Consultation on the draft NSW English K-10 syllabus

1. Consultation on the draft NSW  English K-10 syllabus Term 3, 2011 This version updated 5 August, 2011 This presentation is planned as discussion stimulus for school leaders to use with staff. One option is to use it with Learning Area teams. Check the CLIC website for updates to this presentation Teachers interested in K-6 only could omit slides 29-44. Teachers interested in 7-10 only could omit slides 13-28. Teachers with an interest in English learning K-10 should consider all slides. Note that slides 1-12 are generic for all four new syllabuses: mathematics, science, history and English. It is important that you read and consider the draft K-10 syllabus, or the parts of it that are relevant to you, before or while viewing this PowerPoint. The draft K-10 English syllabus can be accessed at http://www.boardofstudies.nsw.edu.au/australian-curriculum/pdf_doc/english-k10-draft-syllabus.pdf This version updated 5 August, 2011 This presentation is planned as discussion stimulus for school leaders to use with staff. One option is to use it with Learning Area teams. Check the CLIC website for updates to this presentation Teachers interested in K-6 only could omit slides 29-44. Teachers interested in 7-10 only could omit slides 13-28. Teachers with an interest in English learning K-10 should consider all slides. Note that slides 1-12 are generic for all four new syllabuses: mathematics, science, history and English. It is important that you read and consider the draft K-10 syllabus, or the parts of it that are relevant to you, before or while viewing this PowerPoint. The draft K-10 English syllabus can be accessed at http://www.boardofstudies.nsw.edu.au/australian-curriculum/pdf_doc/english-k10-draft-syllabus.pdf

2. Overview WHY is the NSW English K-10 syllabus being revised? WHAT are the key features of the draft NSW English K-10 syllabus? HOW can I participate in consultation on the draft NSW English K-10 syllabus? These are the key questions that will be addressed in this presentation. These are the key questions that will be addressed in this presentation.

3. WHY is the NSW English K-10 syllabus being revised? The presenter may wish to encourage participants to brainstorm responses to this question.The presenter may wish to encourage participants to brainstorm responses to this question.

4. Background Consistent with this, ACARA (the Australian Curriculum, Assessment and Reporting Authority) is: developing nationally agreed statements of what students are expected to learn and at what standard, in each of the major learning areas K – 12 working in close collaboration with all states, territories and the federal government. The Melbourne Declaration and ACARA’s Shape of the Australian Curriculum, both endorsed by all Australian Education Ministers, provide the rationale for a national curriculum and the blueprint for its development. Melbourne Declaration link http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Shape of the Australian Curriculum link http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf The Melbourne Declaration and ACARA’s Shape of the Australian Curriculum, both endorsed by all Australian Education Ministers, provide the rationale for a national curriculum and the blueprint for its development. Melbourne Declaration link http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Shape of the Australian Curriculum link http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf

5. The three core dimensions There are three core dimensions of the Australian Curriculum: Learning areas General capabilities Cross curriculum priorities The general capabilities and cross-curriculum priorities are embedded in the learning areas as appropriate. If questions arise, the presenter might note that the Australian Curriculum’s general capabilities and cross- curriculum priorities have been combined as 13 cross-curriculum areas which are embedded in the new content of the NSW syllabuses. This is also noted in Slides 6 and 10. Two of the 13 cross-curriculum areas, Sustainability and Numeracy, have not been included in the draft English K-10 syllabus. If questions arise, the presenter might note that the Australian Curriculum’s general capabilities and cross- curriculum priorities have been combined as 13 cross-curriculum areas which are embedded in the new content of the NSW syllabuses. This is also noted in Slides 6 and 10. Two of the 13 cross-curriculum areas, Sustainability and Numeracy, have not been included in the draft English K-10 syllabus.

6. Designing the NSW Syllabuses Click to animate – use the time between each animation for discussion. NSW syllabuses will continue to have Stage-based outcomes and content. So that the NSW syllabuses reflect the Australian Curriculum’s requirements: The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Cross-curriculum Areas, as appropriate to individual Learning Areas. The 13 cross curriculum areas are largely based on those currently in all BOS syllabuses. Click to animate – use the time between each animation for discussion. NSW syllabuses will continue to have Stage-based outcomes and content. So that the NSW syllabuses reflect the Australian Curriculum’s requirements: The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Cross-curriculum Areas, as appropriate to individual Learning Areas. The 13 cross curriculum areas are largely based on those currently in all BOS syllabuses.

