Australian Curriculum English K-6

1. Australian Curriculum English K-6

2. Overview of this module • A sense of the layout and scope of the draft Australian Curriculum for English K-10 • Closer look at each of the strands and the achievements standards (using one year as an example) • Key points for discussion/reflection • Focus questions • looking at the year/stage you are teaching • looking across a strand

3. looking forward looking back • Looking forward • Is this curriculum everything we want it to be for students in the 21st century? • Does the learning matter? Will this curriculum make a difference for students now and in the future? • Looking back • Mapping it against our current NSW English syllabus • Are the standards or expectations similar? Similarities and differences? Anything missing? Additional or new content?

4. http://www.australiancurriculum.edu.au/Explore/English

5. The English Rationale/Aims (pages 1 to 7) • Rationale/Aims and English/organisation establish the purpose, the structure and key terms including: • The strands • Curriculum content and achievement standards • Texts • Grammar, spelling, handwriting • English and literacy • General capabilities and cross-curricular dimensions

6. the strands Language Literature Literacy the modes Listening Speaking Reading (& viewing) Writing (& creating) page 2 English/organisation

7. The strands • “The three strands of Language, Literature and Literacy are interwoven and inform and support each other.” • “While the amount of time devoted to each strand may vary, each strand is of equal importance….”

8. Modes Literature Language Literacy

9. Year 3 Walking through a year - considering the content - considering the student Preface • Overview of texts • Literary and Non-Literary • Multimodal and digital texts

10. Language strand (Year 3 example) • ...involves learning about the English language and how it works, including grammar, spelling and punctuation, as well as a study of the history of the language and its contemporary uses and value • across the modes • grammar, punctuation, spelling • (phonics/phonemic awareness)

11. Literature strand (Year 3 example) ... involves learning to interpret, appreciate, evaluate and create literary texts, including narrative, poetry, prose, plays, films and multimodal texts. • learning through literature • learning about texts • responding and creating

12. Literacy strand (Year 3 example) • ... involves the application of English knowledge and skills to listen, view, read, speak and write and create a growing repertoire of texts • learning to – skills & • strategies • critical literacy & multimodal • texts • literacy in other contexts – across the subjects • and other texts

13. Achievement standards (Year 3 example) ...the quality of learning that students should typically demonstrate by a particular point in their schooling... organised in modes

14. Questions for further discussion & feedback Looking at the strands • Choose a strand (language, literature or literacy) • Start with a familiar year level & look across (at the year before and after) • Is the intention of the strand clear in the content descriptions and elaborations? • Is there a sense of development and consistency through the year levels?

15. Questions for further discussion & feedback Looking at the years • Choose a year level • Look either side of this year How are the strands interwoven in a year level? How do the modes work within these strands? Any comments about the expectations of students at this year level?

16. looking forward looking back • Looking forward • Is this curriculum everything we want it to be for students in the 21st century? • Does the learning matter? Will this curriculum make a difference for students now and in the future? • Looking back • Mapping it against our current NSW English syllabus • Are the standards or expectations similar? Similarities and differences? Anything missing? Additional or new content? Stepping back from the document – general feedback