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 ...
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 ...
What the....• But I just worked out what VELs was all  about - I have to start again....????
Assessment    ?
Not Quite• Pick a year level between 7-10• Consider the units you currently do at that  year level• Which descriptors do t...
But I’m Not Doing       Everything• The American Education Researcher  estimated it would take the typical student  23 aca...
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 curri...
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 ...
Different Context          Units       Theme Units                     Genre Units•Identity (Australian / Teen)   •Science...
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 ...
Hero Context• Compare and contrast two different types  of heroes
Horror Context• At Year 9, a Horror Context Unit might  cover...
December
Compare the ways that                               Spectrelanguage and imagesare used to createcharacter, and toinfluence...
Horror Context• Create a text that uses or satirises horror  conventions with an accompanying  commentary• Compare or cont...
Creative•   Big idea: How can we use different texts as models    for creating our own texts?•   Explore: Look at three or...
For example• A unit on fairytales could include these  descriptors• Which ones would you want students to  ‘master’? Which...
In particular• Creative units that allow us to model use  of language• Creative units that link to comprehension  units
Inanimate Alice
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    perspecti...
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 evaluat...
Critical Unit• At Year 10: Evaluate the social, moral and  ethical positions represented in texts =  What do I think about...
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 represe...
In reality, the girlwas standing on a ledge                                                    Funny?beneath her or hadcli...
Evaluate the impact onaudiences of differentchoices in therepresentation of stilland moving imagesLA - 10 - 8             ...
Critical Unit• At Year 8 - Identify and evaluate devices  that create tone, for example humour,  wordplay, innuendo and pa...
Critical Unit
Critical Unit
Communication Unit•How do we use language to represent who we are?•How is language used to communicate formally and inform...
Communication Unit• Changing English• Power of English / English & Identity• Formal / Informal Language Conventions
Communication Unit
Communication Unit• What unit are you doing at the moment  where there is an opportunity for students  to consider the cha...
Comprehension Unit•Big idea: What is a key message of a text?•Explore: What are a range of things an author does to show u...
Comprehension UnitDifferent Texts •Identify and explore ideas and viewpoints about  events, issues and characters represen...
Break Time
Types of texts• Multimodal Texts• Digital Texts• Satirical Texts• Graphic Novels• Texts From Other Cultures• Asian and Ind...
A basic guide• At Years 7, 8 & 9:• 1 traditional multimodal text (i.e a film)• 1 non-traditional multimodal text• 1 text fr...
Multimodal Texts•   The Australian Curriculum’s Glossary defines a    multimodal text as a “combination of two or more    c...
Multimodal Texts  Traditional Multimodal Texts         New Multimodal Texts     (Traditional Literacies)            (New L...
Multimodal Texts
Explain how authorscreatively use thestructures of                         Multimodal Textssentences and clausesfor partic...
Web Pages
Satirical
Graphic Novels
Texts From Different Cultural Contexts
The Sapphires
Asian & Indigenous      Texts
Satire
Plot Device
Quick text audit• Technique• Ideas• Genre                   • Non traditional• Satire• Other Cultures• Traditional
What can you take out?• What do students need to master?• How much time is spent on core skills?
Year Planner• Different Types of Units• Links between units
Unit Planner• Measurable learning targets
Unit Planner• There are three parts to a well written skill  statement: measurable verb, target and  descriptor:• Compare ...
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...
Planning for effective       feedback• 1 thing I’m doing well• 1 thing I’m uncertain of• 1 thing I know I need to improve
Break Time
• Think Christmas• Write a sentence with a dash, colon or set  of brackets in it
Core skills• What are the core skills in English?
Maximise learning• Write a sentence about the anaphylaxis  training this morning
Maximise learning• Write once = assessment• Write twice = learning opportunity
Maximise Learning• Add more detail - by adding parentheses• Add more detail - by adding a relative  clause (who, which, th...
Linking Grammar /         Writing• Adverbs - poetry• Adverbs - instructional writing• Prepositions - narrative writing• Co...
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  summarisatio...
Explore
Punctuation Example• Explore: Look at punctuation video /  punctuation picture book / punctuation  examples• Think: Put th...
Handout 1
Parts of Speech /                Vocabulary      Noun             Verb       Adjective         AdverbFriend           befr...
FriendsheepHappiness,                       Action, Happily,         Find            Act HappyOpposite,       Friend,     ...
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 c...
Grammar Assessment• Used at least four different ways to start a  sentence• Used at least two different types of internal ...
In a nutshell• What unit type?• What text types?• What core reading and writing skills?
Thank you
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Australian Curriculum English

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Australian Curriculum English

