STAFF DEVELOMENT DAYIMPLEMENTATION OF THE NATIONAL CURRICULUM

AMBARVALE HIGH SCHOOLCAMPBELLTOWN PERFORMING

ARTS HIGH SCHOOLLEUMEAH HIGH SCHOOL

AIMS & OBJECTIVES

REVIEW

REVISE

RE-WRITE

Junior Program

Units of Work

Assessments

NEW or DIFFERENT?

3 CROSS-CURRICULUM PRIORITIES:

7 GENERAL CAPABILITIES

OTHER IMPORTANT PRIORITIES (BoS):

1. Aboriginal and Torres Strait Islander histories and cultures  2. Asia and Australia's

engagement with Asia 

3. Sustainability

1. Critical and creative thinking 

2. Ethical understanding 

3. Information and communication

technology capability 

4. Intercultural understanding 

5. Literacy

6. Numeracy

7. Personal and social capability 

1. Civics and

citizenship  2. Difference and

diversity 

3. Work and enterprise 

General Capabilities & The New Junior English

Syllabus

Underpins all OBJECTIVES & OUTCOMES(knowledge, values the and skills students need to access and succeed in English

Informs the mapping of the Scope & Sequence

Informed by the Melbourne Declaration of 2009

Directs the planning of course content, texts and assessments

REVIEWING CURRENT PROGRAMS

ACTIVITY: Discuss these questions in

your school group and complete the REVIEW

TASK on the sheet given.

Share your findings with the other

schools.

What are the implications for our school in the implementation of the:

GENERAL CAPABILITES, CROSS-CURRICULUM PRIORITIES and OTHER

IMPORTANT PRIORITIES?

How are we delivering some of these elements in

our current programs, units of

work and assessments?

When did you engage students in exploring these concepts,

skills or values?

How effectively did you immerse students in the

units/topics? What resources were used and why?

What was the impact on student achievement,

engagement and understanding?

How do you know?

REVISING THE PROGRAM

What do we need to include?

TEXTS

General Capabilities etc

English Concepts

Program Scope & Sequence

Knowledge, Skills & Values

Objectives & Outcomes

Unit of Work

Course Content & Resources

Assessment & Feedback

Course Requirements

Where do we start?

TYPES of TEXTS

1) Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

STAGE 4•Fiction (at least two)•Poetry (a wide variety of poetic forms)•Drama (at least two)•Nonfiction (at least two)

STAGE 5•Fiction (at least two)•Poetry (at least two anthologies or one poet study)•Drama (at least one Shakespeare drama)•Nonfiction (at least two)

GROUP 1: FICTION GROUP 2: POETRY GROUP 3: FILM

GROUP 4: NONFICTION GROUP 5: DRAMA

TYPES OF TEXTS GROUPS

Brainstorm: What do students need to know and be able to do in order to engage meaningfully with and understand ‘Fiction’ texts and concepts?

MUST KNOW concepts

MUST KNOW context

MUST KNOW language forms & features: textual,

visual, audio, digital

Conventions of Structure & Form

MUST KNOW content:

Themes, issues, ideas

Ways to respond to text

Purpose & Audience

Ways to show understanding

Course Requirements

Spoken texts

Print texts

Visual texts

Media texts

Multimedia texts

Digital texts

2) In each Year of Stage 4 & 5 students must study examples of:

Which of these would

you include in the study of your text?

Add these to your planner

Course Requirements

Consider which of

these experiences students will

engage in during their

study of your text.

Present Group Brainstorm to the whole group for…

Thoughts? Questions?

Comments?

NEXT STEP:

DRAFTING THE JUNIOR PROGRAM

But for now… some food for thought

PLANNING THE JUNIOR PROGRAM

Resources for Programming:NSW BoS website/ English Syllabus/ Program Builder hyperlink

Register or Sign in with DET login

programbuilder.bos.nsw.edu.au

VIEW: BOS •Navigate through Program Builder & Resources•Sample Programs Stages 4 & 5:

GOAL: SCOPE & SEQUENCE

TASK:Your Group is to map out a range of Units of Work for each year (7 to 10) for your allocated ‘Type of Text’.

Year Group

Core Text (Type of

text)

Related Texts Examples:Spoken etc

To begin, TRANSFER the information already gathered

onto the PROGRAM PLANNER worksheet

Experience of wide selection

of texts

TEMPLATE FOR SCOPE & SEQUENCE

GENERALCAPABIL-

ITIES

OUTCOMES

OBJECTIVES

ASSESSMENTTASK &

OUTCOMES

REFER to the PROGRAM PLANNER CHECKLIST to ensure all course requirements are fulfilled.

NEXT, allocated the following elements of the Syllabus to your PLANNER:

GROUP TASK: SCOPE & SEQUENCE FINAL CHECKLIST CHECK THE COURSE REQUIREMENTS ARE FULFILLED ACROSS THE ENTIRE STAGE OF THE JUNIOR PROGRAM

PROGRAM PLANNER CHECKLIST:

PROGRAM BUILDER: BoS

MAPPING UNITS OF WORK

In School groups, refer to the Unit Planners to devise a Scope & Sequence for Years 7 –

10.

Upload onto ‘Program Builder’ & publish (export) to Wiki

Staff Development Day 2

1. UNITS OF WORK 2. ASSESSMENT TASKS

RESOURCES: BoS Program Builder sample Units of Work & Assessment Tasks (Stages 4 & 5)

RE-WRITING…