australian curriculum english

Download Australian Curriculum English

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What the Australian Curriculum means for English and how to implement i


  • 1.Deciphering The JargonWhat The Australian Curriculum Means For The English Classroom

2. AusVels From 2013 AusVels is the mandatedcurriculum for Victorian Government andCatholic Schools and the recommendedcurriculum guideline for independentschools 3. AusVels AusVels for English is identical to TheAustralian Curriculum Why call it AusVels then? 4. AusVels AusVels takes the Australian Curriculumword for word and houses it within the VelsDomain Framework Physical Personal and Social Learning Discipline Based Learning Interdisciplinary Learning 5. What the.... But I just worked out what VELs was allabout - I have to start again....???? 6. Assessment? 7. Not Quite Pick a year level between 7-10 Consider the units you currently do at thatyear level Which descriptors do these units meet? 8. But Im Not Doing Everything The American Education Researcherestimated it would take the typical student23 academic years to master statestandards (What Works In Schools 2003) 9. Its less means more The Australian Curriculum is anopportunity to do fewer things - and to dothose things better 10. What to do? How can I do this efciently? What skills in particular do students needto master? How can I meet curriculum priorities 11. Five Types of Units Context Creative Critical Communication Comprehension 12. Context Unit Big idea: What does this idea or topic mean? Explore: What are different examples and ideas onthis topic? What do texts on the same topic or inthe same genre do similarly or differently? Do: Create a text on a topic that represents apersonal view on that theme. Or, create a text in aspecic type of genre that utilises the features ofthat genre. 13. Different ContextUnits Theme Units Genre UnitsIdentity (Australian / Teen) Science FictionCommunityFantasyFamily HorrorHeroes FairytalesJusticeTrue StoriesGlobalisationDetective / Mystery StoriesThe EnvironmentTeen Texts 14. Hero Context What does it mean to be a hero in themovies? What does it mean to be a hero in sport? What does it mean to be a real-life oreveryday hero? Who is a personal hero? 15. Hero Context Compare and contrast two different typesof heroes 16. Horror Context At Year 9, a Horror Context Unit mightcover... 17. December 18. Compare the ways that Spectrelanguage and imagesare used to createcharacter, and toinfluence emotions andopinions in differenttypes of texts - LI - 7 - 14 19. Horror Context Create a text that uses or satirises horrorconventions with an accompanyingcommentary Compare or contrast the horrorconventions in two or more texts 20. Creative Big idea: How can we use different texts as modelsfor creating our own texts? Explore: Look at three or more texts that areexamples of the same text type to comparedifferent features and style of the that text type. Do: Create our own example of the text typeusing features of the examples we looked at orinnovating and modifying those features for ourown purposes. 21. For example A unit on fairytales could include thesedescriptors Which ones would you want students tomaster? Which ones would you want toassess students on? 22. In particular Creative units that allow us to model useof language Creative units that link to comprehensionunits 23. Inanimate Alice 24. Context + Creative A context unit might have both a creativeand analytical outcome 25. Critical Unit Big idea: What is my opinion about the worth,merit, accuracy or fairness of this text orperspective? Explore: How do others express their criticalopinion effectively? Do: How can I express my critical opinioneffectively? 26. Critical Unit How am I being asked to think or feelabout something? Do I accept this? 27. Critical Unit Presentation of issues / media bias Embedded messages in texts - particularlyteen lms Critical evaluation of advertising Critical evaluation of webpages 28. Critical Unit At Year 10: Evaluate the social, moral andethical positions represented in texts =What do I think about what this text has tosay? 29. Critical Unit What is a text that you teach with amessage that you dont necessarily agreewith? 30. Critical Unit At Year 9 - Use comprehension strategiesto interpret and analyse texts, comparingand evaluating representations of an event,issue, situation or character in differenttexts = How do two different news reportspresent the same issue? Which is fairer? 