1. ETAQ MASTERCLASS UNIT 3 MAY 2018
ESSENTIAL ENGLISH
Fiona intro
ETAQ MASTERCLASS UNIT 3 MAY 2018
Fiona Laing
Susan Sherlock
Olivia Ernst

2. Presenters… Fiona Laing Olivia Ernst Susan Sherlock
Forest Lake State High School
HOD – English
Currently acting DP
Olivia Ernst
Forest Lake State High School
10 years
Leads ENC program
Susan Sherlock
Bundamba State Secondary College
HOD – English
All teaching on Ipswich rail corridor
Fiona

3. how Unit 3 could be planned
By the end of today, I will be able to…
UNDERSTAND
how Unit 3 could be planned 3
IDENTIFY
bridges to potential barriers in implementing Unit 3 Essential English in my school 2
UNDERSTAND
options for supporting students to develop their skills ready for Unit 3 1
Fiona

4. POTENTIAL CHALLENGES OTHER 4 3 2 1 OTHER? MAINTAIN ENGAGEMENT
MODELLING EXAMS 3 2
EXAM PREP
TIMING 1
Fiona

5. CURRENT CHALLENGES: Bundamba State Secondary College
Disengaged students
Who believed they weren’t capable or challenged
Who believed they weren’t ‘worth it’
Who could not connect to the curriculum
Susan
Teachers who were disengaged
Tired study plan
Poor results
Needed to change and improve the culture – teachers and students

6. The New QCE Syllabus What to do? Offered opportunities for a revamp
Needed to better understand our context
Needed to better understand our students
Needed to engage staff in the change
The New QCE Syllabus
CULTURE CHANGE
NEEDED
SUSAN

7. SUBMIT AND APPROVE STUDY PLAN KNOWLEDGE AND SKILLS NEEDED?
BSSC PROCESS…
SUBMIT AND APPROVE STUDY PLAN
IMPLEMENT AND REVIEW
have already made changes
STEP 5
REVAMP THE STUDY PLAN
Include similar text types and tasks
GET WRITING
Just do it!
STEP 4
BACKWARDS MAP
How can ESSENG be realized in JNR?
*QAR
KNOWLEDGE AND SKILLS NEEDED?
Build into JNR
STEP 3
ESSENTIAL ENGLISH
What was required?
WHAT IDEAS DO WE HAVE?
THAT OUR KIDS WILL ENGAGE WITH?
STEP 2
WHAT TO KEEP?
What works?
WHO?
Invested staff team
STEP 1
Susan – BSSC process
WHAT ELSE?
Framed the syllabus change as a positive
Liaised with local HoD network
Spoke with QCAA staff for advice
Looked at outcomes from previous years to help decision making

8. Potential Barrier 1: Timing
How is your school timing the start of unit 3?
Poll:
School has finalised timing for SATE units
School is starting Unit 3 in term 4 year 11
School is starting Unit 3 in term 1 year 12
Fiona

9. Implications for timing of Common Internal Assessment (CIA)
Forest Lake SHS’ proposed timing:
Implications for Common Internal Assessment?
Share with your partner how you see timing working at your school.
Fiona

10. What did Forest Lake do to build a positive culture for English Communication?
Created links between units – English and English Communication
Introduced newspapers for each junior year level for two weeks
Made newspapers a large part of the visual and written literacy building
Paid attention to building cultural knowledge to allow students access to English across the years
Built a serious culture of exams for ENC
Fiona

11. Exam Prep – The Forest Lake SHS English Communications exam narrative
Began year 11 in 2004
Introduced:
Exams in the hall 1st semester (just like the others)
Exams twice in semester 1, 3 and 4
First exam – open book
2nd exam – short answer (including paragraphs)
3rd exam (semester 3) – 100 words notes allowed – persuasive letter on issue
4th exam (semester 4) – 100 words notes allowed – essay words
Seen topics for year 12 exams
Fiona

12. Exam Prep at Forest Lake SHS – for Essential English
Mirroring exams from grade 11 to grade 12
Using previous content to build in language
Increasing exam stamina
Timed writing – all units
Paragraph practice
PEEL PEE+EEL PEE+EE+EEL
Confidence in Senior to play around with structure
Ladder of Achievement
Olivia

13. Ladder of Achievement
Provide a pathway to successful achievement from the beginning
Provide regular opportunities to practice (fortnightly?)
Teacher feedback sometimes
Student feedback sometimes
Track individual progress up until CIA
FIONA

14. Ladder of Achievement Level 3
P-E-E-E-E-L – All elements contribute to answering the given question
Can also use an alternative paragraph structure such as: Lawyer – Hammer – Slam Dunk (Write That Essay)
Variety of simple, compound and complex sentences for effect
Punctuation and grammar is accurate
Ideas are sequential and/or cohesive
Level 2
P-E-E-E-E-L – All elements attempt to achieve purpose
Variety of simple, compound and complex sentences
Punctuation and grammar is mostly accurate
Ideas are mostly sequential and/or cohesive
Level 1
P-E-E-L or P-E-E-E-E-L – Mostly correct but some elements not yet achieving purpose
Variety of simple and compound sentences
Punctuation and grammar needs revision
An attempt has been made to use connectives - sequential/comparative or contrasting
Fiona

