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<DIV dir=ltr>
<DIV style="FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: 12pt">
<DIV>Thanks Prue,</DIV>
<DIV> </DIV>
<DIV>Considering your veteran status then would you agree that the most recent
remodelling of the English course adopts quite a few features of the Literature
course? For instance the idea of views and values, the concept of interpretation
and even the idea of a written explanation all seemed to arrive in that package.
And perhaps you might know if this was a deliberate design element in the
course. </DIV>
<DIV> </DIV>
<DIV>Interested</DIV>
<DIV> </DIV>
<DIV>RF</DIV>
<DIV
style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
<DIV style="FONT: 10pt tahoma">
<DIV> </DIV>
<DIV style="BACKGROUND: #f5f5f5">
<DIV style="font-color: black"><B>From:</B> <A title=pruegill@bigpond.com
href="mailto:pruegill@bigpond.com">Prue Gill</A> </DIV>
<DIV><B>Sent:</B> Monday, September 10, 2012 8:17 PM</DIV>
<DIV><B>To:</B> <A title=english@edulists.com.au
href="mailto:english@edulists.com.au">'VCE English Teachers' Mailing List'</A>
</DIV>
<DIV><B>Subject:</B> Re: [English] Study Design and Expected
Qualities</DIV></DIV></DIV>
<DIV> </DIV></DIV>
<DIV
style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
<DIV class=Section1>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">(Oh
dear, yes I go back that far Russell, and was heavily involved with the
trialling of the VCE and the early moderating process). <o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">In
response to your points, I’d say this: I think of a close reading as one that
uses the text beautifully to elucidate a point that is being made, a point that
supports a reading/interpretation that the student is making – this is
quite different from references to ‘detailed swathes of text’. I think you are
right, a perceptive reading could refer to a number of things, there’s no one
simple way of identifying how a student might convey their perceptive reading. I
think that the student who notices an irony that others have not picked up on is
being perceptive, but I would hope that student might go further than simply
pointing it out, and would use that observation about irony to make an
interpretive point about the text.<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Prue<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN> </P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" lang=EN-US>
english-bounces@edulists.com.au [mailto:english-bounces@edulists.com.au] <B>On
Behalf Of </B>rdf4@bigpond.com<BR><B>Sent:</B> Monday, 10 September 2012 5:16
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>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Hey Prue Gill,
<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">And thanks for the
response. I guess loose terminology is my main concern. What
is, for instance , a ‘close’ reading? Is it where a student is able to
refer to detailed swathes of the text? I don’t see how this part of the
descriptor could be referring to an interpretation. The second bit, “ perceptive
reading” could refer to a number of things. For instance, a perceptive student
will perhaps see a moment or irony in the text that no else notices. Is this an
interpretation? I would argue not. It identifies a trope, but that is not
interpretation. Besides this is the fact that the word perceptive does not
enter the criteria list underneath 9-10 range. One would expect that given the
emphasis on interpretation at the head of Outcome 1, such preferences would be
more prevalent down the order. Even a 7 score only requires ‘a clear knowledge’
of the text. No hint at interpretation here.<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>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Perhaps people will
remember when English was more thematically orientated? The new study design has
altered this to a more interpretative one. I would suggest that the Expected
qualities have not yet caught up with the transition.</SPAN><SPAN
style="COLOR: black"><o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"> <o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Like to hear from some
older teachers on this point say back to 1990?</SPAN><SPAN
style="COLOR: black"><o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"> <o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks RF</SPAN><SPAN
style="COLOR: black"><o:p></o:p></SPAN></P>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></SPAN></P></DIV>
<DIV>
<DIV>
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <A
title=pruegill@bigpond.com href="mailto:pruegill@bigpond.com">Prue Gill</A>
<o:p></o:p></SPAN></P></DIV>
<DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Monday, September 10, 2012 2:00 PM<o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au">'VCE English
Teachers' Mailing List'</A> <o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] Study Design and Expected
Qualities<o:p></o:p></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></SPAN></P></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Hello
Russell<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">I
think that a ‘close and perceptive reading’ <I>is</I> an interpretation. There
are different ways of reading, hence different
interpretations.<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Prue<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN style="COLOR: black"> </SPAN><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN></P>
<DIV>
<DIV
style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US>From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"
lang=EN-US> english-bounces@edulists.com.au
[mailto:english-bounces@edulists.com.au] <B>On Behalf Of
</B>rdf4@bigpond.com<BR><B>Sent:</B> Sunday, 9 September 2012 9:30
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><SPAN style="COLOR: black"> <o:p></o:p></SPAN></P>
<DIV>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Thanks Janny,
<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">These are the current
expected qualities... just the 9-10 range. what I’m intrigued by is the complete
