Australian Curriculum English K-6

1. Australian Curriculum English K-6 an introduction to the draft curriculum

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

3. introduction • Rational/Aims and English/organisation (pages 1 to 7) establish the purpose, the structure and key terms • The strands • Curriculum content and achievement standards • Texts • Grammar, spelling, handwriting • Implications for teaching and learning, English as an additional language or dialect, capabilities, dimensions, links to other learning areas

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

5. 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 and each focuses on developing skills in listening, speaking, reading/viewing and writing/creating. • page 4, English organisation

6. Literature • Students learn to interpret, appreciate, evaluate and create literary texts such as narrative, poetry, prose, plays, film and multimodal texts, in spoken, print and digital/online contexts. Texts are chosen because they are judged to hold meaning and significance for young people, they represent interesting and effective features of form and style, and they are recognised as having enduring or artistic value. They are drawn from a range of cultural contexts, international and Australian literature, including inscriptional and oral narrative traditions as well as contemporary Aboriginal and Torres Strait Island literature, texts from the Asia region, and texts of the students’ choice. page 2 English draft consultation version 1.0 Australian curriculum

7. page 8 English draft consultation version 1.0 Australian curriculum

8. page 12 English draft consultation version 1.0 Australian curriculum

10. Starting with the student • Consider all aspects of the curriculum in terms of where students at that year level are ‘at’ developmentally • their conceptual and abstract thinking • their prior knowledge and experiences • their social and emotional development

11. Ways in... • Choose a year (and consider a cohort of students) • Look at the strands, content, content elaboration and achievement standards. Are they in line with your expectations of this stage of development? • Choose a strand and then look across year levels

12. 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?

13. Consultation – English K-6 • Online forum - available to all, also used as part of the videoconference consultation • English K-6 • 9 March 4-6pm (Hunter/Central Coast, IlawarraSth East, New England, North Coast, Northern Sydney) • 23 March 4-6 pm (Sth Western Syd, Riverina, Sydney, Western NSW, Western Sydney, Ryde) • English K-10 – focus on middle years • 30 March 4-6 pm (all regions) annalies.vanwestenbrugge@det.nsw.edu.au