Approaches to the Australian Curriculum in Year 8 English.

Report
The Meaning of a
Name: looking at the
practical implications
of the Australian
{ Curriculum.
Rachel Abercrombie & Alice Kelly



Teachers teach according to themes set by the
Head of English.
Each theme has specific Subject descriptors
allocated to be covered.
Used planning documents from QLD.
Implementing the AC




Themes were set up to support content of the
Pearson Textbooks that the school chose to use
to support student learning.
Each term has two themes (a shorter and longer
unit)
The themes are all covered by each teacher
throughout the year but when they are covered
varies to take the pressure off resources
C:\Users\amk\Documents\Australian
Curriculum\Implementation Plan.docx
Implementing the AC



Knowing we wanted to create units around a
theme we needed to work out how to then go
about planning
A big concern was how we could keep track of
what Content Descriptors were being covered
to ensure each teacher covers all Year 8
descriptors with their classes
Setting up a template for planning units was
difficult at first, but much easier after finding
the documents that QLD shared.
Planning documents

Australian Curriculum and resources webpage
http://www.qsa.qld.edu.au/13655.html
Planning documents
-QSA website.

Year Planner Template
http://www.qsa.qld.edu.au/13655.html
Planning documents
-QSA website.

Year Planner Template
http://www.qsa.qld.edu.au/13655.html
Planning documents
-QSA website.

Year Planner Template
http://www.qsa.qld.edu.au/13655.html
Planning documents
-QSA website.


QLD information was incredibly helpful,
particularly looking at their sample plans and
units
We based our documentation on theirs as their
templates were available online.
Planning documents
Pros
Cons
• Clear planning
• Easy to see what content
descriptors have been covered
• Clear outcomes for students
• Easy tracking of crosscurriculum priorities
• Clear focus on student needs
and includes a specific section
for differentiation
• Encourages collaboration
between staff and reflection on
the units
• QLD templates look at
bridging between years which
will help with longer term
planning
• Filling out the documentation
can be time consuming
• The language that is used
seems to be complicated (some
of this is just the change in
terminology for some states)
• Units are time consuming- we
really didn’t have enough
hours in the week to cover
what we’d planned so we need
to readjust this next year.
• Themes for each term
problematic- didn’t always
work to cover the content
descriptors in the most
effective way, not only in the
unit, but for creating a fluid
and coherent year.
Planning documents

We used the implementation plan shown
earlier in conjunction with the unit plans to
create a Year Plan for each teacher- this would
ensure that each teacher covers each content
descriptor more than once to help students
achieve the outcomes set by ACARA.

Implementation Plan
Unit Plans
Year Plan


Planning documents

4-5 week etymology unit (originally a 3 week unit, but in practice to cover
with adequate depth for students we discovered more time was needed).
Content Descriptors
 Understand the influence and impact that the English language has had
on other languages or dialects and how English has been influenced in
return (ACELA1540)
 Understand how conventions of speech adopted by communities
influence the identities of people in those communities (ACELA1541)
 Analyse and explain how language has evolved over time and how
technology and the media have influenced language use and forms of
communication (ACELY1729)
Putting it into practice:
The Etymology Unit
Unit plan
..\Australian Curriculum\Etymology\Year 8 unit
etymology.docx
 Teacher guide- outlines resources and work to be
completed
..\Australian Curriculum\Etymology\Etymology Unit
Booklet for Teachers.docx

Putting it into practice:
The Etymology Unit
Before and After
Etymology
I know what etymology is
30
25
20
15
I know what etymology is
10
5
0
Before
After
Etymology
Greek or Latin Roots
I know at least 10 Greek or Latin roots of English
words
30
25
20
I know at least 10 Greek or Latin roots
of English words
15
10
5
0
Before
After
Greek or Latin Roots
Prefixes and Suffixes
I know what prefixes and suffixes are
25.5
25
24.5
24
23.5
23
I know what prefixes and suffixes are
22.5
22
21.5
21
20.5
Before
After
Prefixes and Suffixes
I feel confident guessing meanings of words by
studying the etymology
30
25
20
15
I feel confident guessing meanings of
words by studying the etymology
10
5
0
Before
After
Etymology
History of the English Language
I can describe several factors that have influenced
English over several hundred years
30
25
20
I can describe several factors that have
influenced English over several
hundred years
15
10
5
0
Before
After
History of the English Language
History of the English Language
I can name the four main periods of the history of
English and the dates they roughly correspond to
25
20
15
I can name the four main periods of
the history of English and the dates
they roughly correspond to
10
5
0
Before
After
History of the English Language
Early texts
I can name two important texts from early in the history
of English
25
20
15
I can name two important texts from
early in the history of English
10
5
0
Before
After
Early texts
Language Change
I can explain a historical and a modern example of
abbreviation and why it is used
25
20
15
I can explain a historical and a modern
example of abbreviations and why it is
used
10
5
0
Before
After
Language Change
Aussie Slang
I can explain what Australian slang is and give some
examples
30
25
20
15
I can explain what Australian slang is
and give some examples
10
5
0
Before
After
Aussie Slang
Onomastics
I know what onomastics is
25
20
15
I know what onomastics is
10
5
0
Before
After
Onomastics
Last names
I can name the four ways last names are generated
25
20
15
I can name the four ways last names are
generated
10
5
0
Before
After
Last names
Name facts
I can explain how naming is different in different
countries
25
20
15
I can explain how naming is different in
different countries
10
5
0
Before
After
Name facts
Variations in language
I can talk about my own language use and its
influences
25
20
15
I can talk about my own language use
and its influences
10
5
0
Before
After
Variations in language



Everything has taken longer than we anticipated
Most of the content descriptors have clauses that make it necessary
to specifically plan how they will be included in the course work,
being complacent won’t help
Some states/schools seem to be doing fewer units, but including lots
of activities and depth to help meet the course requirementssomething worth considering
What we’ve found along
the way…
Questions?
Some places we found resources for this unit:
 TES http://www.tes.co.uk/teachingresource/Etymology-Booklet-6013121/
 Teach it
http://www.teachit.co.uk/attachments/11985.pd
f
 Books with activities already planned.
References

similar documents