Essential English Masterclass Unit 3 Insights
Dive into strategies for implementing Essential English Unit 3, identify potential challenges, and inspire positive change in school culture to enhance student engagement and outcomes.
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ESSENTIAL ENGLISH ESSENTIAL ENGLISH ETAQ MASTERCLASS UNIT 3 MAY 2018 Fiona Laing Susan Sherlock Olivia Ernst
Presenters Fiona Laing Fiona Laing Forest Lake State High School HOD English Currently acting DP Olivia Ernst Olivia Ernst Forest Lake State High School 10 years Leads ENC program Susan Sherlock Susan Sherlock Bundamba State Secondary College HOD English All teaching on Ipswich rail corridor
By the end of today, I will be able to UNDERSTAND UNDERSTAND how Unit 3 could be planned 3 3 IDENTIFY IDENTIFY bridges to potential barriers in implementing Unit 3 Essential English in my school 2 2 1 1 UNDERSTAND UNDERSTAND options for supporting students to develop their skills ready for Unit 3
POTENTIAL CHALLENGES OTHER OTHER OTHER? OTHER? 4 4 MAINTAIN MAINTAIN ENGAGEMENT ENGAGEMENT 3 3 MODELLING MODELLING EXAMS EXAMS 2 2 EXAM EXAM PREP PREP 1 1 TIMING TIMING
CURRENT CHALLENGES: Bundamba State Secondary College Who believed Who believed they weren t they weren t capable or capable or challenged challenged Who believed Who believed they weren t they weren t worth it worth it Who could not Who could not connect to the connect to the curriculum curriculum Disengaged Disengaged students students Needed to change Needed to change and improve the and improve the culture culture teachers and students and students Teachers who Teachers who were disengaged were disengaged Tired study plan Tired study plan Poor results Poor results teachers
What to do? The New QCE Syllabus The New QCE Syllabus CULTURE CULTURE CHANGE CHANGE NEEDED NEEDED Offered opportunities for a revamp Needed to better understand our context Needed to better understand our students Needed to engage staff in the change
BSSC BSSC PROCESS PROCESS SUBMIT AND SUBMIT AND APPROVE APPROVE STUDY PLAN STUDY PLAN IMPLEMENT IMPLEMENT AND REVIEW AND REVIEW have already made changes STEP 5 STEP 5 REVAMP REVAMP THE STUDY THE STUDY PLAN PLAN Include similar text types and tasks GET GET STEP 4 STEP 4 WRITING WRITING Just do it! KNOWLEDGE KNOWLEDGE AND SKILLS AND SKILLS NEEDED? NEEDED? Build into JNR BACKWARDS BACKWARDS MAP MAP How can ESSENG be realized in JNR? *QAR STEP 3 STEP 3 ESSENTIAL ESSENTIAL ENGLISH ENGLISH What was required? WHAT IDEAS WHAT IDEAS DO WE HAVE? DO WE HAVE? THAT OUR KIDS WILL ENGAGE WITH? STEP 2 STEP 2 WHAT TO WHAT TO KEEP? KEEP? What works? WHO? WHO? Invested staff team STEP 1 STEP 1 WHAT ELSE? WHAT ELSE? Framed the syllabus change as a positive Liaised with local HoD network Spoke with QCAA staff for advice Looked at outcomes from previous years to help decision making
Potential Barrier 1: Timing How is your school timing the start of unit 3? Poll: School has finalised timing for SATE units School is starting Unit 3 in term 4 year 11 School is starting Unit 3 in term 1 year 12
Implications for timing of Common Internal Assessment (CIA) Forest Lake SHS proposed timing: Implications for Common Internal Assessment? Share with your partner how you see timing working at your school.