7. The draft NSW K-10 syllabuses The Board of Studies has commenced the development of K-10 syllabuses for English, mathematics, science and history. The new syllabuses will include the Australian Curriculum content descriptions and retain many syllabus features familiar to and appreciated by NSW teachers. NSW school teachers will only need to teach in accordance with the new K-10 syllabus documents developed for NSW. Optional questions to ask participants: When were the current NSW syllabuses released or last revised? How old does that make them now? In what ways do you feel that they need updating? Optional questions to ask participants: When were the current NSW syllabuses released or last revised? How old does that make them now? In what ways do you feel that they need updating?

8. NSW syllabus development timeframe Draft NSW syllabus documents based on the Australian Curriculum are available for consultation until August 2011 for: Mathematics K-10 History K-10 Science & Technology K-6; and Science 7-10. The draft English K-10 Syllabus was released on 1 August and the Board’s consultation will conclude on 16 September. Final K-10 NSW syllabuses in all these areas, incorporating feedback from consultation, are anticipated to be available in Term 4 2011. Draft NSW syllabus documents based on the Australian Curriculum are available for consultation until August 2011 for: Mathematics K-10 History K-10 Science & Technology K-6; and Science 7-10. The draft English K-10 Syllabus was released on 1 August and the Board’s consultation will conclude on 16 September. Final K-10 NSW syllabuses in all these areas, incorporating feedback from consultation, are anticipated to be available in Term 4 2011.

9. What will stay the same as current NSW syllabuses? Syllabus structure: Rationale Aims Objectives Outcomes Content Stage Statements Stage-based organisation Life Skills outcomes and content for Years 7-10 Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.

10. What will be different from current NSW syllabuses? Changes will include: some KLA-specific changes in content and/or organisation the Australian Curriculum general capabilities and cross-curriculum priorities will be embedded in the new NSW syllabuses and called cross-curriculum areas

11. Senior secondary curriculum ACARA has indicated that further work to develop senior secondary courses in English, mathematics, science and history is being undertaken in 2011, with draft documents to be available for consultation in 2012. In the meantime NSW teachers are to continue teaching current NSW syllabuses for senior secondary courses. NSW implementation timelines for the senior secondary curriculum are yet to be determined. NSW implementation timelines for the senior secondary curriculum are yet to be determined.

12. What are the key features of the draft NSW English K-10 syllabus?

13. K – 6 First we’ll explore the K-6 features of the new syllabusFirst we’ll explore the K-6 features of the new syllabus

14. What’s familiar? Use of strands based on the modes to organise content (although now also include Viewing and Representing) ESL scales (but now proposed for both EAL and EAD learners) Significant amount of content (not highlighted in draft syllabus) Assessment section (with some minor changes and additions)

15. What’s different? Objectives and outcomes Viewing, representing and visual literacy More focus on multimodal texts More explicit reference to comprehension strategies (Stage 2-3) Appreciation of the English language More explicit focus on the study of literature Each of these differences will be dealt with separately in the following slides.Each of these differences will be dealt with separately in the following slides.

16. What’s different? Text requirements More explicit focus on students creating own literary texts (Stages 2-3) Explicit focus on texts from different cultures, including ATSI and Asian texts Focus on ATSI cultural concepts New focus on EAD students Each of these differences will be dealt with separately in the following slides.Each of these differences will be dealt with separately in the following slides.

17. Objectives and Outcomes The objectives and outcomes derive from the current 7-10 syllabus. They provide a means of linking the K-6 and 7-10 components of the syllabus. The proposed outcomes work across the modes of reading, writing, speaking, listening, viewing and representing. What value is there in having common objectives and clear links between outcomes across K-10? What issues might primary teachers face in working with these outcomes? How could these issues be addressed?What value is there in having common objectives and clear links between outcomes across K-10? What issues might primary teachers face in working with these outcomes? How could these issues be addressed?

18. Viewing, representing and visual literacy Viewing is a term familiar to primary teachers (in Reading strand) Representing is a term used in the 7-10 syllabus which refers to the composing of visual texts, e.g. a graphic, a film, a digital story, the visual elements of a play. The concept of representing is evident in the current Writing strand. There is a stronger focus on the modes of viewing representing in the draft K-10 syllabus than in the current syllabuses. To be accomplished communicators in the 21st century, students must be skilled in the “reading” and production of visual texts, or texts with visual elements. In many situations this in turn requires skills and confidence in using a variety of technologies. Is this new territory for K-6 teachers? What resources and support are currently available in this area? What further support might teachers need?To be accomplished communicators in the 21st century, students must be skilled in the “reading” and production of visual texts, or texts with visual elements. In many situations this in turn requires skills and confidence in using a variety of technologies. Is this new territory for K-6 teachers? What resources and support are currently available in this area? What further support might teachers need?

