[English] Study Design and Expected Qualities

Sun Sep 9 20:01:30 EST 2012

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.

Mary

From: english-bounces at edulists.com.au
[mailto:english-bounces at edulists.com.au] On Behalf Of Reynolds, Gail G
Sent: Sunday, 9 September 2012 3:19 PM
To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities

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... 

Gail

  _____  

From: english-bounces at edulists.com.au [english-bounces at edulists.com.au] on
behalf of Jan May [Jan.May at stleonards.vic.edu.au]
Sent: Sunday, 9 September 2012 2:55 PM
To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities

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. 

Instead of TEEL, we need EII. Encourage Individual Interpretation. 

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. 

Jan May

On 09/09/2012, at 1:53 PM, "Reynolds, Gail G"
<reynolds.gail.g at edumail.vic.gov.au> wrote:

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!!!)

Back to SAC marking

Gail 

  _____  

From: english-bounces at edulists.com.au [english-bounces at edulists.com.au] on
behalf of mccurryj at netspace.net.au [mccurryj at netspace.net.au]
Sent: Sunday, 9 September 2012 11:39 AM
To: VCE English Teachers' Mailing List
Subject: Re: [English] Study Design and Expected Qualities

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. . 

Cheers, Janny

----- Original Message -----

From:

"VCE English Teachers' Mailing List" <english at edulistscom.au>

To:

"VCE English Teachers' Mailing List" <english at edulists.com.au>

Cc:

Sent:

Sun, 9 Sep 2012 11:00:16 +1000

Subject:

[English] Study Design and Expected Qualities

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: 

'On completion of this unit the student should be able to analyse, either
orally or in writing, how a selected

text constructs meaning, conveys ideas and values, and is open to a range of
interpretations.' (My italics.)

Is not being represented in the Expected qualities at all? Namely, question
of students providing a range of interpretations. 

The idea of interpretation being a key element in the course is mentioned
again in the skills list: 

. discuss and compare possible interpretations of texts using evidence from
the text;

Any thoughts?

(extract from current study design below)

Reading and responding

This area of study focuses on the reading of a range of literary texts to
develop critical and supported

responses.

Students examine the structures, features and conventions used by authors of
a range of selected texts

to construct meaning They identify, discuss and analyse these in order to
explain how meaning is

constructed through textual elements such as language and images. They also
examine the ways in

which the same text is open to different interpretations by different
readers; for example, the ways in

which a text can be read differently in a different time, place or culture.
They describe and analyse

the way in which social, historical and/or cultural values are embodied in
texts, and develop oral and

written responses to a selected text, using appropriate metalanguage. The
term 'selected text' refers to a

text chosen from the list of prescribed texts in Text List 1 published
annually in the VCAA Bulletin.

Outcome 1

On completion of this unit the student should be able to analyse, either
orally or in writing, how a selected

text constructs meaning, conveys ideas and values, and is open to a range of
interpretations.

To achieve this outcome the student will draw on knowledge and related
skills outlined in area of

study 1.

Key knowledge

This knowledge includes

. an understanding of the ideas, characters and themes constructed by the
author and presented in

the selected text;

. the structures, features and conventions used by authors to construct
meaning in a range of literary

texts;

. methods of analysing complex texts and the social, historical and/or
cultural values embodied in

texts;

. the ways in which the same text is open to different interpretations by
different readers;

. strategies and techniques for constructing a supported analysis of a text,
including a knowledge of

the metalanguage appropriate to the analysis and to the text type;

. key elements of oral language conventions and usage in a range of text
types;

. features of spoken texts which successfully engage audiences;

. techniques for managing feedback and leading discussion;

. the conventions of spelling, punctuation and syntax of Standard Australian
English.

Key skills

These skills include the ability to

. critically analyse texts and the ways in which authors construct meaning;

. analyse the social, historical and/or cultural values embodied in texts;

. discuss and compare possible interpretations of texts using evidence from
the text;

. use appropriate metalanguage to construct a supported analysis of a text;

. plan and revise written work for fluency and coherence;

. apply oral language conventions in a chosen oral text type;

. engage an audience through interested and varied language use;

. respond to audience interest and engagement;

. use the conventions of spelling, punctuation and syntax of Standard
Australian English.

Important - 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.

_______________________________________________
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
VCE English Teachers' Mailing List kindly supported by
http://www.vate.org.au - Victorian Association for the Teaching of English
VATE and
http://www.vcaa.vic.edu.au/vce/studies/english/index.html - Victorian
Curriculum and Assessment Authority 

  <http://server7.stleonards.vic.edu.au/images/stleonardslogo.png> 

'Jan May  English and Literature Teacher

'163 South Road, Brighton East, Victoria 3187 Australia | phone [+61 3] 9909
9402

|

fax [+61 3] 9592 3439

  <http://server7.stleonards.vic.edu.au/images/iblogo.png> 

'Jan.May at stleonards.vic.edu.au | 'www.stleonards.vic.edu.au  

Important - 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.

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.edulists.com.au/pipermail/english/attachments/20120909/482e87b2/attachment-0001.html 