This resource evaluation will include an overview of the resource, with embedded hyperlinks to relevant sections, as well as the supporting documents with which to implement it. Critical appraisal of the resource is included throughout the breakdown, culminating in recommendations for successful implementation.
my TESOL professional role
My profession as a Secondary teacher of English is firmly enhanced by my TESOL qualification. Teaching in a school environment, specifically in New South Wales (NSW), requires me to follow subject English syllabuses to deliver the Australian Curriculum.
My primary interest is in year twelve extension English, which requires an understanding of literary theory application. The literary theorists, such as Foucault and Barthes, also apply heavily in the sphere of cultural studies and communication. Introducing students to the teachings of the theorists is similar to introducing the learning of a second language to EAL/D students. The concepts build on existing knowledge and frame information through new lenses.
My teaching philosophy is to ignite a flame of interest in students, and I have written how my love of storytelling has enabled me to deliver engaging, practical and successful pedagogy across the NESA syllabuses in my classroom.
Visit my TESOL professional profile:
general description of the resource.
The resource is the New South Wales Education Standards Authority (NESA) stage 6 English EAL/D syllabus for the Australian curriculum. The syllabus is a one hundred page long document comprising an introduction to the stage 6 curriculum, introduction to the key/coding system used, rationale for English (in particular English EAL/D)in stage 6 curriculum illustrating its place within the overall English syllabuses, the aim of English in stage 6, the objectives and outcomes, and finally the year 11 and 12 course structure and requirements. The syllabus also includes an excellent thirty page glossary of subject English discourse.
This syllabus is for use with year 11 and 12 students and that the final assessment is the New South Wales Higher School certificate with English as the language of instruction for five years or less prior to commencing the Year 11 course. Eligibility must be declared by the student and certified by the principal of the school
See:
Students may also be eligible for a Record of School achievements (RoSA) if they do not complete their HSC.
What is the purpose of the syllabus?
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/english/stage-6/english-eald
The overarching purpose of the syllabus is to build on established academic foundations in literacy, placing the ‘making meaning’ of English education at the forefront, alongside the Standard English and Advanced English NESA syllabuses.
Students who study the EAL/D arm of English are those who may have a first language or dialect other than Australian Standard English (SAE) and come from such diverse backgrounds as refugees, Aboriginal and Torres Strait Islanders students, students whose first language (L1) is a creole (Kriol, Pigin), and students born overseas in non-English speaking environments. As we have also seen, many International schools also adapt Australian syllabuses for their senior students as an additional route for university entrance to Australian tertiary studies.
See:
https://www.smh.com.au/education/australia-wants-to-sell-hsc-vce-to-the-world-20190628-p522er.html
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The variety of spoken and written English language in Australia used in more formal settings such as for official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always dynamic and evolving, it is recognised as the 'common language' of Australians.
What is 'Standard Australian English"?
The variation of age and stages of English language learning of students entering the NSW schooling system, means that educators must remain open to the diverse talents and ranges of prior learning in the students L1. And for many students, school is the only place they use SAE. (2017, p. 3).
The students enter stage 6 in year eleven, where they will study three modules -- Language and Texts in Context, Close Study of Text and Texts and Society -- to “acquire, develop and use specific language skills” (NESA, 2017). The teacher may also develop a separate module specific to the students’ learning needs and interests. The students enter year 12 studies in the fourth term of year 11.
In year 12 the students study four modules:
+ Module A: Texts and Human Experiences, students analyse and explore texts and apply skills in synthesis.
+Module B & C: Language, Identity and Culture & Close study of Text focus on particular aspects of shaping meaning and assessing the effectiveness of texts for different audiences and purposes.