19. Viewing, representing and visual literacy 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 Some examples of new content showing the stronger focus on viewing, representing and visual literacy.Some examples of new content showing the stronger focus on viewing, representing and visual literacy.

20. More focus on multimodal texts Modes = modes of communication = reading, writing, listening, speaking, viewing, representing Multimodal texts are texts that use more than one mode to communicate, e.g. films, picture books, digital stories, websites, computer games. e.g. Stage 1: Students create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to audience and purpose The current K-6 syllabus was published in 1998. While a trailblazer for its time, it does not reflect the range of multimodal texts used today - or the extent to which they are used. The current K-6 syllabus was published in 1998. While a trailblazer for its time, it does not reflect the range of multimodal texts used today - or the extent to which they are used.

21. More explicit reference to comprehension strategies 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 This explicit focus on comprehension strategies strongly supports the Department’s Focus on Reading 3-6 program.This explicit focus on comprehension strategies strongly supports the Department’s Focus on Reading 3-6 program.

22. Appreciation of the English language e.g. Stage 2: Students understand that people use different systems of communication to cater for different needs and purposes and that many people use sign systems to communicate with others. Students understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages Students have always learned about how language works in English. The addition of this content is intended to deepen understanding and appreciation of our language, as well as broaden understanding of communication in general.Students have always learned about how language works in English. The addition of this content is intended to deepen understanding and appreciation of our language, as well as broaden understanding of communication in general.

23. More explicit focus on the study of literature e.g. Early Stage 1: Students share feelings and thoughts about the events and characters in texts Students 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 Students present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others The current English K-6 Syllabus includes the requirement to teach literature, but the new syllabus content (derived from the Australian Curriculum: English) provides more detail about what is required and emphasises that the study of literature, not just the experience of literature, starts from Kindergarten. The current English K-6 Syllabus includes the requirement to teach literature, but the new syllabus content (derived from the Australian Curriculum: English) provides more detail about what is required and emphasises that the study of literature, not just the experience of literature, starts from Kindergarten.

24. Text requirements Content and text requirements are a feature of the current 7-10 syllabus. The draft K-10 syllabus is proposing that Content and text requirements apply K-10. Content and text requirements for Early Stage 1 to Stage 3 specify the variety of texts that students must study in any given year, e.g. spoken texts, print texts, visual texts, media, multimedia and digital texts. Content and text requirements for Early Stage 1 to Stage 3 also specify the variety of experiences that should be given to students through the study of texts, e.g. ‘quality literature’ and factual and everyday texts, Australian literature, ATSI texts, Asian texts, texts about intercultural experiences, texts from other countries and times. Content and text requirements can: serve to ensure that students study the full range of texts and that they are exposed to a variety of learning experiences through these texts help to ensure that teachers are teaching across the modes and that they are addressing cross-curriculum areas provide rigour to the study of literature in English. Content and text requirements can: serve to ensure that students study the full range of texts and that they are exposed to a variety of learning experiences through these texts help to ensure that teachers are teaching across the modes and that they are addressing cross-curriculum areas provide rigour to the study of literature in English.

25. More explicit focus on students creating their own literary texts e.g. Stage 2: Students create literary texts that explore students’ own experiences and imagining Students create literary texts by developing storylines, characters and settings e.g. Stage 3: Students create imaginative texts that adapt or combine aspects of texts students have experienced in imaginative ways Students create imaginative texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced This content suggests that students will apply what they learn in their study of literature to the creation of their own literary texts.This content suggests that students will apply what they learn in their study of literature to the creation of their own literary texts.

26. Explicit focus on texts from different cultures, including ATSI and Asian texts Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s relationship with Asia are cross-curriculum areas in the draft K-10 syllabus. Content and text requirements for Early Stage 1 to Stage 3 specify that students must have experience of ATSI and Asian texts. ATSI texts include texts by Aboriginal composers, about Indigenous issues or any other matter, or texts about Aboriginal histories or cultures by non-Aboriginal composers. Asian texts include texts by Asian or Asian Australian composers, about Asia or any other matter, or texts about Asia by non-Asian composers. What opportunities and challenges does this focus on ATSI and Asian texts present to teachers?What opportunities and challenges does this focus on ATSI and Asian texts present to teachers?

