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Year 9, Ringwood Secondary College

Marjan Mossammaparast, Year 9 CHALLEN9E LeaderKate Stevens, Year 12 English Team Leader

An Integrated Approach to English and Humanities

What is it?A new integrated English/Humanities subject at year 9 (combines domains of English, History and Geography)Allocated 9 x 73 minute periods per fortnight This time allocation means that we have between 4 and 5 sessions with our class per weekBenefits and drawbacks?

Two 73 minute periods, recess, one period, lunch, one period, 3:15 finishThe benefits of this large amount of contact time are that it gives you a real opportunity to build meaningful connections and thus, establish a sense of accountabilitiy- incidents of behavioural issues have noticably lessened as a result.The downside of having so much contact time, combined with the students not having timetabled classes on a Wednesday is that often we have doubles and this means that our lessons need to be quite varied in order to keep engagment up2Key Elements:Instead of being traditionally focused on skills as the starting point for studies, the subject teaches these core skills through the lens of an essential question each semester:Semester 1: What does it mean to be an Australian? Semester 2: What are the forces at work in our world?

Develops key English skills of reading, writing and speaking and listeningStudents learn physical and human geography and the interaction between these two systems, as well as geospatial skillsStudents undertake a broad study of the history of Australia and focus on particular time periods, including:the history of migration and how it has shaped (and continues to shape) the nationpre-contact Australia and the effect (continuing) of the encounter between British and Aboriginesthe Gold Rush and the Chinese in Australiathe development of the Melbourne

Staffing10 teachers (including ESL stream), including:4 VCE English teachers (including Head of English)2 core Geography teachers2 core History teachersWork in strong team meet at the start of each term to map out the details of classes and divide responsibilities for common assessment tasksTeam leader (CHALLEN9E Leader) attends English, History and Geography faculty meetings to report, discuss and disseminate, and represents the program on Curriculum CommitteePD for staff working outside their key areas of strength eg. History/Geography PD offered to staff to highlight key skills needed in VCE History and Geography (to ensure continuity of learning)

Context + Rationale: Year 9 CHALLEN9E Program

The new integrated English/Humanities subject was a response to the restructuring of year 9 in light of the new CHALLEN9E Program, implemented in 2010

Purpose of CHALLEN9E: to meet the needs of young people in an increasingly complex world by fostering:choice and student agencyempowerment and responsibilityacademic rigour and accountabilitycharacter developmentconnected to school and communitytransformation and transition

CHALLEN9E Program: StructureStudents in CHALLEN9E work in one of 9 tutor groups, each guided by an interGREAT tutorThey work through an integrated program of core studies incorporating the subjects of:English/Humanities Maths and Science (both taught by the same teacher)interGREAT (whole day Wednesday)Physical EducationThere is also a comprehensive elective program covering subject areas such as creative and performing arts, design and technology, LOTE and Duke of EdinburghStudents experience most classes with key teachers, one of whom doubles as the interGREAT tutor, enhancing the Pastoral Care programYear level is structured into 3 communities and student welfare and management is provided by one of 3 Community Heads

interGREATA key feature of CHALLEN9E is the weekly interGREAT program

Each Wednesday, students are guided by their interGREAT tutor through a structured program with many varied focuses, including:Guest speaker presentations eg. Boori PryorValues education and pastoral care eg. ethicsCurriculum based excursions eg. Chinatown Excursion, Hampton Beach ExcursionStudent leadership eg. CHALLEN9E Student Council; Tutor Group Assembly PresentationsGoal setting and guided reflection on learning progress, inc. regular completion of Learning PortfolioPersonal and Community Projects (focus on civics and citizenship in action) Literacy, Numeracy and ICT skills toolbox sessions eg. NAPLAN preparationInterest based workshopWeekly Extension Series and support sessions (run through Eng, His, Geo, Maths and Science faculties)

Each term, all learning activities are based around the overarching themes of:The SelfThe Self in the CommunityThe Self in the WorldFuture Self

interGREAT provides the flexibility for faculties to add extra time to their core courses eg. Maths Common Test, NAPLAN revision, Reconciliation Week/Refugee Week activities etc. The interGREAT year begins with a three day camp for all students

Sample Community Project

C+C: Course Outline Semester 1 What does it mean to be an Australian?

