English Syllabus: Coming ready or not Kay Bishop

2. GOALS 1. What is it about? - the intent of the syllabus 2. What�s new? 3. What are the issues � the strengths and weaknesses? 4. What does this mean for schools and teachers? The first few pages of the syllabus are essential reading for all teachers of English. Although this is a relatively brief section of the syllabus, it is packed with information.The first few pages of the syllabus are essential reading for all teachers of English. Although this is a relatively brief section of the syllabus, it is packed with information.

3. The intent of the ENGLISH Years 1 to 10 Syllabus  English is the study of language, of texts and of the associated literacy practices. Through the study of language in subject English, students are able to appreciate the social, imaginative and aesthetic uses of language and how it is used selectively in our culture. (ENGLISH Years 1 to 10 Syllabus p.1) Through learning about and using a range of texts as listed 0n p. 11 of the syllabus students learn how texts transmit, maintain, negotiate and transform cultural perspectives. A range and balance of texts with a variety of modes - consumers and producers of these texts - or interpreters and constructors Study texts from : From past and present From Aus including QLD, indigenous texts Translated texts including those from Asia How often is our choice of relaxational/spare moment reading drawn from the canon??? How would we respond if, when we went to the doctor or hairdresser we found shelves of Shakespeare, Hemingway, Wordsworth, Marlowe and their ilk? Would Jane Austen�s satirical accounts of the lives of the British gentry be too risqu�? Would we return to a 50s set of values and censorship? Would that best equip our students for participation in the real world? Through learning about and using a range of texts as listed 0n p. 11 of the syllabus students learn how texts transmit, maintain, negotiate and transform cultural perspectives. A range and balance of texts with a variety of modes - consumers and producers of these texts - or interpreters and constructors Study texts from : From past and present From Aus including QLD, indigenous texts Translated texts including those from Asia How often is our choice of relaxational/spare moment reading drawn from the canon??? How would we respond if, when we went to the doctor or hairdresser we found shelves of Shakespeare, Hemingway, Wordsworth, Marlowe and their ilk? Would Jane Austen�s satirical accounts of the lives of the British gentry be too risqu�? Would we return to a 50s set of values and censorship? Would that best equip our students for participation in the real world?

4. Language and literacy Language is the generic term, and can be taken as either the abstract code of the particular language, as oral language, or as covering the whole range of uses in language, whether oral or written, and whatever medium. Misson R. The Origin of Literacies. How the fittest will survive in English in Australia the Journal of the Australian Association for the Teaching of English Autumn 2005 p.38 It is important to teach children about how language is structured and how it operates in society. Halliday�s view is that meaning is not made independently of the social and political contexts in which it is used. It is important to teach children about how language is structured and how it operates in society. Halliday�s view is that meaning is not made independently of the social and political contexts in which it is used.

5. Language and literacy Literacy is traditionally the ability to read and write the language, but the term tends to be used in rather broader ways these days. Whereas one just acquires one�s native language by living in the particular linguistic community, literacy is a secondary phenomenon and so something that has to be taught. Misson R.. The Ori gin of Literacies. How the fittest will survive in English in Australia the Journal of the Australian Association for the Teaching of English Autumn 2005 p. 38 Literacy or literacy practices help one to negotiate their way in the world. Students need to engage in four practices � being able to break the codes including alphabetic, making meaning or all texts � eg still and moving images and multimodal texts. Using texts for particular purposes, and working out what this text does to me etc. The four resource model promoted through the Literate Futures initiative assists with identifying the knowledge and practices students require to become literate citizens. Effective application of the four resource model will assist the teacher of English with developing a balanced program that draws on a range of practices in order to teach the literacy demands of this KLA. Literacy or literacy practices help one to negotiate their way in the world. Students need to engage in four practices � being able to break the codes including alphabetic, making meaning or all texts � eg still and moving images and multimodal texts. Using texts for particular purposes, and working out what this text does to me etc. The four resource model promoted through the Literate Futures initiative assists with identifying the knowledge and practices students require to become literate citizens. Effective application of the four resource model will assist the teacher of English with developing a balanced program that draws on a range of practices in order to teach the literacy demands of this KLA.

