Linked to the Curriculum

Curriculum alignment

Participating in the Schools Reconcilation Challenge (SRC) aligns with NSW curriculum

This Teaching Kit has been developed in consultation with the NSW Education Standards Authority (NESA) to ensure that the competition meets NSW curriculum outcomes for Stages 3 and 4 in:

English

The aim of English in years K-10 is to enable students to understand and use language effectively; appreciate, reflect on and enjoy the English language and to make meaning in ways that are imaginative, interpretive, critical and powerful.

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to:

  • A: Communicate through speaking, listening, reading, writing, viewing and representing
  • B: Use language to shape and make meaning according to purpose, audience and context.
  • C: Think in ways that are imaginative, creative, interpretive and critical.
  • D: Express themselves and their relationships with others and their world.
  • E: Learn and reflect on their learning through their study of English.

 

Stage 3 English objectives

Objective How SRC participation meets objective
A
  • Writing and representing
  • Speaking and listening
  • Reading and viewing
  • Spelling
B
  • Reading and responding
  • Grammar, punctuation and vocabulary
C
  • Thinking imaginatively, creatively, interpretively and critically
D
  • Expressing themselves
E
  • Reflecting on learning

 

Stage 4 English objectives

Objective How SRC participation meets objective
A
  • Responds to and composes texts 
for understanding, interpretation, critical analysis, imaginative expression and pleasure.
  • Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies.
B
  • Use and describes language forms, features and structures of texts appropriate 
to a range of purposes, audiences and contexts.
  • Makes effective language choices
to creatively shape meaning with accuracy, clarity and coherence.
C
  • Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.
  • Identifies and explains connections between and among texts.
D
  • Demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it.
  • Identifies, considers and appreciates cultural expression in texts.
E
  • Uses, reflects on and assesses their individual and collaborative skills for learning.

 

Click here for full English syllabus

Visual Arts

In Visual Arts, students develop knowledge and understanding, skills, values and attitudes in making and appreciating by engaging with the concepts of artists, artworks, the audience and the world.

In Visual Arts, students develop their knowledge, skills and understanding in making artworks informed by their investigations of the world as subject matter, use of expressive forms, and consideration of the audience for their works. They also develop their knowledge, skills and understanding in appreciating their own artworks and those of others, recognising some relationships between artists, artworks, audiences and how the world is interpreted.

It also assists students to participate in and contribute to cultural life, to become informed consumers of the arts and culture, to empathise with others, and to consider a range of career paths.

Creative Arts in K–6 is designed to enable students to gain increasing understanding and accomplishment in the visual arts, music, drama and dance and for students to appreciate the meanings and values that each of the art forms offer personally, culturally and as forms of communication.

In Visual Arts, students will develop knowledge, skills and understanding:

  • in making artworks informed by their investigations of the world as subject matter, use of expressive forms, and consideration of the audience for their works.
  • in appreciating their own artworks and those of others, recognising the roles of artists, audiences and how the world can be interpreted.

 

Stage 3 Visual Arts objectives

MAKING
VAS3.1

Investigates subject matter in an attempt to represent likenesses of things in the world

 VAS3.2

Makes artworks for different audiences, assembling materials in a variety of ways
  • Closely observes details of things in the world and seeks to make artworks about these using various techniques, such as proportion, perspective, composition, foreshortening.
  • Uses different artistic concepts (e.g. colour, tone, light, scale, abstract), and explores how symbols may be used in their interpretation of selected subject matter.
  • Explores subject matter of personal and social interest from particular viewpoints including issues, activities and events in the community and global environment, places and spaces, people, objects and fantasies.
  • Examines a range of concepts and their relationships to selected forms.
  • Recognises how
    an audience has an influence on the kinds of works they make,
    and seeks to clarify the purpose of their works, and suggests alternatives about how they may proceed.
  • Discusses the conditions and requirements of artworks that are made for particular purposes, sites or events and how those conditions and requirements can affect how they might go about their own artmaking.s

