using the model that I have been taught more straightforward than the example presented in the support document.
Although the verbs and understanding how to link them has been mentioned in the support document, it fails to address the hierarchy of keywords, which is especially important for the stage 6 program. It should have included the kinds of stage-appropriate verbs to be addressed and discussed the relevance of questioning.
The support document has relevant information on planning and conducting investigations, but not much information on scaffolding. Scaffolding is crucial in investigations as it gives students a guideline to follow and a sense of direction.
It does not give examples of any teaching strategies, worksheets or other helful resources and textbooks that would have been helpful.
Module 8.5
Module 8.5 ‘Evolution of Australian Biota’ describes the evolution of the Australian ecosystems as Gondwana broke away from the rest of its land mass.
There is nothing specifically mentioned about module 8.5 in the syllabus; however, the examples provided in the support document are useful in the following ways:
-It helps with understanding the prior knowledge the students would have had for module 8.5 as seen in the continuum of learning. However, the stage 6 biology syllabus already mentions the prior learning that the students would have undertaken.
It acts as a guide in planning the program in its entirety, the lesson plan, content along with linking the verbs to the skills and the assessment.
Conclusion
In my opinion, the stage 6 support document is valuable as a guide offering information to the overall syllabus, but not explicit to the Biology stage 6 curriculum.
Reference
Board of Studies. (2009). Biology Stage 6 Syllabus. NSW: Board of studies. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl-from2010.pdf
Board of Studies. (2009). Science Stage 6 Revised support document. NSW: Board of studies. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/biology.html
Hi Liesl
ReplyDeleteYour post is really informative. The document that I found really useful in writing a unit of work is the Sample Unit proforma in the Support document,the skills mapping grid and the Draft Sample learning unit ( I am still not sure whether they are part of the Support Document) on the BOS website.
I agree with you on the fact that the Support Document is not explicit for Biology Stage 6 syllabus.
Very explicit discussion on support document and its importance to write a program, Liesl.
ReplyDeleteAccording to my interpretation, the support document provides with the essential requirements to prepare a program. Using this a foundation, a teacher uses his / her own creativity, skills and philosophy of teaching to write a program.
At the same time by using the similar scope and sequence,mapping grid and table format it becomes for easy for any teacher to pick up other teacher's work and being able to teach accordingly.
You have been very particular to pick up the limitations of the document failing to address the hierarchy of verbs and not being particular for biology only. This is some thing to think about indeed.
Lastly, form the beginning of this course, when I was struggling to understand the syllabus, the support document appeared to be a great help. So I think as teachers progress through their professional life, this document should be used to justify their teaching in terms of achieving syllabus objectives.