ENGLISH ENGLISH National National

Curriculum Curriculum IntroductionIntroduction

FACILITATORS:

Helen Salter (John Tonkin College)

Jenny Humble (South Halls Head)

NETWORK CO-ORDINATOR:

Bronwyn White Halls Head (Community College)

Overview of Networking Session

Purpose of the Australian Curriculum English network meetings

Parking Lot strategy for questions and comments

Timeline for National Curriculum Implementation

Overview of the layout of the English National Curriculum

Practical example of one school’s implementation

On-line resources to assist teachers

TASK-Independent exploration of using 'Scootle' to locate resources to teach specific descriptors- task sharing session Parking Lot review

Survey and light refreshments

MANDURAH NETWORK

PURPOSE To share focused

information and ideas at the point of need and locally

To builds the capacity of staff, within schools and cells, as instructional leaders

To allow schools to implement according to their context and needs

WHY? It is efficient and strategic

in Resource management It links to broader

networks We work smarter

TRAIN THE TRAINER

Our role:

Facilitate network sharing and impart information

Collate information on what schools’ need and seek the answers

Your Role:

Share your knowledge with the network

Impart information back to your staff

Find out what your staff needs and bring it back to the network

PARKING LOT

WE ALL HAVE DIFFERENT STARTING POINTS

DURING:Use sticky notes to write down

any questions that were not answered, ideas about the direction you would like the network meetings to take or

experience or knowledge you wish to share.

AFTER: We will sort and collate the information to develop and

direction for the next meeting week 4 Tuesday pm

term 4.

Key Information

The language modes Interrelated The learning of one often supports

and extends learning of the othersYear level descriptions (Three

functions) Emphasise the interrelated nature

of the three strands Provide information about learning

contexts that are appropriate for each year level

Provide an overview of the range, complexity and key features of the texts to be studied

Content descriptions ( Do not prescribe approaches to teaching)

Describe the knowledge, skills and processes that teachers are expected to teach and students expected to learn

Content elaborations (Are not intended as content points that all students need to be taught)

Illustrate and exemplify content

Glossary Supports a common

understanding of key terms

Primary English – Content

Overview

In reading, writing, listening and speaking there is a clear alignment between the K-10 English Syllabus and the Australian Curriculum but with increased expectations in some areas.

Viewing has been combined with reading and includes creating and responding to digital and multimodal texts in Years F-7.

Increased emphasis on reading, experiencing, responding to and creating literature.

New content about English and its dialects, systems of communication and language change.

Increased emphasis on knowledge about language and language use.

Secondary English – Content

Overview

In reading, writing, listening and speaking and viewing the Australian Curriculum aligns with the K-10 English Syllabus.

Explicit introduction of reading practices (such as intertextuality, and representation) in Years 8 and 9.

New content about English and its dialects, systems of communication and language change.

Specific content detail about understanding and use of grammar in context.

Stronger emphasis on the analysis and evaluation of literature texts in Years 8-10 (including metalanguage for appreciating literature).

Specific focus on reading and responding to digital technology.

Some differences

Strong and explicit reference to grammar.

Focus on creation of and response to digital and multimodal texts.

A stronger emphasis on specific ways of analysing, evaluating and developing an informed appreciation of literary texts.

The range of literary texts comprises world, Australian, Aboriginal (including inscriptional and oral narratives), and texts from and about Asia.

New content about English and its dialects, systems of communication and language variation and change.

Australian National Curriculum• General overview of the

Australian National Curriculum.• Timeline for English.• One school’s approach to

implementing the Australian National Curriculum.

DEVELOPMENT OF THE LEARNING AREAS

Writing Timeline

The Australian National Curriculum Background to the Australian National

Curriculum General organisation of the eight

learning areas. Assessment and reporting Support and resources for schools English National Curriculum

Background Every State was involved in reviewing the most

contemporary Educational views from 1989 – 2008. From this the Melbourne Declaration on Educational Goals for Young Australians emerged.

The Melbourne Declaration commits to promoting equity and excellence and to supporting all young Australians to become: successful learners confident and creative individuals active and informed citizens

Three phrases Phase One – English, Mathematics,

Science and History Phase Two – Languages, Geography,

Arts Phase Three – Health and Physical

Education, Technologies, ‘remainder’ of the Humanities (Economics, Business Education, Civics and Citizenship)

Organisation of learning areas:Rationale and Aims Outlines the purpose and structure of the

learning areaContent Descriptions Core knowledge, understandings and skills –

what students will be taught and learnAchievement Standards Describes the quality of learning typically

expected of students for each year of schooling, including descriptions and work samples

Each learning area must also address:

General Capabilities Literacy Numeracy ICT Critical and creative

thinking Personal and social

competence Intercultural

understanding Ethical behaviour

Cross-curricular priorities

Sustainability Aboriginal and Torres

Strait Islander histories and cultures

Asia and Australia’s engagment with Asia.

Assessment and Reporting Based on the current DET policy for 2012.

