What do I need to be aware of?

I would like to acknowledge the traditional custodians of the land where we meet and pay my respects to elders past and present.

I also acknowledge the contributions of Aboriginal Australians and non-Aboriginal Australians to the education of all children and people in this country we all live in and share together – Australia.

Acknowledgement of Country

By participating in this session, you will:

develop a shared understanding of the New English K-10

Syllabus

explore the key messages of the new English K-10 Syllabus

investigate the new expectations for learning

review resources to support the implementation process

Shifting our thinking about teaching to the learner

Creating stronger connections between Primary and Secondary settings

Creating common stage appropriate learning objectives

Creating a common dialogue across KLAs ( easier for students to make connections, transfer skills and knowledge and understand their learning experiences

Shifting our expectations of student achievement

The study of English from Kindergarten to Year 10 should develop a love of literature and learning and be challenging and enjoyable. It develops skills to enable students to experiment with ideas and expression, to become active, independent and lifelong learners, to work with each other and to reflect on their learning.

Through responding to and composing texts from Kindergarten to Year 10, students learn about the power, value and art of the English language for communication, knowledge and enjoyment.

By composing and responding with imagination, feeling, logic and conviction, students develop understanding of themselves and of human experience and culture. They develop clear and precise skills in speaking, listening, reading, writing, viewing and representing, and knowledge and understanding of language forms and features and structures of texts.

Multimodal outcomes

New content, represents a pedagogical shift, reflecting, imagining and expressing

Imaginative, informative

and persuasive

texts

Digital content has caught up with the

21st century Visual literacy explicitly

taught

Text requirements for each year and stage

Bigger emphasis on

literary texts

K-10 syllabus bridges the divide between S3 and S4 and serves to inform teachers of learning both prior and beyond a stage

Representing is the language mode that involves composing images in visual or multimodal texts. These images and their meaning are composed using codes and conventions. The term can include such activities as graphically presenting the structure of a novel, making a film, composing a web page or enacting a dramatic text.

Viewing involves observing and comprehending a

visual text, for example diagram, illustration, photograph, film, television documentary, multimedia. This sometimes involves listening to and reading accompanying written text.

'Responding' is the activity that occurs as students read, listen to or view texts. It encompasses the personal and intellectual connection a student makes with texts.

Responding typically involves:

shaping and arranging textual elements to explore and express ideas, emotions and values

identifying, comprehending, selecting, articulating, imagining, critically analysing and evaluating.

In this syllabus, 'composing' is the activity that occurs as students produce written, spoken or visual texts. Composing typically involves:

shaping, making and arranging textual elements to

explore and express ideas, emotions and values processes of imagining, drafting, appraising,

reflecting and refining knowledge, understanding and use of the language

forms, features and structures of texts.

Engaging personally with texts

Developing and applying contextual knowledge

Understanding and applying knowledge about language forms and features

Respond to and compose texts

analyse and evaluate, summarise, interpret, discuss, influence, position

Reflecting on “Own and other’s” compositions and learning

Key processes- organisers for the content

Objectives: Knowledge ,

skills and understandings

Aim of English Syllabus

Stage outcomes

Aestheticism

Appreciation

Appropriation

Artistry/craft

Characterisation

Communication

Contextualisation

Creativity

Cultural heritage

Cultural perspective

Cultural representation

Cultural identity

Genre

Hybridity/subversion

Imagery

Interconnectedness

Interpretation

Intertextuality

Narrative voice

Perspective/point of view

Persuasion

Representation

Reflection

Rhetoric

Stagecraft

Transformation

Voice

Key Concepts – Syllabus threads

The Board’s syllabuses include other areas identified as important learning for all students

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

Outcome

Learning across the curriculum

Outcome Outcome

‘Learning across the curriculum content is incorporated, and identified by icons, in the content of the English K–10 Syllabus’

These priorities and capabilities are embedded into the syllabus

1. Go to the HOME page

2. Click on the Filter content arrow

3. Which brings you to this page …

4. Click on each of these to make your selection

5. Which then looks like this…

6. Click on Filter and wait …

7. And you get this….

… which leads to …

In each Year students must study examples of:

spoken texts

print texts

visual texts

media, multimedia and digital texts.

Pages 16 and 17

5 Objectives

Students will develop knowledge, understanding and skills in order to:

Objective A - communicate through speaking, listening, reading, writing, viewing and representing

Objective B - use language to shape and make meaning according to purpose, audience and context

Speaking and listening

Writing and representing

Reading and viewing

Speaking and listening

Writing and representing

Reading and viewing

Responding and Composing

Spelling

Grammar

Outcomes

Stage 1

Demonstrate

Recognise

Respond

Stage 2

Uses

Plans

Composes

Identifies

Discusses

Stage 3

Compares

Thinks

imaginatively,

creatively and

critically

Stage 4

Responds to

Effectively uses a

wide range of

processes

Demonstrates

understanding of a

broadening world

Stage 5

Critically assesses

and adapts

Describes and

explains effect

Investigates

relationships

between and

among texts

Evaluates

Objective C - think in ways that are imaginative, creative, interpretive and critical

Objective D - express themselves and their relationships with others and their world

Objective E - learn and reflect on their learning through their study of English.

