English
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VELS Disciplinary Learning Domain: English
English Standards relate to three key interrelated skillsets. Contexts for learning should be diverse and offer opportunities for informal, formal, planned and spontaneous activities that help students develop their skills in reading, writing, speaking and listening.
Reading
Reading written and visual, print and non-print texts involves:
- understanding
- interpreting
- critically analysing
- reflecting upon
- and enjoying those texts.
Texts include:
- novels
- short stories
- poetry and plays
- popular fiction
- non-fiction works
- newspapers and magazines
- illustrations
- posters and charts
- film and television
- texts associated with ICT
"Reading involves active engagement with texts and the development of knowledge about the relationship between them and the contexts in which they are created. It also involves the development of knowledge about a range of strategies for reading:
- techniques such as reading the cover and contents page when selecting texts
- predicting, checking, confirming and self-correcting using knowledge of a topic
- browsing, skimming and scanning for key words and content
- using computer technology to locate and explore information"
Writing
Writing a range of texts intended for print and electronic media and performance.
- conceiving
- planning
- composing
- editing
- publishing
Students
- Use the right language for the right occasion or audience.
- Write to express and represent ideas, issues, arguments, events, experience, character, emotion and information.
- Reflect on such ideas.
- Develop strategies for writing
- planning, composing, recording, editing and publishing
- using word processing and graphics programs to create, edit and publish texts
- phonic, visual and morphemic strategies for attempting to spell unfamiliar words
- consulting resources such as a dictionary and thesaurus.
- Understand and use the conventions of Standard Australian English.
- Develop a metalanguage to discuss language conventions and use.
Speaking and listening
This dimension refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and an understanding of the conventions of different spoken texts including everyday communication, group discussion, formal presentations and speeches, storytelling and negotiating.
Speaking and listening contribute to the development of students’ reading responses. Writing contributes to communication about texts read or viewed and to reflection and learning.
Learners of English as a Second Language
Many students in Victorian schools learn English as a Second Language (ESL). They are of all ages and at all stages of learning English and have varying educational backgrounds in their first languages. While the broad objectives of English programs will ultimately be the same for all students, those learning English as a Second Language need time, support and exposure to English before being expected to reach the standards described in the English domain, and will come to this achievement via a range of pathways.
Standards have been developed to assist teachers to devise effective learning and assessment programs for ESL students. The document includes an overview of the broad stages of English language development with learning focus statements and standards for each stage.
Software
OpenOffice, Audacity, Inkscape, GIMP, Scribus, Cinelerra etc...
note: paraphrased from the VATE ICT Policy (http://www.vate.org.au/vate.nsf/Weben/Information%20&%20Communications%20Technology)
Literacy and Learning: Computers can help ease the process of writing, from minor word choice and spelling corrections to significant revision and editing. all of which has been shown to encourage students' writing. Computer technology can enhance learning and skill acquisition by catering for students with a variety of learning styles and encourage the development of Multiple Literacies.
References
- English (http://vels.vcaa.vic.edu.au/essential/discipline/english/index.html) | Discipline-based Learning (http://vels.vcaa.vic.edu.au/essential/discipline/index.html) | P-10 Curriculum and Standards (http://vels.vcaa.vic.edu.au/essential/index.html) | VELS HOME (http://vels.vcaa.vic.edu.au/)
- VATE (http://www.vate.org.au/) Victorian Association for the Teaching of English
- IFTE (http://www.ifte.net/) International Federation for the Teaching of English
