National Curr English Feb 2011 QSA Strategic Directions Workshop


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  • Guided by the Melbourne DeclarationCurriculum for the 21st centuryOutlines entitlement of learning for each studentPresented as a continuum of learningIncludes all studentsAligns with the EYLSMaximises pathwaysWritten in plain English
  • Elaborationknowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang.'); to state a purpose (for example 'She raced home in order to confront her brother.'); to express a condition (for example 'It will break if you push it.'); to make a concession (for example 'She went to work even though she was not feeling well.'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned.')
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  • Speaking points
  • National Curr English Feb 2011 QSA Strategic Directions Workshop

    1. 1. F-10 Australian CurriculumQSA Strategic Directions Workshop English 10 February, 2011<br />Pamela Murphy<br />Senior Project Officer: English<br />
    2. 2. Overview of Session <br />Principles for the development of Australian Curriculum (AC) <br />Research<br />Comparison of AC with Queensland Curriculum<br />Organisation and content of AC<br />General capabilities and cross curriculum priorities <br />Inclusivity<br />Achievement standards<br />Implementation <br />1<br />
    3. 3. Challenges and positives<br />What are the positives for you in supporting teachers implement the Australian Curriculum?<br />What are the challenges for you in supporting teachers to implement the Australian Curriculum?<br />2<br />
    4. 4. Key Principles for Development<br />The Australian Curriculum will make clear what we want all young Australians to learn<br />Classroom teachers are best placed to organise learning for students; they will make decisions about the pedagogical approach intended to achieve the best learning outcomes<br />The Melbourne Declaration (Dec 2008)<br />The Shape of the Australian Curriculum (V2) guides the development of national curriculum and is available at<br />The Shape of the Australian Curriculum: English is available at<br />
    5. 5. Research and Evidence Base<br />A list of references used in the development of the curriculum will be available online<br />Data from NAPLAN, performance and entry data from across jurisdictions were used to inform the placement of content descriptions in particular year levels<br />4<br />
    6. 6. International Benchmarking <br />The Australian Curriculum: English F‒10 has been referenced to and compares favourably with:<br />California<br />England<br />Finland<br />New Zealand <br />Ontario<br />Singapore<br />5<br />
    7. 7. National mapping <br />All state and territory curriculum have been mapped against the Australian Curriculum: English<br />A small common set of topic groups in English form the core of the curricula in all states and territories<br />Findings in English indicate high to very high level of alignment between AC and Queensland Curriculum but with differences in intensity of coverage and breadth of cognitive demand<br />6<br />
    8. 8. Comparison with Queensland<br />
    9. 9. Organisation of Australian Curriculum: English<br />Rationale<br />Aims of the learning area <br />Organisation of the learning area<br />Content descriptions (and elaborations)<br />Achievement standards (with work samples)<br />Glossary<br />
    10. 10. Rationale<br />The Australian Curriculum: English involves learning about English language, literature and literacy <br />The Australian Curriculum: English contributes to both nation-building and internationalisation<br />Students learn to listen, read and view, speak, write and create increasingly complex and sophisticated texts <br />Helps students to extend and deepen their relationships, understand their identities and their place in a changing world<br />
    11. 11. Aims <br />The Australian Curriculum: English aims to ensure that students:<br />listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts<br />appreciate, enjoy and use the English language in all its variations<br />understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication<br />develop an informed appreciation of literature <br />10<br />
    12. 12. Strands <br /> TheAustralian Curriculum: English F–10 is organised into three interrelated strands:<br />Language: knowing about the English language <br />Literature:understanding, appreciating, responding to, analysing and creating literature<br />Literacy: expanding the repertoire of English usage <br />11<br />
    13. 13. Strands and sub-strands<br />12<br />
    14. 14. Year Level Descriptions<br />Describe: <br />the interrelated nature of the three strands and the expectation that planning an English program will involve integration of content from across the strands<br />learning contexts that are appropriate at each year for learning across the strands <br />a description of the types of texts to be studied and created (includes wider reading texts) <br />they appear at every year for F, 1 and 2 and then 3 and 4, 5 and 6, 7 and 8, 9 and 10<br />13<br />
    15. 15. Texts <br />Teachers choose texts at each year level tailored to the needs of students provided that the following categories are covered across F to year 10:<br />Asian <br />Aboriginal and Torres Strait Islander texts <br />World <br /><ul><li>Links to websites will be provided that contain lists of texts to support teachers in their selection of Asian and Indigenous and Torres Strait Islander texts</li></li></ul><li>Content descriptions<br />Content descriptions are specified for every learning area by year of schooling and include: <br />what students will be taught<br />discipline knowledge, skills and understanding; general capabilities; and cross curriculum dimensions<br />supported with examples (elaborations)<br />
    16. 16. Addressing student diversity - EAL/D <br />EAL/D learners enter Australian schools at different ages and with various educational backgrounds<br />They require additional time and support and informed teaching that explicitly addresses their language needs <br />A national EAL/D document will be published online<br />It is a reference for teachers that will allow them to identify the language levels of EAL/D learners and address their specific learning requirements<br />16<br />
    17. 17. Addressing student diversity <br />Most students with special education needs can engage with the curriculum provided adjustments are made to learning activities and assessment<br />key terms have been included in the glossary that describe different approaches that can be used <br />an explanation of the approach taken is described in the Organisation of the learning area<br />additional curriculum content and advice is being prepared<br />