‘New’ objectives and outcomes

OBJECTIVE C: Students will

Think in ways

that are

imaginative,

creative,

interpretive

and critical

Early Stage 1

outcomes

Stage 1

outcomes

Stage 2

outcomes

Stage 3

outcomes

ENe -10C Thinks

imaginatively

and creatively

about familiar

topics, simple

ideas and the

basic features

of texts when

responding to

and composing

texts

EN1 – 10C Thinks

imaginatively

and creatively

about familiar

topics, ideas

and texts when

responding to

and composing

texts

EN2 – 10C Thinks

imaginatively,

creatively and

interpretively

about

information,

ideas and texts

when

responding to

and composing

texts

EN3 – 7C Thinks

imaginatively,

creatively,

interpretively

and critically

about

information and

ideas and

identifies

connections

between texts

when

responding to

and composing

texts

OBJECTIVE C:

CONTENT Students

Engage

personally with

texts;

Early Stage 1

Content

Stage 1

Content

Stage 2

Content

Stage 3

Content

• respond to

texts,

identifying

favourite

stories, authors

and illustrators

• share picture

books and

digital stories

for enjoyment

and pleasure

• engage in

wide reading of

... texts for

enjoyment, and

share

responses

• recognise the

way that

different texts

create different

personal

responses

• share

responses to a

range of texts,

identify

features which

increase

enjoyment

• respond to

texts by

identifying and

discussing

aspects of texts

that relate to

their own

experience

• interpret

events,

situations and

characters in

texts

• explain own

preferences for

a particular

interpretation

of a text,

referring to text

details and own

knowledge and

experience

Questions from the Quality Teaching and Learning framework to guide our planning:

What do I want students to learn?

What am I going to get the students to do or produce?

How well do I expect them to do it?

Why does this learning matter (to the student)?

◦ speaking and listening

◦ reading and viewing modes

◦ writing and representing

◦ multimodal texts (creating and reading)

◦ the study and appreciation of literature

◦ students creating own literary texts (Stages 2-3)

◦ comprehension strategies (Stages 2-3)

◦ structure of content (key processes)

◦ text requirements

◦ glossary (34 pages)

◦ stage statements

◦ learning across curriculum areas

◦ types of texts (imaginative, informative and persuasive)

Across a stage of learning, the selection of texts must give students experience of:

• texts which are widely regarded as quality literature

• a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia

• a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books and multimedia.

• texts written about intercultural experiences • texts that provide insights about the peoples

and cultures of Asia • everyday and community texts • a wide range of factual texts that present

information, issues and ideas • texts that include aspects of environmental

and social sustainability • an appropriate range of digital texts,

including film, media

Persuasive

Informative Imaginative

e.g. Stage 1: Students use subject-verb and noun-pronoun agreement when composing texts and responding to texts orally and in writing (6B).

e.g. Stage 2: Students understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement (6B).

e.g. Stage 3: Students understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (6B).

e.g. Stage 2: Students use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features

e.g. Stage 3: Students use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources

e.g. Stage 4: Students use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

e.g. Stage 5: Students use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

e.g. Early Stage 1: Students:

◦ Share feelings and thoughts about the events and characters in texts

◦ Recognise some different types of literary texts and identify some characteristic features of literary texts

e.g. Stage 3: Students:

◦ Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

◦ Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

e.g. Stage 1: Students construct texts that incorporate supporting images using software, including word processing programs

e.g. Stage 2: Students use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio features

e.g. Stage 3: Students use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio features

English

aesthetic dimensions of

human experience

study of ideas in all textual forms

values

Literacy

central to achievement of

learning

functionality of language

understand and evaluate meaning

power

knowledge and skills

DEC Resources K-6

Implementing new curriculum-

Building Capacity

WHAT’S NEW!

Lessons: CLIC, TALE and Scootle information on DEC website –

http://www.tale.edu.au/tale/live/teachers/shared/BC/Using-digital-and-multimodal-texts.pdf

http://www.tale.edu.au/tale/live/teachers/shared/BC/english_k6_exploringcomposing.pdfhttp://www.tale.edu.au/tale/live/teachers/sharehttp://www.tale.edu.au/tale/live/teachers/shared/BC/english_k6_exploringcomposing.pdfd/BC/english_k6_exploringcomposing.pdf

http://www.tale.edu.au/tale/live/teachers/shared/BC/english_k6_exploringcomposing.pdf

http://www.tale.edu.au/tale/live/teachers/shared/BC/English_engaging_text.pdf