the draft curriculum

Four English courses Essential English Further development of English skills that enable effective participation in the workforce. English as an Additional Language For students who are from language backgrounds other than English Literature For students who choose to study literature at a more intense level English To extend students in the use of language and skills for a variety of disciplines and purposes

Achievement standards and assessment Only senior secondary curriculum content is available for consultation between May and July Senior secondary achievement standards will be developed during 2010 and will be available to accompany curriculum content for implementation. Only senior secondary curriculum content is available for consultation between May and July Senior secondary achievement standards will be developed during 2010 and will be available to accompany curriculum content for implementation. Credentialing could be a state responsibility – there are no details available yet. The courses are designed for hours

General capabilities Literacy Numeracy ICT Thinking skills Creativity Intercultural understanding Ethical behaviour Teamwork, social competence and self management General capabilities Literacy Numeracy ICT Thinking skills Creativity Intercultural understanding Ethical behaviour Teamwork, social competence and self management Cross- curriculum dimensions Indigenous history and culture Asia and Australia’s engagement with Asia Sustainability Cross- curriculum dimensions Indigenous history and culture Asia and Australia’s engagement with Asia Sustainability These have been reworded to be more appropriate in the Senior Years

Literature involves learning to interpret, appreciate, evaluate and create literary texts, including narrative, poetry, prose, plays, films and multimodal texts Understanding, appreciating, responding to, analysing and creating literature; an enjoyment in, and informed appreciation of how English language can convey information and emotion, create imaginative worlds and aesthetic experiences The strands - new definitions Literacy Involves the application of English knowledge and skills to listen, view, read, speak and write and create a growing repertoire of texts. Growing a repertoire of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently and effectively in a range of modes, and digital and print settings, and in texts designed for a range of purposes and audiences Involves learning about the English language and how it works, including grammar, spelling and punctuation, as well as a study of the history of the language and its contemporary uses and value Knowing about the English language; a coherent, dynamic and evolving body of knowledge about the English language and how it works Language

Language, texts & contexts Representation Making connections Perspectives Units Language Literature Literacy Language Literature Literacy Listening Speaking Reading (& viewing) Writing (& creating) Listening Speaking Reading (& viewing) Writing (& creating) The modes The strands Content organisers It is important to note that content descriptions in this course can be addressed using any or all of them.

ESL Literature Essential English English English Studies CEC Non-ATAR English Studies CEC Non-ATAR Standard Advanced Extension 1 Extension 2 Courses compared to existing NSW courses Fundamentals English as an Additional Language

Organisation of the curriculum Essential English English English EAL Literature Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives

Each course can be taken independently or in conjunction with one another. Students who enjoy English would typically take English + Literature Students who enjoy English would typically take English + Literature Students who want to strengthen their literacy skills may take EAL +English Or EAL +Units 1&2 of Essential English Students who want to strengthen their literacy skills may take EAL +English Or EAL +Units 1&2 of Essential English

Prescribed texts Essential English English English EAL Literature Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives Language, texts & contexts Representation Making connections Perspectives For Units 3 and 4, ACARA, in collaboration with the states and territories, will develop and regularly review prescribed text lists.

Do the courses cater for the range of students? Are the units broad and deep enough to engage and challenge our students? Is their evidence of adequate quality and rigour in the curriculum? Does the content provide a logical progression from the K-10 curriculum? Can the content be covered by the structure and the time frame? Does the content of these courses identify the learning we value?

Additional questions Do the general capabilities and cross-curriculum dimensions adequately cater for the expectations of senior curriculum? For example: Information and communications technology (ICT). Do we expect senior students to do more with ICT than planning, researching and presenting their work, as well as in the study of e-literature and in facilitating communication? Do the strands adequately express, in the dot points, the range and scope of learning and skills in the Senior Years?

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