27. Focus on ASTI cultural concepts Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the concepts of Country and Place, People, Culture and Identity. Students will explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. Note that it is not just engaging with ATSI texts but how these texts are used to develop student learning that is important in the draft K-10 syllabus.Note that it is not just engaging with ATSI texts but how these texts are used to develop student learning that is important in the draft K-10 syllabus.

28. New focus on EAD students English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English The ESL scales were designed to support teaching of EAL students This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students. Will the ESL scales cater for EAD students? Do ESL and English teachers have the skills to teach EAD students effectively? Will the ESL scales cater for EAD students? Do ESL and English teachers have the skills to teach EAD students effectively?

29. 7 – 10 Now we’ll explore the 7-10 features of the new syllabusNow we’ll explore the 7-10 features of the new syllabus

30. What’s familiar? Structure of syllabus Organisation of content according to outcomes, learn to/learn about (although number of outcomes reduced) ESL scales (but now proposed for both EAL and EAD) Pathways of learning (except for addition of English Studies) Significant amount of content (not highlighted in draft syllabus) Text requirements (with some minor changes) The Assessment section (with some minor changes and additions)

31. What’s different? Subtle but important changes in objectives and outcomes More explicit focus on grammar More explicit focus on complex forms of punctuation More explicit focus on comprehension strategies Consolidation of handwriting skills (Stage 4 only) Each of these differences will be dealt with separately in the following slides. Each of these differences will be dealt with separately in the following slides.

32. What’s different? Conventions for citing and referencing Explicit focus on spelling and word origins Appreciation of the English language Explicit focus on Asian texts Focus on ATSI cultural concepts New focus on EAD students Each of these differences will be dealt with separately in the following slides. Each of these differences will be dealt with separately in the following slides.

33. Subtle but important changes in objectives and outcomes The stem of the objectives statement and the second objective in the current 7-10 syllabus have swapped places in the draft K-10 syllabus. The eleven outcomes have been reduced to eight: The current outcomes 2 and 3 have been combined into outcome 3 in the draft K-10 syllabus The current outcomes 4 and 5 have been combined into outcome 4 in the draft K-10 syllabus The current outcome 1 has been split between outcomes 1 and 2 in the draft K-10 syllabus The current outcomes 6 and 7 have been added to outcome 1 in the draft K-10 syllabus The current outcomes 8, 9, 10 and 11 are largely intact as separate outcomes in the draft K-10 syllabus. Consider the effect of the swap between the second objective and the stem of the objective statement. Does it matter? Has the combination of outcomes been achieved successfully? Does the resulting outcome have integrity, or does it seem like two outcomes thrown together? Does the split of current outcome 1 work? Has the meaning of any of the current outcomes been lost in the reduction and rewriting of outcomes? Is there value in reducing the number of outcomes from eleven to eight? Will these outcomes be easy to work with when programming? Consider the effect of the swap between the second objective and the stem of the objective statement. Does it matter? Has the combination of outcomes been achieved successfully? Does the resulting outcome have integrity, or does it seem like two outcomes thrown together? Does the split of current outcome 1 work? Has the meaning of any of the current outcomes been lost in the reduction and rewriting of outcomes? Is there value in reducing the number of outcomes from eleven to eight? Will these outcomes be easy to work with when programming?

34. More explicit focus on grammar e.g. Stage 4: Students analyse and examine how effective authors control and use a variety of clause structures, including embedded clauses. e.g. Stage 5: Students: Analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors design and craft texts Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of texts Understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses The current 7-10 syllabus has a strong focus on language, but the draft K-10 syllabus urges the need to teach language, including grammar, in a more explicit and systematic way.The current 7-10 syllabus has a strong focus on language, but the draft K-10 syllabus urges the need to teach language, including grammar, in a more explicit and systematic way.

35. More explicit focus on complex forms of punctuation e.g. Stage 4: Students understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts Students understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses e.g. Stage 5: Students understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes Punctuation is mentioned in the current 7-10 syllabus but not given as much specific attention as this. Punctuation is mentioned in the current 7-10 syllabus but not given as much specific attention as this.

36. More explicit focus on comprehension strategies 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 The explicit teaching of comprehension strategies will be new territory for many secondary English teachers.The explicit teaching of comprehension strategies will be new territory for many secondary English teachers.

