Deciphering The JargonWhat The Australian Curriculum Means For The English Classroom
AusVels• From 2013 AusVels is the mandated curriculum for Victorian Government and Catholic Schools and the recommended curriculum guideline for independent schools
AusVels• AusVels for English is identical to The Australian Curriculum• Why call it AusVels then?
AusVels• AusVels takes the Australian Curriculum word for word and houses it within the Vels Domain Framework• Physical Personal and Social Learning• Discipline Based Learning• Interdisciplinary Learning
What the....• But I just worked out what VELs was all about - I have to start again....????
Not Quite• Pick a year level between 7-10• Consider the units you currently do at that year level• Which descriptors do these units meet?
But I’m Not Doing Everything• The American Education Researcher estimated it would take the typical student 23 academic years to master state standards (What Works In Schools 2003)
It’s less means more• The Australian Curriculum is an opportunity to do fewer things - and to do those things better
What to do?• How can I do this efﬁciently?• What skills in particular do students need to ‘master’?• How can I meet curriculum priorities
Five Types of Units• Context• Creative• Critical• Communication• Comprehension
Context Unit• Big idea: What does this idea or topic mean?• Explore: What are different examples and ideas on this topic? What do texts on the same topic or in the same genre do similarly or differently?• Do: Create a text on a topic that represents a personal view on that theme. Or, create a text in a speciﬁc type of genre that utilises the features of that genre.
Different Context Units Theme Units Genre Units•Identity (Australian / Teen) •Science Fiction•Community •Fantasy•Family •Horror•Heroes •Fairytales•Justice •True Stories•Globalisation •Detective / Mystery Stories•The Environment •Teen Texts
Hero Context• What does it mean to be a hero in the movies?• What does it mean to be a hero in sport?• What does it mean to be a ‘real-life’ or ‘everyday’ hero?• Who is a personal hero?
Hero Context• Compare and contrast two different types of heroes
Horror Context• At Year 9, a Horror Context Unit might cover...
Compare the ways that Spectrelanguage and imagesare used to createcharacter, and toinfluence emotions andopinions in differenttypes of texts - LI - 7 - 14
Horror Context• Create a text that uses or satirises horror conventions with an accompanying commentary• Compare or contrast the horror conventions in two or more texts
Creative• Big idea: How can we use different texts as models for creating our own texts?• Explore: Look at three or more texts that are examples of the same text type to compare different features and style of the that text type.• Do: Create our own example of the text type using features of the examples we looked at or innovating and modifying those features for our own purposes.
For example• A unit on fairytales could include these descriptors• Which ones would you want students to ‘master’? Which ones would you want to assess students on?
In particular• Creative units that allow us to model use of language• Creative units that link to comprehension units
Context + Creative• A context unit might have both a creative and analytical outcome
Critical Unit• Big idea: What is my opinion about the worth, merit, accuracy or fairness of this text or perspective?• Explore: How do others express their critical opinion effectively?• Do: How can I express my critical opinion effectively?
Critical Unit• How am I being asked to think or feel about something?• Do I accept this?
Critical Unit• Presentation of issues / media bias• Embedded messages in texts - particularly teen ﬁlms• Critical evaluation of advertising• Critical evaluation of webpages
Critical Unit• At Year 10: Evaluate the social, moral and ethical positions represented in texts = What do I think about what this text has to say?
Critical Unit• What is a text that you teach with a message that you don’t necessarily agree with?
Critical Unit• At Year 9 - Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts = How do two different news reports present the same issue? Which is fairer?
In reality, the girlwas standing on a ledge Funny?beneath her or hadclimbed into a safeposition. But thecleverly-staged -- andhilarious -- photo, Smug: Despite almostwhich made its way to giving her motherthe front page of Rebecca, left, a heartReddit last weekend, attack, Samantha Busch,looks shocking enough right, insisted theto fool many viewers. prank wouldnt be her - Hufﬁngton Post last - Daily Mail
Evaluate the impact onaudiences of differentchoices in therepresentation of stilland moving imagesLA - 10 - 8 Critical Unit Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups LI - 8 - 16
Critical Unit• At Year 8 - Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts = which is the more effective ad? Why?
