By Stage
Early Stage 1 to Stage 3 – Kindergarten to Year 6
Page title | Early Stage 1 to Stage 2 |
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Introduction text |
Early stage 1 – Kindergarten Stage 1 – Year 1 and Year 2 Stage 2 – Year 3 and Year 4 |
Key message | What can I do? I can do anything Research clearly shows that early childhood is a vital time in a child's development. By actively involving children in educational programs from an early age, we can set them on a pathway for lifelong learning. The Early Years Learning Framework (PDF, 5.53MB) (EYLF),(2013), has been revised to align with Belonging, Being and Becoming (PDF, 722Kb) (2009)— Australia's first national Early Years Learning Framework, outlining these key outcomes:
These formative stages are characterised as belonging, begin and becoming to foster students connections to family, community, culture and place. As students participate in everyday school life, they develop interests and construct their own identities and understandings of the world and how they will belong in this world. |
Australian National Curriculum general capabilities | The Australian Curriculum includes seven general capabilities:
General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. They complement the key learning outcomes of the Early Years Learning Framework (COAG 2009) – that children have a strong sense of identity and wellbeing, are connected with and contribute to their world, are confident and involved learners and effective communicators. For more information, access:
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NAPLAN | The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. For students in Year 3 there are four tests covering numeracy, reading, writing and language conventions (spelling, punctuation and grammar). More information is available on the Board of Studies website and NAPLAN website. |
Progression options and key transition points |
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Clusters | |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Page title | Stage 3 - Years 5 and 6 |
Introduction text | The most common approaches to enabling progression for primary school students involve efforts to ameliorate the effects of disadvantage along multiple axes, such as engagement with parents and community, building teacher capacity, providing additional educational and social services, school curriculum reform, retention and achievement programs, targeted interventions in order to develop key skills, developing grit and resilience in students, and aspiration and transition programs. A growing number of Australian university-led outreach programs are aimed at primary school students. At present, much of the Australian literature on this topic is focused on individual university led programs rather than systemic approaches or longitudinal outcomes; however, the overseas and local school based evidence is strong that early outreach improves progressing into higher education. Primary school outreach programs have tended to focus on building capacity, aspiration raising, generating interest in specific subjects, and transition. (NCSEHE) |
Key message | Engage + Challenge = Choice It's never too early to start talking about careers and futures. Link childhood interests with education and careers indirectly, by providing a range of targeted experiences and interactions that stimulate imaginations, challenge conditioning and promote choice. |
Australian National Curriculum general capabilities | The Australian Curriculum includes seven general capabilities:
General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. For more information, access:
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NAPLAN | The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. For students in Year 5 there are four tests covering numeracy, reading, writing and language conventions (spelling, punctuation and grammar). More information is available on the Board of Studies website and NAPLAN website. |
Progression options and key transition points |
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Clusters | |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Stage 4 to Stage 6 – Year 7 to Year 12
Page title | Stage 4 - Years 7 and 8 |
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Introduction text | Secondary school transition into higher education remains the most common path for students entering university. It is also the most common stage of pre-university education targeted by university led outreach programs, which focus on increasing the participation in higher education of students from low socio-economic backgrounds, Indigenous students, and regional and remote students. Sustained, holistic or cumulative programs are considered best practice in increasing students' secondary school achievement and completion, and raising aspiration for further education. Such programs generally have four main goals related to preparing students for higher education and career paths:
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Key message | Choices + Guidance = My Future Plan |
Australian National Curriculum general capabilities | The Australian Curriculum includes seven general capabilities:
General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. For more information, access: |
Progression options and key transition points |
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NAPLAN | The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. For students in Year 7 there are five tests covering reading, writing and language conventions (spelling, punctuation and grammar), as well as two tests in numeracy (a calculator allowed and non-calculator test). More information is available on the Board of Studies website and NAPLAN website. |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Page title | Stage 5 - Years 9 and 10 |
Introduction text | As students move into Years Nine and Ten, they enter a phase of education that liberates them to make some choices and to pursue in greater depth some of the courses which they have enjoyed and done well at. At the same time students will continue to develop their knowledge and skills in courses which are compulsory requirements for progression to Year Eleven. When making elective course choices, students are encouraged to bear in mind their experiences from Years Seven and Eight. For Years Nine and Ten, students' interests and abilities should be of prime consideration when making course choices. A broad, general and interesting choice of courses in which students feel confident will form the best basis for a rich and successful educational experience. At this stages students most immediate career progression goals are linked with their elective choices and information and guidance is and should be sought from teachers and parents. Students will also at this stage consider the degree of intellectual challenge offered by subjects in finding the right balance between their immediate interests and longer term career goals. Programs offering preparation for students for career choices, extension subject progression and consideration of career paths would include:
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Key message | Choices + Guidance = My Future Plan |
Record of student Achievement (RoSA) | Eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). This is a cumulative credential that allows students to accumulate their academic results for completed Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. More information is available on the ROSA website. |