 

APPRECIATING
VAS3.3

 

  • Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
 VAS3.4

  • Communicates about the ways in which subject matter is represented in artworks.
  • Recognises that an artist may have a different view about the meaning of the work he or she has made, to the view of an audience who responds to it.
  • Recognises that views about artworks can change over time and are affected by different theories and beliefs.
  • Identifies and describes the properties of different forms, materials and techniques in artworks and comments on how these are employed in the representation of subject matter.
  • Discusses the artist’s intention and/or the use of styles and techniques in selected works and considers the possible meanings of these works.
  • Suggests how subject matter can mean different things in artworks
and seeks to explain meanings by developing reasoned accounts that take into account such things as the artist, work, world and audience.

 

Click here for full Visual Arts Stage 3 syllabus

Stage 4 Visual Arts objectives

Objective Area of content Outcomes
Students will: A student:
Develop knowledge, understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames
Practice
Conceptual framework
Frames
Representation
Conceptual strength & meaning
Resolution
4.1 uses a range of strategies
to explore different artmaking conventions and procedures to make artworks
4.2 explores the function of and relationship between artist – artwork – world – audience
4.3 makes artworks that involve some understanding of the frames
4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
4.5 investigates ways to develop meaning in their artworks
4.6 selects different materials and techniques to make artworks
Develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames
Practice
Conceptual framework
Frames
4.7 explores aspects of practice in critical and historical interpretations of art
4.8 explores the function of and relationships between the artist – artwork – world – audience
4.9 begins to acknowledge that art can be interpreted from different points of view

Click here for full Visual Arts Stage 4 syllabus

History

Participating in the SRC addresses a number of criteria for the BOSTES history curriculum, including particular modules.

 

Historical concepts

  • Continuity and change: some things change over time and others remain the same.
  • Cause and effect: events, decisions or developments in the past that produce later actions, results or effects.
  • Perspectives: people from the past will have different views and experiences.
  • Empathetic understanding: an understanding of another’s point of view, way of life and decisions made in a dfferent time.
  • Significance: the importance of an event, development or individual/group.
  • Contestability: historical events or issues may be interpreted differently by historians.

 

Historical skills

  • Comprehension
  • Analysis and use of sources
  • Research
  • Explanation and communication

 

Stage 3 History objectives

A student:

  • describes and explains the significance of people, groups, places and events to the development
of Australia
  • describes and explains dfferent experiences of people living in Australia over time
  • identifies change and continuity and describes the causes and effects of change on Australian society
  • describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples
  • applies a variety of skills of historical inquiry and communication.

 

Stage 3 modules that align with SRC content

  • The Australian Colonies
  • Australia as a nation

 

Stage 4 objectives

A student:

  • describes the nature of history and archaeology and explains their contribution to an understanding of the past
  • describes major periods of historical time and sequences events, people and societies from the past
  • describes and assesses the motives and actions of past individuals and groups in the context of past societies
  • describes and explains the causes and effects of events and developments of past societies over time
  • identifies the meaning, purpose and context of historical sources
  • uses evidence from sources to support historical narratives and explanations
  • identifies and describes different contexts, perspectives and interpretations of the past
  • locates, selects and organizes information from sources to develop an historical inquiry
  • uses a range of historical terms and concepts when communicating an understanding of the past
  • selects and uses appropriate oral, written, visual and digital forms to communicate about the past.

 

Stage 4 modules that align with SRC content

  • Depth Study 1 – Investigating the Past
  • Depth Study 6 – Expanding Contacts – 6D – Aboriginal and Indigenous Peoples, Colonisation and Contact History

 

Click here for History syllabus

Teachers Click Here

Many of these resources and activities have been developed in consultation with NSW Education Standards Authority (NESA) to ensure that the program meets NSW curriculum outcomes for Stages 3, 4 & 5.