Australian Curriculum: English information Session

1. Australian Curriculum: English information Session

2. Purpose of the session • To provide information on new or different perspectives in using the Australian Curriculum: English • Define possible actions to be taken to further knowledge, understanding and teachingof Australian Curriculum: English

3. Intentions of the Australian Curriculum: English

4. To start • Make sure you start with the guided tour of Australian Curriculum online. • Here is how to do it:

5. Modes of Viewing: View 1 View one year level per page organised by mode:

6. Modes of Viewing: View 2 • View year levels consecutively down the page

7. Modes of Viewing: View 3 • View year levels in columns across the page

8. Modes of Viewing: View 4 View one year level per page with elaborations

9. Terminology

10. Structure of Australian Curriculum: English Reading and Viewing Writing Speaking and Listening Reading and Viewing Writing Speaking and Listening Reading and Viewing Writing Speaking and Listening

11. A three dimensional curriculum • F-10 content • 3 Cross Curriculum Priorities • 7 General Capabilities

12. Language, Literature & Literacy Language: explicit knowledge about how the English language works; functions and purposes Literature: informed appreciation of literary works; responding to, analysing and creating literature Literacy: repertoire of skills using language in different contexts; interpreting and creating a range of types of texts with accuracy, fluency and purpose Strands sit alongside each other and need to be integrated and connected in programming

13. Literature The Literature strand aims to engage students in the study of literary texts of personal, cultural and social value.

14. Language In the Language strand, students develop their knowledge of the English language and how it works.

15. Literacy The Literacy strand aims to develop students’ ability to interpret and create texts with appropriateness, accuracy, confidence, fluency and efficacy for learning in and out of school, and for participating in Australian life more generally

16. Strands and sub-strands

17. WHAT THE TEACHER WILL TEACH

18. What is new or different ? The Australian Curriculum requires • ICT to be embedded through all aspects of English • students to develop and apply visual, critical and digital literacy skills • Foundation to Year 10 students to not just experience literature, but to study it • Comprehension strategies • higher order thinking: instead of looking…describe differences, purposes, impacts; not just viewing…respond • spelling knowledges (etymological, morphemic, graphophonic, phonological) • working as an author: a study of fewer texts with a deeper understanding of deconstruction and construction of texts

20. Bold Playful What’s in a font ? Confident Domineering Posh Tired Timid Dominated

21. The motif of the hat in the shadow which is repeated in the shape of the lamps, the trees, the clouds The visuals show how he sees his world . . . overshadowed and dominated by his mother Seeing him from behind not his face The character’s hunched shoulders He is on a grey path while all other participants are on the grass (what are the associations or implications ?) The shadow that is cast over him The motif of the hat in the shadow The font indicates this is the boy’s perspective/voice

23. Achievement Standards

24. Scope and Sequence F-10

25. Considerations: new or different Activity • Read the fact sheet: Australian Curriculum: English - Considerations • For each section, underline the most important point for you • Write down something you may need to investigate further, seek professional learning or expert advice on

27. Visual Literacy Task

28. Australian Curriculum: EnglishA BAKER’S VIEW

29. We can all enjoy plain sponge cake

30. But chocolate makes it more enjoyable

31. And coconut adds another dimension

32. Is there anything richer than a lamington ?

33. The richer the better !

34. So what does this have to do with English ? Integrating ingredients for rich experiences

35. Integrating which ingredients ? • Reading • Writing • Listening into • Speaking • Viewing Language Literature Literacy

36. Integrating which ingredients ? • Language • Literature • Literacy

37. What’s new or different ? • Visual literacy • Digital literacy • Critical literacy • Comprehension strategies • Literary ways

38. Will students experience cake or cream-filled lamingtons ? • Visual literacy • Digital literacy • Critical literacy • Comprehension strategies • Literary ways

39. What would learners find more appetising ? • Planning for rich learning experiences that • integrate the strands and new media literacies • engage students in English learning

40. Not from a packet – from Scratch! Breaking down the whole, teaching students to • Bake the cake • Make the sauce • Grate the coconut • Whip the cream • Cook the jam • Assemble the whole

41. Rich learning experiences are fulfilling!