+ module is a Focus on Writing, which is studied concurrently with modules A, B & C, to develop students’ understanding and use of language in developing their own written responses. (NESA, 2017)
esl scales
Teachers are recommended to use the ESL scales in conjunction with the EAL/D syllabus in order to support student progression.
https://schoolsequella.det.nsw.edu.au/file/3dc2bcf3-9703-4644-ac75-bd40c1baf94e/1/ESL-scales.pdf
The ESL scales are consist of three beginner levels and eight further levels each covering
+table of outcomes
+Oral interaction
+reading and responding
+Writing (DET, 2006 p. 3)
Teachers must use the scales drawing on their intuition to provide an ‘on balance’ judgement over a period of time, understanding that “Levels do not embody finite stages of development. Students may well be at different levels across and within the strands and organisers of the scale” (DET, 2006, p. 13).
Coding
Coding of Australian curriculum content is also included as are the cross-curriculum icons of priorities, general capabilities and other learning (NESA, 2017, p. 5-6).
rationale, objectives, outcomes
Rationale for all the NESA Stage 6 syllabuses:
Language … “is the primary means by which we relate to others and is central to the intellectual, social and emotional development of all students”(NESA, 2017, p. 7). English is the national language of Australia, and as such, it is the mandatory subject from kindergarten to Year 12 in the NSW curriculum (NESA, 2017). Students develop an understanding of themselves in the world, and the world around them, by an appreciation and understanding of the English language in all its forms.
Rationale for English EAL/D
“The English EAL/D course is designed for students to become proficient in English to enhance their personal, educational, social and vocational lives. The course provides students with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators. The course offers rich language experiences that are reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing” (NESA, 2017, p. 8).
The rational shares the same overall aim of the other English syllabuses, however it acknowledges the variety of cultural and linguistic experiences in the classroom, and the diversity of the students’ backgrounds. It notes the teacher must remain flexible in order to address this diversity whilst still delivering focused and stimulating opportunities for the students to engage with and further understand Australian culture, literature and history. By responding to and composing texts in a variety of situations they become more confident, creative and effective communicators in Standard Australian English. (SAE).
Objectives
Students will learn the role of SAE in developing positive cooperation with others, that knowledge SAE is an important tool in gaining independence within Australian society. They will understand the power of the knowledge of SAE in interpreting life situations from ethical, moral and logical viewpoints, through critical thinking combine with knowledge of communication tools. The students are encouraged to think creatively within their own contexts, drawing on prior knowledge and past experiences, when composing or responding in class. The story of the individual is crucial.
Outcomes
The syllabus includes refined tables of outcomes for each of the modules, which link to the objectives. The language included in the objectives is woven into the tables in a similar fashion to a marking rubric. Indeed, these table could be a suitable starting point on which to build a rubric.
Sample outcomes for module A: (NESA, 2017)
Year 11 course structure and requirements and Year 12 course structure and requirements.
The syllabus devotes fifteen pages where course structure and requirements are clearly detailed. Indicative hours of inclass course work (120 hours for both year 11 and 12) are tabled, along with textual requirements. In the case of year 11, there are no prescribed texts allowing the teacher or department to draw from suitable possibilities of a range of texts. These must, however, include one “substantial literary text, for example film, prose fiction, drama or poetry text”(2017, p. 16). Students must also support their study with their own wide reading.
See Sample Language, Texts and Contexts year 11
unit NESA. Includes suggested texts. :
Focus questions:
Why are our stories important? Why do we share our stories?
How are information, ideas, values and attitudes communicated through texts?
How do our social and cultural experiences influence the stories we tell?
How is language used to shape perspective?
The year 12 Course structure and requirements page has a similar structure, however there is the introduction of “prescribed texts”. The prescribed texts allow the HSC examiners to be completely familiar with the textual assessments. These prescribed texts can be chosen by the teacher or department with the assistance of two important NESA documents. The HSC English prescriptions: modules, electives and texts and the Annotations of selected texts prescribed for the HSC. The three chosen texts must be drawn from the following categories:
+Prose fiction OR
print non-fiction
+Poetry OR drama
+Film OR media
plus students must study one related text in module A for a comparative study.
