An Integrated Approach to English and
Humanities
Year 9, Ringwood Secondary College
Marjan Mossammaparast, Year 9 CHALLEN9E Leader
Kate Stevens, Year 12 English Team Leader
What is it?
• A new integrated English/Humanities subject at year 9 (combines
domains of English, History and Geography)
• Allocated 9 x 73 minute periods per fortnight
• This time allocation means that we have between 4 and 5 sessions with
our class per week
• Benefits and drawbacks?
Key Elements:
 Instead of being traditionally focused on skills as the starting point for studies, the
subject teaches these core skills through the lens of an essential question each
semester:
o Semester 1: What does it mean to be an Australian?
o Semester 2: What are the forces at work in our world?
 Develops key English skills of reading, writing and speaking and listening
 Students learn physical and human geography and the interaction between these two
systems, as well as geospatial skills
 Students undertake a broad study of the history of Australia and focus on particular
time periods, including:
o the history of migration and how it has shaped (and continues to shape) the nation
o pre-contact Australia and the effect (continuing) of the encounter between British and
Aborigines
o the Gold Rush and the Chinese in Australia
o the development of the Melbourne
Staffing
 10 teachers (including ESL stream), including:
o 4 VCE English teachers (including Head of English)
o 2 core Geography teachers
o 2 core History teachers
 Work in strong team – meet at the start of each term to map out the details of classes
and divide responsibilities for common assessment tasks
 Team leader (CHALLEN9E Leader) attends English, History and Geography faculty
meetings to report, discuss and disseminate, and represents the program on Curriculum
Committee
 PD for staff working outside their key areas of strength eg. History/Geography PD
offered to staff to highlight key skills needed in VCE History and Geography (to ensure
continuity of learning)
Context + Rationale:
Year 9 CHALLEN9E Program
• The new integrated English/Humanities
subject was a response to the restructuring of
year 9 in light of the new CHALLEN9E
Program, implemented in 2010
• Purpose of CHALLEN9E: to meet the needs
of young people in an increasingly complex
world by fostering:
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choice and student agency
empowerment and responsibility
academic rigour and accountability
character development
connected to school and community
transformation and transition
CHALLEN9E Program: Structure
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Students in CHALLEN9E work in one of 9 tutor groups, each guided by an interGREAT tutor
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They work through an integrated program of core studies incorporating the subjects of:
o English/Humanities
o Maths and Science (both taught by the same teacher)
o interGREAT (whole day Wednesday)
o Physical Education
•
There is also a comprehensive elective program covering subject areas such as creative and performing arts, design
and technology, LOTE and Duke of Edinburgh
•
Students experience most classes with key teachers, one of whom doubles as the interGREAT tutor, enhancing the
Pastoral Care program
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Year level is structured into 3 communities and student welfare and management is provided by one of 3
Community Heads
interGREAT
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A key feature of CHALLEN9E is the weekly interGREAT program
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Each Wednesday, students are guided by their interGREAT tutor through a structured program with
many varied focuses, including:
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Each term, all learning activities are based around the overarching themes of:
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Guest speaker presentations eg. Boori Pryor
Values education and pastoral care eg. ethics
Curriculum based excursions eg. Chinatown Excursion, Hampton Beach Excursion
Student leadership eg. CHALLEN9E Student Council; Tutor Group Assembly Presentations
Goal setting and guided reflection on learning progress, inc. regular completion of Learning Portfolio
Personal and Community Projects (focus on civics and citizenship in action)
Literacy, Numeracy and ICT skills toolbox sessions eg. NAPLAN preparation
Interest based workshop
Weekly Extension Series and support sessions (run through Eng, His, Geo, Maths and Science faculties)
The Self
The Self in the Community
The Self in theWorld
Future Self
interGREAT provides the flexibility for faculties to add extra time to their core courses eg. Maths
Common Test, NAPLAN revision, Reconciliation Week/Refugee Week activities etc.
The interGREAT year begins with a three day camp for all students
Sample Community Project
C+C: Course Outline
Semester 1 – What does it mean to be an Australian?
Term 1:
This term students will undertake a study of coastal systems and the impact of human
interaction with these systems. They will consider how Australia’s natural
environment has shaped the identity and activities of Australians in the past, including
its indigenous populations, and how it influenced the establishment and development of
British settlement. They will explore how Australia’s natural environment, especially the coastal
nature of the continent, continues to shape the population distribution and culture of modern
Day Australia.