After 2012; to be based on the Australian National Curriculum Achievement Standards

ACARA is working with states and territories towards a nationally consistent approach

Support for Schools 62 Teacher Development Schools

provide targeted support for schools and school networks

Digital resources: K-12 resources website and other resources online e.g. http://www.australiancurriculum.edu.au

Institute of Professional Learning SSTWA – TOPS ACARA website

Australian Curriculum: English (ACE) Organised into three strands: Language,

Literature, Literacy. Each strand specifies what skills and knowledge

teachers are expected to teach through Content Descriptors.

Each Content Descriptor has been given a code e.g. in the Literature strand, under the

Responding to Literature sub-strand, the content descriptor for ‘reflecting on characters in a text…’ is ACELT 1620.

Implementation Timeline for English (Phase 1 subject):

Implementing the Australian National Curriculum

John Tonkin College, MandurahHumanities Department:

English, Semester One, 2012

John Tonkin College: English Two approaches were taken to begin

the process of implementing the Years 8-10 Australian Curriculum for English during Semester One, 2012.

ACE: English Approach One:

Adapt an existing Year 10 scheme of work to fit the requirements of the new curriculum.

Approach Two: Develop Year 8 and

9 learning programmes from scratch.

Approach One: Adapt!

• Focused on the first scheme of work e.g. Crime and suspense short stories.

• Content descriptors selected (ACARA website for Year 10)

• Created a content overview table for the unit.

Create a task sheet for the students that outlines these content descriptors

Look at the programme for the unit and decide where to teach the identified content.

Create a feedback sheet for the completed assignment – the assessment criteria also reflects the same content descriptors selected previously.

Devise a chart that enables me to map the content descriptors for Year 10. To be reviewed at the end of the year.

Devise a similar chart for the General Capabilities and Cross Curricular priorities – to be reviewed at the end of the year.

ACE: English

Approach One: Adapt an existing

Year 10 scheme of work to fit the requirements of the new curriculum.

Approach Two: Develop Year 8

and 9 learning programmes from scratch.

ACE: English

Approach One: Adapt an existing

Year 10 scheme of work to fit the requirements of the new curriculum.

Approach Two: Develop Year 8

and 9 learning programmes from scratch.

English teachers from Years 8-12 brainstormed the skills and knowledge that they thought should be developed during Years 8-12 at the beginning of 2012.

I used staff ideas and ideas from the Australian Curriculum website to sketch a draft curriculum for Years 8 and 9.

• We held several meetings in our own time after school to decide which units should be written first, who would work with who, what the units should look like and to agree deadlines.

• The same process was then followed as outlined already for the Year 10 unit, with the exception that we held a meeting for staff to outline their ideas for their unit to the rest of the English teachers involved before they went on to complete all the paperwork.

• We met after school during Week 11 last term to exchange completed units so that staff could begin to deliver the new units at the start of Term 3. Hard to meet deadlines due to exams, reports and general tiredness, but everyone met the challenge.

• We are meeting later today to decide the next units to be written, working partnerships and deadlines etc.

Exploring online

resourcesLog on to the

PORTAL

RESOURCES

www.det.wa.edu.au/curriculumsupport www.acara.edu.au www.qsa.qld.edu.au http://www.acwa.wa.edu.au/ SCOOTLE ( On right hand side of Portal

Homepage) PORTAL Resources Tab http://www.edleadership.spydersweb.com.au -

set up for the Mandurah Leader’s Network

Australian Curriculum Resources

Australian Curriculum implementation in WA schools

Strands and sub-strands

Each strand is grouped into sub-strandsLanguage Literature Literacy

Language variation and change

Literature and context Texts in context

Language for interaction Responding to literature Interacting with others

Text structure and organisation

Examining literature Interpreting, analysing and evaluating

Expressing and developing ideas

Creating literature Creating texts

Sound and letter knowledge

Finding Digital Resources to Support Implementation of

Australian Curriculum

Task: From the Language strand, choose a content descriptor number and find resources that would assist a teacher to deliver that skill or knowledge.You will need your email address and your Scootle password. If you don’t have a Scootle is it easy enough to create one.

PATHWAY: Portal Resources (top tab) Scootle (bottom left)

Interactive Learning object-

LANGUAGE CONTENT

DESCRPTION

YEAR NUMBER

RESOURCE TYPE

DESCRIPTION

Example: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background.

1 (ACELA1460)

Make it happen: find Honey

Honey is missing. Create a notice to let people know your dog is lost. Include a statement, photo and important details such as contact address and phone number. Select places to put up the notice. Consider the replies to your notice when deciding where to look for Honey. Look for Honey at the locations on the map. Check if the pet is Honey. Find Honey and take her home. Match captions to photos in Honey's album. This learning object is one in a series of six objects.

INDIVIDUAL PLANNING TASK SHEET

FEEDBACK Review Parking Lot Surveys Thankyou for volunteering to guide your

school in the implementation of the National Curriculum in English

LIGHT LUNCH