6. Language Through the study of English students come to understand that language varies according to: Context Purpose Audience Content (ENGLISH Years 1 to 10 Syllabus p.1) Give example of James Gee�s student - student explains narrative to boyfriend and then to parents - she has taped both conversations - she realises she addresses her parents in an entirely differently manner - register totally different Examples of talking on telephone � we know when colleagues are talking to friends, acquaintances, business associates just by listening to the intonation, choice of language etc. Need to explicitly teach students how language works powerfully in contexts - units can be conducted with students as researchers eg. How do we use language appropriately in situations like running a caf�?Give example of James Gee�s student - student explains narrative to boyfriend and then to parents - she has taped both conversations - she realises she addresses her parents in an entirely differently manner - register totally different Examples of talking on telephone � we know when colleagues are talking to friends, acquaintances, business associates just by listening to the intonation, choice of language etc. Need to explicitly teach students how language works powerfully in contexts - units can be conducted with students as researchers eg. How do we use language appropriately in situations like running a caf�?

7. A framework for the systematic study of the English language This syllabus allow students to explore and examine ways of knowing, being, doing, thinking, feeling and interacting in diverse situations, times and places within and beyond their direct experiences (ENGLISH Years 1 to 10 Syllabus p.2) It is about discourse and Standard Australian English The National Statements of learning provide a description of the English language and literacy capabilities of students at Years 3, 5, 7 & 9. These are embedded in our syllabus and are designed to ensure consistency across the states. The National Statements of learning provide a description of the English language and literacy capabilities of students at Years 3, 5, 7 & 9. These are embedded in our syllabus and are designed to ensure consistency across the states.

8. As Shakespeare wrote: All the world�s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in this time plays many parts � ( As You Like It, Act 2, Scene 7, line 139) Quote could put English syllabus into perspective �..Read quote �.. Shakespeare portrayed the different roles each of us play to participate successfully in life in the various social networks and cultural groups of our communities and the wider world. A teacher eg. takes on many roles in a day � facilitator, mentor, instructor, colleague,supervisor, scientist, caregiver � differing identities and roles � James Gee, (1990), American linguist calls these �ways of being in the world� - Discourses. He says that we should think of Discourse as �an identity kit which comes complete with appropriate costume and instructions in how to act, talk and often write, so as to take on a particular social role that others will recognise� - Gee in Antsy & Bull 2003. The English syllabus talks about discourses as the knowledges, values and practices that we have for different situations - we need to explore and examine different ways of knowing, being, doing, thinking and feeling and interacting in diverse situations, times, places within and beyond direct experiences. Because of our diverse social practices we play many parts and take on many identities - English gives us the opportunity of not only challenging the power relationships in texts, but also promoting social justice and equity issues - looking at things through other points of view Subject English is about studying representations, the human condition�. and a chance to help to make students �insiders of ways of being in the world. Quote could put English syllabus into perspective �..Read quote �.. Shakespeare portrayed the different roles each of us play to participate successfully in life in the various social networks and cultural groups of our communities and the wider world. A teacher eg. takes on many roles in a day � facilitator, mentor, instructor, colleague,supervisor, scientist, caregiver � differing identities and roles � James Gee, (1990), American linguist calls these �ways of being in the world� - Discourses. He says that we should think of Discourse as �an identity kit which comes complete with appropriate costume and instructions in how to act, talk and often write, so as to take on a particular social role that others will recognise� - Gee in Antsy & Bull 2003. The English syllabus talks about discourses as the knowledges, values and practices that we have for different situations - we need to explore and examine different ways of knowing, being, doing, thinking and feeling and interacting in diverse situations, times, places within and beyond direct experiences. Because of our diverse social practices we play many parts and take on many identities - English gives us the opportunity of not only challenging the power relationships in texts, but also promoting social justice and equity issues - looking at things through other points of view Subject English is about studying representations, the human condition�. and a chance to help to make students �insiders of ways of being in the world.

9. Texts The syllabus acknowledges that literary, mass-media and everyday texts are significant in our lives and it is through these that we: 1. Tell the stories of cultures and promote shared understandings 2. Contribute to the shaping of personal, group and national identities 3. Explore ideas, feelings and ethical questions 4. Reflect on knowledge, values and practices 5. Actively participate in the community (ENGLISH Years 1 to 10 Syllabus p.2) : The most balanced contribution to the recent series of attacks on the English syllabus has come from Karen Brooks who convincingly argued that popular culture is a vital part of the curriculum and that most schools teach the classics in tandem with contemporary film, TV shows and novels. All states are dealing with the critical literacies issue and it is controversial. Recently WA has been criticised for including assessment tasks that dealt with reading a visual image rather than print, and last year debate raged over postmodern practices in the senior school. Queensland was included in this. The most balanced contribution to the recent series of attacks on the English syllabus has come from Karen Brooks who convincingly argued that popular culture is a vital part of the curriculum and that most schools teach the classics in tandem with contemporary film, TV shows and novels. All states are dealing with the critical literacies issue and it is controversial. Recently WA has been criticised for including assessment tasks that dealt with reading a visual image rather than print, and last year debate raged over postmodern practices in the senior school. Queensland was included in this.

