Rationale, Aims and Objectives of the English 7-10 Syllabus
The rationale for the current 7-10 English Syllabus is a one page document which refers to the theoretical framework for what, when and how English will be taught. It explicitly states how “the syllabus enables teachers to draw on the methods of different theoretical perspectives and models”. The rationale also positions students as active participants.
'Language shapes our understanding of ourselves and our world, and is the primary means by which we relate to others'. This very first sentence implicitly infers both a personal growth model and sociocultural theoretical perspectives. The student as a user of the language is at the centre of the curriculum, and language is the form that informs our identity as an individual and as a group thereby determining our place within society (a sociocultural/political context).
Text encompasses all forms of communication through which we convey meaning - spoken, written & visual. Communication is a social act involving how we shape or present our text, i.e. the context. How we interpret communication and reflect on our own and others meaning. The emphasis is to develop students who are confident communicators in authentic, purposeful and wide ranging contexts.
Proficiency in English also encourages our students to be critical and imaginative thinkers. The personal growth model and critical literacy model are both implicit in these mandated skills, knowledge and understandings. Students are expected to question, assess, challenge and reformulate information and use creative and analytical language to clarify and solve problems. Jack Thompson notes that we need to foster in our students a genuinely critical stance towards language & its discursive formations.
However, the rationale also places the imaginative at the centre of the English Syllabus. Students experience, their perceptions and imaginations are to be given expression and valued which reflects the personal growth model of English (Robin Peel).
English is positioned as central to all learning of students, and for students to take their place as active participants in Australian society. This explicitly invokes an ethical socio- political perspective. It is closely related to the cross-curriculum content of civics and citizenship.
The promotion of values (moral, ethical & spiritual matters) underlies an ethical theoretical model of English. Ties in with Andrews Rhetorical Model.
The engagement both in responding to and composing texts incorporates the personal growth model of personal engagement, but also cultural perspectives. Students are expected to explore texts from both past and contemporary societies. Cultural products are now seen as being located in the context of a global techno-cultural economy. The importance of the historical moment, of gender, class, race must be involved in any discussion of the way cultural products are conceptualised and represented. (Robin Peel) Meaning is shaped by a variety of social factors.
The engagement both in responding to and composing texts incorporates the personal growth model of personal engagement, but also cultural perspectives. Students are expected to explore texts from both past and contemporary societies. Cultural products are now seen as being located in the context of a global techno-cultural economy. The importance of the historical moment, of gender, class, race must be involved in any discussion of the way cultural products are conceptualised and represented. (Robin Peel) Meaning is shaped by a variety of social factors.
The rationale makes explicit reference to the importance of the language skills model (Jack Thompson) which sees a mastery of all language skills.
It is important to note that it is not teaching teaching individual and unrelated skills outside of context, but within a meaningful social and cultural context that students will develop clear and precise skills in speaking,listening, reading, writing, view and representing, and acknowledging and understanding language forms and features and structures of texts. Students need to know, understand and be able to use a range of language functions according to the different purposes that languages serve. Language is a tool of learning, and English and literacy skills are taught through explicit teaching of language.
Finally, students become imaginative and confident users of information and communication technologies. Kathy Mills notes the crucial transformations that are occurring in the nature of texts, language and literacy itself as a result of computer based technologies. Not only are texts evolving to create multi-modal and digital texts, but new skills are also required in order for students to be able to be competent users of these texts and technologies. These skills in both reading and creating/writing and the accompanying new meta-language need to be explicitly taught.
The aim and objectives for English Years 7-10 summarise and break down the rationale into simpler chunks of information – both infer either implicitly or explicitly the theories, models and pedagogies evident in the Rationale.
The aim of English in Years 7 to 10 is to enable students to use, understand, appreciate, reflect on and enjoy the English language in a variety of texts and to shape meaning in ways that are imaginative, interpretative, critical and powerful.
The functional Language Skills model is inferred with students able to use language and shape meaning. The personal growth model is the personal response by students to respond to a variety of texts, including literature and to show appreciation, interpret and reflect. Similarly critical literacy is central in that students are able to employ critical reflection in both responding and creating to a variety of texts.
The objectives are divided into two parts - skills, knowledge and understanding; and Values and attitudes.
At this early stage of my reading, I believe that English teachers need a knowledge and understanding of a variety of English pedagogies and models to ensure that students are confident users of the English language in their daily lives. I also believe that general learning pedagogies and cross curriculum content are necessary components for successful learning to take place. Our students need to be engaged and challenged as inquirers. The role of the teacher has changed, and teaching needs to reflect this.