Term 1:

This term students will undertake a study of coastal systems and the impact of humaninteraction with these systems. They will consider how Australias naturalenvironment has shaped the identity and activities of Australians in the past, includingits indigenous populations, and how it influenced the establishment and development ofBritish settlement. They will explore how Australias natural environment, especially the coastalnature of the continent, continues to shape the population distribution and culture of modernDay Australia. Tasks this term will focus on: consolidating mapping skills; developing historical analysis skillsthrough the completion of document studies; developing oral skills through a persuasive oralpresentation; developing personal, narrative and imaginative writing skills and using the languageof descriptions. Students will also take part in a coastal fieldtrip to Hampton Beach and completea geographic fieldtrip report.

C+C: Course Outline Term 2:

This term students will undertake a study of the history of migration (commencing with a broader lookat the process of colonization) and its impact in shaping Australian society. They will focus particularly onthe impact of migration on indigenous cultures and explore issues arising from this encounter. They will also analyze the impact of the arrival of Chinese migrants during the Gold Rush periodand trace the roots of Australias multicultural composition, as well as its consequences on thedevelopment of migration policies, including the White Australia policy.

Tasks this term will focus on: developing historical essay writing through the study of the film text TenCanoes; analyzing the use of language to persuade and position an audience; examining primary andsecondary sources and completing document studies and historical research. Students will also take part in afieldtrip to Chinatown and complete a fieldtrip report.

C+C: Course OutlineSemester 2 What are the forces at work in our world?

Term 3:

This term students will study the physical forces and the non-physical forces that operate in boththe inner and outer world and exert an influence over human beings. Students will undertake atextual study of the novel The Killers Tears set in Chile, and will use this text as a springboardfor the geographic study of the forces of nature through a tectonics unit. More broadly, studentswill examine the force of urbanization that pulls populations to the cities, and will consider boththe benefits and the challenges that ensue by using the city of Melbourne as a case study andfocusing on the history of its development. This provides a strong foundation for the CityCHALLEN9E experience (the formal project of which is assessed through the subject ofinterGREAT), which constitutes a week spent in the city towards the end of term.

Tasks this term will focus on utilizing the geographic SHEEPT analysis tool to formulate anunderstanding of the history of the development of Melbourne city, a writing folio based onthe text The Killers Tears that explores the nature of the forces at work in our worlds, a dramaticpersuasive oral presentation that engages with contentious issues such asurban sprawl/capital punishment (link to both The Killers Tears and Ned Kelly), and a comparaitiveUrban Field Walk.C+C: Course Outline Term 4:

This term students will study the text Of Mice and Men and use this as a springboard to considerthe forces that motivate us, including the power of dreams, the importance of goals and the significanceof work in imparting a sense of identity, purpose and fulfillment in life. Historically, they will examinethe life of the early settlers in Australia, especially women, through a study of a collectionAustralian short stories, including Henry Lawsons The Drovers Wife.

Tasks this term will focus on analysis of the use of language to persuade and developing text responsewriting skills.

Assessment at WorkWithin both semesters we provide various tasks that are largely English skills based with a choice of a close focus on Historical or Geographical componentsWithin these tasks there are options for students to address either Historical or Geographical VELS components and be assessed on their ability to write/speak/write about reading and on their geographical or historical knowledge and understandingWe also provide straight tasks, that assess Historical/Geographical/English standards specifically and separately, and are common tasks given to all studentsHaving such tasks ensures that each of the VELS strands are taught and assessedSEMESTER ONE:What does it mean to be an Australian?Common Assessment Tasks:15%Task 1: Craft of Writing Persuasive Essay (on historical issue)

15%Task 2: Oral Presentations Factors influencing identity (inc. geographical factors)30%Task 3: Reading and Responding Ten Canoes Text Response; History Document Study

20%Task 4: Research Migration Timeline10%Task 5: Fieldwork Coastal Fieldwork10%Task 6: Tests/class work Coastal Geography; relevant class work

Refer to Appendix Oral PresentationSample of an English/History Amalgamated task assessing VELS Level 6 Engligh standard of Speaking and Listening at and the History standard of Historical Knowledge and Understanding16

SEMESTER TWO:What are the forces at work in our world?Common Assessment Tasks15%Task 1: Craft of Writing Forces Writing Folio

10%Task 2: Oral Presentations The Killers Tears Dramatic/Persuasive

30%Task 3: Reading and Responding Of Mice and Men Text Response; Language Analysis

