English Learning Area - What’s News

English Senior Secondary Syllabuses
 

The new English syllabuses have been developed as part of the Tasmanian Secondary Assessment Board (TASSAB) ongoing syllabus review cycle in each of eight key learning areas. English syllabuses were last reviewed in the 1990s.

The new syllabuses reflect the development of new communication practices, more globalised economies, new texts, particularly multimodal and interactive texts, multiliteracies, including critical literacy and the importance of intertextuality. With their common general content framework, the new syllabuses have also addressed the need for greater coherence in English courses in Tasmania.

The five new English Senior Secondary syllabuses are:

• English 2-4 C, B and A
• English Applied 2-4 C and B
• English Writing 3-4 B and C and 5 C
• English Studies 5 C
• English Communications 5 C

The numbers refer to levels of difficulty; the letters refer to syllabus design time.

How do the English Senior Secondary syllabuses take into account literary theory and new ways of reading texts?

The new English syllabuses reflect the fact that the world continues to change - socially, technologically and economically. The study of a wide range of spoken, written, visual, multimedia and performance texts remains central to the syllabuses. Students will continue to learn about themselves, the world and what it is to be human through the study of texts and language. The syllabuses will enable students to understand the structures and features of texts, the role of context in creating and interpreting texts and how texts can shape values and ideologies.

The syllabuses are underpinned by a number of contemporary literary theories. They reflect the view that texts are constructs created through careful selection and choice and may be interpreted differently by different responders in different contexts. They are also based on the view that meanings of texts are actively constructed by the interaction between the text, contextual factors and the reader’s experience and prior knowledge.

Who coordinated the review and development of English Senior Secondary syllabuses?

The English Steering Committee, comprised of leading English teachers from both government and non-government schools, was established to review the English syllabuses. Members of the Committee conducted extensive research into English syllabus provision in Australia and internationally to prepare for syllabus redevelopment in Tasmania. Members of the Committee included:

Cheryl Weare from TASSAB and Jacqui Frew, the English Syllabus Writing Coordinator, coordinated the review and development of the new English syllabuses.

The Tasmanian Statement on English, available from the English website, was reviewed in 2000 prior to the commencement of the English Syllabus Review. The Statement forms the basis of the philosophical intent of all the new English syllabuses.

Expressions of interest were sought for membership of syllabus writing parties and response groups. Syllabus writers read many papers about the theory and practice of the English discipline before commencing their work. Members of the writing parties were as follows:

English 2-4 C, B and A

English Writing 3-4 C and B and 5 C

English Applied 2-4 C and B

English Studies 5 C

English Communications 5 C

What consultation processes were established with teachers about the review and development of the English Senior Secondary syllabuses?

Expressions of interest were sought for English syllabus writing parties in 2000. Writing parties and response groups were established late in 2000 but because a number of general syllabus review issues needed to be addressed by TASSAB, English syllabus writing did not commence until April 2002.

A summary of the progress made by syllabus writing parties was made available on the TASSAB website at regular intervals during 2002. Reports were given to teachers at the 2002 March and October Moderation meetings. All draft syllabuses were sent to responders in October 2002 for comment and as a result of the feedback a number of changes were made to the syllabuses before they were posted to the TASSAB website in December 2002. Many teachers responded to the draft English syllabuses during 2003 and their suggestions were incorporated into the final documents.

Grade 11/12 English Moderation meetings in March 2003 were used to discuss the key features of the new syllabuses. Further professional learning about the new syllabuses will take place at the August 2003 meeting.

What new pedagogical approaches will be needed to deliver courses derived from the English Senior Secondary syllabuses?

Some different pedagogical approaches will be required by the new syllabuses. There will be much greater emphasis on:

• Embedding learning in purposeful and meaningful experiences which connect to students’ current and future lives
• Investigating significant issues and ideas across a range of texts through inquiry-based learning
• Understanding the effects of context as students create and interpret texts
• Developing and valuing a range of perspectives on texts, includingthose of different schools of literary theory
• Applied learning, in which students will often work collaboratively, to create authentic products

How did the changes required by TASSAB to all TCE syllabuses from 2003 affect the English Senior Secondary syllabuses?

A number of changes, which were required by TASSAB, did impact on the new English syllabuses:

• The requirement that the number of pre-tertiary syllabuses in any learning area be limited to the average number available nationally has meant a reduction by one in the number of pre-tertiary English syllabuses
• All TCE syllabuses are now based on four building blocks or levels of difficulty
• TCE Competencies have been incorporated into all new syllabuses. C syllabuses have 10 criteria, including 4 competencies, B syllabuses have 8 criteria, including 3 competencies and A syllabuses have 6 criteria including 2 competencies
• A new award structure has been introduced - EA, HA, CA, SA and PA
• The role of standards has been strengthened and syllabuses will now be published with standards attached
• A Syllabus Supplement will be published for each syllabus and will contain exemplars developed through moderation, as well as other material which is subject to ongoing development and update

What is common to all English Senior Secondary syllabuses?

