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Office of the Board of Studies NSW
Stage 6 English Forum

held at Trinity College, Auburn, NSW Australia
7-8 March 1998

 

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| Forum Program | Pre-Forum Reading Materials | Additional Materials | Conference Materials | Forum Addresses |

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The Revision of the English K-6 Syllabus and Support Materials

Office of the Board of Studies

• Context of the Revision
• Background
• The Eltis Report Recommendations
• What Has Been Retained From The 1994 Syllabus And Support Documents?
• What Has Changed?
• What Is New?
• The Revised Syllabus
• Extract from the Board of Studies 1998 English K-6 Syllabus
• An Emphasis on Literacy
• The Rationale of the Syllabus
• The Aim of the Syllabus
• The Objectives of the Syllabus
• An Overview of Language and Language Learning from the (1998) English K-6 Syllabus
• Making Meaning Through Language
• Talking, Listening, Reading And Writing
• Learning To Use Language And Learning About Language
• Learning To Use Language
• Learning About Language
• Scope and Sequence of Text Types
• Categories of texts
• Literary Texts
• Factual Texts
• Appendix A
• References

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This paper will outline the context of the revision of the English K-6 Syllabus and Support Documents. In addition it will include information about the key features of the revised syllabus and support documents.

Context of the Revision

Background

The final draft of the English K-6 Syllabus and Support Document was released to schools in late 1994 for implementation in 1995. The March 1995 NSW state election resulted in a change of government. The incoming government commissioned a review of the outcomes and profiles approach to curriculum. Professor Ken Eltis chaired the Review Panel. This panel took advice from an Educational Committee which comprised representatives drawn from a range of academic, professional, teacher union, community and employer bodies.

The Eltis Report Recommendations

Recommendation 6 of the Eltis Report deals specifically with the English K-6 Syllabus and states:

that for the English K-6 Syllabus:

* the existing syllabus continue to be implemented in 1996 and 1997, with Functional Grammar no longer being mandatory

* the experience of schools in using the English K-6 syllabus is to inform a revision of the syllabus by the Board of Studies, which will review and reduce the number of outcomes and lead to the development of a replacement syllabus and support document(s) based on stages, for introduction in 1998

* the Board of Studies review the use of 'Functional Grammar' in English K-6 with a view to:

- supporting the functional approach to language that underpins the syllabus

- replacing the 'Functional Grammar' terminology with conventional terminology

- developing a document to include sources for teachers relating to conventional grammar and its use in the classroom

- in the process of developing and trialing the replacement syllabus and support document, full consultation occur with teachers and schools.

See Appendix A for a timeline of the revision.

The English K-6 Review Committee was established by the Board of Studies in November 1995 to investigate schools experience of using the English K-6 Syllabus and Support Document using the following terms of reference:

1. The English K-6 Review Committee will investigate the experience of schools in using the existing English K-6 Syllabus and Support Document including:

i. examining the number and nature of the outcomes and their usage and associated understandings

ii. examining the scope and sequence of the content in stages

iii. ascertaining ways in which the functional view of language is used

iv. determining how functional grammar is used, including its concepts and terminology

2. The Report of the English K-6 Review Committee to the Board of Studies in August 1996 will include advice about ways of:

i. supporting the functional approach to language

ii. replacing functional grammar terminology with conventional terminology

iii. reducing the number of outcomes

iv. revising the existing syllabus leading to a replacement syllabus.

What Has Been Retained From The 1994 Syllabus And Support Documents?

The review of the 1994 English K-6 Syllabus and Support Documents provided key information about the strengths and weaknesses of the English K-6 documents. This information was used to identify what should be retained, what should be changed and what should be included as additional material in the revision of the syllabus and support documents.

In revising the syllabus and support documents the following aspects have been retained:

* An approach to language which takes into account how language is used for different purposes on a range of topics for a variety of audiences.

* The emphasis on both Literary and Factual texts (including Media and Electronic).

* Advice about teaching Talking and Listening, Reading, and Writing.

* The use of outcomes to describe student achievement in English.

* Many of the English learning experiences.

* Information about the differing language needs of students.

What Has Changed?

The review of the 1994 English K-6 Syllabus and Support Documents identified key aspects that should be changed as part of the revision of the syllabus and support documents. The key changes are:

* The syllabus has been released as a separate document from the support documents. This ensures a clear distinction between the syllabus and the material developed to support teachers' use of the syllabus.

