australian curriculum english presentation feb 2012 final version

Phase 1

Australian Curriculum: English

Semester 1 2012

A curriculum for all young Australians

February 2012

Australian Curriculum

Australian Curriculum implementation© Department of Education WA 2011Revised May 2012

Purpose

• Presentation and clarification of key messages about the Australian Curriculum: English

• Discussion of strategies to prepare for future implementation of the Australian Curriculum: English.




• Key messages (slides 4-6)

• Shape of the Curriculum (slides 7-10)

• Curriculum Content (slides 11-16)

• Resources and support (slides17-21)



Key Messages

• For Semester 1, 2012 it is expected that teachers will continue to prepare for implementation of Phase 1 subjects of the Australian Curriculum

• Schools will not use the Australian Curriculum Achievement Standards to make a summative assessment or report student achievement during 2012.

• The Department’s Curriculum, Assessment and Reporting Policy is current at this point in time.

• For most teachers, this means that what they teach and how they teach it will remain largely unchanged in 2012.



Key Messages

• The three year formal implementation period will commence in July 2012 as the total curriculum package, comprising Curriculum Content, Achievement Standards and Resources, including annotated work samples for the first phase of the Australian Curriculum, is now available.

• ACARA have indicated that NAPLAN tests will draw from the Australian Curriculum from 2014.

• Implementation timelines for the Year 11 and 12 courses are still being negotiated.




Aims to ensure that students:

• learn to listen to, read, view, speak, write, create and reflect;

• appreciate, enjoy and use the English language in all its variations;

• understand how Standard Australian English works in spoken and written forms; and

• develop interest and skills in inquiring into the aesthetic aspects of texts and develop an informed appreciation of literature. back to content slide



Strands and sub-strandsEach strand is grouped into sub-strands

Language Literature Literacy

Language variation and change

Literature and context Texts in context

Language for interaction

Responding to literature

Interacting with others

Text structure and organisation

Examining literature Interpreting, analysing and evaluating

Expressing and developing ideas

Creating literature Creating texts

Sound and letter knowledge



Strand Activity• Each group to select a year level and focus on one of the

strands.

• Each participant to read through the content descriptions for their strand and highlight any part of the text that they may not be addressing in their current teaching and learning program.

• Share individual responses within their group

• Collate group feedback and record on a large post it.

• Each group to present an overview of their strand and identify possible new or different teaching foci.



Texts

• Texts provide the means for communication.

• Can be written, spoken or multimodal, and in print or digital/online forms.

• Students are involved in understanding and producing imaginative, informative and persuasive texts, media texts, everyday texts and workplace texts.

• Literature refers to past and present texts across a range of cultural contexts that are valued for their form and style and recognised as having enduring or artistic value.



Key Information

The language modes

• Interrelated

• The learning of one often supports and extends learning of the others

Year level descriptions (Three functions)

• Emphasise the interrelated nature of the three strands

• Provide information about learning contexts that are appropriate for each year level

• Provide an overview of the range, complexity and key features of the texts to be studied

Content descriptions ( Do not prescribe approaches to teaching)

• Describe the knowledge, skills and processes that teachers are expected to teach and students expected to learn

Content elaborations (Are not intended as content points that all students need to be taught)

• Illustrate and exemplify content back to content slide

Glossary

• Supports a common understanding of key terms



Primary English – Content Overview

• In reading, writing, listening and speaking there is a clear alignment between the K-10 English Syllabus and the Australian Curriculum but with increased expectations in some areas.

• Viewing has been combined with reading and includes creating and responding to digital and multimodal texts in Years F-7.

• Increased emphasis on reading, experiencing, responding to and creating literature.

• New content about English and its dialects, systems of communication and language change.

• Increased emphasis on knowledge about language and language use.



Secondary English – Content Overview

• In reading, writing, listening and speaking and viewing the Australian Curriculum aligns with the K-10 English Syllabus.

• Explicit introduction of reading practices (such as intertextuality, and representation) in Years 8 and 9.

• New content about English and its dialects, systems of communication and language change.

• Specific content detail about understanding and use of grammar in context.

• Stronger emphasis on the analysis and evaluation of literature texts in Years 8-10 (including metalanguage for appreciating literature).

• Specific focus on reading and responding to digital technology.



Some differences

• Strong and explicit reference to grammar.

• Focus on creation of and response to digital and multimodal texts.

• A stronger emphasis on specific ways of analysing, evaluating and developing an informed appreciation of literary texts.

• The range of literary texts comprises world, Australian, Aboriginal (including inscriptional and oral narratives), and texts from and about Asia.

• New content about English and its dialects, systems of communication and language variation and change.



Achievement Standards

F-Year 10 Achievement standards:

• indicate the quality of learning students should typically demonstrate by a particular point in their schooling;

• describe the extent of knowledge, the depth of understanding, and sophistication of skills indicative of a student who is well placed to commence the learning required at the next level of achievement;

• describe the sequential progress in the learning area across F-10; and

• provide a framework of growth and development in the learning area.



Achievement standards - structureThe structure is based on:

Receptive modes (listening, reading and viewing)

• understanding

• skills

Productive modes (speaking, writing and creating)

• understanding

• skills

The alternative structure is based on:

Reading and viewing

Writing

Speaking and listening



Making judgments

• Ongoing formative assessment within the classroom.

• Making on-balanced judgements about the quality of the learning demonstrated by the students (whether they have achieved below at or above the standard).

• Drawing on assessment data collected as evidence during the course of the teaching period.

• Summative assessment for the purpose of twice yearly reporting.

back to content slide



Support for schools

• 62 Teacher Development Schools provide targeted support to schools and school networks.

• The Institute for Professional learning plays a key role in brokering and co-ordinating support for teachers and administrators.

• Teachers have access to digital resources through the K-12 Resources website and Resources Online.



Support for schools

• Schools will have an additional professional development day on 24 April 2012 to support the implementation of the Australian Curriculum.

• A series of PowerPoint presentations available – an overview and learning area specific

• Australian Curriculum Mapping Documents available on the Curriculum Support website.



Getting Started

• Developing a whole school implementation plan.

• Carrying out an audit of current content at a strand level.

• Determining a focus area ie language mode, strand and sub-strand.

• Identifying relevant resources and professional learning.

• Engaging in action learning.



Workshop activities

• Scope and sequence document – select a thread - work in small groups to identify what changes across different phases of schooling (eg F-2, 3-5, 6-9)

• Read HO Determining a focus area for your phase of schooling. Follow up from the earlier strand activity and identify a focus for action learning. Identify useful resources. Develop a plan of action.