Australian curriculum in NSW introduction to ENGLISH Lismore Catholic Schools Office Australian curriculum in NSW introduction to ENGLISH This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables.

Links to the CLF All teachers demonstrate and share a clearly articulated belief that the enacted curriculum requires depth and complexity of content. A high level of intentional curriculum alignment exists across the school. The regular updating of this alignment ensures there is a whole school ownership of a rigorous and relevant curriculum. The classroom practice of all teachers consistently demonstrates an understanding that the enacted curriculum must provide a sound body of knowledge and address the cognitive and affective needs of all students.. (CLF Rubric: Rich Curriculum) Developed within the established structures and frameworks the curriculum promotes success, inspires learners and leads to the development of confident and creative individuals. This curriculum is relevant, responsive and rigorous catering for the needs of every learner in all situations. It is developed and reviewed in a planned way allowing for adjustments as required and always building on the gifts and skills of the learner.

TIMELINE of New Curriculum English and Science 2014 Maths and History 2015 (Maths Yr 6 only 2013)

Where do you really want to look in the syllabus? Pathways… Where do you really want to look in the syllabus? Rationale? Objectives? Outcomes? Content? Where http://freeaussiestock.com/free/Australiana/slides/bush_highway.htm http://www.geograph.org.uk/photo/2313194

Rationale (p.11) Before we dive into the content… The role of the rationale is to provide direction and a common understanding of the curriculum for all teachers. Have teachers look carefully at the Rationale for each of the four syllabus Rationale. Key Point in each. Teachers will want to get into the content but the sense of the big picture of the Rationale is very important if we want to look at the syllabus as a way to develop teacher knowledge of the philosophy underpinning the curriculum.

What key words would you expect to find in the rationale? Bingo

Messages Activity Think Pair Share What are the 3 main messages contained in the Rationale? After ideas are gathered use the Nominal Group Technique to build a data wall to identify where the teachers “are”. This would reduce to opportunities for the confident to be the only voices heard in the session… I would love to use a meeting web 2.0 tool but I think we will have sooo many people it might get ugly. What about a twitter feed !!!! That would be fun!

Aim 2006 2012 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. The aim of English in Years K–10 is to enable students to understand and use language effectively, appreciate, reflect on and enjoy the English language and to shape meaning in ways that are imaginative, interpretive, critical and powerful.

Organisational markers for the new syllabus Coding (p.16) Objective A communicate through speaking, listening, reading, writing, viewing and representing Coding changes Early Stage 1 becomes ENe-1A to ENe-5A Stage 1 becomes EN1-1A to EN1-5A Stage 2 becomes EN2-1A to EN2-5A Stage 3 becomes EN3-1A to EN3-4A Stage 4 becomes EN4-1A to EN4-2A Stage 5 becomes EN5-1A to EN5-2A How many outcomes can you see in your stage? Each stage has its own number of outcomes ENe to EN2 have 12 EN 3 to EN5 have 9

Organisational markers for the new syllabus Coding (p.16) EN2 - 6B English Stage Outcome Number Objective (eg Using Language to make meaning) There are five broad objectives A-E from which all the outcomes and content are drawn down from here.

Objectives (p.14) Objectives: Through outcomes responding to and composing a wide range of texts and through the close study of texts, students will develop: knowledge, understanding and skills the Attitudes and Values http://draftsyllabuses.bos.nsw.edu.au/ Objectives provide specific statements of the intention of a syllabus and amplify its aims. They act as organisers for the intended outcomes and define, in broad terms, the knowledge, understanding, skills and values and attitudes to be developed through study in the subject. Objectives are organised under the areas of: knowledge, understanding and skills values and attitudes POWER, PERSONAL ENRICHMENT DIVERSITY and INDEPENDENCE are the words that stand out for me they resonate with the the CLF once more.

Organisational markers for the new syllabus (p.16) things to notice modes codings Coding has changed

Questions and suggestions… This is another option for an Overview slides using transitions.