The Challenges
of the Stage 4 & 5
English Syllabus
at
Cecil Hills High School
NSW Department of Education and
Training
Curriculum K-12 Directorate
November 2004
http://www.curriculumsupport.education.nsw.gov.au
1
The Context
Cecil Hills High School:
Co-educational High School situated in South Western Sydney
1,100 Students (96% ‘local’)
COMPREHENSIVE HIGH SCHOOL
11 English Staff + 2 STLA/ESL + 2 TA’s
Expert and competent teaching staff
School opened in 1996
2
Syllabus Implementation
Step One
Work already done / Work to do
TARS interview process
Dialogue with Senior Executive
3
Syllabus Implementation
Step Two - Underlying Philosophies
►
“If it ain’t broke, don’t fix it”.
►
Quality Teaching arises from expertise.
4
Syllabus Implementation
Step Three - Timetable
Stage 4 – 2003
Stage 5 – 2004
5
Syllabus Implementation
Step Five - SCHEDULING
Generic approach to faculty programming:
Mandated text form
 Mandated Outcome(s)
 Common Assessment Schedule

6
Term
One
Two
Term
Week
Year 7 Module
1
2
3
4
5
6
7
8
9
10
11
Who am I?
1
2
3
4
5
6
7
8
9
10
BULLYING
Week
Outcome
Asses
1, 4 & 5
Non-fiction
Reading
Autobiography
Year 8 Module
THEMATIC STUDY
Outcome
Asses
9
Yr 9 Module
Close Study of Text
Novel
Outcome
Asses
4
Yr 10 Module
Close Study of Text:
Poetry - Thematic
Outcome
Asses
Eleven
5&7
PRINT MEDIA
PUT
~ Feature articles
Biography
V/R
~ Viewing/Repres
Area of Study
CHANGE
Fiction / MM / Drama
FILMING
ANIMALS
6
Reading
Web / print media
6&3
SHAKESPEARE
Close Study of Text:
Reading
(adaptation)
4&9
Reading
Stimulus Booklet
POET
~Sassoon
Writing
~Oodgeroo Noonucal
~Spike Milligan
~Lawson / Patterson
3
SHAKESPEARIAN
Film
10
THEATRE
THEMATIC STUDY
Exam
Web:
3&8
Novel
SHAKESPEARE
Exam
Web
Close Study of Text
Exam
POETRY
~ Comedy (or)
(Kids Helpline)
~ Tragedy (or)
(ReachOut)
CLOSE STUDY
4&8
Generic
~ History
7&1
POETRY
7
Novel
Text and Context
Exam
Year 7 Module
Three
Four
1
2
3
4
5
6
7
8
9
10
POETRY
1
2
3
4
5
6
7
8
9
10
NOVEL
Outcome
Asses
5
Year 8 Module
CRIME FICTION
Variety of forms
Outcome
Asses
9
Yr 9 Module
DRAMA
Cartoon
Outcome
Outcome
Close Study
Oral
Eleven
(comparative)
Oral
4
Asses
3&5
Novel +
Oral
Film
(Stage Fright)
Yr 10 Module
Study of Genre
Big Dramas
Drama Performance
DRAMA
Asses
7
Writing
4 & 10
Exam Revision
Picture Books
Listening
Oral
Exam
11
CLOSE STUDY
7 & 11
Close Study of Txt
Novel
1
Novel
School Certificate
Exam
11
Exam
Preparation
Exam
Exam
POPULAR
CULTURE
3
PRODUCT
9
Area of Study
13
CREATION
Radio Adverts
Television
9
7
Schedule – Year Nine
Assessment
Outcome
Thematic Study of Text –
Novel & Web
Weeks
Wk 7
Reading
Term
Assessment
Outcome
Thematic Study of
Text –
Poetry
Weeks
Module
Term
1–5
Adapting Shakespeare
Film
6&3
6 - 10
1 – 10
Module
Wk 2
Exam
3&8
TWO
4
ONE
8
Scheduling Approach
Advantages




Allows for expertise
Varied text choice
Caters to class needs
Programming
inclusive.
Disadvantages




Consistency
Fear of the unknown
Knowledge of syllabus
Mandated text forms.
9
SOLUTIONS
Programs available
Greater variety of texts
Focus on Faculty time-table
Discussion of ‘best practice’
Reporting practices
Registration of compulsory text content.
10
Registration Item
Content Requirement for Stage 5

Australian literature, including insights into:
Aboriginal experiences p
Multicultural experiences p






Literature from other countries and times p
Shakespearian drama p
Cultural Heritages / popular cultures / youth cultures
Picture books p
Everyday and workplace texts p
Range of social / gender / cultural perspectives p
11
Continuing Challenges
TIME and communication
Aboriginal and Non-Anglo texts
Assessment inconsistencies
The Quality Teaching model
12
Quality Teaching Model
13
The Quality Teaching Model
If we don’t control it, someone else will.
Intellectual Quality = Critical Literacy
Quality Learning Environment =
 Criteria-based instruction and assessment
 Student-based assessment and reporting
Significance = contextualisation
14