1 / 25

Years 7 – 10 English Syllabus Implementation

Years 7 – 10 English Syllabus Implementation. Canterbury Boys’ High School. School context. Approximately 500 students Approximately 90% NESB Wide range of socio-economic backgrounds A percentage of students are in need of learning support. Steps in planning Syllabus 7-10 implementation.

libitha
Download Presentation

Years 7 – 10 English Syllabus Implementation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Years 7 – 10 English Syllabus Implementation Canterbury Boys’ High School

  2. School context • Approximately 500 students • Approximately 90% NESB • Wide range of socio-economic backgrounds • A percentage of students are in need of learning support.

  3. Steps in planning Syllabus 7-10 implementation • Faculty discussion of new syllabus outcomes and decision to use model of HSC. • Creation of programs to fit into new module format. • Outcomes attached to appropriate modules. • Aligning of modules with text forms and assessment tasks. • Pro-forma assessment criteria created for stages.

  4. Model for programs in Years 7-10 • Area of Study • Close / critical study of text • Comparative study of text • Representation and text • Drama • Media • Stage 4 and Early Stage 5 have 5 units • Late Stage 5 has 4 units

  5. Mapping of Units Across Stage 4 and 5

  6. Text forms and assessment mapped across year programs

  7. Pro-forma criteria sheets created

  8. Registration

  9. Registration

  10. Student Profiles

  11. Reports • Outcomes based. • Used outcomes from new syllabus. • Need to be parent friendly and in plain English. • Designing and mapping series of outcomes for each stage.These will keep within spirit and intent of new syllabus outcomes.

  12. Backward Mapping includes the following steps • Choose a unit you are required to teach • Define the topic • Plan the assessment task • Implementation • Collection of student work • Reflect and refine.

  13. Unit outlines created Area of Study-“Genre” Focus An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world. It involves detailed exploration of an issue in a range of contexts that may include personal, social, historical, cultural and workplace. Text Teachers will choose a film of a particular genre and explore language forms, features and structures of the genre. This exploration will be supplemented via the study of various other texts that are also examples of the chosen genre.

  14. Stage 4 Fairy tale unit outline

  15. Appropriate outcomes attached to unit Stage 4 Outcomes assessed during this unit: 1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts 6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts 7. A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts 8. A student makes connections between and among texts 10. A student identifies, considers and appreciates cultural expression in texts

  16. Required knowledge Brainstorm Structure and purpose of advertising Format, conventions and purpose of storyboards Structure and purpose of reviews Conventions of Fairy Tale genre Structure of movie scripts

  17. Assessment task: You are a member of a team hoping to produce a new fantasy / fairy tale movie. You have been given several stories from which to choose. In your groups you must choose one of the fairy tales you have created for conversion into a short fantasy movie. As a group you must then select ONE scene from this story and submit it as • a movie script and story board. Individually each group member must also submit • Your original fairy tale in published form • A review of the new movie • An advertisement for the movie.

  18. Taken from the CBHS Year 8 English program Assessment • Students should submit the following for teacher assessment and inclusion in writing portfolios: • review • advertisement

  19. Quality Performance criteria:Fairytales

  20. Quality Performance criteria:Storyboard

  21. At the conclusion of the Stage 4 unit students should • Know: • what the term genre means • what the conventions of the fairy tale / fantasy story are • Understand: • how to write a fantasy story / fairy tale • how to transfer this text to the medium of film • how to write in a variety of forms dealing with a given genre and medium • Value: • a text in a variety of ways • a text as an example of a given genre • their own work in a critical manner.

  22. Examination of student work samples After the unit has been taught student work samples are collected and viewed in the context of the unit and examined under protocol conditions. They should be viewed with the following questions in mind: • Do the work samples display the learning desired? • Did the task fulfill expectations of the teacher? • Did the task adequately utilise productive pedagogies (student performance) ?

  23. Reflection and refinement of task Teachers use protocols to reflect on and refine whole process of teaching, learning and assessment. At this stage the task should be evaluated with regards to: • the unit aims and outcomes • the unit format and sequencing • the unit outcomes as evidenced by the student work.

More Related