10. A socio-cultural critical model of language underpins this syllabus The syllabus therefore targets: The social context through register � subject matter, roles and relationships, and mode and medium The cultural context for language use Critical literacies English then, is the study of language, texts and literacy as social practices We therefore need to give students: explicit knowledge of how language works a repertoire of (ways) practices to engage with texts a range of texts to consume and produce that look at creativity, imagination and the analysis of texts ways to work with texts in contexts for particular purposes In English, students: learn to speak, listen to, read, view, write and shape texts to make meaning with purpose, effect and confidence in a wide ranges of contexts English then, is the study of language, texts and literacy as social practices We therefore need to give students: explicit knowledge of how language works a repertoire of (ways) practices to engage with texts a range of texts to consume and produce that look at creativity, imagination and the analysis of texts ways to work with texts in contexts for particular purposes In English, students: learn to speak, listen to, read, view, write and shape texts to make meaning with purpose, effect and confidence in a wide ranges of contexts

11. Other approaches The syllabus also draws on key features of: Cultural heritage Personal growth Skills (including phonics, spelling and punctuation ) Genre and critical approaches Multiliteracies (ENGLISH Years 1 to 10 Syllabus p.2-3) Each of these has played a significant role in the teaching of English over past decades. However, as each has strengths and weaknesses, none is sufficient in itself. An analysis of different approaches can be found in Literate Futures: Reading pp.46-47Each of these has played a significant role in the teaching of English over past decades. However, as each has strengths and weaknesses, none is sufficient in itself. An analysis of different approaches can be found in Literate Futures: Reading pp.46-47

12. Explain that the three strands work together �they are interrelated, interconnected etc � various approaches correlate with various strands �these are the best fit, but not the only fit. Cultural strand - making meanings in texts - students know and use knowledge of how meaning making in social situations is influenced by three interacting factors SM,R&R M&M Operational strand - using language systems resources organise text types ad express SM, R&R and M&M Critical strand - evaluating and reconstructing meaning in texts - students need to understand that texts are someone else�s story and represent some interests more than others - all texts are consciously constructed - want students to ask why and how could we represent these texts in other ways. Other points of view - etc These 3 strands identify what is needed to be learned - how you do it through Reading and Viewing, Speaking and Listening etc. Explain that the three strands work together �they are interrelated, interconnected etc � various approaches correlate with various strands �these are the best fit, but not the only fit. Cultural strand - making meanings in texts - students know and use knowledge of how meaning making in social situations is influenced by three interacting factors SM,R&R M&M Operational strand - using language systems resources organise text types ad express SM, R&R and M&M Critical strand - evaluating and reconstructing meaning in texts - students need to understand that texts are someone else�s story and represent some interests more than others - all texts are consciously constructed - want students to ask why and how could we represent these texts in other ways. Other points of view - etc These 3 strands identify what is needed to be learned - how you do it through Reading and Viewing, Speaking and Listening etc.

13. This slide is taken from the Roots and Shoots workshop on the Literate Futures CD Rom. It is in the the Four Resource Model Pod, PD resources 3.1. This slide shows the alignment of Green�s model (Cultural, Operational and Critical strands), the four resource model (Luke & Freebody) and the approaches acknowledged in the English syllabus.This slide is taken from the Roots and Shoots workshop on the Literate Futures CD Rom. It is in the the Four Resource Model Pod, PD resources 3.1. This slide shows the alignment of Green�s model (Cultural, Operational and Critical strands), the four resource model (Luke & Freebody) and the approaches acknowledged in the English syllabus.

