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The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School

The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School. The Context. Cecil Hills High School: Co-educational High School situated in South Western Sydney 1,100 Students (96% ‘local’) COMPREHENSIVE HIGH SCHOOL 11 English Staff + 2 STLA/ESL + 2 TA’s

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The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School

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  1. The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School November 2004 http://www.curriculumsupport.education.nsw.gov.au

  2. The Context Cecil Hills High School: • Co-educational High School situated in South Western Sydney • 1,100 Students (96% ‘local’) • COMPREHENSIVE HIGH SCHOOL • 11 English Staff + 2 STLA/ESL + 2 TA’s • Expert and competent teaching staff • School opened in 1996

  3. Syllabus ImplementationStep One • Work already done / Work to do • TARS interview process • Dialogue with Senior Executive

  4. Syllabus ImplementationStep Two - Underlying Philosophies • “If it ain’t broke, don’t fix it”. • Quality Teaching arises from expertise.

  5. Syllabus ImplementationStep Three - Timetable Stage 4 – 2003 Stage 5 – 2004

  6. Syllabus ImplementationStep Five - SCHEDULING Generic approach to faculty programming: • Mandated text form • Mandated Outcome(s) • Common Assessment Schedule

  7. Schedule – Year Nine

  8. Advantages Allows for expertise Varied text choice Caters to class needs Programming inclusive. Disadvantages Consistency Fear of the unknown Knowledge of syllabus Mandated text forms. Scheduling Approach

  9. SOLUTIONS • Programs available • Greater variety of texts • Focus on Faculty time-table • Discussion of ‘best practice’ • Reporting practices • Registration of compulsory text content.

  10. Registration Item Content Requirement for Stage 5 • Australian literature, including insights into: • Aboriginal experiences p • Multicultural experiences p • Literature from other countries and times p • Shakespearian drama p • Cultural Heritages / popular cultures / youth cultures • Picture books p • Everyday and workplace texts p • Range of social / gender / cultural perspectives p

  11. Continuing Challenges TIME and communication Aboriginal and Non-Anglo texts Assessment inconsistencies The Quality Teaching model

  12. Quality Teaching Model

  13. The Quality Teaching Model If we don’t control it, someone else will. Intellectual Quality = Critical Literacy Quality Learning Environment = • Criteria-based instruction and assessment • Student-based assessment and reporting Significance = contextualisation

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