The year 12 course structure and requirements also makes it clear that year 11 MUST have been completed as a prerequisite, that the modules must be completed in order, and that the student must engage in speaking and listening components within each module. The focus on writing must also be completed concurrently with modules A, B and C.
To qualify for the Higher School Certificate students must satisfactorily complete a Year 11 pattern of study comprising at least 12 units and a Year 12 pattern of study comprising at least 10 units. Both patterns must include:
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at least six units from Board Developed Courses;
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at least two units of a Board Developed Course in English;
-
at least three courses of two units value or greater (either Board Developed or Board Endorsed Courses); and
-
at least four subjects.
https://ace.nesa.nsw.edu.au/ace-8005
Ultimately, the selection of texts for both 11 and 12 are required to give students experience in quality literature, for example, intercultural experiences in an Australian context, Australian Indigenous and Aboriginal authors, broad social and gender perspectives through “six language arts” delivery. The syllabus addresses course entry requirements as per the NESA Eligibility declaration.
key language skills for EAL/D
The syllabus provides a guide (material taken from the Australian Curriculum website) on some essential skills for teachers to refer to throughout the course. This guide is a simple to follow, bullet pointed list categorized into seven categories:
Phonological knowledge
Writing conventions
Language proficiency and fluency
Grammatical competence
Semantic competence
Pragmatic competence
Intercultural communication competence
(Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010
The teacher would need to be aware that the list is NOT prescriptive, but to be used as a guide, in context and if relevant. The expanded categories could be useful when developing rubrics or for diagnostic assessment. The list would also be relevant for the teacher to self assess with regard to language competence. The teacher in this situation would need to be a qualified secondary teacher with a KLA of English to HSC level. The TESOL qualification would support the teacher immensely.
assessment and reporting
The syllabus provides a direct link to the Assessments Certification Examination (ACE) website. Both School based assessment and HSC requirements are covered.
also
Sample assessment: https://syllabus.nesa.nsw.edu.au/assets/eal_d/files/sample-questions-new-hsc-english-eald-paper-1-exam-2019.pdf
Organisation of content underpins all syllabuses under the NESA English structure.
All NESA English syllabuses include an overview of “The Study of English”, which further endorses the notion that “The study of English makes explicit the language forms and processes of meaning” (NESA, 2017, p. 24) and that responding and composing are somewhat symbiotic, ongoing processes. Terminology is fleshed out, reminding students that the terms ‘responder’ and ‘composer’ are generic terms and are not to replace text specific terminology such as ‘poet’, ‘author’ etc. Cross curriculum priorities and general capabilities are defined in short paragraphs. Learning across the curriculum encourages students to make links between subjects and gain a broader understanding of contemporary issues. This is especially important in EAL/D learning as language learning is interdependent with cultural learning.
course content
The Year 11 and 12 course content sections of the syllabus are both twenty pages long and specifically explore the objectives and outcomes of each module, and a further breakdown of the module focuses. In addition to the objective/outcome breakdowns the syllabus includes required ESL scales levels that are required to achieve the outcomes.
Overarchingly, the levels required for both years 11 and 12 are Writing level 7, Reading and Responding level 7 and Oral Interaction level 8. Further directions are included as to other ESL Scales strand organisers, with regard to teaching focus and pathway of learning.
Module samples:
This link leads to a page with samples of modules and assessment material which can be modified if required:
How does the English EAL/D Stage 6 syllabus differ from the other Stage 6 syllabuses?
