STAFF DEVELOMENT DAY IMPLEMENTATION OF THE NATIONAL CURRICULUM AMBARVALE HIGH SCHOOL CAMPBELLTOWN PERFORMING ARTS HIGH SCHOOL LEUMEAH HIGH SCHOOL

AIMS & OBJECTIVES REVIEW REVISE RE-WRITE  Junior Program  Units of Work  Assessments

NEW or DIFFERENT?

3 CROSS-CURRICULUM PRIORITIES: 7 GENERAL CAPABILITIES OTHER IMPORTANT PRIORITIES (BoS): 1. Aboriginal and Torres Strait Islander histories and cultures 2. Asia and Australia's engagement with Asia 3. Sustainability 1. Critical and creative thinking 2. Ethical understanding 3. Information and communication technology capability 4. Intercultural understanding 5. Literacy 6. Numeracy 7. Personal and social capability 1. Civics and citizenship 2. Difference and diversity 3. Work and enterprise

General Capabilities & The New Junior English Syllabus Underpins all OBJECTIVES & OUTCOMES (knowledge, values the and skills students need to access and succeed in English Informs the mapping of the Scope & Sequence Informed by the Melbourne Declaration of 2009 Directs the planning of course content, texts and assessments

REVIEWING CURRENT PROGRAMS ACTIVITY: Discuss these questions in your school group and complete the REVIEW TASK on the sheet given. Share your findings with the other schools. What are the implications for our school in the implementation of the: GENERAL CAPABILITES, CROSS- CURRICULUM PRIORITIES and OTHER IMPORTANT PRIORITIES? How are we delivering some of these elements in our current programs, units of work and assessments? When did you engage students in exploring these concepts, skills or values? How effectively did you immerse students in the units/topics? What resources were used and why? What was the impact on student achievement, engagement and understanding? How do you know?

REVISING THE PROGRAM What do we need to include? TEXTS General Capabilities etc English Concepts Program Scope & Sequence Knowledge, Skills & Values Objectives & Outcomes Unit of Work Course Content & Resources Assessment & Feedback

Course Requirements Where do we start? TYPES of TEXTS 1) Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following: STAGE 4 Fiction (at least two) Poetry (a wide variety of poetic forms) Drama (at least two) Nonfiction (at least two) STAGE 5 Fiction (at least two) Poetry (at least two anthologies or one poet study) Drama (at least one Shakespeare drama) Nonfiction (at least two)

GROUP 1: FICTIONGROUP 2: POETRYGROUP 3: FILM GROUP 4: NONFICTION GROUP 5: DRAMA TYPES OF TEXTS GROUPS

Brainstorm: What do students need to know and be able to do in order to engage meaningfully with and understand ‘Fiction’ texts and concepts? MUST KNOW concepts MUST KNOW context MUST KNOW language forms & features: textual, visual, audio, digital Conventions of Structure & Form MUST KNOW content: Themes, issues, ideas Ways to respond to text Purpose & Audience Ways to show understanding

Course Requirements Spoken texts Print texts Visual texts Media texts Multimedia texts Digital texts 2) In each Year of Stage 4 & 5 students must study examples of: Which of these would you include in the study of your text? Add these to your planner

Course Requirements 3) Across the stage, the selection of texts must give students experience of: Stage 4:Stage 5  texts which are widely regarded as quality literature  a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia  a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books  texts written about intercultural experiences  texts that provide insights about the peoples and cultures of Asia  everyday and workplace texts  a wide range of cultural, social and gender perspectives, popular and youth cultures  texts that include aspects of environmental and social sustainability  nonfiction, picture books, graphic novels  an appropriate range of digital texts, including film, media and multimedia.  texts which are widely regarded as quality literature  a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia  a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books  texts written about intercultural experiences  texts that provide insights about the peoples and cultures of Asia  Shakespearean drama  everyday and workplace texts  a wide range of cultural, social and gender perspectives, popular and youth cultures  texts that include aspects of environmental and social sustainability  nonfiction, picture books, graphic novels  an appropriate range of digital texts, including film, media and multimedia. Consider which of these experiences students will engage in during their study of your text.

Present Group Brainstorm to the whole group for… Thoughts? Questions? Comments?

NEXT STEP: DRAFTING THE JUNIOR PROGRAM But for now… some food for thought

PLANNING THE JUNIOR PROGRAM Resources for Programming: NSW BoS website/ English Syllabus/ Program Builder hyperlink Register or Sign in with DET login programbuilder.bos.nsw.edu.au VIEW: BOS Navigate through Program Builder & Resources Sample Programs Stages 4 & 5:

GOAL: SCOPE & SEQUENCE

TASK: Your Group is to map out a range of Units of Work for each year (7 to 10) for your allocated ‘Type of Text’. Year Group Core Text (Type of text) Related Texts Examples: Spoken etc To begin, TRANSFER the information already gathered onto the PROGRAM PLANNER worksheet Experience of wide selection of texts TEMPLATE FOR SCOPE & SEQUENCE

GENERAL CAPABIL- ITIES OUTCOME S OBJECTIVES ASSESSMENT TASK & OUTCOMES REFER to the PROGRAM PLANNER CHECKLIST to ensure all course requirements are fulfilled. NEXT, allocated the following elements of the Syllabus to your PLANNER:

GROUP TASK: SCOPE & SEQUENCE FINAL CHECKLIST CHECK THE COURSE REQUIREMENTS ARE FULFILLED ACROSS THE ENTIRE STAGE OF THE JUNIOR PROGRAM

PROGRAM PLANNER CHECKLIST: 1) Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following: STAGE 4STAGE 5 Fiction (at least two) Poetry (a wide variety of poetic forms) Drama (at least two) Nonfiction (at least two) Fiction (at least two) Poetry (at least two anthologies or one poet study) Drama (at least one Shakespeare drama) Nonfiction (at least two) 2) In each Year of Stage 4 & 5 students must study examples of: spoken texts print texts visual texts media, multimedia and digital texts spoken texts print texts visual texts media, multimedia and digital texts

3) Across the stage, the selection of texts must give students experience of: Stage 4:Stage 5  texts which are widely regarded as quality literature  a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia  a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books  texts written about intercultural experiences  texts that provide insights about the peoples and cultures of Asia  everyday and workplace texts  a wide range of cultural, social and gender perspectives, popular and youth cultures  texts that include aspects of environmental and social sustainability  nonfiction, picture books, graphic novels  an appropriate range of digital texts, including film, media and multimedia.  texts which are widely regarded as quality literature  a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia  a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books  texts written about intercultural experiences  texts that provide insights about the peoples and cultures of Asia  Shakespearean drama  everyday and workplace texts  a wide range of cultural, social and gender perspectives, popular and youth cultures  texts that include aspects of environmental and social sustainability  nonfiction, picture books, graphic novels  an appropriate range of digital texts, including film, media and multimedia.

PROGRAM BUILDER: BoS MAPPING UNITS OF WORK In School groups, refer to the Unit Planners to devise a Scope & Sequence for Years 7 – 10. Upload onto ‘Program Builder’ & publish (export) to Wiki

Staff Development Day 2 1.UNITS OF WORK 2.ASSESSMENT TASKS RESOURCES: BoS Program Builder sample Units of Work & Assessment Tasks (Stages 4 & 5) RE-WRITING…