English Studies

A new Stage 6 English content-endorsed

courseMichael MurrayChief Education Officer, EnglishDep’t of Education and Training

A walk through the English Studies Syllabus

• Rationale– Geared towards the needs of particular students– Strong literacy focus, yet a true English course

• Candidature– Seeking HSC– Not eligible for ATAR

• Aim– What do you notice about this aim?

A walk through the English Studies Syllabus

• Course structure– 3-5 modules per year (each of Prelim & HSC)– One compulsory module per year– Comprehensive range of elective modules (10)– Option of a 20 hour school-developed module in Prelim– Specific learning requirements for each year, including:

• Wide range of texts in different modes• One substantial print text and one substantial multimodal text• One individual and/or collaborative project• Engage with community, e.g. Visits, surveys, interviews, work

experience, excursions• Portfolio of written, graphic and electronic texts

A walk through the English Studies Syllabus

• Assessment– No HSC exam – 3-5 assessment tasks per year– Assessment components and weightings:

Component Weighting

Students will develop knowledge and understanding of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.

30

Students will develop skills in reading, listening and viewing and in writing, speaking and representing.

30

Students will develop knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

25

Students will develop skills in planning and working individually and collaboratively

15

Profile of the English Studies student

• Wants or needs to gain a HSC• Does not intend to seek entry to university at

end of schooling, but rather looking to gain entry to workforce or to TAFE (or similar educational institution)

• Recent performance indicates difficulty coping with the demands of the Standard course, not necessarily because of low ability

Four objectives of the course

OBJECTIVE 1: Students will experience and develop knowledge, understanding and appreciation of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.

LITERATURE

Four objectives of the course

OBJECTIVE 2: Students will develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives and to consolidate a sound basis for current and future education, careers and citizenship.

LITERACY

Four objectives of the course

OBJECTIVE 3: Students will develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

LANGUAGE

Four objectives of the course

OBJECTIVE 4: Students will develop skills in planning and working independently and collaboratively and reflect on learning.

WAYS OF WORKING AND LEARNING

How does English Studies compare with other Stage 6 English courses?

Similarities Differences

• A 2 unit course requiring 240 hours of study, including a 120 hour Preliminary course and a 120 hour HSC course

• Non ATAR: students cannot use this course to gain entry to university directly from school

• Same aim as the Standard, Advanced and ESL courses

• Content-endorsed course: no public examination

• Contributes towards requirements for award of HSC

• More flexible structure, allowing the course to be tailored for students

Flexibility of course allows teachers to tailor it to suit students

• Choice of modules, except for one mandatory module in each of Preliminary course and HSC course

• Option for teachers to design a school-based module for the Preliminary course

• Choice of duration, and therefore number, of modules: 20 to 40 hours (or approximately a half term to full term)

• Choice of activities and texts within all modules• Assessment must conform to particular requirements,

including the number of tasks (3 to 5 for each of Preliminary course and HSC course) and specific weightings for components, but the fact that students are not being prepared for a public examination frees up assessment.

DET project to support the pilot of English Studies

• 62 DET pilot schools divided into 17 groups – one or two groups per region.

• Each group had the task of developing a 40 hour (10 week) unit of work or two 20 hour (5 week) units of work, including assessment task.

• These units cover all 12 modules.• The unit writers used a very similar template to that used

for the model units developed for the Stage 6 English Prescriptions 2009-2012.

• Units now available on the English page of DET’s Curriculum Support website.

• Trilevel (schools/regions/state office) collaboration was a strong feature of the project.

Proven process for developing a quality program

1. Identify the needs, interests and abilities of students undertaking the course

2. Design a course structure to suit students3. Develop an assessment program for the course4. Identify resources to support the teaching of the

course5. Develop a scope and sequence for each unit

that needs to be developed6. Write each unit using the template provided

What support is being provided for DET schools taking up the course in 2011?

• Proven process for developing a quality program• Tools to assist with programming, assessment

and writing units of work• Model units of work available on website• Potential to draw upon the experience of

teachers from pilot schools through networking and mentoring

• Ongoing support from regions and English Unit

Remember, the course is still in draft form and may be subject to further amendment, particularly in the light of the evaluation of

the pilot.