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</o:shapelayout></xml><![endif]--></head><body bgcolor=white lang=EN-AU link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Can I say how much I agree about the difference between scaffolding and TEEL. I cannot think of anything more able to deaden a student’s voice than TEEL. That is not to say that some students need structure but to inflict this on the whole class is a recipe for disaster. Every year the examiners talk about how students should not write formulaic responses. Yet it continues. In fact, I would say that TEEL is more prescriptive now than when I started teaching. Perhaps it was called something different then.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Mary<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><div><div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'><p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> english-bounces@edulists.com.au [mailto:english-bounces@edulists.com.au] <b>On Behalf Of </b>Reynolds, Gail G<br><b>Sent:</b> Sunday, 9 September 2012 3:19 PM<br><b>To:</b> VCE English Teachers' Mailing List<br><b>Subject:</b> Re: [English] Study Design and Expected Qualities<o:p></o:p></span></p></div></div><p class=MsoNormal><o:p> </o:p></p><div><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>I think there is a difference between scaffolding and formula, one is a coathanger for the students' interpretations, the other is a prescriptive format. There may be a (hopefully temporary) place for the former but none for the latter... <o:p></o:p></span></p><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>Gail<o:p></o:p></span></p><div><div class=MsoNormal align=center style='text-align:center'><span style='color:black'><hr size=2 width="100%" align=center></span></div><div id=divRpF37380><p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>From:</span></b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a href="mailto:english-bounces@edulists.com.au">english-bounces@edulists.com.au</a> [english-bounces@edulists.com.au] on behalf of Jan May [Jan.May@stleonards.vic.edu.au]<br><b>Sent:</b> Sunday, 9 September 2012 2:55 PM<br><b>To:</b> VCE English Teachers' Mailing List<br><b>Subject:</b> Re: [English] Study Design and Expected Qualities</span><span style='color:black'><o:p></o:p></span></p></div><div><div><p class=MsoNormal><span style='color:black'>Well said about formulas, Gail. We don't want all our students to become 'clones'. Individual interpretation makes reading and writing about texts more engaging. <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='color:black'>Instead of TEEL, we need EII. Encourage Individual Interpretation. <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p></div><div><p class=MsoNormal style='margin-bottom:12.0pt'><span style='color:black'>I'd better add a disclaimer. These are my personal views and not necessarily those of others with whom I work. Although, I do acknowledge that some weaker students do benefit from having a clearly scaffolded task. <br><br><o:p></o:p></span></p><div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p><div><p class=MsoNormal><span style='color:black'>Jan May<o:p></o:p></span></p></div></div><div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p></div><div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p></div></div><div><p class=MsoNormal style='margin-bottom:12.0pt'><span style='color:black'><br>On 09/09/2012, at 1:53 PM, "Reynolds, Gail G" <<a href="mailto:reynolds.gail.g@edumail.vic.gov.au" target="_blank">reynolds.gail.g@edumail.vic.gov.au</a>> wrote:<o:p></o:p></span></p></div><blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><div><div><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>Janny is absolutely right, but I'd also add that your interpretation may not be the same as my interpretation but both could be valid if properly supported through reference to the text. Students should be encouraged to develop their own 'reading' of both text and questions ... and firmly disuaded from formulaic answers like those that a rouge tutor (and bane of my teaching life) is 'teaching' far too many of our students! (grrrrrrr!!!)<o:p></o:p></span></p><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <o:p></o:p></span></p><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>Back to SAC marking<o:p></o:p></span></p><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <o:p></o:p></span></p><p><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>Gail <o:p></o:p></span></p><div class=MsoNormal align=center style='text-align:center'><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'><hr size=2 width="100%" align=center></span></div><div><div id=divRpF13757><p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'>From:</span></b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black'> <a href="mailto:english-bounces@edulists.com.au" target="_blank">english-bounces@edulists.com.au</a> [<a href="mailto:english-bounces@edulists.com.au" target="_blank">english-bounces@edulists.com.au</a>] on behalf of <a href="mailto:mccurryj@netspace.net.au" target="_blank">mccurryj@netspace.net.au</a> [<a href="mailto:mccurryj@netspace.net.au" target="_blank">mccurryj@netspace.net.au</a>]<br><b>Sent:</b> Sunday, 9 September 2012 11:39 AM<br><b>To:</b> VCE English Teachers' Mailing List<br><b>Subject:</b> Re: [English] Study Design and Expected Qualities</span><span style='color:black'><o:p></o:p></span></p></div><div><p class=MsoNormal><span style='color:black'>I assume that the proposition in the topic represents an interpretation. The range of possible topics suggests a range of possible interpretations, giving more