* The design and layout of the document has been changed to make it more accessible for teachers.

* The outcomes have been reduced in number to make them more manageable for teachers (from 98 to 56). They have been written in clear and concise language.

* A `Learning About' substrand and a `Learning To' substrand have been used to organise the outcomes and indicators in each strand. The `Learning To' substrand has been developed to monitor students' skills and strategies when talking, listening, reading and writing and the `Learning About' substrand has been developed to monitor students' knowledge of texts, including the structures and features of texts.

* The sub strand of Grammar has been incorporated into the `Learning About' and the `Learning To' sub strand of each strand in the revised syllabus.

* The grammar terminology in the revised syllabus is conventional, drawing on traditional terminology wherever possible. The syllabus and support documents emphasise the teaching of grammar in context.

* The content has been organised in stages, presenting an overview of English content in the early and later half of each stage.

* Information in the `Teaching about Texts' and `Dictionary of Classroom Practices' (now titled, Resource of Classroom Practices) has been adapted and modified. These documents will be made available to schools in 1998.

* The resource and reference section will be published electronically to allow for regular updating.

What Is New?

The review of the 1994 English K-6 Syllabus and Support Documents identified new aspects that should be included as part of the revision of the syllabus and support documents. These new aspects are:

* Scope and sequence charts for text types (both literary and factual), grammar, and phonological and graphological processing have been included.

* Some additional text type descriptions (such as Observation, Literary Recount, Literary and Factual Description and Procedural Recount) have been included to better reflect the range of texts students produce or encounter at school.

* Additional annotated work samples are included for each strand and for each stage.

* Modules of work, which enable teachers to plan and program a range of learning experiences for literary and factual texts for each stage, have been developed. The modules of work will assist teachers in planning specific units of work on specific texts.

* Additional advice on Reading, Viewing, Writing, Spelling, Grammar, Handwriting, Punctuation and Using Computer Technology is included.

* Indicators have been developed to accompany each outcome in the syllabus, providing examples of what students might demonstrate as they progress towards the achievement of each stage outcome.

The Revised Syllabus

Extract from the Board of Studies 1998 English K-6 Syllabus

English is the key learning area where students develop knowledge, skills and understandings about English language and literature. The outcomes and content in the English K-6 Syllabus are organised in three strands:

* Talking and Listening

* Reading

* Writing.

The outcomes describe the knowledge, skills, understandings and strategies that students demonstrate when learning to talk, listen, read and write. They also specify the knowledge and understandings students develop when learning about talking, listening, reading and writing. These outcomes are achieved as students engage with the content of the syllabus.

When students engage in the English learning experiences in this syllabus, they will develop the ability to talk, listen, read, view and write with purpose, effect and confidence. They will develop knowledge of the ways in which language varies according to context (eg purpose, audience, channel of communication and content). Students will develop a sound grasp of the language structures and grammar of Standard Australian English.

In addition, teachers will provide opportunities for students to develop a broad knowledge of a range of literature including Australian literature. They will also provide opportunities for students to discuss and analyse texts critically and with appreciation.

In this syllabus, the word `text' is used broadly as any written, spoken or visual communication involving language. It will include picture books, novels, newspapers, letters, conversation, speeches, performances of plays, feature films, television programs, computer graphics and advertisements.

Teachers can refer to English K-6 Recommended Children's Texts for examples of quality literature suitable for each stage of schooling.

The syllabus is also based upon a recognition that children's formative learning experiences will often involve using technology. It acknowledges the increasing availability of computers in schools and in the home. Information technology enables students to locate, access, view and analyse a range of texts. In addition, it provides opportunities for students to design and create information products. Indicators have been developed in each stage to enable teachers to monitor the development of students' knowledge, skills and understandings when using different technologies.

An Emphasis on Literacy

The following definition of literacy has been used widely in Australia in recent years.

`Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It is used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society.

Literacy involves the integration of speaking, listening and critical thinking with reading and writing.'

(Source: Department of Employment, Education and Training, Australia's Language and Literacy Policy, companion volume to the policy paper, AGPS, Canberra 1991:9.)

The syllabus emphasises the development of critical literacy. This involves students in questioning, challenging and evaluating the texts that they listen to, read and view. Critical literacy enables students to perceive how texts position readers to take a particular view of people and events.

In recognition of developments in multimedia and electronic communication, the syllabus outcomes also address the literacy demands of viewing and using computers.