Tasks this term will focus on: consolidating mapping skills; developing historical analysis skills
through the completion of document studies; developing oral skills through a persuasive oral
presentation; developing personal, narrative and imaginative writing skills and using the language
of descriptions. Students will also take part in a coastal fieldtrip to Hampton Beach and complete
a geographic fieldtrip report.
C+C: Course Outline
Term 2:
This term students will undertake a study of the history of migration (commencing with a broader look
at the process of colonization) and its impact in shaping Australian society. They will focus particularly on
the impact of migration on indigenous cultures and explore issues arising from this encounter.
They will also analyze the impact of the arrival of Chinese migrants during the Gold Rush period
and trace the roots of Australia’s multicultural composition, as well as its consequences on the
development of migration policies, including the White Australia policy.
Tasks this term will focus on: developing historical essay writing through the study of the film text “Ten
Canoes”; analyzing the use of language to persuade and position an audience; examining primary and
secondary sources and completing document studies and historical research. Students will also take part in a
fieldtrip to Chinatown and complete a fieldtrip report.
C+C: Course Outline
Semester 2 – What are the forces at work in our world?
Term 3:
This term students will study the physical forces and the non-physical forces that operate in both
the inner and outer world and exert an influence over human beings. Students will undertake a
textual study of the novel “The Killer’s Tears” set in Chile, and will use this text as a springboard
for the geographic study of the forces of nature through a tectonics unit. More broadly, students
will examine the force of urbanization that pulls populations to the cities, and will consider both
the benefits and the challenges that ensue by using the city of Melbourne as a case study and
focusing on the history of its development. This provides a strong foundation for the City
CHALLEN9E experience (the formal project of which is assessed through the subject of
interGREAT), which constitutes a week spent in the city towards the end of term.
Tasks this term will focus on utilizing the geographic SHEEPT analysis tool to formulate an
understanding of the history of the development of Melbourne city, a writing folio based on
the text “The Killer’s Tears” that explores the nature of the forces at work in our worlds, a dramatic
persuasive oral presentation that engages with contentious issues such as
urban sprawl/capital punishment (link to both “The Killer’s Tears” and Ned Kelly), and a comparaitive
Urban Field Walk.
C+C: Course Outline
Term 4:
This term students will study the text “Of Mice and Men” and use this as a springboard to consider
the forces that motivate us, including the power of dreams, the importance of goals and the significance
of work in imparting a sense of identity, purpose and fulfillment in life. Historically, they will examine
the life of the early settlers in Australia, especially women, through a study of a collection
Australian short stories, including Henry Lawson’s “The Drover’s Wife”.
Tasks this term will focus on analysis of the use of language to persuade and developing text response
writing skills.
Assessment at Work
 Within both semesters we provide various tasks that are largely English
skills based with a choice of a close focus on Historical or Geographical
components
 Within these tasks there are options for students to address either
Historical or Geographical VELS components and be assessed on their
ability to write/speak/write about reading and on their
geographical or historical knowledge and understanding
 We also provide ‘straight’ tasks, that assess
Historical/Geographical/English standards specifically and separately,
and are common tasks given to all students
 Having such tasks ensures that each of the VELS strands are taught and
assessed
SEMESTER ONE:
What does it mean to be an Australian?
Common Assessment Tasks:
15%
Task 1: Craft of Writing – Persuasive Essay (on historical issue)
15%
Task 2: Oral Presentations – Factors influencing identity (inc. geographical factors)
30%
Task 3: Reading and Responding – Ten Canoes Text Response; History Document Study
20%
Task 4: Research – Migration Timeline
10%
Task 5: Fieldwork – Coastal Fieldwork
10%
Task 6: Tests/class work – Coastal Geography; relevant class work
SEMESTER TWO:
What are the forces at work in our world?
Common Assessment Tasks
15%
Task 1: Craft of Writing – ForcesWriting Folio
10%
Task 2: Oral Presentations – The Killer’s Tears Dramatic/Persuasive
30%
Task 3: Reading and Responding – Of Mice and Men Text Response; Language Analysis
15%
Task 4: Research – SHEEPT Analysis of Melbourne City (focusing on history of city)
10%
Task 5: Fieldwork – Comparative Urban Field Work; Historical Chinatown Fieldwork
10%
Task 6:Tests/class work – Urbanisation Test, Violent Earth Test; relevant class work
How can History help us to understand what
makes an Australian?