What did Forest Lake do to build a positive culture for English Communication? Created links between units English and English Communication Introduced newspapers for each junior year level for two weeks Made newspapers a large part of the visual and written literacy building Paid attention to building cultural knowledge to allow students access to English across the years Built a serious culture of exams for ENC
Exam Prep The Forest Lake SHS English Communications exam narrative Began year 11 in 2004 Introduced: Exams in the hall 1st semester (just like the others) Exams twice in semester 1, 3 and 4 First exam open book 2nd exam short answer (including paragraphs) 3rd exam (semester 3) 100 words notes allowed persuasive letter on issue 4th exam (semester 4) 100 words notes allowed essay 400-600 words Seen topics for year 12 exams
Exam Prep at Forest Lake SHS for Essential English Mirroring exams from grade 11 to grade 12 Using previous content to build in language Increasing exam stamina Timed writing all units Paragraph practice PEEL Confidence in Senior to play around with structure Ladder of Achievement PEE+EEL PEE+EE+EEL
Ladder of Achievement Provide a pathway to successful achievement from the beginning Provide regular opportunities to practice (fortnightly?) Teacher feedback sometimes Student feedback sometimes Track individual progress up until CIA
Ladder of Achievement Level 3 Level 3 P-E-E-E-E-L All elements contribute to answering the given question Can also use an alternative paragraph structure such as: Lawyer Hammer Slam Dunk (Write That Essay) Variety of simple, compound and complex sentences for effect Punctuation and grammar is accurate Ideas are sequential and/or cohesive Level 2 Level 2 P-E-E-E-E-L All elements attempt to achieve purpose Variety of simple, compound and complex sentences Punctuation and grammar is mostly accurate Ideas are mostly sequential and/or cohesive P-E-E-L or P-E-E-E-E-L Mostly correct but some elements not yet achieving purpose Variety of simple and compound sentences Punctuation and grammar needs revision An attempt has been made to use connectives - sequential/comparative or contrasting Level 1 Level 1
UNIT 1 MIRROR MIRROR UNIT 3 UNIT 3 UNIT 3 TOPIC 1 INFORMATION SESSION Homelessness TOPIC 1 UNIT 1 UNIT 1 YEAR 11 YEAR 11 YEAR 12 YEAR 12 INFORMATION SESSION Workplace topics MIRROR MIRROR IA1 IA1 IA1 IA1 MIRROR MIRROR CIA CIA CIA CIA UNIT 3 UNIT 3 TOIC 2 STIMULUS EXAM CIA - Seen Written - Unseen Visual TOIC 2 UNIT 1 UNIT 1 STIMULUS EXAM Workplace Discrimination - Written scenario - Visual representation
Topic 1 at Forest Lake SHS In Topic 1, students read, listen to and view a range of texts that invite audiences to take up positions on community, local and/or global issues. YOUTH HOMELESSNESS YOUTH HOMELESSNESS Watch Oasis (main text) Explore different media portrayals Research the causes of homelessness Investigate community help services Discuss slacktivism Lead in to CIA Use resources on Homelessness Revisit critical literacy terms
Sample Assessment for Topic 1 Context: After watching the documentary, Oasis, we have become aware of a number of issues facing young homeless people in Australia. Task: You are to present a 3-5 minute persuasive speech agreeing or disagreeing with Professor Burdekin s statement:
Language of Media metalanguage for representation Visual Written Positioning Framing Evaluative language Bias Focal Point Emotive language Stereotypes Lighting Repetition Colour Rhetorical questions Symbols Figurative language
Backward mapping Creating a culture Grade7 through to Senior Content Genre Skills Grade 8 Critical literacy Teens in the Media unit
BACKWARD MAPPING TO SUPPORT CIA Comprehension strategy Variety of text types Q Q A A R R Exam conditions
UNIT 1 MIRROR MIRROR UNIT 3 UNIT 3 UNIT 3 TOPIC 1 PERSUASIVE SPEECH Social and community issues - Youth unemployment - DV - Drugs and alcohol TOPIC 1 UNIT 1 UNIT 1 YEAR 11 YEAR 11 YEAR 12 YEAR 12 PERSUASIVE SPEECH Representations of family - TV shows MIRROR MIRROR IA1 IA1 IA1 IA1 MIRROR MIRROR CIA CIA CIA CIA UNIT 1 UNIT 1 UNIT 3 UNIT 3 TOIC 2 STIMULUS EXAM Gun Control - Spoken word poem - - Political cartoon TOIC 2 STIMULUS EXAM Work Scenario - Written scenario - Visual representation (WHS)
Activity: Example CIA Question Aim Aim: to give you practice with how to prepare your students before being given the actual CIA from the QCAA Task Task: You are to write question to guide students to respond to the visual stimulus item to follow. Think about: Think about: Assessment Objectives Language that is used in the specifications