15. UNIT 1 MIRROR UNIT 3 IA1 CIA YEAR 11 YEAR 12 MIRROR IA1 MIRROR CIA
UNIT 3 – TOPIC 1
INFORMATION SESSION
Homelessness
UNIT 1
INFORMATION SESSION
Workplace topics
YEAR 11
YEAR 12
MIRROR
IA1
IA1
MIRROR
CIA
CIA
UNIT 1
STIMULUS EXAM
Workplace Discrimination
Written scenario
Visual representation
UNIT 3 – TOIC 2
STIMULUS EXAM
CIA
Seen Written
Unseen Visual
Olivia

16. Topic 1 at Forest Lake SHS
In Topic 1, students read, listen to and view a range of
texts that invite audiences to take up positions on community,
local and/or global issues. YOUTH HOMELESSNESS
Watch Oasis (main text)
Explore different media portrayals
Research the causes of homelessness
Investigate community help services
Discuss slacktivism
Lead in to CIA
Use resources on Homelessness
Revisit critical literacy terms
Olivia

17. Sample Assessment for Topic 1
Context: After watching the documentary, Oasis, we have become aware of a number of issues facing young homeless people in Australia. Task: You are to present a 3-5 minute persuasive speech agreeing or disagreeing with Professor Burdekin’s statement:
Olivia

18. Language of Media – metalanguage for representation
Visual
Written
Framing
Focal Point
Lighting
Colour
Symbols
Positioning
Bias
Stereotypes
Evaluative language
Emotive language
Repetition
Rhetorical questions
Figurative language
Olivia

19. Exam Prep - Visual
Olivia

20. Backward mapping Creating a culture Grade7 through to Senior
Content
Genre
Skills
Grade 8 – Critical literacy
Teens in the Media unit
Olivia

21. BACKWARD MAPPING TO SUPPORT CIA
Comprehension strategy
Variety of text types Q A R
Susan
Exam conditions

22. UNIT 1 MIRROR UNIT 3 IA1 CIA YEAR 11 YEAR 12 MIRROR IA1 MIRROR CIA
UNIT 3 – TOPIC 1
PERSUASIVE SPEECH
Social and community issues
Youth unemployment DV
Drugs and alcohol
UNIT 1
PERSUASIVE SPEECH
Representations of family
TV shows
YEAR 11
YEAR 12
MIRROR
IA1
IA1
MIRROR
CIA
CIA
UNIT 1
STIMULUS EXAM
Work Scenario
Written scenario
Visual representation (WHS)
UNIT 3 – TOIC 2
STIMULUS EXAM
Gun Control
Spoken word poem
- Political cartoon
Susan

23. Activity: Example CIA Question
Aim: to give you practice with how to prepare your students before being given the actual CIA from the QCAA
Task: You are to write question to guide students to respond to the visual stimulus item to follow.
Think about:
Assessment Objectives
Language that is used in the specifications
Susan

24. CIA Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
Use patterns and conventions of written & visual texts to position audiences to accept or reject representations of an Australian social group.
Use appropriate roles and relationships with audiences.
Explain representations of identities, places, events and concepts.
Explain the ways cultural assumptions, attitudes, values and beliefs about community, local or global issues underpin texts and influence meaning.
Explain how language features and text structures shape perspectives on community, local or global issues in media texts and invite particular responses.
Select and use subject matter to support perspectives.
Sequence subject matter and use mode-appropriate cohesive devices to construct coherent written texts
Make mode-appropriate language choices according to the register variables informed by purpose, audience and context
Use language features to inform audiences .
Note: Objectives 1, 2, 7 and 8 are not assessed in this instrument.
Susan

25. CIA Specifications: Students will respond to representations of an identity or identities, place, event or concept in an unseen media text by writing a response that identifies, considers and explains how the elements or components that make up the text communicates ideas and information.
SUSAN
Your Turn

26. SPOKEN WORD POETRY EXCERPT
UNIT 3 - CIA
SPOKEN WORD POETRY EXCERPT
Students have heard and seen
Will have an excerpt in the exam
POLITICAL
CARTOON
Simple
Exposed to similar as prep
SEEN
UNSEEN
Susan – how BSSC has implemented
ISSUE:
gun control is needed
CONCEPT:
video games increase gun violence
GUN CONTROL

27. Model CIA
SEEN
Explain how the audience is positioned to accept the intended message about the gun control issue represented in IN-Q’s social media text Wrong Side of History. You will identify and explain how the author has used specific language features and text structures to shape the meaning of the text.
Explain how the artist of the political cartoon Games and Guns has represented the idea that video games increase the risk of gun violence. Identify and explain how the visual text structures shape the representation of gun violence.
UNSEEN
SUSAN

28. STIMULUS - UNSEEN Read teacher exemplar and mark it against our
version of the instrument-
specific standards.
SUSAN
POLITICAL CARTOON

29. Explain vs Analyse
3. Construct and explain representations of identities, places, events and concepts. 4. Make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning. 5. Explain how language features and text structures shape meaning in popular culture texts and invite particular responses.
FIONA

30. Explain vs Analyse
Explain: make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; give an account; provide additional information Analyse: dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; Examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences To share: What effect does this choice have on work with Essentials classes?
FIONA

31. Brainstorm
How could you implement some plans for preparing for the CIA into your school?
What could you do now to prepare?
What do you continue to do?
How will you maintain the momentum with just four tasks?
What are your major challenges?
Staff?
Community?
Students?
OLIVIA

32. Conclusion
Be positive about what your students can achieve Keep collaborating Use ETAQ Facebook group to ask questions/have discussions Does anyone else have something to share for English Communication/Essential English for state conference? Contacts: Bundamba State Secondary College Forest Lake State High School Forest Lake State High School
FIONA