Curriculum intent DEPARTMENT OF EDUCATION CC Year Level Plan English Year Year level description The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students knowledge, understanding and skills in listening, reading, viewing, speaking writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years and, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. The range of literary texts for Transition to Year 0 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years and as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions. Achievement standard Receptive modes (listening, reading and viewing) By the end of Year, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others viewpoints. They listen for key points in discussions. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Sequencing the teaching and learning Unit outline Term Term Term Term Unit : Examining humour in poetry Students identify and analyse the literary devices of humour used in poetry by different authors. Students create a humorous poem and present it to a familiar audience in an informal context. Unit : Investigating author s language in a familiar narrative Students read a narrative and create a new chapter for that narrative to present to their peers. Unit : Exploring recounts of texts set in the past Students listen to and read a variety of historical texts to write a literary recount set in the past from a different perspective. Unit : Retelling an Aboriginal peoples and/or Torres Strait Islander peoples story Students listen to, read and view stories about and from Aboriginal and Torres Strait Islander histories and cultures. They demonstrate understanding by responding in writing to comprehension questions focusing on language features, themes and messages in stories. Students present an informative oral about a selected story. Unit : Examining traditional stories Students listen to, read, view and interpret texts with animal characteristics to explore how they reflect human qualities. Students present an interview in pairs asking open and closed questions of an animal character. Unit : Exploring a quest novel Students listen to and read a quest novel, Rowan of Rin by Emily Rodda. Through close reading, responding in a blog and mapping character development, they demonstrate understanding of the quest novel. Through an oral presentation, students explain how Emily Rodda represents the main character, Rowan in an important event in Rowan of Rin. Unit : Interpreting literary texts Students listen to, read and view a range of nonfiction and multimodal persuasive product advertisements from different times. They demonstrate understanding of these persuasive texts through written and spoken responses. Students focus on techniques and language features used to persuade the product s target audience and justify opinions to peers during a panel discussion. Unit : Designing persuasive texts Students read and view a range of product packaging. Students demonstrate understanding through written responses to reading and viewing comprehension focusing on persuasive techniques used in breakfast cereal packaging. Students design and promote a breakfast cereal package using persuasive language and visual techniques. General capabilities and Cross-curriculum priorities Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Key to general capabilities and cross-curriculum priorities Literacy Numeracy ICT competence Critical and creative thinking Ethical behaviour Personal and social Intercultural understanding Aboriginal and Torres Strait Asia and Australia s Sustainability competence Islanders histories and cultures engagement with Asia CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Term Term Term Term Unit : Creating and performing a humorous poem Written/Oral Students write a humorous poem and present it to a familiar audience in an informal setting Unit : Reading comprehension: How do authors and illustrators make stories interesting? Written Unit : Literary recount Written Students create a literary recount set in the past from a different perspective. Unit : Reading and viewing comprehension: The Hawksbeak Turtle Exam/test Unit : English Year QCAT The assessment in this unit is the 0 Year English QCAT (developed by QSA) The Year English QCAT gathers evidence about how well students: interpret traditional stories oral and written identify characteristic features of traditional stories identify how writers hold the interest of readers create a literary text that has a message for a young audience. Unit : Listening and viewing comprehension- Advertisements Written Students identify and analyse the use of language features, moving images and sound used in advertisements from different times, to create a persuasive effect. They interpret the effect of the advertisement has on its target audience and express their own reaction to the advertisements. Unit : Reading and viewing comprehension Written Students explain how authors and illustrators use language and illustrations to hold the readers interest Students view and read the Dreaming story The Hawksbeak Turtle and respond to comprehension questions Students demonstrate understanding of the persuasive language and visual techniques used in breakfast cereal packaging. Unit : Write a chapter for The Twits Short answer questions Unit : Oral presentation Oral Students plan and create a chapter of The Twits. Students explain how Emily Rodda represents Rowan in an important event in Rowan of Rin. CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Making consistent judgments/ Feedback Teachers review teacher judgments about students humorous poems (Unit ) to achieve consensus and consistency. Curriculum leader and teachers collaboratively review sample student responses to the: written literary recount (Unit ) for consensus and consistency of teacher judgments reading and viewing comprehension (Unit ). Curriculum leader and teachers collaboratively make judgments about the oral presentation (Unit ) to achieve consensus and consistency of teacher judgments. Curriculum leader and teachers review: teacher judgments about student responses to the reading comprehension (Unit ) for consensus and consistency student assessment folios for consensus and consistency of judgments for reporting. CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Balance and coverage of content descriptions Year Language Term Literature Term Literacy Term Language variation and change Literature and context Texts in context Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages Make connections between the ways different authors may represent similar storylines, ideas and relationships Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts Language for interaction Responding to literature Interacting with others Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group Discuss literary experiences with others, sharing responses and expressing a point of view Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Understand differences between the language of opinion and feeling and the language of factual reporting or recording Use metalanguage to describe the effects of ideas, text structures and language features of literary texts Use interaction skills such as acknowledging another s point of view and linking students response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Balance and coverage of content descriptions Year Language Term Literature Term Literacy Term Interacting with others cont. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences Text structure and organisation Examining literature Interpreting, analysing, evaluating Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example character development and plot tension Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Balance and coverage of content descriptions Year Language Term Literature Term Literacy Term Text structure and organisation cont. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Expressing and developing ideas Creating literature Creating texts Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups and prepositional phrases Create literary texts that explore students own experiences and imagining Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Investigate how quoted (direct) and reported (indirect) speech work in different types of text Create literary texts by developing storylines, characters and settings Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure Understand how adverb groups/ phrases and prepositional phrases work in different ways to provide circumstantial details about an activity Write using clearly-formed joined letters, and develop increased fluency and automaticity CC adapted with permission by NT DoE The State of Queensland of 0 www.det.nt.gov.au
Balance and coverage of content descriptions Year Language Term Literature Term Literacy Term Expressing and developing ideas cont. Creating texts cont. Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of text types Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters Recognise homophones and know how to use context to identify correct spelling CC adapted with permission by NT DoE The State of Queensland 9 of 0 www.det.nt.gov.au
References http://www.australiancurriculum.edu.au/ Australian Curriculum Version.0 dated January 0 Copyright The State of Queensland (represented by the Department of Education and Training) Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 0 City East QLD 00 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form by anyone outside the Northern Territory Department of Education without the express permission of the Queensland Department of Education and Training. CC adapted with permission by NT DoE The State of Queensland 0 of 0 www.det.nt.gov.au