- English (Standard)
- English (Advanced)
- English as a Second Language (ESL)
- English (Extension)
- Fundamentals of English (non-examinable)
Rationale
It is interesting to read the Rationale, after critiquing the 7-10 Rationale considering there is a 6 year time lapse between publishing of each document. We now see reference to extension of English beyond a national context to "increasingly as the language of international communication".
There is a continuum aspect with English enabling students "to take their place as confident, articulate, communicators, critical and imaginative thinkers and active participants in society".
Other similarities between the two, to show the continuum of the theoretical perspectives and models including Functional Grammar/Language Literacy skills, Growth model and Socio-cultural models including Critical Literacy "responding critically and personally", and Multiliteracies, though perhaps more clearly and explicitly stated :
- study and use of language in its various textual forms
- including written, spoken and visual texts
- through which meaning is conveyed, interpreted and reflected
- sound knowledge of the structure and function of the English language
- develop effective communication skills
- understanding of literary expression
- appreciation of aesthetic values
- critical approach to all texts
- development of English language skills to support their study at Stage 6 and beyond
- understand complexity of meaning
- to compose and respond to texts - according to form, content, purpose & audience
- to appreciate the personal, social, historical, cultural & workplace contexts
- students reflect on their learning - metacognition
- students make sense of their lives in personal, social & professional situations
- deal effectively with change
- autonomous, reflective & creative learners
- perceive & understand their world from variety of perspectives
- appreciate Australia's cultural diversity
- enjoyment of English
The aim of English Stage 6 is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society.
The aim of the Senior syllabus has also been reworded slightly different to encompass the same aims as the 7-10 but with a greater emphasis on students being 'effective communicators in a diverse and changing society'.
Meaning making continues to be a core element with students responding and composing; as do the Key Terms: Responding, Composing, Text, Context - especially social, cultural, historical, Language modes (ie. listening, speaking, reading, writing, viewing & representing), language forms and features, Structures of texts.
Visual flowchart of Continuum of Learning for English Stage 6 students which details K-12 and beyond into TAFE, Workplace, University, Other. The K-12 Continuum Stages are then explicitly detailed. Section 7 and 8 looks at the different levels of English Stage 6 and provides an overview for each course. The overview gives a brief summary of course content, indicative hours and information regarding electives.
Section 8.7 details the Key Competencies which are"essential for the acquisition of effective, higher-order thinking skills necessary for further education, work and everyday life" (p.19) These key compentencies are developed through the processes of composing and responding, and are across-curriculum:
- collecting, analysing and organising information
- communication ideas and information
- planning and organising activities
- working with others in teams
- solving problems
- using technology
There is a Preliminary Course (Grade 11); and in the final year all courses have a Common Content - Area of Study, with a range of prescribed texts (chosen by the department and then selected by the schools?) to choose from. "In addition, students will explore texts of their own choosing relevant to the Area of Study...from a variety of sources, in a range of genres and media."
In each of the courses, students must also choose one elective from each of 3 modules (A - Experience through Language; B - Close Study of Text; and C - Texts and Society).
The electives and text list are prescribed.
Interestingly, "Electives and texts will be subject to periodic evaluation and review". However, no further information is forthcoming as to when, what, why,who etc. This in itself makes one wonder if the Cultural Heritage model is still an influential force in curriculum development, and is this necessarily a good thing?
Value for assessment is also included: 40/60% - but there is still the exam system.
The document concludes with Post School Opportunities - looking at TAFE; a very brief reference to Assessment and Reporting and the particular documents to find further information and in Section 16 a Glossary.
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