or less weight to different aspects of the text. I would not assume that, in a given response, the student is necessarily required to 'provide a range of interpretations' but to show the ability to discuss a specific claim about a text. These ideas are picked up again in the specifications to Section A of the exam in the material that prefaces the 2009 sample exam- the famous four dot points. . <o:p></o:p></span></p><div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p></div><div><p class=MsoNormal style='margin-bottom:12.0pt'><span style='color:black'>Cheers, Janny<br><br><o:p></o:p></span></p><p class=MsoNormal><span style='color:black'><br>----- Original Message -----<o:p></o:p></span></p><div><div><p class=MsoNormal style='background:#E4E4E4'><b><span style='color:black'>From:<o:p></o:p></span></b></p></div><p class=MsoNormal style='background:#E4E4E4'><span style='color:black'>"VCE English Teachers' Mailing List" <<a href="mailto:english@edulistscom.au" target="_blank">english@edulistscom.au</a>><o:p></o:p></span></p></div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p><div><p class=MsoNormal><b><span style='color:black'>To:<o:p></o:p></span></b></p></div><p class=MsoNormal><span style='color:black'>"VCE English Teachers' Mailing List" <<a href="mailto:english@edulists.com.au" target="_blank">english@edulists.com.au</a>><o:p></o:p></span></p><div><p class=MsoNormal><b><span style='color:black'>Cc:<o:p></o:p></span></b></p></div><p class=MsoNormal><span style='color:black'><o:p> </o:p></span></p><div><p class=MsoNormal><b><span style='color:black'>Sent:<o:p></o:p></span></b></p></div><p class=MsoNormal><span style='color:black'>Sun, 9 Sep 2012 11:00:16 +1000<o:p></o:p></span></p><div><p class=MsoNormal><b><span style='color:black'>Subject:<o:p></o:p></span></b></p></div><p class=MsoNormal style='margin-bottom:12.0pt'><span style='color:black'>[English] Study Design and Expected Qualities<br><br><o:p></o:p></span></p><div><div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>People may remember my discussion on Expected Qualities a while back. Well looking at the current study design I wonder why a key element in the flagship statement: <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>‘On completion of this unit the student should be able to analyse, either orally or in writing, how a selected<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>text constructs meaning, conveys ideas and values, and<em><b><span style='font-family:"Calibri","sans-serif"'> is open to a range of interpretations</span></b></em>.’ (My italics.)<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Is not being represented in the Expected qualities at all? Namely, question of students providing a range of interpretations. <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>The idea of interpretation being a key element in the course is mentioned again in the skills list: <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• discuss and compare possible interpretations of texts using evidence from the text;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Any thoughts?<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>(extract from current study design below)<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Reading and responding<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>This area of study focuses on the reading of a range of literary texts to develop critical and supported<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>responses.<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Students examine the structures, features and conventions used by authors of a range of selected texts<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>to construct meaning They identify, discuss and analyse these in order to explain how meaning is<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>constructed through textual elements such as language and images. They also examine the ways in<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>which the same text is open to different interpretations by different readers; for example, the ways in<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>which a text can be read differently in a different time, place or culture. They describe and analyse<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the way in which social, historical and/or cultural values are embodied in texts, and develop oral and<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>written responses to a selected text, using appropriate metalanguage. The term ‘selected text’ refers to a<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>text chosen from the list of prescribed texts in Text List 1 published annually in the VCAA Bulletin.<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'> <o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Outcome 1<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>On completion of this unit the student should be able to analyse, either orally or in writing, how a selected<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>text constructs meaning, conveys ideas and values, and is open to a range of interpretations.<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>To achieve this outcome the student will draw on knowledge and related skills outlined in area of<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>study 1.