14. Structure of the syllabus The framework is structured in three strands: Cultural: making meaning in contexts Operational: using language systems Critical: evaluating and reconstructing meanings in texts

15. In support of Green�s model The study of English through these three interrelated strands encourages students to develop a range of literacy practices to help them become multiliterate, active and informed citizens able to participate as lifelong learners in a rapidly changing world. (ENGLISH Years 1 to 10 Syllabus p.3)

16. Another view Ian Hunter says of English as an Australian school subject: It teaches linguistic competencies of certain kinds; it inculcates an aesthetic use of literature; and it oversees a certain affective or personal development of students. Subject English is not a fixed body of knowledge. It is a relatively new field of study that encompasses three sorts of pedagogy traditionally called rhetoric, literary criticism and ethics. Hunter, I. After English: Towards a Less Critical Literacy in Constructing Critical Literacies: Teaching and Learning Textual Practice. Eds. Muspratt, S., Luke, A. & Freebody, P. Hunter argues that, because English is an amalgam of different pedagogical activities held together by various unifying strategies, it is not surprising that the discipline is periodically destabilised, as the weight of emphasis shifts. These shifts lead to debate about the nature and purpose of the subject area. There are three main areas of debate; Should English be focused in the teaching of literature or in a broader range of linguistic competencies? Should English concentrate on the exploratory personal development of students or on the transmission of socially useful skills? Should the literacy focus in the classroom have a critical (oppositional) relation or a vocational relation to the larger social and political world? The teaching of English is a contested field.Hunter argues that, because English is an amalgam of different pedagogical activities held together by various unifying strategies, it is not surprising that the discipline is periodically destabilised, as the weight of emphasis shifts. These shifts lead to debate about the nature and purpose of the subject area. There are three main areas of debate; Should English be focused in the teaching of literature or in a broader range of linguistic competencies? Should English concentrate on the exploratory personal development of students or on the transmission of socially useful skills? Should the literacy focus in the classroom have a critical (oppositional) relation or a vocational relation to the larger social and political world? The teaching of English is a contested field.

17. What�s new? A focus on grammar Critical literacies Multimodal texts and other language systems

18. Grammar Grammar is the organising system for using language to make meaning. The functional model of language links texts with contexts. The language we use is related to: our purpose for using the language the nature of the social activity taking place the roles and relationships holding between the interactants the nature of the text and the role language plays in it (The State of South Australia, Department of Children�s Services and The South Australian Commission for Catholic Schools. Language and Literacy: Classroom applications of functional grammar, DECS Publishing, 2004. p.25) The language framework allows us a way of deconstructing texts �.we can go in through the subject matter (who�s doing what top whom ands under what circumstances), the roles and relationships (inter-personals) or the mode and medium (textual organisation) Once we understand the language framework, we can use it to deconstruct multimodal texts ie still images and moving images. Multimodal texts are those texts which contain more than one mode �ie written and spoken or written and visual etc. eg a stamp is multimodal as it usually has a picture and some words. The language framework allows us a way of deconstructing texts �.we can go in through the subject matter (who�s doing what top whom ands under what circumstances), the roles and relationships (inter-personals) or the mode and medium (textual organisation) Once we understand the language framework, we can use it to deconstruct multimodal texts ie still images and moving images. Multimodal texts are those texts which contain more than one mode �ie written and spoken or written and visual etc. eg a stamp is multimodal as it usually has a picture and some words.

19. Functional grammar Genre Register - Subject matter - Roles and relationships - Mode and medium

20. Subject Matter � (Field) Everyday specialised highly technical (The State of South Australia, Department of Children�s Services and The South Australian Commission for Catholic Schools. Language and Literacy: Classroom applications of functional grammar, DECS Publishing, 2004. p.60)

21. Roles and Relationships � (Tenor) Informal neutral Formal Familiar Unfamiliar Novice Expert (The State of South Australia, Department of Children�s Services and The South Australian Commission for Catholic Schools. Language and Literacy: Classroom applications of functional grammar, DECS Publishing, 2004. p.62)

22. Mode and Medium � (Mode) Most Most Spoken Written spoken text written down written texts spoken aloud (The State of South Australia, Department of Children�s Services and The South Australian Commission for Catholic Schools. Language and Literacy: Classroom applications of functional grammar, DECS Publishing, 2004. p.64)

23. A focus on grammar shows that: There is vocabulary specific to field, tenor and mode That there are patterns of language used in our culture Different genres use different language patterns Expanding meaning is most effectively achieved through nominal groups Providing students with a metalanguage to talk about language improves participation and outcomes