There are many similarities between the syllabus documents and indeed the philosophy of each English strand. The differences occur mostly in the modules, although there are common modules between all syllabuses and mandatory modules in English Studies. As a teacher with an interest in Extension English, I see similarities and very broad differences between all the syllabuses. There are more electives available in English Studies than are available in EAL/D, although students in EAL/D can compensate for this with their wider reading requisite. The fourteen elective modules available in English Studies cover subjects such as ‘MiTunes and Text: English and the language of song’; ‘The Big Screen: English in filmmaking’; ‘Playing the game: English and Sport’(NESA, 2017 ENGLISH STUDIES SYLLABUS, p. 18). These modules may be of particular use in EAL/D if the teacher wishes to design the optional year 11 module around one of these subjects. This would be an engaging way to involve more ‘culture’ and less ‘literature’ into the EAL/D classroom. I have not seen the English Studies syllabus taught and I have had no experience with it in the classrooms I have taught in, however it is an interesting syllabus with a much less prescriptive approach.
Interestingly, the English Standard syllabus includes the ESL scales levels required at the same point as the EAL/D syllabus, and the levels required are the same( 7, 7 & 8). A distinct advantage is that there is structure in place if the school is unable to implement the EAL/D syllabus, that a teacher with perhaps only two students requiring EAL/D instruction, could adapt them into a Standard class.
The most obvious differences between the syllabuses are the two of the modules in year 11 and the way the modules are written slightly different with regard to title. The content of the modules remains surprisingly similar, with the exception of the writing module. Here English Standard and EAL/D differ significantly in their analysis of the modules, with English standard matching English Advanced word for word and EAL/D focusing on implicit and explicit, gradual L2 improvement. Further, it is in the prescribed texts that the broader differences are found. (2017, pp. 23-27)
See:
All syllabuses must refer to this prescribed text document, except English Life Skills and English Studies.
to finish
Ultimately, the TESOL teacher must implement tactics to allow the L2 student to communicate more efficiently. Communicative competence is achieved on three levels: Grammatical, where students are consistently striving for accuracy in semantics, syntax and ultimately ‘meaning’. Sociocultural: where discourse theory, cultural and gender specific disparities, and understanding the importance of place, time and history in the meaning making; and finally Strategic: where the nuanced links of non-verbal communication or code-switching are able to connect breaks in that meaning making.
Moderation within the English department of the school would allow for discussion with peers to colate feedback and implement any changes required to address challenges. Similarly, revisiting the NESA website to search for further documents, and ultimately professional development regarding the syllabus and its growth.
The NESA English EAL/D stage 6 syllabus provides a structure with which to build, through differentiation, a balanced approach to stage 6 L2 student learning. The syllabus must be used in conjunction with many other documents for it to maintain this strong structural foundation, many of which have been suggested throughout this evaluation. Its relevance will continue to evolve as these supporting documents are reviewed and updated, national or global focuses continue to shift and the relevance of our position in the world, economically, geographically and culturally changes.
Further recommendations would include:
*L1/ L2 dictionaries: In an attempt to implement the co-articulation of multimodal resources and methods of teaching and learning, students would be supported with the use of their mobile devices for google translate or dictionary use. (Remembering, however that some students regard their mobile devices as personal, rather than a tool for learning).
*Encouraging more multimodal formative assessment: Certain “Push & Pull”(Stockwell & Hubbard, 2013)pedagogical approaches (such as online quizzes, filmic texts)can be implemented with broader use of multimodal devices, allowing formative assessment where the results are calculated by the computer. This enhances enquiry based learning and communicative competence.
*Cross syllabus flexibility: Stockwell and Hubbard (2013)remind us that students can become overwhelmed if multitasking results in stress, suggesting chunking as a method of moderating content delivery.
*Broad teacher autonomy: Implementing the syllabus with its recommended co-resources would be further supported by individual teacher autonomy over the ‘time on task’ principle, and inclusion of further resources used at discretion, such as the framework provided by “The Four Strands of Language Learning”. Nation (2004) suggests that –among other things -- student motivation, familiarity with content, deliberate, deeply processed learning all contribute to the ultimate pedagogical advice, that “Instruction needs to ensure that learners focus predominantly on making meaning”(2004, p. 9). Similarly, Yunkaporta's "Eight ways of Learning" framework not only acknowledges context but culture. With this in mind, the marriage of such frameworks with the syllabus, where making meaning is listed as the ultimate goal underpinning the resource, can only strengthen the teaching and learning.
references & handy links
Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13.
