the challenges of the stage 4 5 english syllabus at cecil hills high school l.
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The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School. The Context. Cecil Hills High School: Co-educational High School situated in South Western Sydney 1,100 Students (96% ‘local’) COMPREHENSIVE HIGH SCHOOL 11 English Staff + 2 STLA/ESL + 2 TA’s

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the challenges of the stage 4 5 english syllabus at cecil hills high school

The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School

November 2004

http://www.curriculumsupport.education.nsw.gov.au

the context
The Context

Cecil Hills High School:

  • Co-educational High School situated in South Western Sydney
  • 1,100 Students (96% ‘local’)
  • COMPREHENSIVE HIGH SCHOOL
  • 11 English Staff + 2 STLA/ESL + 2 TA’s
  • Expert and competent teaching staff
  • School opened in 1996
syllabus implementation step one
Syllabus ImplementationStep One
  • Work already done / Work to do
  • TARS interview process
  • Dialogue with Senior Executive
syllabus implementation step two underlying philosophies
Syllabus ImplementationStep Two - Underlying Philosophies
  • “If it ain’t broke, don’t fix it”.
  • Quality Teaching arises from expertise.
syllabus implementation step three timetable
Syllabus ImplementationStep Three - Timetable

Stage 4 – 2003

Stage 5 – 2004

syllabus implementation step five scheduling
Syllabus ImplementationStep Five - SCHEDULING

Generic approach to faculty programming:

  • Mandated text form
  • Mandated Outcome(s)
  • Common Assessment Schedule
scheduling approach
Advantages

Allows for expertise

Varied text choice

Caters to class needs

Programming inclusive.

Disadvantages

Consistency

Fear of the unknown

Knowledge of syllabus

Mandated text forms.

Scheduling Approach
solutions
SOLUTIONS
  • Programs available
  • Greater variety of texts
  • Focus on Faculty time-table
  • Discussion of ‘best practice’
  • Reporting practices
  • Registration of compulsory text content.
registration item
Registration Item

Content Requirement for Stage 5

  • Australian literature, including insights into:
    • Aboriginal experiences p
    • Multicultural experiences p
  • Literature from other countries and times p
  • Shakespearian drama p
  • Cultural Heritages / popular cultures / youth cultures
  • Picture books p
  • Everyday and workplace texts p
  • Range of social / gender / cultural perspectives p
continuing challenges
Continuing Challenges

TIME and communication

Aboriginal and Non-Anglo texts

Assessment inconsistencies

The Quality Teaching model

the quality teaching model
The Quality Teaching Model

If we don’t control it, someone else will.

Intellectual Quality = Critical Literacy

Quality Learning Environment =

  • Criteria-based instruction and assessment
  • Student-based assessment and reporting

Significance = contextualisation