Level 3 Realignment Workshop September 2012

Programme for the Day: 9:00-10:30Logistics and looking at the curriculum 10:30-11:00Morning Tea 11:00-12:30Standards in the Making Meaning Strand 12:30-1:30Lunch 1:30-2:30Standards in the Creating Meaning Strand 2:30-3:00Wrap-up and Evaluations

Learning Intentions To develop a shared understanding of Curriculum Levels 6-8 and to distinguish between the Making Meaning and Creating Meaning strands To develop a shared understanding of the newly aligned Level 3 standards and the implications for course design To understand the different features of the new level 3 standards

At Level 6, students need to show understanding At level 7, they need to analyse At Level 8 they need to respond critically Making Meaning

Making Meaning Standards 3.1- (4 external credits) Respond critically to specified aspect(s) of studied written text(s), supported by evidence 3.2- (4 external credits) Respond critically to specified aspect(s) of studied visual or oral text(s0, supported by evidence 3.3- (4 external credits) Respond critically to significant aspects of unfamiliar written texts through close reading, supported by evidence 3.7- (4 internal credits) Respond critically to significant connections across texts, supported by evidence 3.8- (4 internal credits) Develop an informed understanding of literature and/or language using critical texts 3.9- (3 internal credits) Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence

3.8 Develop an informed understanding of literature and/or language using critical texts

3.8 connecting this standard with other standards: (remember for 3.8 you need to see the process & product ) Literary criticism with 3.1 included in an essay Auteur or Genre study with 3.2 and/or 3.9 included in an essay A language Study (The language of advertising looking at advertising theory) would help for 3.3 Findings presented in written form could be included in 3.4 and reworked as a second piece for 3.4 e.g. written report and column piece Findings presented in oral form such as a seminar could be assessed against 3.5 Findings presented in visual form could be assessed against 3.6 (e.g. Looking at the accuracy (or not) of the portrayal of 1920s America in “The Great Gatsby” presented as a photo essay or documentary) Literary criticism to inform deeper thinking for 3.7

3.9 Respond critically to significant aspects of visual and/or oral text(s) through close reading supported by evidence

3.9- Things to think about EN2: RESPOND CRITICALLY involves making EVALUATIVE interpretations and judgments The text chosen (which can be an extract from a longer text as long as it is unfamiliar) must allow the students to respond critically EN6: SIGNIFICANT refers to how aspects and interpretations of the text create meaning The text chosen must have significant aspects within it that the students can discuss TEXT CHOICE may involve looking at similar opening, climax or closing sequences or texts of the same genre or by the same director to give students enough material to be able to respond critically and to effectively select significant aspects.

At Level 6, students will communicate connected ideas At level 7, these ideas need to be connected and sustained At Level 8 they need to be connected, sustained and insightful Creating Meaning

Creating Meaning Standards 3.4- (6 internal credits) Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas 3.5- (3 internal credits) Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas 3.6- (3 internal credits) Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language

3.4 Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas

3.4- Things to think about Central to the meaning of this standard is our understanding of the word IDEA An idea is a theme or message that a student is attempting to present. “War is bad” is not an idea it is a declarative statement. Ideas will be reinforced through the Achievement Objectives of the Curriculum: Purpose and Audience Ideas (ie content) Language features Structure

3.4- Things to think about At Level 2 students need to have control of surface features (ie technical accuracy) AND be discriminating AND use them with increasing sophistication At Level 3 they need to do all of this AND also need to use language features to command attention

Are they a place for students to store or “park” work during the year? OR Are they a place for students to experiment and explore; perhaps not always completing pieces? 3.4- Things to think about Portfolios

3.4- Things to think about A place for students to store or “park” work during the year? Key messages: Any work that students prepare for other standards can be put into the portfolio (practice essay, research report, personal response, speech transcript) Pieces may need to be re-crafted to meet the criteria for this standard If the 2 pieces are marked separately then the lower of the two grades determines the overall grade

3.4- Things to think about A place for students to experiment and explore This is the spirit of this standard Use a statement of intent for each piece (or the whole portfolio), which can double as “tasks” for external moderation Use this as a starting point for planning and as a starting point for review during the drafting process

3.4- Things to think about Resource B (from TKI Task A) Statement of intent Develop an explicit statement of intent to demonstrate your understanding of purpose and audience through the selection and integration of ideas, language features, and structure. The statement includes the purpose of the text type and the intended audience. For example, “The purpose of this column text type is to both entertain and engage year 13 readers in order to persuade them to share my disapproval about the commercialisation of cultural icons.” The statement could [should] also include some indication of how the idea is to be developed or [and] sustained, some indication of the way the work is to be structured (point of view, paragraphs, transitions, and so on), and finally some indication of how the writing style (mood, diction, and so on) will reflect the text type, purpose, audience, and central ideas.

3.6 Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language

By Siliga Satoga (from the HOME AKL exhibition Auckland Art Gallery 2012)