lack of any reference to student interpretation of a text as an examinable
element. This is on top of the huge profile interpretation has been given in the
study design.<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">9–10 • Demonstrates a
close and perceptive reading of the text, exploring complexities of its concepts
<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">and
construction.<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">• Demonstrates an
understanding of the implications of the topic, using an appropriate strategy
for <o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">dealing with it, and
exploring its complexity from the basis of the text.<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">• Develops a cogent,
controlled and well-substantiated discussion using precise and expressive
<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">language.<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">I don’t think we can
assume that the topic represents an interpretation. Firstly, because it would
not be the student’s interpretation, but the examiner’s ( implied or not). The
range of possible topics is limited to two, so there is not a lot of latitude
there.<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">I think part of the
problem is that when the study design was being constructed it lifted certain
ideas and approaches from the Literature study design, for example the idea of
an interpretation and the concept of examining views and values. An
interpretation is easier for students in Literature to develop because the
task is to, ‘Use one or more of the following passages as a basis for a
discussion of <EM><SPAN style="FONT-FAMILY: 'Calibri','sans-serif'">set
text.’</SPAN></EM> This allows students to explore interpretative potential in
the passages without dealing with a topic. </SPAN><SPAN
style="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"> <o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">BTW couldn’t
agree more with the grumbles about TEEL: a great deadener...Basically because it
insists that the first sentence should indeed be the topic sentence...not
appropriate for senior English.<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">Cheers
Russell<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>
<DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <o:p></o:p></SPAN></P></DIV>
<DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=mccurryj@netspace.net.au
href="mailto:mccurryj@netspace.net.au">mccurryj@netspace.net.au</A>
<o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Sent:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">
Sunday, September 09, 2012 11:39 AM<o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">To:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> <A
title=english@edulists.com.au href="mailto:english@edulists.com.au">VCE English
Teachers' Mailing List</A> <o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="BACKGROUND: whitesmoke" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt">Subject:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; COLOR: black; FONT-SIZE: 10pt"> Re:
[English] Study Design and Expected
Qualities<o:p></o:p></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></SPAN></P></DIV></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; 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="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"> <o:p></o:p></SPAN></P></DIV>
<DIV>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Cheers,
Janny<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black"><BR>----- Original
Message -----<o:p></o:p></SPAN></P>
<DIV>
<DIV>
<P style="BACKGROUND: #e4e4e4" class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">From:<o:p></o:p></SPAN></B></P></DIV>
<P style="BACKGROUND: #e4e4e4" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">"VCE English Teachers'
Mailing List" <english@edulistscom.au><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><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">To:<o:p></o:p></SPAN></B></P></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">"VCE English Teachers'
Mailing List" <english@edulists.com.au><o:p></o:p></SPAN></P>
<DIV>
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Cc:<o:p></o:p></SPAN></B></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><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Sent:<o:p></o:p></SPAN></B></P></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Sun, 9 Sep 2012
11:00:16 +1000<o:p></o:p></SPAN></P>
<DIV>
<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">Subject:<o:p></o:p></SPAN></B></P></DIV>
<P style="MARGIN-BOTTOM: 12pt" class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">[English] Study Design
and Expected Qualities<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 style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">_______________________________________________<BR>http://www.edulists.com.au
- FAQ, resources, subscribe, unsubscribe<BR>VCE English Teachers' Mailing List
kindly supported by<BR>http://www.vate.org.au - Victorian Association for the
Teaching of English VATE
and<BR>http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment Authority<o:p></o:p></SPAN></P></DIV></DIV></DIV>
<DIV style="TEXT-ALIGN: center" class=MsoNormal align=center><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">
<HR align=center SIZE=2 width="100%">
</SPAN></DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: black">_______________________________________________<BR>http://www.edulists.com.au
- FAQ, resources, subscribe, unsubscribe<BR>VCE English Teachers' Mailing List
kindly supported by<BR>http://www.vate.org.au - Victorian Association for the
Teaching of English VATE
and<BR>http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment
Authority<o:p></o:p></SPAN></P></DIV></DIV></DIV></DIV>
<P>
<HR>
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kindly supported by<BR>http://www.vate.org.au - Victorian Association for the
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