Communication Unit•How 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?
Communication Unit• Changing English• Power of English / English & Identity• Formal / Informal Language Conventions
Communication Unit• What unit are you doing at the moment where there is an opportunity for students to consider the changing nature, the power or formality/informality of English?
Comprehension Unit•Big 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?
Comprehension UnitDifferent Texts •Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts - LI - 7 - 12Techniques •Compare the ways that language and images are used to create character, and to inﬂuence emotions and opinions in different types of texts - LI - 7 - 14
Types of texts• Multimodal Texts• Digital Texts• Satirical Texts• Graphic Novels• Texts From Other Cultures• Asian and Indigenous Texts
A basic guide• At Years 7, 8 & 9:• 1 traditional multimodal text (i.e a ﬁlm)• 1 non-traditional multimodal text• 1 text from a different cultural context• 1 novel• 1 satirical text
Multimodal Texts• The Australian Curriculum’s Glossary deﬁnes a multimodal text as a “combination of two or more communication modes (for example, print, image and spoken text, as in ﬁlm or computer presentations).” According to this deﬁnition texts that we already traditionally study, such as ﬁlm, tv shows or advertisements, qualify as a multimodal text.
Multimodal Texts Traditional Multimodal Texts New Multimodal Texts (Traditional Literacies) (New Literacies)•Feature ﬁlms •Multimodal Short Films•Documentaries •Interactive digital non-ﬁction•Picture books •Interactive digital ﬁction•Magazines •Animated digital picture books•Print Advertisements •Web pages•TV Advertisements •Web advertising (including viral•TV Shows advertising) •Web shows •Mash up texts
Unit Planner• There are three parts to a well written skill statement: measurable verb, target and descriptor:• Compare in writing 3 elements, line, stanza, meter, using traditional / non traditional forms of poetry• From: A Guide To Curriculum Mapping by Janet A. Hale
Focus on a unit• What is a measurable learning objective?• What elements of The Australian Curriculum can be used?
Planning for effective feedback• Three stages for input:• Planning• Producing / Revising• Reﬂecting
Planning for effective feedback• Describe language features used in the created text taken from a modeled text and explain their purpose.
Planning for effective feedback• 1 thing I’m doing well• 1 thing I’m uncertain of• 1 thing I know I need to improve
Maximise Learning• Add more detail - by adding parentheses• Add more detail - by adding a relative clause (who, which, that)• Add more detail - by adding an adverbial clause - (while, although, even though, despite)
Five Elements of Grammar• Vocabulary• Spelling• Parts of Speech• Sentence structures• Punctuation
Grammar Lesson Phases• Students explore grammar concept (read material, look at examples, reciprocal summarisation)• Think about grammar concepts (what do they have in common, compare/contrast, group, associate)• Apply• Explain back
Punctuation Example• Explore: Look at punctuation video / punctuation picture book / punctuation examples• Think: Put these punctuation marks into two or more groups (. , : “ “ () ? ! - )• Apply: Punctuation Edit 1-2-3 (delete one punctuation mark, add two new punctuation marks, change three punctuation marks)• Explain back: This punctuation mark is like...
Grammar Focus• What is your grammar focus for each unit?• How will students demonstrate their mastery of this?
Recognising Effort• High: All words spelt with the correct number of syllables• Medium: Most words spelt with the correct number of syllables• Low: Some words spelt with the correct number of syllables
Grammar Assessment• Used at least four different ways to start a sentence• Used at least two different types of internal punctuation and two different types of terminal punctuation• Revised the structure of at least ﬁve sentences during the drafting stage
In a nutshell• What unit type?• What text types?• What core reading and writing skills?