31. In reality, the girlwas standing on a ledgeFunny?beneath her or hadclimbed into a safeposition. But thecleverly-staged -- andhilarious -- photo,Smug: Despite almostwhich made its way togiving her motherthe front page ofRebecca, left, a heartReddit last weekend,attack, Samantha Busch,looks shocking enoughright, insisted theto fool many viewers.prank wouldnt be her - Hufngton Post last- Daily Mail 32. Evaluate the impact onaudiences of differentchoices in therepresentation of stilland moving imagesLA - 10 - 8Critical UnitUnderstand and explain how combinationsof words and images in texts are used torepresent particular groups in society, andhow texts position readers in relation tothose groups LI - 8 - 16 33. Critical Unit At Year 8 - Identify and evaluate devicesthat create tone, for example humour,wordplay, innuendo and parody in poetry,humorous prose, drama or visual texts =which is the more effective ad? Why? 34. Critical Unit 35. Critical Unit 36. Communication UnitHow do we use language to represent who we are?How is language used to communicate formally and informally?How is language used to communicate functional ideas and abstract ideas?How have we changed the way we communicate formally and informally, functionally and abstractly? 37. Communication Unit Changing English Power of English / English & Identity Formal / Informal Language Conventions 38. Communication Unit 39. Communication Unit What unit are you doing at the momentwhere there is an opportunity for studentsto consider the changing nature, the poweror formality/informality of English? 40. Comprehension UnitBig idea: What is a key message of a text?Explore: What are a range of things an author does to show us what this text is about?Do: What are they key things I need to refer to to represent my understanding of what this text is about? 41. Comprehension UnitDifferent Texts Identify and explore ideas and viewpoints aboutevents, issues and characters represented in textsdrawn from different historical, social and culturalcontexts - LI - 7 - 12Techniques Compare the ways that language and images are usedto create character, and to inuence emotions andopinions in different types of texts - LI - 7 - 14 42. Break Time 43. Types of texts Multimodal Texts Digital Texts Satirical Texts Graphic Novels Texts From Other Cultures Asian and Indigenous Texts 44. A basic guide At Years 7, 8 & 9: 1 traditional multimodal text (i.e a lm) 1 non-traditional multimodal text 1 text from a different cultural context 1 novel 1 satirical text 45. Multimodal Texts The Australian Curriculums Glossary denes amultimodal text as a combination of two or morecommunication modes (for example, print, imageand spoken text, as in lm or computerpresentations). According to this denition textsthat we already traditionally study, such as lm, tvshows or advertisements, qualify as a multimodaltext. 46. Multimodal TextsTraditional Multimodal Texts New Multimodal Texts (Traditional Literacies)(New Literacies)Feature lmsMultimodal Short FilmsDocumentaries Interactive digital non-ctionPicture books Interactive digital ctionMagazines Animated digital picture booksPrint AdvertisementsWeb pagesTV Advertisements Web advertising (including viralTV Showsadvertising) Web shows Mash up texts 47. Multimodal Texts 48. Explain how authorscreatively use thestructures of Multimodal Textssentences and clausesfor particular effects-LA - 9 - 7 49. Web Pages 50. Satirical 51. Graphic Novels 52. Texts From Different Cultural Contexts 53. The Sapphires 54. Asian & IndigenousTexts 55. Satire 56. Plot Device 57. Quick text audit Technique Ideas Genre Non traditional Satire Other Cultures Traditional 58. What can you take out? What do students need to master? How much time is spent on core skills? 59. Year Planner Different Types of Units Links between units 60. Unit Planner Measurable learning targets 61. Unit Planner There are three parts to a well written skillstatement: measurable verb, target anddescriptor: Compare in writing 3 elements, line, stanza,meter, using traditional / non traditionalforms of poetry From: A Guide To Curriculum Mapping byJanet A. Hale 62. Focus on a unit What is a measurable learning objective? What elements of The AustralianCurriculum can be used? 63. Planning for effective feedback Three stages for input: Planning Producing / Revising Reecting 64. Planning for effective feedback Describe language features used in thecreated text taken from a modeled textand explain their purpose. 65. Planning for effective feedback 1 thing Im doing well 1 thing Im uncertain of 1 thing I know I need to improve 66. Break Time 67. Think Christmas Write a sentence with a dash, colon or setof brackets in it 68. Core skills What are the core skills in English? 69. Maximise learning Write a sentence about the anaphylaxistraining this morning 70. Maximise learning Write once = assessment Write twice = learning opportunity 71. Maximise Learning Add more detail - by adding parentheses Add more detail - by adding a relativeclause (who, which, that) Add more detail - by adding an adverbialclause - (while, although, even though,despite) 72. Linking Grammar / Writing Adverbs - poetry Adverbs - instructional writing Prepositions - narrative writing Colons / dashes - text response writing Commas - persuasive writing 73. Five Elements ofGrammar Vocabulary Spelling Parts of Speech Sentence structures Punctuation 74. Grammar LessonPhases Students explore grammar concept (readmaterial, look at examples, reciprocalsummarisation) Think about grammar concepts (what dothey have in common, compare/contrast,group, associate) Apply Explain bac


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