The Rationale of the Syllabus

Language is central to students' intellectual, social and emotional development and has an essential role in all key learning areas. The learning experiences provided in the syllabus will assist students to become competent in English and to use language effectively in a range of contexts.

Through programs based on this syllabus, students will develop knowledge, skills and understandings about the English language and literature. They will also learn to create and interpret a range of literary and factual texts. They will learn about the structure and grammar of these texts.

Competence in English will enable students to learn about the role of language in their own lives, and in their own and other cultures. They will then be able to communicate their thoughts and feelings, to participate in society, to make informed decisions about personal and social issues, to analyse information and viewpoints, to use their imaginations and to think about the influence of culture on the meanings made with language.

The approach taken in the syllabus is based on the three main interrelated uses of language:

* to interact with others;

* to create and interpret texts;

* to develop understandings about the world and ourselves.

English is a compulsory subject in all years of schooling. The English K-6 Syllabus provides students with the foundation for learning English in their secondary education. It also provides students with the opportunity to develop an appreciation of language and literature throughout their lives.

The Aim of the Syllabus

The aim of the English K-6 Syllabus is to encourage positive attitudes towards learning English, to develop students' ability in using language effectively and to enable critical reflection on how language works.

The Objectives of the Syllabus

Values and Attitudes	Skills	Knowledge
To develop students' enjoyment, confidence and independence as language users and learners.	To develop students' competence in learning and using language in a broad range of contexts.	To develop students' knowledge and understanding of texts and how texts are structured within different contexts.
A love of language, an enjoyment of language, and an appreciation of the rich variety of language can motivate students to pursue future study of language and literature.	The development of skills in using spoken and written language is fundamental to the learning of English. The development of these skills allows students to use language effectively for different purposes. The skills developed in talking, listening, reading and writing assist students' learning in all areas of the curriculum.	Knowledge about the characteristic ways in which different texts are organised assists students to create different spoken and written texts and to interpret or respond more effectively to the texts they encounter.

An Overview of Language and Language Learning from the (1998) English K-6 Syllabus

The syllabus draws on insights from a number of sources. It incorporates findings from recent research into language and language learning, it includes different theoretical perspectives and it consolidates what has been learnt from current and past exemplary classroom practice.

At the core of the syllabus is an emphasis on language as a resource for making meaning.

Making Meaning Through Language

We use language to achieve a variety of social purposes: for example, we use it to entertain, to explain how something works, to provide information, to argue a position, to explore the inner world of the imagination.

We also use language to make sense of the world, to express and develop ideas on a range of topics, from everyday experiences to the ideas that are considered across all the areas of the curriculum. With factual texts, for example, we need to develop control over the language of naming, describing, defining, classifying, exemplifying, and so on. When dealing with literary texts, we need to become familiar with the language of narratives, poems and drama.

Language is also used to interact with various audiences. Students need to be able to communicate confidently and appropriately with people from all walks of life: with those who are older or younger, with those in positions of power, with peers and family, with small and large groups.

Talking, Listening, Reading And Writing

The approach taken in the syllabus stresses the need to develop students' ability in talking, listening, reading, viewing and writing. They will, for example, learn how to interact productively with their peers, to speak confidently in class discussions, to listen strategically, to read with comprehension, and to write well-structured, coherent texts. As talking and listening often happen simultaneously in interactive, face-to-face situations, it is hard to treat the two independently. The syllabus therefore deals with them together, though allowing for the opportunity to focus separately, where appropriate, on the development of either talking or listening skills.

Reading and viewing are linked throughout the syllabus because the processes of reading and viewing have much in common. They both involve decoding and interpreting texts; that is, they are both based on understanding codes. Furthermore, in many texts language and visual images are interrelated; for example, in newspapers, textbooks, films, TV series and documentaries.

Talking, listening, reading and writing are interrelated. Each one contributes to the development of the others. Discussing our ideas, for example, helps us with our writing; listening to a story helps us when we come to read the story ourselves; reading about a topic provides us with material for our writing, as does viewing a film or documentary.

Learning To Use Language And Learning About Language

Learning English involves developing both the ability to use language effectively for a range of purposes and the ability to talk about the language being used. The syllabus outcomes reflect these two substrands: `learning to use language' and `learning about language'.

Learning To Use Language

Students learn best when they feel safe yet challenged, when responses are accepted yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context (where appropriate) and providing varying levels of support as students become increasingly independent.

