the draft curriculum

Four English coursesFour English courses

Essential English

Further development

of English skills that enable

effective participation

in the workforce.

Further development

of English skills that enable

effective participation

in the workforce.

English as an

Additional Language

For students who are

from language

backgrounds other than

English

For students who are

from language

backgrounds other than

English

Literature

For students

who choose to

study literature at a more

intense level

For students

who choose to

study literature at a more

intense level

English

To extend students

in the use of

language and skills

for a variety of disciplines

and purposes

To extend students

in the use of

language and skills

for a variety of disciplines

and purposes

Achievement standards and assessmentAchievement standards and assessment

Only senior secondary curriculum content is available for consultation between May and July 2010.

Senior secondary achievement standards will be developed during 2010 and will be available to accompany curriculum content for implementation.

Only senior secondary curriculum content is available for consultation between May and July 2010.

Senior secondary achievement standards will be developed during 2010 and will be available to accompany curriculum content for implementation.

Credentialing could be a state responsibility – there are no details available yet.

The courses are

designed for 50-60 hours

General capabilitiesLiteracyNumeracyICTThinking skillsCreativityIntercultural understandingEthical behaviourTeamwork, social competence and self management

Cross-curriculum dimensions

Indigenous history and culture

Asia and Australia’s engagement with Asia

Sustainability

These have been reworded to be more appropriate in the Senior Years

LiteratureLiteratureinvolves learning to interpret, appreciate, evaluate and create literary texts, including narrative, poetry, prose, plays, films and multimodal texts

Understanding, appreciating, responding to, analysing and creating literature; an enjoyment in, and informed appreciation of how English language can convey information and emotion, create imaginative worlds and aesthetic experiences

Understanding, appreciating, responding to, analysing and creating literature; an enjoyment in, and informed appreciation of how English language can convey information and emotion, create imaginative worlds and aesthetic experiences

The strands - new definitions

LiteracyInvolves the application of English knowledge and skills to listen, view, read, speak and write and create a growing repertoire of texts.

Growing a repertoire of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently and effectively in a range of modes, and digital and print settings, and in texts designed for a range of purposes and audiences

Growing a repertoire of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently and effectively in a range of modes, and digital and print settings, and in texts designed for a range of purposes and audiences

Involves learning about the English language and how it works, including grammar, spelling and punctuation, as well as a study of the history of the language and its contemporary uses and value

Knowing about the English language; a coherent, dynamic and evolving body of knowledge about the English language and how it works

Knowing about the English language; a coherent, dynamic and evolving body of knowledge about the English language and how it works

LanguageLanguage

Language, texts & contexts

Language, texts & contexts

RepresentationRepresentation

Making connectionsMaking connections

PerspectivesPerspectives

Units Units

• Language• Literature• Literacy

• Language• Literature• Literacy

•Listening• Speaking• Reading (& viewing)• Writing (& creating)

The modesThe modesThe strandsThe strands

Content organisersContent organisers

It is important to note that content descriptions

in this course can be addressed using any or

all of them.

It is important to note that content descriptions

in this course can be addressed using any or

all of them.

ESLESL

LiteratureEssential English

English

English Studies

CECNon-ATAR

English Studies

CECNon-ATAR

StandardStandard AdvancedAdvanced Extension 1

Extension 1

Extension 2

Extension 2

Courses compared to Courses compared to existing NSW coursesexisting NSW courses

FundamentalsFundamentals

English as an Additional Language

Organisation of the curriculumOrganisation of the curriculum

Essential English English English EAL Literature

Language, texts &

contexts

Language, texts &

contexts

RepresentationRepresentation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

RepresentationRepresentation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

RepresentationRepresentation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

RepresentationRepresentation

Making connections

Making connections

PerspectivesPerspectives

Each course can be taken independently or in conjunction with one another.

Students who enjoy English would typically take English + Literature

Students who want to strengthen their literacy

skills may takeEAL +English

Or EAL +Units 1&2 of Essential English

Prescribed textsPrescribed texts

Essential English English English EAL Literature

Language, texts &

contexts

Language, texts &

contexts

Representation

Representation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

Representation

Representation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

Representation

Representation

Making connections

Making connections

PerspectivesPerspectives

Language, texts &

contexts

Language, texts &

contexts

Representation

Representation

Making connections

Making connections

PerspectivesPerspectives

For Units 3 and 4, ACARA, in collaboration with the states and territories, will develop and regularly review prescribed text lists.

For Units 3 and 4, ACARA, in collaboration with the states and territories, will develop and regularly review prescribed text lists.

Additional questionsAdditional questions

Do the general capabilities and cross-curriculum dimensions adequately cater for the expectations of senior curriculum? For example:

•Information and communications technology (ICT). Do we expect senior students to do more with ICT than planning, researching and presenting their work, as well as in the study of e-literature and in facilitating communication?

•Do the strands adequately express, in the dot points, the range and scope of learning and skills in the Senior Years?

To register for the forum:http://currk12.janison.com/curriculum/register/register.htm If you have any problems with registering please contact

Chris Dorbis via email or telephone 98867496.If you have been issued a password, please click on the following link to enter the forum.

To enter the forum:http://currk12.janison.com/toolbox/desktop/logon.asp The latest version of the Australian English curriculum

and this PowerPoint are available in the forum.

If all else fails ...If all else fails ...If you encounter difficulties accessing the

various avenues for consultation, simply email your comments to

Michael.j.murray@det.nsw.edu.au orprudence.greene@det.nsw.edu.au

Or fax to (02) 98867424.