  1. 1. Deciphering The JargonWhat The Australian Curriculum Means For The English Classroom
  2. 2. AusVels• From 2013 AusVels is the mandated curriculum for Victorian Government and Catholic Schools and the recommended curriculum guideline for independent schools
  3. 3. AusVels• AusVels for English is identical to The Australian Curriculum• Why call it AusVels then?
  4. 4. 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
  5. 5. What the....• But I just worked out what VELs was all about - I have to start again....????
  6. 6. Assessment ?
  7. 7. 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?
  8. 8. 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)
  9. 9. It’s less means more• The Australian Curriculum is an opportunity to do fewer things - and to do those things better
  10. 10. What to do?• How can I do this efficiently?• What skills in particular do students need to ‘master’?• How can I meet curriculum priorities
  11. 11. Five Types of Units• Context• Creative• Critical• Communication• Comprehension
  12. 12. 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.
  13. 13. 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
  14. 14. 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?
  15. 15. Hero Context• Compare and contrast two different types of heroes
  16. 16. Horror Context• At Year 9, a Horror Context Unit might cover...
  17. 17. December
  18. 18. Compare the ways that Spectrelanguage and imagesare used to createcharacter, and toinfluence emotions andopinions in differenttypes of texts - LI - 7 - 14
  19. 19. 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
  20. 20. 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.
  21. 21. 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?
  22. 22. In particular• Creative units that allow us to model use of language• Creative units that link to comprehension units
  23. 23. Inanimate Alice
  24. 24. Context + Creative• A context unit might have both a creative and analytical outcome
  25. 25. 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?
  26. 26. Critical Unit• How am I being asked to think or feel about something?• Do I accept this?
  27. 27. Critical Unit• Presentation of issues / media bias• Embedded messages in texts - particularly teen films• Critical evaluation of advertising• Critical evaluation of webpages
  28. 28. 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?
  29. 29. Critical Unit• What is a text that you teach with a message that you don’t necessarily agree with?
  30. 30. 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?
  31. 31. 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
  32. 32. 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
  33. 33. 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?
  34. 34. Critical Unit
  35. 35. Critical Unit
  36. 36. 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?
  37. 37. Communication Unit• Changing English• Power of English / English & Identity• Formal / Informal Language Conventions
  38. 38. Communication Unit
  39. 39. 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?
  40. 40. 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?
  41. 41. 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
  42. 42. Break Time
  43. 43. Types of texts• Multimodal Texts• Digital Texts• Satirical Texts• Graphic Novels• Texts From Other Cultures• Asian and Indigenous Texts
  44. 44. 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
  45. 45. 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.
  46. 46. 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
  47. 47. Multimodal Texts
  48. 48. Explain how authorscreatively use thestructures of Multimodal Textssentences and clausesfor particular effects-LA - 9 - 7
  49. 49. Web Pages
  50. 50. Satirical
  51. 51. Graphic Novels
  52. 52. Texts From Different Cultural Contexts
  53. 53. The Sapphires
  54. 54. Asian & Indigenous Texts
  55. 55. Satire
  56. 56. Plot Device
  57. 57. Quick text audit• Technique• Ideas• Genre • Non traditional• Satire• Other Cultures• Traditional
  58. 58. What can you take out?• What do students need to master?• How much time is spent on core skills?
  59. 59. Year Planner• Different Types of Units• Links between units
  60. 60. Unit Planner• Measurable learning targets
  61. 61. 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
  62. 62. Focus on a unit• What is a measurable learning objective?• What elements of The Australian Curriculum can be used?
  63. 63. Planning for effective feedback• Three stages for input:• Planning• Producing / Revising• Reflecting
  64. 64. Planning for effective feedback• Describe language features used in the created text taken from a modeled text and explain their purpose.
  65. 65. Planning for effective feedback• 1 thing I’m doing well• 1 thing I’m uncertain of• 1 thing I know I need to improve
  66. 66. Break Time
  67. 67. • Think Christmas• Write a sentence with a dash, colon or set of brackets in it
  68. 68. Core skills• What are the core skills in English?
  69. 69. Maximise learning• Write a sentence about the anaphylaxis training this morning
  70. 70. Maximise learning• Write once = assessment• Write twice = learning opportunity
  71. 71. 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)
  72. 72. Linking Grammar / Writing• Adverbs - poetry• Adverbs - instructional writing• Prepositions - narrative writing• Colons / dashes - text response writing• Commas - persuasive writing
  73. 73. Five Elements of Grammar• Vocabulary• Spelling• Parts of Speech• Sentence structures• Punctuation
  74. 74. 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
  75. 75. Explore
  76. 76. 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...
  77. 77. Handout 1
  78. 78. Parts of Speech / Vocabulary Noun Verb Adjective AdverbFriend befriend/s friendly friendlilyDanger endanger/s dangerous dangerouslyProtection protect/s protective protectivelyInstinct - Instinctive instinctivelyOpposite oppose/s - -Action act active activelyTransformation transform transformative -
  79. 79. FriendsheepHappiness, Action, Happily, Find Act HappyOpposite, Friend, Danger,Danger Oppose Friendly, ous, Endanger BefriendProtection, Instinct, Change, Protect Instinctively Changes
  80. 80. Grammar Focus• What is your grammar focus for each unit?• How will students demonstrate their mastery of this?
  81. 81. 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
  82. 82. 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
  83. 83. In a nutshell• What unit type?• What text types?• What core reading and writing skills?
  84. 84. Thank you

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