In learning to use language, students will be developing a number of contributing skills and strategies. Those skills and strategies that contribute to the effective use of talking and listening include interaction skills, oral presentation skills and specific listening skills. Interaction skills are important, for example, in classroom discussions or in group work, where the students need to be aware of how to initiate a topic, how to include others, how to change topics, how to repair communication breakdowns, how to deal with those who dominate the conversation, and how to use language to solve problems. Oral presentation skills are increasingly important in a world where people are judged on their ability to present their ideas in a coherent, articulate way in a range of situations (school, workplace and social). Listening skills are easily overlooked as they are more `invisible' than talking, reading and writing skills. Students need to be involved in activities that develop specific listening skills, such as the ability to grasp the main point of a talk, the ability to identify particular details, and the ability to evaluate critically what is being said. Talking and listening are accompanied by nonverbal communication such as gesture, facial expression, and body movement and position.

Those skills and strategies that contribute towards reading include the ability to use contextual, semantic and grammatical information in comprehending the meaning of a text, and the ability to use graphological and phonological information to differentiate between different sounds and to relate them to different written symbols. When we comprehend whole texts we make links between the text and our previous experiences, our cultural background, our knowledge of other texts and our knowledge of how texts are structured. Reading skills and strategies also include the ability to locate information in a text, note-taking using indexes and glossaries, skimming texts to get the overall meaning, scanning texts for particular information, and navigating an electronic text effectively.

In addition to the reading of written texts, students need to develop the skills and strategies needed for interpreting visual images and media productions. This involves being able to read graphics such as diagrams, maps, computer icons, flowcharts, and different types of graphs; to understand the relationship between text and graphics; and to view video and film with comprehension and critical awareness.

Those skills and strategies that are involved in learning to write include the ability to use such processes as drafting, revising, conferencing, editing, proofreading and publishing. Writing also involves the skills of using well-structured sentences, accurate spelling and punctuation, and neat, legible handwriting.

Producing texts also includes the development of computer skills used in the production of text, graphics and multimedia presentations.

Learning About Language

As they learn to use English, students will also be involved in learning about how language works. They will be asked to reflect on various aspects of language, to develop a shared language for talking about language, and to use this knowledge to evaluate texts critically in terms of effectiveness, meaning and accuracy. They will be able to discuss language at the level of the whole text through to the `micro-level' of the word and components of words. They will be able to consider the relationship between a text and its context. They will also observe how language changes over time, how it differs from culture to culture and how it changes in different situations.

The grammar outlined in the syllabus will allow students and teachers to discuss language in terms of both meaning and accuracy. The grammar can be used as a tool to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate. It also provides scope for exploring the grammatical patterns in texts to see how they build up the meaning. An exploration of grammatical patterns might focus on questions such as the following:

* How do grammatical patterns change according to the purpose, content, audience and channel of communication?

* What makes a text effective and appropriate in relation to its context? * How does the grammar contribute to the overall flow of the text and its organisation?

* How is grammar used to express different shades of meaning?

* How is grammar used to express cultural patterns regarding, for example, differences in power, status, values and attitudes, gender, ethnicity and class?

Scope and Sequence of Text Types

In the syllabus, texts are grouped and defined in particular categories. It is important to note that any such classification is to some extent arbitrary and that there is always likely to be overlap between ways of grouping and defining text types.

Categories of texts

Texts can be classified into the broad categories of literary and factual texts. Both categories include media texts, which can be either literary or factual in orientation. They also include all forms of electronic text.

CATEGORIES OF TEXTS

LITERARY TEXTS FACTUAL TEXTS

The categories of texts indicated above can be further subdivided into different text types.

TEXT TYPES
(ORAL AND WRITTEN)
Literary texts	Factual texts
Narrative	Factual description
Literary recount	Information report
Observation	Procedure
Literary description	Procedural recount
Personal response	Factual recount
Review	Explanation
	Exposition
	Discussion

This list is not exhaustive but indicates a range of text types that are crucial to students' learning in the primary school curriculum and to participating effectively in the wider community. It does not include traditional story types such as myths and legends, as these may be either recounts or narratives.

It is important to note that these text types are somewhat idealised for teaching purposes. In real life, we often find `mixed' texts. A narrative, for example, might include a description of the setting; a procedure for an investigation might conclude with an explanation of the scientific principle involved.

Text types and their structures should not be seen as straitjackets but as starting points. When students understand that:

* different types of texts exist;

* texts serve different purposes;

* texts are typically structured in particular ways and

* texts have characteristic grammatical features.

