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The Challenges of the Stage 4 & 5 English Syllabus at Cecil Hills High School
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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
November 2004
http://www.curriculumsupport.education.nsw.gov.au
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 ImplementationStep One
- Work already done / Work to do
- TARS interview process
- Dialogue with Senior Executive
Syllabus ImplementationStep Two - Underlying Philosophies
- “If it ain’t broke, don’t fix it”.
- Quality Teaching arises from expertise.
Syllabus ImplementationStep Five - SCHEDULING
Generic approach to faculty programming:
- Mandated text form
- Mandated Outcome(s)
- Common Assessment Schedule
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 ApproachSOLUTIONS
- Programs available
- Greater variety of texts
- Focus on Faculty time-table
- Discussion of ‘best practice’
- Reporting practices
- Registration of compulsory text content.
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
TIME and communication
Aboriginal and Non-Anglo texts
Assessment inconsistencies
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