24. Links to Productive Pedagogies Metalanguage Are aspects of language, grammar and technical vocabulary being given prominence? Explanation High-metalanguage instruction incorporates frequent discussion about talk and writing, about how written and spoken texts work, about specific technical vocabulary and words, about how sentences work or don�t work (syntax/grammar), about meaning structures and text structures (semantics/genre), and how discourses and ideologies work in speech and writing. Teachers choose teaching moments within activities, assignments, readings, and lessons to focus on particular words, sentences, text features, discourses and so on. (A guide to Productive Pedagogies Classroom reflection manual p.7)

25. Critical literacy Critical literacy is a particular kind of teaching practice that aims to help students see the inherently social nature of language and the ways in which texts can position them ideologically. (Morgan, W. Beyond the Pleasure principle? Confessions of a Critical Literacy Teacher in English In Australia: The Journal of the Australian Association for the Teaching of English 144. Summer 2005)

26. Why is it important? It is about empowerment It addresses social justice issues It provides a powerful tool in educating children for a better world Because it is about social practice it is influenced by beliefs and values (ideologies). The political nature of the teaching of English � a response to societal perceptions of what a young person should learn i.e. our heritage and culture, personal growth, ethics, skills. The current debate led by Nelson & Howard ( Federal politicians), supported by journalist Slattery & Donnelly targets the influence of Postmodern theory on the teaching of English. A critical lens could lead us to believe that the English syllabus is being threatened as these men, powerful representatives of the dominant masculine hegemonies that rule our country, continue to launch attack after attack on state English syllabi. Their argument is that syllabi are �dumbing down� the teaching of English but where is the evidence? OECD data, the kinds of students now in our schools � diversity, We do know from the OECD data that there is a long tail � a group of students for whom we do not cater well. It is not a simple classification ie. boys, but results from the intersection of factors such as isolation, Indigeneity, ESL and poverty. Catering for these challenging groups is an issue. Because it is about social practice it is influenced by beliefs and values (ideologies). The political nature of the teaching of English � a response to societal perceptions of what a young person should learn i.e. our heritage and culture, personal growth, ethics, skills. The current debate led by Nelson & Howard ( Federal politicians), supported by journalist Slattery & Donnelly targets the influence of Postmodern theory on the teaching of English. A critical lens could lead us to believe that the English syllabus is being threatened as these men, powerful representatives of the dominant masculine hegemonies that rule our country, continue to launch attack after attack on state English syllabi. Their argument is that syllabi are �dumbing down� the teaching of English but where is the evidence? OECD data, the kinds of students now in our schools � diversity, We do know from the OECD data that there is a long tail � a group of students for whom we do not cater well. It is not a simple classification ie. boys, but results from the intersection of factors such as isolation, Indigeneity, ESL and poverty. Catering for these challenging groups is an issue.

27. The gendered nature of language Man � N. man, male, he; manhood &c. 131; gentleman, sir, master, yeoman, swain, fellow, guy, blade, chap, bloke; husband &c. 903; Mr, mister, se�or, signor; boy &c. 129. Cock, drake, gander, dog, boar, stag, hart, buck, horse, stallion; tomcat; he-, Billy-goat, ram, bull, -ock, capon, ox, gelding, steer. Adj. male, he, masculine, manly, virile; un-womanly, -feminine. (Roget�s Thesaurus Penguin 1964 p117)

28. The gendered nature of language cont. Woman � N. woman, she, female, petticoat, skirt Feminality, feminity, muliebriety; womanhood &c. 131; feminism; gynaecology Womankind; fair -, softer-sex, weaker vessel; the distaff side Dame, madam, madame, mistress, Mrs, lady, matron, dowager; good-woman, -wife; squaw; wife &c. 903; matron-age, -hood Venus, nymph, wench, grisette, little bit of fluff; girl &c. 129.inamorata &c. 897; courtesan &c. 962 Spinster, old maid, virgin, bachelor girl, new woman, Amazon Hen, bitch, sow, doe, roe, mare, she-, Nanny-goat, ewe, cow, lioness, tigress, vixen Gynaecaeum, harem, seraglio, zenana, purdah Adj. female, she; feminine, womanly, ladylike, matronly, maidenly, womanish, effiminate, unmanly (Roget�s Thesaurus Penguin 1964 p.117) The thesaurus entries show that there are many more words to describe women than men, and that words group women according to categories of interest to men.The thesaurus entries show that there are many more words to describe women than men, and that words group women according to categories of interest to men.