Then students are in a better position to create and manipulate texts and combine elements in a purposeful way.

It is not intended that all text types be taught fully and systematically in each stage. Teachers will focus on those that are most relevant to the content of their program. It is probable, however, that most of the text types will be encountered to some degree across the key learning areas.

Literary Texts

Literary texts include those spoken and written texts that explore and interpret human experience, usually in such a way as to evoke in the reader or listener a reflective, imaginative and/or emotional response.

There is a wide variety of literary texts, many of which may overlap, as in the case of narrative poetry, drama, and poetic uses of language in prose.

Literary texts are an important part of the English program. The engagement of a student with a literary text can be a powerful and evocative experience that shapes the student's imagination and thought. Reading quality literature can have a significant impact on how students see and relate to the world around them.

Visual elements in spoken literary texts such as storytelling may include facial expression, gestures or objects that the storyteller may use to enhance the telling. In written literary texts the visual elements may include pictures or photographs or graphic elements.

While literary texts are commonly thought of in terms of books, they may also be transmitted through other media such as magazines, film, radio, television and computers and in different combinations of these media.

Factual Texts

Factual texts are those that present information, ideas or issues in such a way as to inform, instruct, enlighten or persuade the reader or listener. Factual texts appear in all cultures.

Factual texts may be spoken or written and may include visual elements. In spoken texts an important part of the meaning may derive from facial expression, from gesture or from the use of technology. In written texts, meaning is also contained in visual elements such as graphs, maps, photographs, grids, diagrams, drawings and labels.

Whether written or spoken, factual texts present their content from a particular perspective. However, the perspective or point of view of the writer or speaker may not be overtly stated. Factual texts may suppress the point of view in an attempt to appear objective.

Although factual texts may purport to present accurate, objective information, they are not simply objective representations of reality. Rather, they are constructions of reality, created by a writer or speaker.

Many of the written texts that students will encounter in their schooling, and indeed throughout their lives, will be factual. Teachers need to ensure that students are equipped with the skills and knowledge to create and interpret factual texts. Students need to learn about the ways in which these texts construct and present information and knowledge about a subject. Students should be encouraged to explore the ways in which the factual texts they encounter are similar to and different from those described in the syllabus.

While factual texts are commonly associated with print, they may also be spoken. Types of factual text such as procedure, discussion, exposition and recount may be in spoken forms.

Factual texts are also commonly found in media forms. They are shaped by the particular technology of the medium of transmission. The medium of transmission may at times appear to lend authority to the information in the text. For instance, `news' is often presented as if it were an accurate `information report' rather than a highly subjective recount. On television, for example, the camera, in particular, determines the point of view that an audience may have on the subject by such things as the type and angle of the shot.

Appendix A

Background To The Revision

August		The Eltis Report recommends that the Board undertake a review of the 1994 English K-6 Syllabus and Support Document prior to the developing a revised syllabus and support documents.
December		The Board of Studies' review of the 1994 English K-6 Syllabus and Support Document commences.
August		Report A: Findings from the Consultation endorsed by the Board. This report presented findings from the review based on analysis of data obtained from a survey sent to all schools, focus group meetings with teachers, consultants, principals and academics, and written and oral submissions.
February		Report B: Advice on the Revision of the English K-6 Syllabus and Support Document endorsed by the Board. This report provided the Board of Studies with the English K-6 Review Committee's proposals for how the syllabus and support documents should be revised based on the findings from Report A.
March		Drafting of the revised English K-6 syllabus and support documents commences based on Report B recommendations.
July		Draft English K-6 Syllabus and draft support documents endorsed by the Board for consultation.
September		Consultation on the first set of draft documents commences.
November		Consultation on the second set of draft documents commences.		Consultation on the first set of draft documents commences.
December		Consultation on the Draft English K-6 Syllabus and support documents ends.
January		Board of Studies endorses revised English K-6 Syllabus and support documents based on consultation findings.
March		Revised English K-6 Syllabus and Support Documents released to schools.

References

English K-6 Review Report Part A - Findings from the Consultation
Board of Studies 1996

English K-6 Review Report Part B - Advice for the Revision of the English K-6 Syllabus and Support Documents
Board of Studies (1997)

Eltis, K 1995 focusing on learning; report of the review of outcomes and profiles in NSW schooling (1996)

Board of Studies NSW English K-6 Syllabus and Support Documents (1994)

Board of Studies NSW English K-6 Syllabus (1998)