<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Key knowledge<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>This knowledge includes<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• an understanding of the ideas, characters and themes constructed by the author and presented in<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the selected text;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• the structures, features and conventions used by authors to construct meaning in a range of literary<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>texts;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• methods of analysing complex texts and the social, historical and/or cultural values embodied in<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>texts;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• the ways in which the same text is open to different interpretations by different readers;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• strategies and techniques for constructing a supported analysis of a text, including a knowledge of<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>the metalanguage appropriate to the analysis and to the text type;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• key elements of oral language conventions and usage in a range of text types;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• features of spoken texts which successfully engage audiences;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• techniques for managing feedback and leading discussion;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• the conventions of spelling, punctuation and syntax of Standard Australian English.<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>Key skills<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>These skills include the ability to<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• critically analyse texts and the ways in which authors construct meaning;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• analyse the social, historical and/or cultural values embodied in texts;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• discuss and compare possible interpretations of texts using evidence from the text;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• use appropriate metalanguage to construct a supported analysis of a text;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• plan and revise written work for fluency and coherence;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• apply oral language conventions in a chosen oral text type;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• engage an audience through interested and varied language use;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• respond to audience interest and engagement;<o:p></o:p></span></p></div><div><p class=MsoNormal><span style='font-family:"Calibri","sans-serif";color:black'>• use the conventions of spelling, punctuation and syntax of Standard Australian English.<o:p></o:p></span></p></div></div></div></div></div></div></div><p><b><span style='color:black'>Important - </span></b><span style='color:black'>This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.<o:p></o:p></span></p></div></blockquote><blockquote style='margin-top:5.0pt;margin-bottom:5.0pt'><div><p class=MsoNormal><span style='color:black'>_______________________________________________<br><a href="http://www.edulists.com.au" target="_blank">http://www.edulists.com.au</a> - FAQ, resources, subscribe, unsubscribe<br>VCE English Teachers' Mailing List kindly supported by<br><a href="http://www.vate.org.au" target="_blank">http://www.vate.org.au</a> - Victorian Association for the Teaching of English VATE and<br><a href="http://www.vcaa.vic.edu.au/vce/studies/english/index.html" target="_blank">http://www.vcaa.vic.edu.au/vce/studies/english/index.html</a> - Victorian Curriculum and Assessment Authority <o:p></o:p></span></p></div></blockquote><table class=MsoNormalTable border=0 cellspacing=0 cellpadding=0 width=871 style='width:653.25pt'><tr><td width=152 rowspan=6 style='width:114.0pt;padding:0cm 0cm 0cm 0cm'><p class=MsoNormal><img border=0 id="_x0000_i1027" src="http://server7.stleonards.vic.edu.au/images/stleonardslogo.png"><o:p></o:p></p></td><td width=503 style='width:377.25pt;padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td colspan=2 style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td style='border:none;padding:0cm 0cm 0cm 0cm' width=63 colspan=2><p class='MsoNormal'> </td></tr><tr><td style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td colspan=2 style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td style='border:none;padding:0cm 0cm 0cm 0cm' width=63 colspan=2><p class='MsoNormal'> </td></tr><tr><td style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td colspan=2 style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal> <o:p></o:p></p></td><td style='border:none;padding:0cm 0cm 0cm 0cm' width=63 colspan=2><p class='MsoNormal'> </td></tr><tr><td style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal><strong><span style='font-size:13.5pt;font-family:"Arial","sans-serif";color:white'>'</span></strong><strong><span style='font-size:13.5pt;font-family:"Arial","sans-serif";color:#002663'>Jan May </span></strong><span style='font-size:13.5pt;font-family:"Arial","sans-serif";color:#002663'>English and Literature Teacher</span><o:p></o:p></p></td><td colspan=2 style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal><span style='font-size:13.5pt'> </span><o:p></o:p></p></td><td style='border:none;padding:0cm 0cm 0cm 0cm' width=63 colspan=2><p class='MsoNormal'> </td></tr><tr><td style='padding:0cm 0cm 0cm 0cm'><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";color:white'>'</span><span style='font-size:10.0pt;font-family:"Arial","sans-serif";color:#002663'>163 South Road, Brighton East, Victoria 3187 Australia <strong><span 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