Australian National Curriculum general capabilities | The Australian Curriculum includes seven general capabilities:
General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. For more information, access:
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Progression options and key transition points |
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NAPLAN | The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. For students in Year 9 there are five tests covering reading, writing and language conventions (spelling, punctuation and grammar), as well as two tests in numeracy (a calculator allowed and non-calculator test). More information is available on the Board of Studies website and NAPLAN website. |
Clusters | |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Page title | Stage 6 - Years 11 and 12 |
Introduction text | Secondary school transition into higher education remains the most common path for students entering university. It is also the most common stage of pre-university education targeted by university led outreach programs, which focus on increasing the participation in higher education of students from low socio-economic backgrounds, Indigenous students, and regional and remote students. Sustained, holistic or cumulative programs are considered best practice in increasing students' secondary school achievement and completion, and raising aspiration for further education. Such programs generally have four main goals related to preparing students for higher education and career paths:
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Key message | My Future plan + Pathways = Future Career
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Record of School Achievement (RoSA) | Eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). This is a cumulative credential that allows students to accumulate their academic results for completed Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. More information is available on the ROSA website. |
AQF learning outcomes | Senior Secondary Certificate of Education The Senior Secondary Certificate of Education is graduation certificate awarded to most students in Australian High Schools to qualify individuals with knowledge, skills and values for diverse pathways to further learning, work and effective participation in civic life. The AQF specification for the Senior Secondary Certificate of Education can be found on the AQF website. Certificates / Diplomas Certificates / Diplomas are basic post secondary qualifications and prepare students for both employment and further education and training:
Further information is available on the AQF qualifications page. |
Australian National Curriculum general capabilities | The NSW Board of Studies' Stage 6 syllabus describes the Preliminary and HSC courses to be taught within each subject that may be undertaken as part of the HSC pattern of study. All schools are required to deliver programs of study that comply with the requirements of Board syllabuses, including coverage of all the essential content of the Board's syllabuses. More information on Board Developed courses are available at on the Board of Studies HSC Syllabus page. English
Mathematics
Science
HSIE (Human Society and Its Environment)
PDHPE
Creative Arts
Technology
Languages
VET Curriculum Frameworks
Life Skills Courses
More information can be found at the Board of Studies' Board Content Endorsed Courses page and VET Content Endorsed Courses page. |
Progression options and key transition points |
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Clusters | |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Tertiary Progression / Lifelong Learning and Mature Age
Tertiary Sector progression | |
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Introduction text | There are a wide variety of progression initiatives being undertaken within universities, focused around improving student engagement, support, retention and achievement; improving teaching, curriculum and assessment practices; and improving the equity of institutional processes and practices. In addressing these drivers, university-based progression programs focus on six key areas:
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Key message: | Make Your Mark = Education is for you
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AQF learning outcome | Special Tertiary Admissions Test The Special Tertiary Admissions Test (STAT) is a series of tests designed to assess a range of competencies considered important for success in tertiary study. It assesses your ability to think critically and analyse the material given, rather than testing your knowledge or specific academic subjects. STAT is used by many tertiary institutions in Australia as part of their admissions procedure for certain categories of applicants. STAT is used in addition to any other information available when assessing your application for admission. If you have no formal qualifications on which to base your application to a tertiary institution, you may be eligible to be considered for entry to a course by sitting STAT. Most institutions don't consider STAT results if you are a past year 12 students, however some courses require all applicants, including Year 12 students to sit STAT. More information can be found on the UAC STAT page. Certificates / Diplomas Certificates / Diplomas are basic post secondary qualifications and prepare students for both employment and further education and training:
Further information is available on the AQF Qualifications page. |
Progression options and key transition points |
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Clusters | |
Academic preparedness |
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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Page title | Pathways, transitions and lifelong learning |
Introduction text | While transition from secondary school to university remains the most common pathway to higher education, there are an increasing number of later entrants who have arrived via alternative pathways, often as mature age students after a significant time away from formal education. The main alternative entry pathways which university led progression programs target are currently:
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Key message | Make Your Mark = Education is for you
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Required knowledge and skills | Make Your Mark = Education is for you
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Progression options and key transition points |
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Australian Qualifications Framework | Certificates / Diplomas Certificates / Diplomas are basic post secondary qualifications and prepare students for both employment and further education and training:
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Clusters | |
Academic preparedness | Enabling programs which:
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Motivation, confidence and awareness |
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Building school and community capacity |
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Engaging parents and carers |
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Aboriginal and Torres Strait Islander peoples |
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