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Welcome to ‘ An introduction to the English Curriculum and resources ’

Join our webinar to decode the English Curriculum structure, mapping content to standards, and exploring Victorian Curriculum resources. Enhance your familiarity and planning skills today!

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Welcome to ‘ An introduction to the English Curriculum and resources ’

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  1. Welcome to ‘An introduction to the English Curriculum and resources’ The webinar will start promptly at 3:45pm on 4 June 2019.

  2. Exploring the English Curriculum and resources Victorian Curriculum F–10 English Troy Potter, Senior Project Officer

  3. Aims • To become familiar with the terminology and structure of the English curriculum • To learn how to map content descriptions to achievement standards • To explore resources available on the Victorian Curriculum and VCAA websites

  4. Poll • Are you predominantly teaching in a primary or secondary school? • From a scale of 0 to 5, what is your familiarity with the curriculum?

  5. What is Curriculum?

  6. Victorian Curriculum F–10 English • http://victoriancurriculum.vcaa.vic.edu.au/english/

  7. English Curriculum Structure

  8. English Curriculum Structure • Modes • Strands • Sub-strands • Content descriptions • Achievement standards

  9. English Language Modes

  10. English Strands • Language (VCELA) • Students develop their knowledge of the English language and how it works • Literacy (VCELY) • Students interpret and create texts • Literature (VCELT) • Students appreciate, enjoy, study and interact with literary texts

  11. Language (LA) Level 2

  12. Literacy (LY) Level 5

  13. Literature (LT) Level 8

  14. English Strands

  15. Puzzling out the sub-strands • What are the sub-strands? • Which strands do they sit under? • To which modes do they link? • How might these considerations be important to your planning?

  16. Strands Language Literacy Literature Modes Reading & Viewing Writing Speaking & Listening

  17. Writing Language Literature Literacy Creating texts Text structure and organisation Creating literature Expressing and developing ideas Texts in context Phonics and word knowledge Language variation and change Examining literature Literature and context Responding to literature Interpreting, analysing, evaluating Interacting with others Language for interaction Reading & Viewing Speaking & Listening

  18. So what? • What does this mean for your planning and teaching of • lessons • lesson sequences • units?

  19. In short … • The English modes are interrelated • the learning in one often supports and extends learning in the others • content descriptions have been placed in the mode which is the major focus of its learning • Cumulative curriculum • students develop and build skills and knowledge over time • Spiralling curriculum • students apply skills and knowledge to different contexts and curriculum areas

  20. Achievement Standards • Describe what a student should be able to do at a given level • What students should be assessed on • Content descriptions feed into the Achievement Standards • Not all content descriptions have a clear link to the Achievement Standard

  21. Level F Achievement Standard • By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics.They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters. They identify all the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.

  22. Mapping to a Mode They recall one or two events from texts with familiar topics. • Identify some features of texts including events and characters and retell events from a text (VCELT150, R&V) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153, R&V)

  23. Integrating the Modes They recall one or two events from texts with familiar topics. • Identify some features of texts including events and characters and retell events from a text (VCELT150 (R&V) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153) (R&V) • Retell familiar literary texts through performance, use of illustrations and images (VCELT159) (W) • Share feelings and thoughts about the events and characters in texts (VCELT171) (S&L) • Modify familiar texts (VCELT173) (S&L)

  24. Let’s explore some more! • Curriculum tab • Scope and Sequence Documents • Focus areas in English • Glossary • Annotated English Samples • Literacy Learning Progressions

  25. Victorian Curriculum F–10 English • http://victoriancurriculum.vcaa.vic.edu.au/english/

  26. Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. vcaa.f10.curriculum@edumail.vic.gov.au T. 9032 1788

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