Sample from Term 1:
 What is my History?
 How has my History shaped who I am today?
 What is the History of the space I inhabit?
 What are the conflicts and events that have shaped the people
around me?
 Is there only one History?
 How can I understand and trust History?
Future Directions: The Australian Curriculum
Points to remember:
 Can be incorporated into integrated programs
 Does not constitute whole curriculum of the school – room left for local interests
and pursuits
 General Capabilities (addressed primarily through interGREAT):
o Critical and creative (and caring) thinking
o Self management, teamwork and social competence
o Intercultural understanding
o Ethical behaviours
o Literacy
o Numeracy
o ICT
The Australian Curriculum + Eng/Humanities
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Years 7-10 of the Australian Curriculum focus on Australian History within a
regional and world context
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Year 9 – The Making of the Modern World (1750-1918)
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Period of industrialisation
Rapid change in way people lived, worked and thought
Era of nationalism and imperialism
Colonisation of Australia as part of expansion of European power (culminating in
World War I)
Key inquiry questions:
o What were the changing features of the movements of people from 1750 to 1918?
o How did new ideas and technological developments contribute to change in this
period?
o What was the origin, development, significance and long-term impact of imperialism
in this period?
o What was the significance of World War I?
Overview – Year 9:
• Identifies important features of the period (1750-1918)
• Enables studies to understand broad patterns of historical change
• Provides broader context for teaching of depth study
• Constitutes 10% of total teaching time
• Content for Year 9:
o nature and significance of Industrial Revolution and how it affected
living and working conditions (including in Australia)
o nature and extent of movement of peoples in the period (eg. slaves,
convicts, settlers)
o extent of European imperial expansion and different responses
o emergence and nature of significant economic, social, and political
ideas of the period, including nationalism
Depth Studies – Year 9:
Making a Better World (3 electives)
1.
Progressive Ideas and Movements
Industrial Revolution
Movement of Peoples
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Influence of Industrial Revolution eg. unbanisation and increase in crime in English, leading to
transportation of convicts and establishment of penal colony of Australia
Experiences of people who moved and changes in way of life eg. convicts, free settlers, women
Impact of movement of people eg. contact with indigenous population
Australia and Asia (2 electives)
2.
Asia and the World
Making a Nation
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Extension of settlement and effects of contact eg. contact with indigenous populations
Experience of non-Australians in Australia prior to 1900s eg. Chinese diggers
Key events and ideas in development of Australian self-government and democracy eg. Federation
Legislation eg. Immigration Restriction Act
World War I
3.
World War I
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Causes and reasons for enlisting
Places where Australians fought, inc. Gallipoli (interGREAT)
Impact of WWI eg. changing role of women
Commemoration of WWI, inc. debates around the nature and significance of ANZAC legend (also
through interGREAT City CHALLEN9E)
Historical Skills – Year 9:
 Chronology, terms and concepts
o Timelines
o Contestability of terms
 Historical questions and research
o Developing questions
o Locating sources
 Analysis and use of sources
o Explaining contextual significance
o Synthesising information from various
sources
o Understanding reliability and usefulness
 Perspectives and interpretations
o Provisional nature etc.
 Explanation and communication
o Developing historical argument
o Using ICT
Critical Learnings and Reflections
 Need for overarching narrative – both in curriculum design and in
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teaching
Need for focus and tolerance of fragmentation
Need for both consistency and flexibility between classes
Importance of providing literacy support so that students who struggle
with English can still succeed in this subject
Remembering that this is a NEW subject – not trying to cram 3 syllabi
into shortened time frame
Importance of sharing and collaboration – working with strengths of the
team
Need for PD – both in-house and through external sources
Getting rubrics rights
Balancing depth as well as breadth
Continual reassessment of how the subject fits into the overall structure
and direction of the school ie. importance of embedding subject into
systems of the school
Evaluating student feedback – continuity of learning? Effectiveness?
Questions?
Thank you for your time.
Marjan: mmossammaparast@ringwoodsc.vic.edu.au
Kate: kstevens@ringwoodsc.vic.edu.au