Strand B - Requirement 1

4.7 Curriculum for primary and secondary schools without Years 11 and 12

4.7.1 Curriculum for primary schools

Primary schools must have an educational program based on, and taught in accordance with the outcomes of NESA syllabuses for the six key learning areas of primary education.

4.7.2 Curriculum for the record of school achievement

The curriculum from Year 7 to Year 10 for students who are candidates for the Record of School Achievement must:

  • meet the study requirements for each KLA, as detailed on the ACE website
  • be taught in accordance with a syllabus developed by NESA and approved by the Minister.

See Registration Process for the NSW Government Schooling System Manual.

Advice for principals

The NESA website states that schools will need to provide curriculum documentation for one stage of English in either K-6 or 7-10.

NESA will advise schools of the particular stage of schooling, when notified of the inspection.

Schools will be asked to provide evidence relating to the standard of teaching, specifically:

  • the consistency between the various elements of the school’s curriculum, including NESA syllabus outcomes, scope and sequence, teaching programs, assessment records and samples of student work
  • records of teacher evaluation/reflection
  • records of student learning progress over time in English
  • records of teaching strategies to meet the learning needs of students across a variety of backgrounds and learning profile
  • records of the school’s analysis of student achievement data to inform teaching and learning.

Evidence to provide at the random inspection

The following questions and information will help to schools to collate evidence for one stage of English:

  • In the documentation collected for English in the particular stage, is there clear connection and alignment between teaching and learning documentation, specifically:
    • NESA syllabus outcomes
    • scope and sequence
    • teaching and learning programs
    • assessment records and schedules
    • samples of student work.
  • Do at least three student work samples demonstrate a range of achievement clearly reflecting:
    • unit of work (day to day teaching)
    • assessment
    • adjustment/differentiation.
  • How does the school use records of teacher evaluation/reflection of the effectiveness of teaching and learning activities?
  • How does the school track student progress over time? How is this information used to inform teaching and learning?
  • What evidence can you provide of teaching strategies that meet the learning needs, student profiles and a variety of student backgrounds?
  • What systems does the school use to analyse student achievement data in English? How do you use this data to inform teaching and learning?

Department policy, procedures and resources and NESA syllabus and advice

This department policy should be used in conjunction with all NESA syllabuses:

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