New South Wales Educational Standards Authority, (2017). English syllabus. Retrieved from
New South Wales Government department of Education and Training (DET). (2006). Retrieved from https://schoolsequella.det.nsw.edu.au/file/3dc2bcf3-9703-4644-ac75-bd40c1baf94e/1/ESL-scales.pdf
Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11.
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education, 1-15.
http://www.teachersbeyondborders.com.au/eald.html
https://schoolsequella.det.nsw.edu.au/file/3dc2bcf3-9703-4644-ac75-bd40c1baf94e/1/ESL-scales.pdf
https://www.fivesenseseducation.com.au/popular-year-11-texts-and-study-guides
https://www.nswtf.org.au/files/hot_topics_eald_november_2019.pdf
https://www.englishteacher.com.au/documents/item/945
Artwork - Sidney Nolan
http://nga.gov.au/Nolan/Index.cfm
Advertising
Weetabix
https://www.youtube.com/watch?v=TnYnNzs40K8
Nurofen
https://www.youtube.com/watch?v=hjP5bHwyYCU
Sydney Olympics Opening ceremony (2000) (relevant segment)
True History of the Kelly Gang by Peter Carey, University of Queensland Press (2000)
Extract from:
https://www.theguardian.com/books/2001/oct/17/bookerprize2001.bookerprize
Some possible resources:
Who do you think you are?
http://www.sbs.com.au/programs/who-do-you-think-you-are
Julia Zemiro’s Home Delivery
http://www.abc.net.au/tv/programs/julia-zemiros-home-delivery/
Anh’s Brush with Fame
http://www.abc.net.au/tv/programs/anhs-brush-with-fame/
Appropriate extracts from:
Working Class Boy Jimmy Barnes
Happiest Refugee Anh Do
Songs of a War Boy Deng Adut
Australian Farming Families Deb Hunt
True Spirit Jessica Watson
Tracks Robyn Davidson
My Place Sally Morgan
The Stolen Children –Their Stories Carmel Bird
Films:
Rabbit-Proof Fence 2002, dir.Phillip Noyce
Tracks 2013, dir. John Curran
Australian Biography: Extraordinary Australians Talk About their Lives
http://www.australianbiography.gov.au
Australian Dictionary of Biography – Ned Kelly
http://adb.anu.edu.au/biography/kelly-edward-ned-3933
The Jerilderie Letter interactive
http://www.nma.gov.au/interactives/jerilderie/home.html
Extract from Ned Kelly by Peter Fitzsimons
http://www.smh.com.au/national/iron-man-the-story-of-ned-kellys-last-stand-20131102-2wt5p.html
Clips from Ned Kelly by Gregor Jordan
Extract from True History of the Kelly Gang by Peter Carey:
https://www.theguardian.com/books/2001/oct/17/bookerprize2001.bookerprize
The Jerilderie Letter interactive
http://www.nma.gov.au/interactives/jerilderie/home.html
The Jerilderie Letter activities
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/identity/4645_03.htm#ID0EED
Ned Kelly by Peter FitzSimons, William Heinemann (2013)
Extract:
http://www.smh.com.au/national/iron-man-the-story-of-ned-kellys-last-stand-20131102-2wt5p.html
ABC Radio National Interview
http://www.abc.net.au/radionational/programs/breakfast/2013-11-04/5066722
Ned Kelly film trailer 1
https://www.youtube.com/watch?v=doArSp1AIUw
Ned Kelly film trailer 2
https://www.youtube.com/watch?v=tc6GA-kahbE
Australian Screen resource
http://aso.gov.au/titles/features/ned-kelly/
Story of the Kelly Gang (1906)
http://aso.gov.au/titles/features/story-kelly-gang/notes/
Venn diagrams
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/