1. EDCU14019 ENGLISH CURRICULUM AND PEDAGOGY Maureen Robertson Ashley Cox Sylvia Doyle Erica Smith Kassandra Adda

2. (Inspiring Education, 2011)

4. Literacy- the way we operate texts within social and cultural contexts Multiliteracies- multiple literacies used to communicate and understand multi-modal texts Linguistic- relating to words Visual- images, page layouts, screen formats Audio- music, sound effects Gestural- body language, sensuality Spatial- the meanings of environmental spaces, architectural spaces (The New London Group, 1996)

5. Balanced Approach Four-resources Model (Luke & Freebody, 1990) Code breaker Meaning maker Text user Text analyst Multiliteracies Pedagogy Situated Practice Overt Instruction Critical Framing Transformed Practice (The New London Group, 1996)

6. ENGLISH CURRICULUM Expressing and developing ideas Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts. Literature Creating literature Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced. Literacy Creating texts Plan, draft and publish imaginative multimodal texts, choosing text structures, language features and images appropriate to purpose and audience (ACARA, 2011) YEAR 5

7. KWL Comics are fun Contain pictures and words A story contained within different frames/panels Has good and bad characters Narrative has an orientation, complication and conclusion How to write a comic How to design characters How to create an animated story Protagonist- main character Antagonist- opposition ‘enemy’ character Comic- type of narrative Images and text are used together to create meaning

8. C OMIC S TRIP

9. Who is the intended audience? What is the plot? Who it protagonist and antagonist? How is the ethical dilemma solved by the protagonist? How is the dialogue presented? What type of language is used by the characters? Concise or Flowery? What is the salient (main) image in each panel? Has the text used any bias? How has the text persuaded you of a certain point-of-view?

10. C ONCLUSION Teaching strategies demonstrates understanding of the interrelationships between language modes. Literacy can empower students by providing them with the knowledge to participate in and gain control of social practices (Winch, Johnston, March, Ljungdahl, & Holliday, 2006)

11. R ATIONALE The study of English is central to the learning and development of all young Australians. 1. Confident communicators 2. Imaginative thinkers 3. Informed citizens (ACARA, 2011)

12. Build relationships with others and with the world around them. Analyse, understand, communicate

14. L ANGUAGE MODES Language modes are based on the idea that communication cannot occur without responding and composing The language modes categorise the different types of skills involved in responding and composing. There are three groups of language modes. 1. reading and writing 2. listening and speaking 3. viewing and representing.

15. T EACHING STRATEGIES 1 st step = Shared/Modelling = I do 2 nd step = Guided = We do 3 rd step = Independent= They do

16. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian curriculum: English. Version 1.2. Retrieved 8 th March 2011 from www.australiancurriculum.edu.au Anstey, M., & Bull, G. (2004). The literacy labyrinth. (2nd ed.). Frenchs Forest: Pearson. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. London: The Falmer Press. Hammond, J., & Gibbons, P. (2001). What is scaffolding? In J. Hammond (Ed.), Scaffolding: Teaching and learning in language and literacy education (pp. 1-14). Newtown: Primary English Teaching Association. Harris, P., Mckenzie, B., Fitzsimmons, P., & Turbill, J. (2003). Writing in the primary school years. Tuggerah, NSW: Social Science Press. Inspiring Education. (2011). Literacy: A World to Discover -- Digital Literacy. Retrieved July 24, 2012, from Youtube: http://www.youtube.com/watch?v=KLfd-VgTjD0&feature=relmfu Jones, P. (1996). Planning an oral language program. In P. Jones (Ed.), Talking to learn (11-26). Newtown: Primary English Teaching Association. The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Retrieved July 26, 2012, from Harvard Educational Review: http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A_Pedagogy_of_Multiliteracies_Desi gning_Social_Futures.htm Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2004). Literacy: Reading, writing and children's literature (2nd ed.). South Melbourne, Vic: Oxford University Press. Wing Jan, L. (2009). Write ways: Modelling writing forms (3 rd ed.). South Melbourne, VIC: Oxford. R EFERENCES