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“In English, the study, enjoyment and critical use of a range of spoken, written and visual texts enables children and students to develop knowledge about how language functions and how texts reflect and shape social attitudes and practices. Students need to become critical and creative users of English Language in order to develop a sense of positive self-worth and skills and values to engage with all aspects of their learning lives, in school, paid and unpaid work and further study.” (SACSA Framework 2002) In English, students focus on increasing their knowledge and understanding of language, literacy and literature. The skills they develop in reading, writing, listening and speaking enable them to communicate with, and make sense of, the world around them. Students study fictional, factual, non-print and multi-media texts. They analyse content and discuss related ideas. They think and write imaginatively and critically about themselves and their world. English has a significant role in the development of literacy. This is particularly so in the Early years, where the explicit teaching of literacy provides a foundation for learning about texts and language. Literacy is also given a high priority through the Middle and Senior years. Due to the “R-12 ness” of the Eastern Fleurieu School we are in a position where we are able to take a broader view of our student’s development in English. We are able to: share our training and development opportunities map the curriculum across all year levels and developmental learning stages provide opportunities from cross-age tutoring manage and facilitate the development of literacy across the R-12 continuum
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English is the cornerstone of learning and through the development of knowledge, skills and understandings allow the student to effectively participate in their learning and to function in the community (local and global). English at the Eastern Fleurieu R-6 Campuses is based on the premise that all children will succeed. To facilitate this we:
· provide a range of resources (human and material)
· support teachers in their endeavours through training and development opportunities
· involve parents in the learning programme Strategies that we use to achieve our goals include:
· First Steps English Resource – two school-based tutors have used this important resource as a basis for an extensive training and development programme for all staff
· implementation of a 2 hour literacy block across the school from the beginning of the school day until recess time daily
· Guided Reading – explicit teaching of skills
· Reading Recovery – a trained teacher and an experienced SSO works in the school
· SSO support in the classroom and in small groups fro students at risk (Marie Clay Observation Survey used to identify students)
· Literacy Folders contain samples of work and test results to help track students’ progress from Reception to Year 9.
· Running Records and Lexile Levelling to ensure that students are matched to appropriate text. The Lexile Framework is a computer-based program designed to natch, motivate and monitor students’ progress in reading.
· Explicit teaching of a variety of writing forms EG narrative, reports, recounts, expositions, procedures, explanations Students are encouraged to participate in Writing and English Competitions as well as the NAPLAN Tests. |
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The development of knowledge, skills and appreciation of language and literacy is essential for any individual’s active and effective involvement in their own learning, in their local community and in the wider community. In English in Years 7 – 9, students work through their ideas to discover, develop and convey information. They learn how language shapes meaning and reality and how it is used for different purposes and in different contexts. In each semester, the course incorporates three main strands: Speaking and Listening: a range of activities, including class and group discussion, individual and group presentations, debating, interviewing, reporting and role-playing Reading and Viewing: at least four major written responses to different texts, which could include shared novels, independently chosen novels, poetry, plays, films and aspects of the mass media Writing: in response to texts and other writing, such as personal journal entries, narrative, creative, descriptive, reflective, persuasive and expository.
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In English in Years 10 – 12, as well as building confidence, self-esteem and further developing students’ literacy skills, we aim to develop students’ abilities in the following areas: |
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