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1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.

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Presentation on theme: "1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement."— Presentation transcript:

1 1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement

2 2 The aim of the English K–6 Syllabus is to encourage positive attitudes towards learning English, to develop students’ ability in using language effectively and to enable critical reflection on how language works. p6 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

3 3 This approach places emphasis on both spoken and written language and provides a comprehensive description of how language works. This is a useful approach for the classroom because it allows for the diversity of language backgrounds within a multicultural society. p6 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

4 4 By engaging with the syllabus: Students will develop: the ability to talk, listen, read, view and write with purpose, effect and confidence. knowledge of the ways in which language varies according to context (eg purpose, audience, channel of communication and content). a sound grasp of the language structures and grammar of Standard Australian English. Teachers will also provide opportunities for students to: develop a broad knowledge of a range of literature including Australian literature. discuss and analyse texts critically and with appreciation. p.5 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

5 5 At the core of the syllabus is an emphasis on language as a resource for making meaning. p7. English K–6 syllabus (1998) Board of Studies NSW, Sydney.

6 6 Talking, listening, reading and writing are interrelated. Each one contributes to the development of the others. Discussing our ideas, for example, helps us with our writing; listening to a story helps us when we come to read the story ourselves; reading about a topic provides us with material for our writing, as does viewing a film or documentary. p.8 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

7 7 Learning English involves developing both the ability to use language effectively for a range of purposes and the ability to talk about how the language being used. The syllabus outcomes reflect these two substrands in: ‘learning to use language’ and ‘learning about language’. p 7 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

8 8 How does it all fit together? ContentIndicators Scope and Sequence Outcomes Foundation Statements

9 9 How does it all fit together? Foundation Statements: A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school. Foundation Statements

10 10 How does it all fit together? Outcomes are: specific statements of the results intended by the syllabus. Achieved as students engage in the content of the syllabus. Statements of knowledge, skills and understandings expected to be achieved by most students at the end of each stage. Achieved as a result of effective teaching. Outcomes

11 11 Can be adapted or modified to relate to specific English learning experiences.. How does it all fit together? Indicator: A statement of the behaviour that students might display as they work towards the achievement of the syllabus outcomes. Included in the syllabus as examples only. Exemplify a range of observable behaviours that contribute to the achievement of outcomes. Assist teachers to monitor student progress within a stage or to make on-balance judgements about achievement of outcomes at the end of the stage. Not ordered by level of complexity, therefore can be taught at any or several times during a stage. Teachers may provide students with a range of learning experiences (to address an outcome) beyond the indicators given. Indicators

12 12 How does it all fit together? Content: Provides direction for the teaching of Talking and Listening, Reading and Writing. Content

13 13 How does it all fit together? Scope and Sequence: Further direction for the teaching of Talking and Listening, Reading and Writing. Scope and Sequence

14 14 Foundation Statements: A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school. Outcomes: Specific statements of the results intended by the syllabus. How does it all fit together? Content: Further direction for the teaching of Talking and Listening, Reading and Writing. Indicator: A statement of the behaviour that students might display as they work towards the achievement of the syllabus outcomes. Scope and Sequence: Further direction for the teaching of Talking and Listening, Reading and Writing. ContentIndicators Scope and Sequence Outcomes Foundation Statements

15 15 Foundation Statements and Outcomes Foundation Statements

16 16 Talking and Listening strand within Foundation Statement Reading strand within Foundation Statement Writing strand within Foundation Statement Foundation Statements and Outcomes

17 17 Describe the Foundation Statements in your own words – what do they mean to you? Foundation Statements and Outcomes What similarities do you see between the two statements? What differences do you see between the two statements? Activity: using Foundation Statements Work with someone who is currently teaching at the stage that precedes or follows your stage.

18 18 Foundation Statements and Outcomes Syllabus Outcomes and Indicators – strands and substrands

19 19 Strand Talking and Listening Sub strand Learning to or Learning about Indicator organisers Foundation Statements and Outcomes

20 20 ‘Learning to’ and ‘Learning about’ Students learn to use language as they are learning about language. Discuss how this might look in your classroom.Reflection Foundation Statements and Outcomes Learning about outcomes: These outcomes will be used to plan and assess the development of explicit knowledge of how language works in context and of how to talk about the structures and features of spoken and written language. Learning to outcomes: These outcomes will be used to plan and assess students’ reading, writing and talking and listening and the development of associated reading, writing and talking and listening skills and strategies.