    18. 18. Curriculum Content: Early Reading and Writing <br />Explicit content is provided for early reading and writing acquisition, supported by detailed content elaborations.<br />The Language strand includes the fundamental skills of phonological and phonemic awareness, sound-letter correspondences as well as development in using semantic and syntactic clues to make meaning. <br />The Literacy strand focuses on application of these skills.<br />These skills are progressively developed across the years of schooling.<br />18<br />
    19. 19. Curriculum Content: Grammar<br />Students learn about the use of grammar, understand why it is used, develop a shared language to discuss their understanding, and apply that understanding in their comprehension of spoken and written material, their own speech and their written work. <br />The curriculum mainly uses standard grammatical terminology. The selection of terminology is based on an analysis of contemporary reference grammars and chosen in terms of usefulness for school-aged students. <br />The glossary and content elaborations support teacher understanding.<br />19<br />
    20. 20. Type of Grammar<br />To avoid grammatical items being taught as ends in themselves and out of context, most items have been accompanied by a reference to their ‘everyday function’ <br />For example, from year 5 Language, Expressing and developing ideas: <br />Understand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop and expand ideas (ACELA1507)<br />The accompanying elaboration provides further information<br />20<br />
    21. 21. Curriculum Content: An Alternative View <br />In addition to the view of the content by strand, the curriculum can also be viewed using the organising headings of reading, writing, listening and speaking<br />The content descriptions are the same whether they are viewed by mode or strand<br />
    22. 22. 22<br />
    23. 23. Handwriting<br />The English curriculum specifies that students will be taught to handwrite fluently and legibly using correct letter formation.<br />It does not recommend a specific style of handwriting. <br />State and territory education authorities will identify the style of writing to be taught in schools.<br />A feasibility study for a project to develop a nationally consistent handwriting style may be undertaken.<br />
    24. 24. Feedback from trial schools <br /><ul><li>A trial of the curriculum was conducted in over 130 schools across the nation
    25. 25. feedback was very positive and a range of samples of student work have been collected and annotated
    26. 26. further work samples and exemplary units of work will be progressively published </li></li></ul><li>Achievement standards <br />Achievement standards describe for each year, the quality of learning (the depth of understanding, the extent of knowledge and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement. <br />Comprise a written description and student work samples.<br />Draw on content across strands. <br />The first paragraph is organised around listening, reading and viewing (receptive modes), while the second is organised around speaking, writing and creating (productive modes). <br />Sequence across F–10 describes and illustrates progress<br />25<br />
    27. 27. 26<br />
    28. 28. Work sample<br />27<br />
    29. 29. Using the curriculum <br />Can view the curriculum in different ways (eg by strand; by year level or across year levels; with particular capabilities or cross curriculum dimensions highlighted)<br />Content descriptions can also be viewed by reading, writing, listening, speaking <br />Can download or print in preferred view/s<br />Chart of content sequenced for each substrand will be available<br />Resources linked to elaborations <br />Links to websites containing texts to support teachers in the selection of Asian and Indigenous and Torres Strait Islander texts<br />28<br />
    30. 30. Using the curriculum<br />Enables a flexible approach; not lock step and prescribed<br />Acknowledge where students are<br />Use appropriate teaching strategies and methods<br />Assess appropriately using the standards as a reference point<br />
    31. 31. A range of useful information sheets are available at: you<br />30<br />
    32. 32. The Three Curriculum Dimensions in Content Descriptions<br />
    33. 33. 32<br />Cross curriculum priorities (CCPs) and General capabilities (GCs)<br />nature and strength of representation<br />identified by icons (with rollovers) <br />may be evident in content descriptions and/or elaborations<br />opportunities for addressing additional CCPs and GCs<br />potential for deep, rich learning where CCPs , GCs and learning area content intersect in content descriptions <br />synergies between various CCPs and GCs<br />
    34. 34. GC and CCP icons<br />General capabilities<br />Literacy<br />Numeracy<br />Information and communication technology competence<br />Critical and creative thinking<br />Ethical behaviour<br />Personal and social competence<br />Intercultural understanding<br />Cross curriculum priorities<br />Aboriginal and Torres Strait Islander histories and cultures<br />Asia and Australia’s engagement with Asia<br />Sustainability <br />
    35. 35.<br />
    36. 36.<br />
    37. 37.<br />
    38. 38. English and Literacy<br />In English, literacy knowledge and skills are developed and applied through all three strands: Language, Literature and Literacy. <br />To inform curriculum development across the curriculum a literacy continuum has been developed, based on the Language and Literacy strands of English, plus language and literacy demands specific to learning areas other than English. <br />
    39. 39. Session 2<br />38<br />
    40. 40. Examining literature<br />Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)<br />39<br />
    41. 41. 40<br />
    42. 42. Challenges for implementation <br />The three strands introduce a new way of organising content from Reading and viewing, Writing and Designing and Speaking and Listening<br />Grammar is an important component of the Language strand. Some teachers may never have taught it or the terminology may be different <br />Primary teachers approach to teaching Literature <br />Secondary teachers accepting the responsibility of Literacy <br />41<br />
    43. 43. Challenge<br />Ensuring the integration of the strands and maintaining the intent of the Literature strand<br />42<br />
    44. 44. Challenges ahead<br /> List major challenges ahead in supporting schools implementing the Australian Curriculum<br />43<br />
    45. 45. Contact 0280983148<br />44<br />