29. On women and anger: Dominant constructions of gender difference have made the expression of anger unacceptable for women. Sanctions apply through language � harridan, virago, termagent, tartar, shrew, scold; and more recently � dragon, spit-fire, bitch and nag. � our language does not have one unflattering term to describe men who vent their anger at women. Even such epithets as �bastard� and �son of a bitch� do not condemn the man but place the blame on a woman � his mother! (Lerner, H. 1992 p..2) in Court M. Good Girls and Naughty Girls: Rewriting the Scripts for Women�s Anger in Limerick, B. and Lingard, B (Eds). Gender and Changing Educational Management , Hodder.Eduication, 1995, Limerich B. & Lindgard B. (Eds) Gender and Changing Educational Management Hodder 1995 (p.151)

30. Critical literacy approaches enable students to become better: researchers of language social change agents to transform inequitable situations aware of how change becomes problematic conscious and deliberate users of the genre of power aware of minority language and literacy practices texts analysts clear thinkers Education Queensland Why wait: A way into teaching critical literacies in the early years 2000

31. Critical literacy is: When teachers and students are engaged in critical literacy, they will be asking complicated questions about language and power, about people and lifestyle, and morality and ethics, about who is advantaged by the way things are and who is disadvantaged. On the basis of their analysis they�ll also be taking action to make a positive difference. (Comber, B. Critical Literacy: What is it all about? 1998. Literate Futures CD Rom ) The critical strand includes opportunities for transformative action and thus demands that audience and purpose a crucial considerationsThe critical strand includes opportunities for transformative action and thus demands that audience and purpose a crucial considerations

32. Critical literacy is not: being negative and cynical about everything political correctness about censoring the �bad� books and only reading the �good� books indoctrination developmental identifying racism, sexism, prejudice and homophobia somewhere else or in texts that have little relevance for the readers not whole language with social justice themes (Comber, B. Critical Literacy: What is it all about? 1998. Literate Futures CD Rom )

33. The role of critical literacy Teachers who subscribe to critical literacy have a stake in social change � no matter how small - and aim to encourage students to investigate, question and even challenge relationships between language and social practices that advantage particular social groups over others. (Gilbert & Taylor, 1991)

34. Multimodal texts Over the past decade there has been a rapid growth in electronic texts and a shift to the visual domain These draw upon linguistic as well as visual, spatial, gestural and audio language (semiotic) systems The framework of functional grammar can be applied to multimodal texts. Although there has been a rapid growth in electronic texts and a shift to the visual domain, we must remember that writing is a visual code. Although there has been a rapid growth in electronic texts and a shift to the visual domain, we must remember that writing is a visual code.

35. Register and multimodal texts Subject matter - the way visual and spatial resources work together with linguistic resources to develop subject matter Roles and relationships � established through a range of visual resources i.e. size of frame, camera distance, movements, angles, colour Mode and medium � ways of joining sequences (cohesion) in film and visual images to convey ideas, establish pace, create emotion etc. Troy Movie

36. Analysing a multimodal text In this text the nominal groups identify two conflicting discourses: Footy culture � the boys, footy trip and stuff, Dougy Eagle�s last season, one of the blokes High culture � Southern Turkey, the ruins of Ephesus, Mozart trail from Prague to Vienna, Salzburg, Schloss Hellbrunn, Vincent van Gogh Which discourse is privileged? How do the visual, gestural, spatial and audio resources contribute to our reading of this text?

37. Strengths of the syllabus We have a syllabus that takes on the challenge of providing teachers with a framework that will guide them in providing the best learning opportunities for their students. It addresses the model of language and the associated skills of speaking and listening, reading and viewing, and writing and shaping in a systematic and thorough way. It is structured in a sequential manner.

38. Strengths of the syllabus There is alignment with Prep and the Year 2 Net The syllabus does not stand alone but aligns with Literacy � the Key to Learning: Framework for Action 2006-2008, Literate Futures, Inclusive policies, etc. The four resource model promoted through the Literate Futures initiative assists with identifying the knowledge and practices students require to become literate citizens. Effective application of the four resource model will assist the teacher of English with developing a balanced program that draws on a range of practices in order to teach the literacy demands of this KLA.

39. Strengths of the syllabus The National Statements of Learning provide a description of the English language and literacy capabilities of students at Years 3, 5, 7 & 9. These are embedded in our syllabus and are designed to ensure consistency across the states. QCAR Essentials aim to identify what is essential learning at strategic junctures.