37. Consolidation of handwriting skills Stage 4: Students consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods Stage 4 only. There is no reference to handwriting skills in Stage 5. According to current syllabuses handwriting is taught only in primary school. The draft K-10 syllabus suggests that Stage 4 English teachers need to build on the skills developed in primary school. Secondary English teachers will need to know the extent to which handwriting skills are developed up to Stage 3. Is this reasonable content for Stage 4? Stage 4 only. There is no reference to handwriting skills in Stage 5. According to current syllabuses handwriting is taught only in primary school. The draft K-10 syllabus suggests that Stage 4 English teachers need to build on the skills developed in primary school. Secondary English teachers will need to know the extent to which handwriting skills are developed up to Stage 3. Is this reasonable content for Stage 4?

38. Conventions of citing and referencing Stage 4: Students learn about conventions for citing others, and how to reference these in different ways Stage 4 only, not Stage 5. What are the conventions? Is there value in standardising this for NSW, or DEC at least? Does citing and referencing differ across subjects? Stage 4 only, not Stage 5. What are the conventions? Is there value in standardising this for NSW, or DEC at least? Does citing and referencing differ across subjects?

39. Explicit focus on spelling and word origins e.g. Stage 4: Students understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them e.g. Stage 5: Students understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots Like grammar and punctuation, spelling is mentioned in the current 7-10 syllabus, but it is given more attention in the draft K-10 syllabus.Like grammar and punctuation, spelling is mentioned in the current 7-10 syllabus, but it is given more attention in the draft K-10 syllabus.

40. Appreciation of the English language e.g. Stage 4: Students understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return Students understand the ways language evolves to reflect a changing world, particularly in response to use of new technology for presenting texts and communicating Students analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication. Students have always learned about how language works in English. The addition of this content is intended to deepen understanding and appreciation of our language, as well as broaden understanding of communication in general. Students have always learned about how language works in English. The addition of this content is intended to deepen understanding and appreciation of our language, as well as broaden understanding of communication in general.

41. Explicit focus on Asian texts Asia and Australia’s relationship with Asia is a cross-curriculum area in the draft English K-10 Syllabus. This cross-curriculum implies the need for students to engage with: Texts from and about Asia Texts written by Asian Australians Place of Asian languages in Australia What are the implications of this explicit focus on Asian texts for teachers?What are the implications of this explicit focus on Asian texts for teachers?

42. Explicit focus on Asian texts Content and text requirements include explicit focus on Asian texts Some direct reference to Asian texts in content e.g. Stage 5: Students learn to analyse literary texts created by and about a diverse range of Australian people, including Aboriginal people and people from Asian backgrounds, and consider the different ways these texts represent people, places and issues. What are the implications of this explicit focus on Asian texts for teachers?What are the implications of this explicit focus on Asian texts for teachers?

43. Focus on ATSI cultural concepts Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area includes the concepts of Country and Place, People, Culture and Identity. Students will explore the links between cultural expression, language and spirituality. This cross-curriculum area implies the need for students to engage with texts about ATSI histories and cultures and texts written by ATSI people. Note that it is not just engaging with ATSI texts but how these texts are used to develop student learning that is important in the draft K-10 syllabus.Note that it is not just engaging with ATSI texts but how these texts are used to develop student learning that is important in the draft K-10 syllabus.

44. New focus on EAD students English as an additional language (EAL) is a term derived from the Australian Curriculum to describe students whose first language is not English, e.g. Hindi, Cantonese, Indigenous languages English as an additional dialect (EAD) is a term derived from the Australian Curriculum to describe students whose first language is a dialect of English other than Standard Australian English, e.g. Aboriginal English The ESL scales were designed to support teaching of EAL students This draft syllabus is proposing that the ESL scales be extended to teaching EAD students: The ESL scales provide a detailed description of English language progression for EAL/D students. Will the ESL scales cater for EAD students? Do ESL and English teachers have the skills to teach EAD students effectively? Will the ESL scales cater for EAD students? Do ESL and English teachers have the skills to teach EAD students effectively?

45. How can I participate in consultation on the draft NSW English K-10 syllabus?

46. Provide feedback Participate in your own school-based discussions and evaluations of the draft syllabuses Complete the NSW Department’s online survey available until 22 August 2011(www.clic.det.nsw.edu.au) Register to attend the NSW Board of Studies consultation meetings (www.boardofstudies.nsw.edu.au) Complete the NSW Board of Studies online survey (www.boardofstudies.nsw.edu.au) While DEC’s consultation closes on 22 August 2011, the BOS consultation concludes on 16 September, 2011. Encourage staff to have their say.While DEC’s consultation closes on 22 August 2011, the BOS consultation concludes on 16 September, 2011. Encourage staff to have their say.