15%Task 4: Research SHEEPT Analysis of Melbourne City (focusing on history of city)10%Task 5: Fieldwork Comparative Urban Field Work; Historical Chinatown Fieldwork

10%Task 6: Tests/class work Urbanisation Test, Violent Earth Test; relevant class work

Refer to Appendix City ProjectStandard of Geospatial Skills Level 6Fieldwork aspect of Year 9 Geography with the Historical Reasoning and Interpretation Level 6 19

How can History help us to understand what makes an Australian?Sample from Term 1:What is my History?How has my History shaped who I am today?What is the History of the space I inhabit?What are the conflicts and events that have shaped the people around me?Is there only one History?How can I understand and trust History?Refer to Appendix: Australian Migration Timeline22Future Directions: The Australian Curriculum Points to remember:

Can be incorporated into integrated programs

Does not constitute whole curriculum of the school room left for local interests and pursuits

General Capabilities (addressed primarily through interGREAT):Critical and creative (and caring) thinkingSelf management, teamwork and social competenceIntercultural understandingEthical behavioursLiteracyNumeracyICT

The Australian Curriculum + Eng/HumanitiesYears 7-10 of the Australian Curriculum focus on Australian History within a regional and world context

Year 9 The Making of the Modern World (1750-1918)Period of industrialisationRapid change in way people lived, worked and thoughtEra of nationalism and imperialismColonisation of Australia as part of expansion of European power (culminating in World War I)

Key inquiry questions:What were the changing features of the movements of people from 1750 to 1918?How did new ideas and technological developments contribute to change in this period?What was the origin, development, significance and long-term impact of imperialism in this period?What was the significance of World War I?

Overview Year 9:Identifies important features of the period (1750-1918)Enables studies to understand broad patterns of historical changeProvides broader context for teaching of depth studyConstitutes 10% of total teaching timeContent for Year 9:nature and significance of Industrial Revolution and how it affected living and working conditions (including in Australia)nature and extent of movement of peoples in the period (eg. slaves, convicts, settlers)extent of European imperial expansion and different responsesemergence and nature of significant economic, social, and political ideas of the period, including nationalism

Depth Studies Year 9:Making a Better World (3 electives)Progressive Ideas and MovementsIndustrial RevolutionMovement of PeoplesInfluence of Industrial Revolution eg. unbanisation and increase in crime in English, leading to transportation of convicts and establishment of penal colony of AustraliaExperiences of people who moved and changes in way of life eg. convicts, free settlers, womenImpact of movement of people eg. contact with indigenous population

Australia and Asia (2 electives)Asia and the WorldMaking a NationExtension of settlement and effects of contact eg. contact with indigenous populationsExperience of non-Australians in Australia prior to 1900s eg. Chinese diggersKey events and ideas in development of Australian self-government and democracy eg. FederationLegislation eg. Immigration Restriction Act

World War IWorld War ICauses and reasons for enlistingPlaces where Australians fought, inc. Gallipoli (interGREAT)Impact of WWI eg. changing role of womenCommemoration of WWI, inc. debates around the nature and significance of ANZAC legend (also through interGREAT City CHALLEN9E)Historical Skills Year 9:Chronology, terms and conceptsTimelinesContestability of termsHistorical questions and researchDeveloping questionsLocating sourcesAnalysis and use of sourcesExplaining contextual significanceSynthesising information from various sourcesUnderstanding reliability and usefulnessPerspectives and interpretationsProvisional nature etc.Explanation and communicationDeveloping historical argumentUsing ICT

Critical Learnings and Reflections

Need for overarching narrative both in curriculum design and in teachingNeed for focus and tolerance of fragmentationNeed for both consistency and flexibility between classesImportance of providing literacy support so that students who struggle with English can still succeed in this subjectRemembering that this is a NEW subject not trying to cram 3 syllabi into shortened time frameImportance of sharing and collaboration working with strengths of the teamNeed for PD both in-house and through external sourcesGetting rubrics rightsBalancing depth as well as breadthContinual reassessment of how the subject fits into the overall structure and direction of the school ie. importance of embedding subject into systems of the school Evaluating student feedback continuity of learning? Effectiveness?

Questions?Thank you for your time.

Marjan: mmossammaparast@ringwoodsc.vic.edu.auKate: kstevens@ringwoodsc.vic.edu.au