English
Studies
Michael Murray
Chief Education Officer, English
Dep’t of Education and Training
A new Stage
6 English
contentendorsed
course
A walk through the English Studies Syllabus
• Rationale
– Geared towards the needs of particular students
– Strong literacy focus, yet a true English course
• Candidature
– Seeking HSC
– Not eligible for ATAR
• Aim
– What do you notice about this aim?
A walk through the English Studies Syllabus
• Course structure
– 3-5 modules per year (each of Prelim & HSC)
– One compulsory module per year
– Comprehensive range of elective modules (10)
– Option of a 20 hour school-developed module in Prelim
– Specific learning requirements for each year, including:
•
•
•
•
Wide range of texts in different modes
One substantial print text and one substantial multimodal text
One individual and/or collaborative project
Engage with community, e.g. Visits, surveys, interviews, work
experience, excursions
• Portfolio of written, graphic and electronic texts
A walk through the English Studies Syllabus
• Assessment
– No HSC exam – 3-5 assessment tasks per year
– Assessment components and weightings:
Component
Weighting
Students will develop knowledge and understanding of various
forms of texts, exploring the ideas and values of those texts and how
language and other techniques are used in the texts to convey
meaning.
30
Students will develop skills in reading, listening and viewing and in
writing, speaking and representing.
30
Students will develop knowledge and skills in using language
accurately, effectively and appropriately for a range of purposes,
audiences and contexts.
25
Students will develop skills in planning and working individually and
collaboratively
15
Profile of the English Studies student
• Wants or needs to gain a HSC
• Does not intend to seek entry to university at
end of schooling, but rather looking to gain
entry to workforce or to TAFE (or similar
educational institution)
• Recent performance indicates difficulty coping
with the demands of the Standard course, not
necessarily because of low ability
Four objectives of the course
OBJECTIVE 1: Students will experience and
develop knowledge, understanding and
appreciation of various forms of texts,
exploring the ideas and values of those texts
and how language and other techniques are
used in the texts to convey meaning.
LITERATURE
Four objectives of the course
OBJECTIVE 2: Students will develop skills in
reading, listening and viewing and in writing,
speaking and representing, to enrich their
personal lives and to consolidate a sound basis
for current and future education, careers and
citizenship.
LITERACY
Four objectives of the course
OBJECTIVE 3: Students will develop knowledge,
understanding and skills in using language
accurately, effectively and appropriately for a
range of purposes, audiences and contexts.
LANGUAGE
Four objectives of the course
OBJECTIVE 4: Students will develop skills in
planning and working independently and
collaboratively and reflect on learning.
WAYS OF WORKING AND LEARNING
How does English Studies compare
with other Stage 6 English courses?
Similarities
Differences
• A 2 unit course requiring 240 hours
of study, including a 120 hour
Preliminary course and a 120 hour
HSC course
• Non ATAR: students cannot use this
course to gain entry to university
directly from school
• Same aim as the Standard,
Advanced and ESL courses
• Content-endorsed course: no public
examination
• Contributes towards requirements
for award of HSC
• More flexible structure, allowing
the course to be tailored for students
Flexibility of course allows teachers to
tailor it to suit students
• Choice of modules, except for one mandatory module in
each of Preliminary course and HSC course
• Option for teachers to design a school-based module for
the Preliminary course
• Choice of duration, and therefore number, of modules: 20
to 40 hours (or approximately a half term to full term)
• Choice of activities and texts within all modules
• Assessment must conform to particular requirements,
including the number of tasks (3 to 5 for each of
Preliminary course and HSC course) and specific weightings
for components, but the fact that students are not being
prepared for a public examination frees up assessment.
DET project to support the pilot of
English Studies
• 62 DET pilot schools divided into 17 groups – one or two
groups per region.
• Each group had the task of developing a 40 hour (10 week)
unit of work or two 20 hour (5 week) units of work,
including assessment task.
• These units cover all 12 modules.
• The unit writers used a very similar template to that used
for the model units developed for the Stage 6 English
Prescriptions 2009-2012.
• Units now available on the English page of DET’s Curriculum
Support website.
• Trilevel (schools/regions/state office) collaboration was a
strong feature of the project.
Proven process for developing a
quality program
1. Identify the needs, interests and abilities of
students undertaking the course
2. Design a course structure to suit students
3. Develop an assessment program for the course
4. Identify resources to support the teaching of the
course
5. Develop a scope and sequence for each unit that
needs to be developed
6. Write each unit using the template provided
What support is being provided for DET schools
taking up the course in 2011?
• Proven process for developing a quality program
• Tools to assist with programming, assessment
and writing units of work
• Model units of work available on website
• Potential to draw upon the experience of
teachers from pilot schools through networking
and mentoring
• Ongoing support from regions and English Unit
Remember, the course is still in draft form
and may be subject to further amendment,
particularly in the light of the evaluation of
the pilot.