About English - Overview of English

Especially for Teachers - About English

Overview of English

English in Tasmania
What's new?
Changes in practice

English in Tasmania

English learning gin Tasmania is based on the Essential Leanings Framework, the English Statement and Profile and the syllabuses of the Tasmanian Quality Authority, incorporating the goals, sequence, content, values and purpose, learning, teaching and assessment principles and outcomes and standards described these documents. English learning includes two inter related strands:

texts and
language

Text is defined as any communication, written, oral or visual, involving language. Text includes literature , mass media and everyday texts. Language comprises the structure and features of written, spoken and visual texts and deals with the ways in which the use of English varies according to situation and social or cultural context.

When students interact with, respond to and compose texts, they engage in the key learning processes of:

These learning processes are a central part of the English curriculum at all levels of schooling.

English overview

English overview

What's new?

English teaching is changing in response to the Essential Leanings Framework the national curriculum statement and profile, the development of new technology, advances in understanding about how students learn and changes in the society in which we live. In the table below some of the key new ideas and practices are summarised.

FROM	TO
There is a different view of English in each of the school sectors: a focus on language and literacy in the primary school a focus on literature and texts in the secondary school	There is a consistent view of English as an area of learning from Kindergarten to Year 12
English is viewed as: a process subject a provider of skills for use in other learning areas	English has a distinctive content: it consists of two interrelated areas, texts and language both content areas focus on what students should learn and be able to do
The English curriculum is based mainly on reading (link to reading page) and writing (link to writing page).	The English curriculum: includes visual and spoken texts explicitly teaches speaking and listening (link to speaking and listening page) skills
Viewing is used mainly to support the understanding of written texts. Viewing: includes mainly picture books - usually in primary classes only often results in students passively watching videos	Viewing (link to Viewing page) has a strong focus on the development of critical literacy. Viewing: involves a wide range of visual texts includes explanations of the differences and similarities between visual and written texts involves students learning about the structures and features of visual texts involves students developing contextual understanding
The English curriculum has a focus on written, contemporary literature texts	The English curriculum includes a wide range of texts, including: visual, spoken and written texts mass media texts everyday texts
Students respond to texts through a limited range of written and spoken forms.	Students respond to texts in many different ways, for example: visual representations, including collages and drawings learning logs role play informal and formal oral presentations to large and small audiences graphic organisers including mind maps, flow charts, diagrams, tables and concept maps non-fiction genres narrative and poetic genres
Students experience different, sometimes disconnected, approaches to the study and use of language in each of the school sectors.	Students experience coherent approaches to the study and use of language in each of the school sectors incorporating: contextual understanding (link to contextual understanding in Language page) linguistic structures and features (link to linguistic structures and features in Language page) strategies (link to strategies in Language page)
Technology in the English curriculum focuses on word processing .	There are new and emerging technologies used in English, including: CD ROMS e-mail computer games Internet and intranets multi-media digital cameras presentation software such as PowerPoint
Group work in the English classroom is often informally structured.	Group work is based on cooperative learning principles .
The curriculum is less inclusive and may not meet the needs of all students.	The curriculum is more inclusive and caters to differences in gender, ethnicity and ability: students share similar experiences, but tasks may have different foci and different outcomes tasks allow for a range of different responses there are opportunities for success in all students
Teachers' assessment includes a narrow range of assessment methods and focuses on students� reading and writing skills.	Teachers' assessment involves a wide range of assessment methods which focus on all language modes, provide information on multiple outcomes along a developmental continuum and include assessment of key learning processes.
Teachers focus on particular perspectives on English teaching, e.g. cultural heritage and personal growth perspectives.	Teachers incorporate a range of perspectives on English teaching: cultural heritage language skills reader response functional and critical literacy.
Students write a narrow range of narrative and discursive texts, mainly for the teacher.	Students create a wide range of written, spoken and visual texts, including: speeches performances multi-media presentations videos CD ROMs Web pages for a range of audiences and purposes

Changes in practice

Over the past decades, teachers across the state have been putting these ideas into practice. Many examples of their work can be found throughout this site, particularly in Teaching Ideas and Units and Teachers talk teaching. Teaching strategies contains specific examples of strategies related to all aspects of English, including speaking and listening; the use of graphic organisers; and cooperative learning.