21 21 ‘Learning to’ and ‘Learning about’ What does this mean in the context of Talking and Listening? Foundation Statements and Outcomes When learning to talk and listen students learn oral presentation skills develop listening skills develop interaction skills learn to consider the purpose, audience and subject matter when making oral presentations When learning about talking and listening students consider the purpose, audience, grammar, structure and expression of spoken language. learn about varieties of language learn about differences between spoken and written language

22 22 Learning to talk and listenLearning about talking and listening Talking and Listening(T.1) Purpose Audience, Subject Matter Context and Text (T.3) Purpose Audience Channel of Communication Language Varieties Skills and Strategies (T.2) Listening Skills Interaction Skills Oral Presentation Skills Language Structure and Features (T.4) Text Structure and Features Grammar Expression Foundation Statements and Outcomes

23 23 Learning to talk and listenLearning about talking and listening Talking and Listening(T.1) Purpose Audience, Subject Matter Context and Text (T.3) Purpose Audience Channel of Communication Language Varieties Skills and Strategies (T.2) Listening Skills Interaction Skills Oral Presentation Skills Language Structure and Features (T.4) Text Structure and Features Grammar Expression Reflection Can you see common connections or common elements between the outcomes? What are they? Open your syllabus and turn to pp How do the headings that organise the example indicators help you to understand the outcomes? Compare the stage you are currently teaching to the stage above or below. Look back to the Foundation Statements. Foundation Statements and Outcomes

24 24 Content, Scope and Sequence

25 25 Content Overview Linked to learning to talk and listen – skills and strategies TS1.2 TS1.3 This is where to find guidelines for: what students will be taught in each stage implications for teachers

26 26 Content Overview Linked to learning bout talking and listening – language structures and features TS1.4 TS1.5 This is where to find guidelines for: what students will be taught in each stage implications for teachers

27 27 Content Overview Compare and contrast the content in the early part of the stage to the later part of the stage. Write down differences you notice in your own words. Reflection

28 28 Scope and Sequence For the purpose of this syllabus, texts are grouped and defined in particular categories. It is important to note that any such classification is to some extent arbitrary and that there is always likely to be overlap between ways of grouping and defining text types. Scope and Sequence of Text Types It is important to note that these text types are somewhat idealised for teaching purposes. In real life, we often find ‘mixed’ texts. A narrative, for example, might include a description of the setting; a procedure for an investigation might conclude with an explanation of the scientific principle involved. p66 English K–6 syllabus (1998) Board of Studies NSW, Sydney. Reflection Turn to pages and Look at the examples of each text type. Think of examples of ‘real life’ texts that include more than one type of text.

29 29 Scope and Sequence Scope and Sequence of Text Types Further considerations: The Social Purpose identified in the scope and sequence should be used when planning, programming and assessing. It is important to provide a balance of texts that cover a range of social purposes. Students need to be provided with opportunities to explore these texts in talking and listening, reading and writing across all stages. Reflection Look at the social purpose of each type of text. Look at a social purpose (to explain) and identify how the expectations differ for each stage. See pp 68-71

30 30 Scope and Sequence The following scope and sequence of grammar framework indicates those grammatical understandings and terms over which students might be expected to have control by the end of each stage. It would be quite appropriate to introduce certain grammatical concepts and terms at earlier stages if desired — for example, in the context of work with a particular text. p72 English K–6 syllabus (1998) Board of Studies NSW, Sydney. Scope and Sequence of Grammar Reflection Turn to page 72 and read the first three points. Can you think of examples of these points? Think about the students you teach Turn to pp brainstorm ways in which the use of this scope and sequence could inform your teaching. Refer to pp to gain further understanding of how the scope and sequence is read.

31 31 Scope and Sequence When selecting the content of a program to teach students to use phonological and graphological information, teachers should be aware of the importance of, and the relationships between, the following aspects of literacy learning: ✒ sound (phonological) awareness ✒ visual (graphological) processing ✒ letter–sound (graphophonic) relationships ✒ spelling ✒ handwriting. p76 English K–6 syllabus (1998) Board of Studies NSW, Sydney. Scope and Sequence of Phonological and Graphological Processing Reflection Read pages Turn to the scope and sequence for the stage you are teaching. Brainstorm ways in which the use of this scope and sequence could inform your teaching.


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