EDUC 4200 English Specialisation Week 2 1

Today CIB - Any questions? Eportfolio - http://ep.unisa.edu.au/ Self review Reading and knowing literature. Assessment 1 English teaching – secondary. Use of genres. ACARA – let’s have a closer look Assessment 2 teams/planning

Some inspiration http://www.youtube.com/watch?v=nDq9o9j3-CU

Self Review Spend 15 minutes with a partner/critical friend – share your biography if you don’t mind. We must always be reflective. What are our practices? Why? In whose interest? What/who are we responding to? Share with the group.

Reading and knowing literature Assessment 1. Sharing your kitbag. Reading – teaching ideas? Time to get you out the front, move around, practice engaging reading techniques.

English teaching in the middle school. What are we trying to achieve? Goodwyn and Branson English teaching in the middle school. What are we trying to achieve? The place of literature. Movement to personal response/relationship with the text. Less big L. The place of explicit language teaching – learning about language and its social purposes. Attention required to the multiplicity of literacies. To be literate has become more demanding!

Exercise Review the five views of English (page 8/9) As an individual record your responses. As a group share your responses to Task 1.4 - there may be some debate hopefully!

ACARA framing paper Use as a quick reference. Provides good definitions, explanation of terminology that became the basis of the curriculum framework.

Dixon Discusses the diversity of school English. Recognition of student-centred curriculum Recognition of a wider definition of literature. Through approaches to literature we can integrate the strands of language and literacy.

Journal entry In your journal record your thoughts based on the readings on the current place and future of English teaching in the secondary sector. You should refer to the challenges and dilemmas, making reference to sources.

ACARA English The Australian Curriculum: English aims to ensure that students: learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

The Strands Language: knowing about the English language Literature: understanding, appreciating, responding to, analysing and creating literature Literacy: expanding the repertoire of English usage.

Years 7-9 Years 7–10 Students continue to practise, consolidate and extend what they have learned from previous years. They also extend their understanding of how language works, and learn to transfer this knowledge to different contexts. To achieve this, students develop an understanding of the requirements of different types of texts; they are introduced to increasingly sophisticated analyses of various kinds of literary, popular culture, and everyday texts, and they are given opportunities to engage with the technical aspects of texts, including those of their own choosing – and to explain why they made that choice. The notion of valuing certain texts as ‘literature’ is introduced. Students learn how such texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts. Students engage with a variety of genres and modes. They re-enact, represent and describe texts in order to display their understanding of narrative, theme, purpose, context and argument and to defend their ideas in written and oral modes. Students are given further opportunities to create increasingly sophisticated and multimodal texts in groups and individually.

Content descriptions ACARA content – methodology?

Planning templates Year level sample template Year level 9 Unit template

Preparation for next week ACARA familiarity Planning for the presentation – timelines/roles/research/teaching resources. This might be a case of inverted planning – start with text(s)/genres to explore/themes and work backwards.

Sorry if it feels this way!