40. Weaknesses of the syllabus What to do with literature � limited detail is provided to guide teachers with the teaching of the aesthetic appreciation of novels, plays, poetry or film. It does not include pedagogy � pedagogy derives from the underlying approach being adopted. Some information about assessment is included but more is required.

41. Weaknesses of the syllabus It demands in-depth knowledge of many fields and skills but it cannot address teachers� learning - there is not a fixed body of English knowledge As always, we must remember that we are working with a contested field. There will always be debate and the syllabus will be challenged.

42. What does this mean for Education Queensland? There is need for professional development in: Assessment Grammar Critical literacy The teaching of reading Issues Federal government intervention � testing, reading, phonics Vs whole language Data interpretation � OECD, Which boys? Media reports

43. What does this syllabus mean for teachers? It is essential that teachers: Understand the intent of the syllabus Refer to the syllabus when planning and designing assessment Engage in professional dialogue that focuses on student work with colleagues Things that never change The sub-strands to develop literacy skills or traditional practices � reading & viewing, writing & shaping, speaking & listening Issues about reading The importance of readiness and being read to The contentious nature of teaching reading - phonics Vs whole language The place of intervention The Year 4 slump � it is not just in Australia and has been recognised for a long time The teaching of reading was addressed through the Literate Futures initiative which made it very clear that the teaching of reading is the responsibility of all teachers in all KLAs throughout all the years of schooling. The threat of American trends � scripted curriculum, funding attached to programs (phonics) Issues about writing Complaints about young people�s writing proficiency usually addressed through a knee jerk reaction that focuses on spelling, grammar and punctuation Issues about oral language The importance of classroom talk Speaking competencies Issues for teachers The challenge of teaching diverse groups of student SAE Political involvement/interference The importance of the teacher Things that never change The sub-strands to develop literacy skills or traditional practices � reading & viewing, writing & shaping, speaking & listening Issues about reading The importance of readiness and being read to The contentious nature of teaching reading - phonics Vs whole language The place of intervention The Year 4 slump � it is not just in Australia and has been recognised for a long time The teaching of reading was addressed through the Literate Futures initiative which made it very clear that the teaching of reading is the responsibility of all teachers in all KLAs throughout all the years of schooling. The threat of American trends � scripted curriculum, funding attached to programs (phonics) Issues about writing Complaints about young people�s writing proficiency usually addressed through a knee jerk reaction that focuses on spelling, grammar and punctuation Issues about oral language The importance of classroom talk Speaking competencies Issues for teachers The challenge of teaching diverse groups of student SAE Political involvement/interference The importance of the teacher

44. What does this mean for schools? It is important for schools: to develop processes that align curriculum, pedagogy and assessment in English across the whole school to allow time for collaborative practices i.e. planning, moderation, peer coaching, mentoring To ensure that data collection and interpretation is strategic and accurate

45. The challenge At the 2003 IFTE conference Alan Luke provocatively suggested that English is in a state of crisis as it is experiencing great difficulties in defining itself. Is it literacy? Is it Cultural Studies? Is it about personal growth? Or is it about social conformity? What is it�s purpose in the curriculum?

46. Purpose The purpose of English in the curriculum is to develop individuals who know, question, and challenge how they are socially and culturally situated, and who can use language to effectively fulfil an expanding range of social roles, while also giving shape and realisation to their social, cultural and economic interests. ( Howie, M. English in Australia: The journal of AATE, Autumn 2005 p.58) Howie further suggests that When English is understood as a range of practices which contribute to the formation of a particular kind of person that societies have found they need, and which English is able to produce, there is space to find the meeting points between the different models which have informed curriculum development throughout the twentieth century and into the twenty first. Howie further suggests that When English is understood as a range of practices which contribute to the formation of a particular kind of person that societies have found they need, and which English is able to produce, there is space to find the meeting points between the different models which have informed curriculum development throughout the twentieth century and into the twenty first.

47. The AATE Principles of English teaching (Draft Set) We respect the enduring values and traditions of Australia�s cultural heritage. We believe students come to understand themselves and their world through engaging with a range of cultures and the ways that these represent human experience in different language modes and textual forms. We value the power of the imagination and literary expression to provide pleasure and enrich our lives.

48. The AATE Principles of English teaching (Draft Set) We are committed to developing powerfully literate citizens who are able to effectively participate and realise their goals and aspirations in the 21st century. We use research and evidence to inform our practice and improve the learning outcomes of our students. We are committed to our own professional development as teachers.