All new English syllabuses are based on a common general content framework:

• Ideas and Issues
• Texts and Contexts
• Applications
• Extended Negotiated Learning
• Ongoing Elements

There are several common assessment criteria in the new English syllabuses.

There are also common approaches to texts, including understanding the importance of context in reading, viewing and writing texts, making meaning across texts, rather than studying single texts in isolation and accessing and working with multiple perspectives on texts, rather than one particular reading.

What are the main features of each new English Senior Secondary syllabus?

English 2-4 C, B and A

English 2-4 is the central syllabus that provides for students’ development as language learners over two years of schooling. Students learn to create, analyse and respond to a wide range of texts, including literature, media and everyday texts. They work with print and non-print texts, including multimedia texts. There is emphasis on using texts to inquire into significant issues, using a range of texts to develop deeper understanding of each issue and learning to interpret texts from different perspectives. Students frequently work collaboratively in authentic contexts as they take increasing responsibility for their learning.

English Writing 3-4 B and C and 5 C

English Writing aims to develop students’ skills in the exploration of ideas through writing. Students investigate texts and create their own, producing a significant body of original work. There is emphasis on developing skills in crafting writing, through both workshop processes and the investigation of other writers’ approaches. As part of their study, students undertake personal reading and viewing programs designed to support and extend their work, responding personally, creatively and critically.

English Applied 2-4 C and B

English Applied has been designed for those students who want to develop and or refine their personal and social communication skills, especially in relation to work and adult life. There is a high degree of flexibility in the syllabus to meet the educational and social demands of particular student groups.

English Studies 5 C

English Studies shares with the other English syllabuses an emphasis on gaining awareness of all aspects of texts and language; there is, however, a particular focus in this syllabus on the study of texts, and in particular, texts that emphasise the use of language to create and interpret experience imaginatively.

Meaning is derived from the interaction between text, context and reader. In this syllabus, students are challenged to examine the ways in which literary texts, both print and film, represent experience, and to consider these in terms of the context in which the text was produced, the genre of the text, and the students’ own experience.

Students will encounter challenging texts drawn from their own and other historical periods and geographic regions and be encouraged to reflect on the nature of text, self and society.

English Communications 5 C

In English Communications students investigate the power of language in society. The central focus is on the critical study of the way communication works in the modern world. There is particular emphasis on Australian contexts. Using an inquiry approach students engage with relevant issues and contemporary texts in an intellectually challenging way. As they respond to and create texts, students develop an understanding of the complexity of language in a multiplicity of uses. They develop high-level skills in spoken and written responses, producing original and authentic texts.

How will the English Senior Secondary syllabuses be implemented?

The new English syllabuses were accredited at the July 2003 meeting of the TASSAB Accreditation Committee and will become available for use in colleges from the beginning of 2004. A planned program of professional learning is available to College teachers to support the introduction of the new syllabuses.

Support material will be provided to a greater degree than has been previously available. Useful support material such as exemplars, content and work recommendation summaries and information about criteria will be available in the Syllabus Supplement when it has been approved at Moderation Meetings.

School Education Division will work with TASSAB officers and English/curriculum leaders in colleges to provide support to teachers in the implementation of the new syllabuses. The Tasmanian Association for the Teaching of English (TATE) will also provide implementation support.

What are the links between the English Senior Secondary syllabuses and the Essential Learnings?

There are many links between the new English syllabuses and the Essential Learnings. For example, there are clear links to the values and purposes of the Essential Learnings. There are strong connections to the Communicating Essential and the Thinking Essential, particularly the key elements of Being Literate, Being Arts Literate, Being Information Literate, Inquiry and Reflective Thinking. There are also many links to the Personal Futures, Social Responsibility and World Futures Essentials.

The content and pedagogical approaches of the new syllabuses have clear links to the Essential Learnings. These links include the use of negotiated learning in purposeful contexts which connects to students’ lives, disciplined inquiry into significant ideas and issues, applied learning where students collaborate to create authentic products and performances, critical thinking, intellectual challenge, community-based learning, valuing multiple perspectives and diversity, complex communication practices and ongoing assessment.

How do the English Senior Secondary syllabuses reflect what is being taught in the University of Tasmania’s English courses?

The University of Tasmania was consulted in the review and development of the new English syllabuses to ensure that they articulate with tertiary English courses. Positive feedback to the draft pre-tertiary syllabuses was received from the School of English, Journalism and European Languages at the University of Tasmania. The response indicated that the new syllabuses are very much in tune with the needs of students going on to further study in English.

How do the English Senior Secondary syllabuses connect with other senior secondary syllabuses around Australia?

The new English syllabuses have many connections with year 11 and 12 English syllabuses around Australia.

For information about South Australian English syllabuses, visit the Senior Secondary Assessment Board of South Australia Website.

For information about New South Wales English syllabuses, visit the NSW Board of Studies Website.

For information about Queensland English Syllabuses, visit the Queensland Studies Authority Website.