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DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Australian Curriculum:English F - 10
Katherine Region
Putting it all together
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Purpose of the session
• to provide information on new or different perspectives and intent when using the Australian Curriculum: English
• understand the implications for professional learning
• define possible actions to be taken to further knowledge, understanding and teaching of Australian Curriculum: English
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Intentions of the Australian Curriculum: English
What are the key messages for the intent
of the English Curriculum?
ICT to be embedded through all aspects of English
Working as an Author: a study of fewer texts with a deeper understanding of the construction and
deconstruction of texts
Reading and Viewing
Writing Speaking and
Listening
+ + =
All modes are Interconnected and interdependent
Language
Literacy
Literature
Continuity: Building on a Growing Body of Knowledge
Accessing English is key to equity
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
To start
• Make sure you start with the guided tour of Australian Curriculum online.
• Here is how to do it:
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Structure of Australian Curriculum: English
NT Curriculum Framework:English
Australian Curriculum:English
Three Strands: Three Strands:
• Reading & Viewing• Writing• Speaking & Listening
• Language• Literature• Literacy
EsseNTial LearningsICTCross- curricula perspectives(eg Engaging Learners with Asia, Vocational Learning, Values Education etc)
General CapabilitiesCross-curriculum priorities( Asia and Australia’s engagement with Asia; Aboriginal and Torres Strait Islander histories and cultures, Sustainability)
Reading and ViewingWritingSpeaking and Listening
Reading and ViewingWritingSpeaking and Listening
Reading and ViewingWritingSpeaking and Listening
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Language, Literature & Literacy
Language: explicit knowledge about how the English language works; functions and purposes
Literature: informed appreciation of literary works; responding to, analysing and creating literature
Literacy: repertoire of skills using language in different contexts; interpreting and creating a range of types of texts with accuracy, fluency and purpose
Strands sit alongside each other and need to be integrated and connected in programming
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Strands and sub-strands
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Terminology
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Modes of Viewing: View 1
View one year level per page organised by mode:
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Modes of Viewing: View 2
• View year levels consecutively down the page
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Modes of Viewing: View 3
• View year levels in columns across the page
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Modes of Viewing: View 4
View one year level per page with elaborations
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Scope and Sequence F-10
higher order thinking: instead of looking…describe differences,
purposes, impacts; not just viewing…respond
a) Word
b) Word
c) Word
Arial Times New Roman Comic Sans
a) Arial
b) Times New Roman
c) Comic Sans
Arial Times New Roman Comic Sans
Four perspectives on a day out at the park Perspectives are provided through four ‘voices’
Use of visual text and choice of fonts, convey the four personalities and their views on the world.
What’s in a font? What can it tell us about a character?
Timid Tired
Dominated
Timid Tired
Dominated
Bold Loud
Posh Formal
Domineering
Timid Tired
Dominated
Bold Loud
Posh Formal
Domineering
Timid Tired
Dominated
Playful Informal
Confident
Bold Loud
A variety of text forms: Flatlife
http://www.youtube.com/watch?v=5oELgzXgsRE
What are the opportunities for exploring a digital text?
What?
So What?
Now What?