CIA Assessment objectives CIA Assessment objectives This assessment technique is used to determine student achievement in the following objectives: 1. Use patterns and conventions of written & visual texts to position audiences to accept or reject representations of an Australian social group. 2. Use appropriate roles and relationships with audiences. 3. 3. E Explain representations of identities, places, events and concepts. xplain representations of identities, places, events and concepts. 4. 4. E Explain the ways cultural assumptions, attitudes, values and beliefs about community, local or global issues xplain the ways cultural assumptions, attitudes, values and beliefs about community, local or global issues u underpin texts and influence meaning. nderpin texts and influence meaning. 5. 5. Explain how language features and text structures shape perspectives on community, local or global issues in Explain how language features and text structures shape perspectives on community, local or global issues in media texts and invite particular responses. media texts and invite particular responses. 6. 6. S Select and use subject matter to support perspectives. elect and use subject matter to support perspectives. 7. Sequence subject matter and use mode-appropriate cohesive devices to construct coherent written texts 8. Make mode-appropriate language choices according to the register variables informed by purpose, audience and context 9. 9. Use language features to inform audiences . Use language features to inform audiences . Note: Note: Objectives 1, 2, 7 and 8 are not assessed in this instrument.
CIA Specifications CIA Specifications: Students will respond to representations of an identity or identities, place, event or concept in an unseen media text by writing a response that identifies, considers and explains how the elements or components that make up the text communicates ideas and information. Your Turn Your Turn
UNIT 3 UNIT 3 - - CIA CIA POLITICAL POLITICAL CARTOON CARTOON Simple SPOKEN WORD POETRY SPOKEN WORD POETRY EXCERPT EXCERPT Students have heard and seen Will have an excerpt in the exam Exposed to similar as prep UNSEEN UNSEEN SEEN SEEN GUN CONTROL GUN CONTROL - ISSUE ISSUE: : - gun control is needed - CONCEPT: CONCEPT: - video games increase gun violence
Model CIA SEEN SEEN Explain how the audience is positioned to accept the intended message about the gun control issue represented in IN-Q s social media text Wrong Side of History. You will identify and explain how the author has used specific language features and text structures to shape the meaning of the text. Explain how the artist of the political cartoon Games and Guns has represented the idea that video games increase the risk of gun violence. Identify and explain how the visual text structures shape the representation of gun violence. UNSEEN UNSEEN
STIMULUS STIMULUS - - UNSEEN UNSEEN Read Read teacher teacher exemplar exemplar and mark it and mark it against our against our version of version of the the instrument instrument- - specific specific standards. standards. POLITICAL CARTOON
Explain vs Analyse 3. Construct and explain explain representations of identities, places, events and concepts. 4. Make use of and explain underpin texts and influence meaning. explain the ways cultural assumptions, attitudes, values and beliefs 5. Explain Explain how language features and text structures shape meaning in popular culture texts and invite particular responses.
Explain vs Analyse Explain Explain: make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; give an account; provide additional information Analyse Analyse: dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; Examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences To share: What effect does this choice have on work with Essentials classes?
Brainstorm How could you implement some plans for preparing for the CIA into your school? What could you do now to prepare? What do you continue to do? How will you maintain the momentum with just four tasks? What are your major challenges? Staff? Community? Students?
Conclusion Be positive about what your students can achieve Keep collaborating Use ETAQ Facebook group to ask questions/have discussions Does anyone else have something to share for English Communication/Essential English for state conference? Contacts: ssher57@eq.edu.au Bundamba State Secondary College flain1@eq.edu.au Forest Lake State High School oerns2@eq.edu.au Forest Lake State High School
