Structuring reading for breadth, depth and lifelong learning to support the curriculum

STRUCTURING READING
FOR BREADTH, DEPTH
AND LIFE-LONG LEARNING
WHILE SUPPORTING THE
CURRICULUM.
AVA B AN E R J E E
ASLA XXIII Biennial
Conference 2013

Format of this Presentation
ASLA XXIII Biennial Conference 2013
About Shore.
The Shore Wide Reading Program itself.
How the Program supports the new curriculum with
specific outcomes pinpointed (English).
Cross curriculum priorities answered by WR.
General capabilities answered by WR.
How the Curriculum has facilitated additional Wide
Reading in relation to those Curriculum points in
senior years (Coaching Program).
Digital representations of outcomes.

About the SchoolAbout the School About the StudentsAbout the Students
The Shore School

The Context of Wide Reading at Shore
Provenance of Wide Reading Program
Initially started as a Year 7 and Year 8 only program.
The success of the program was seen to fulfil the
aim of challenging students to read more and read
more quality literature. Especially targeting boys.
Clear advantages of having a separate WR session
led the year 10s to request the English Department
and Library to include Year 9 and 10.

How we do it
3 TLs including HOD (part of a 10 person Library)
WR as structured part of English programming (1
class per cycle)
Vanessa Thurgood, Ava Banerjee – Teacher
Librarians take years 7-9
Sherida Zivanovic (HOD) teaches Year 10 as well

Wide Reading engenders Curriculum support – underlying
philosophy (English Rationale)
From the rationale of the Australian Curriculum
(English – p 4)
- “… through the study of English that individuals
learn to analyse, understand, communicate and build
relationships with others and the world around them.”
- Crucially: “English contributes to nation building and
internationalisation.”
- This underpinned the broad aims of the Wide
Reading program from 7-10.

Year 7 outcomes – English across Foundation to Year 12
“The notion of valuing certain texts as ‘literature’ is
introduced” (p 10).
“Students … are introduced to increasingly
sophisticated analyses of various kinds of literary,
popular culture, and everyday texts, and they are
given opportunities to engage with the technical
aspects of texts, including those of their own
choosing – and to explain why they made that
choice”

Specific Outcomes - Literature
Literature and context
- Identify and explore ideas and viewpoints about
events, issues and characters represented in texts
drawn from different historical, social and cultural
contexts (ACELT 1619)
Responding to literature
- Identify and explore ideas and viewpoints about
events, issues and characters represented in texts
drawn from different historical, social and cultural
contexts (ACELT 1620)

Year 7 lists – Literature and context genre breakdowns
(ACELT 1619)

11

Responding to literature - ACELT 1620

General Capabilities served by WR in Yr 9 (p 14)
Critical and creative thinking
Personal and social capability – developing empathy
… working effectively in teams

Ensuring a literacy continuum – Year 9
Present an argument about a literary text based on
initial impressions and subsequent analysis of the
whole text (ACELT1771)
Explore and reflect on personal understanding of the
world and significant human experience gained from
interpreting various representations of life matters in
texts (ACELT1635)

THE CBCA FORUM (ACELT1635 AND general capabilities
re: slide 11)
http://lampada.shore.nsw.edu.au/shorelibnet/h
tml/shore_library_podcasts_2013_08.html

CROSS CURRICULUM PRIORITIES – Yr 10 +
Aboriginal and Torres Strait Islander histories
and culture
Asia and Australia's engagement with Asia

English Specific Outcomes – Yr 10
Language for interaction
Understand how language use can have inclusive and
exclusive social effects, and can empower or
disempower people (ACELA1564)
Reflect on, extend, endorse or refute others’
interpretations of and responses to literature
(ACELT1640)
Evaluate the social, moral and ethical positions
represented in texts (ACELT1812)

Year 10 – WR lists
Inclusion of
Australian-
Asian
perspective

Students read a
narrative of Indigenous
Australia.
Personal account of
a White Australian
grappling with
Indigenous
Laws/Rites
Asian
perspective

Items 1,6 and 7 explore Asian
perspectives on crucial topics.
Item 9 examines Australia’s
relationship with Bouganville
Items 11, 12, 14, 18 and 21 are all
accounts – memoirs or narrative –
of the Indigenous experience
told by Indigenous authors.

And it’s not just about English …

Literacy focus
Texts in context
Analyse and evaluate how people, cultures, places,
events, objects and concepts are represented in texts,
including media texts, through language, structural
and/or visual choices (ACELY1749)
As seen in the slide following …

Increasing Sophistication sought from Students

Sustaining and eliciting creativity
Creating texts
Create sustained texts, including texts that combine
specific digital or media content, for imaginative,
informative, or persuasive purposes that reflect upon
challenging and complex issues (ACELY1756)

Creating texts ACELY 1756 - podcasts

Beyond Year 10
The Shore Coaching Program for Year 11 English
students.
Contrast to WR program – very small and intensive
sessions.
One class
Consequent Podcast
Filmed sessions
Lessons learned

Curriculum Links – Literature (Senior – Year 11)
Unit 3 (Specific Links for this Coaching project)
Unit Description
Unit 3 develops students’ knowledge and
understanding of the relationship between language,
culture and identity in literary texts.

TARGETED OUTCOMES IN CURRICULUM – Unit 3
Responding to oral, written and multimodal texts
critically evaluates how relationships between
content, contexts and texts influence responses to
texts (A)
analyses how literary conventions and language and
stylistic features are used together to represent
culture and identity (B).
Done in the students’ own voice(s) as detailed now.

TARGETED OUTCOMES IN CURRICULUM
2. Creating oral, written and multimodal texts
(podcasts) A
creates sophisticated imaginative texts informed by
insightful understanding and appreciation of literary
texts.
which teachers need to inculcate and nurture.

Cross Curriculum Priorities
Representation of Cross-curriculum priorities
The senior secondary English curriculum values the
histories, cultures, traditions and languages of
Aboriginal and Torres Strait Islander Peoples, and their
central place in contemporary Australian society and
culture. .. contribution to Australian society

How it was done
Coaching Program fulfilled a dual purpose:
1. PD for TL (Co-teaching, being coached by
experienced teacher)
2. Offer a course of Wide Reading specific to area of
study to extension students.

‘Product’ 1
Select bibliography of works focussing on
Indigenous concerns were given to students.
Titles were written by both Indigenous and non-
Indigenous authors.
Students then read individual works and spoke in a
student-centred forum where they analysed and
critiqued the recommended titles looking to the
nature of the voice in terms of Indigenous issue AND
authorial perspective.

Product 2 – Digital representation
Podcast
Delivered on our website to a broad range of
students.
Both senior students speaking pitched their talk at a
general audience but spoke with great sensitivity on
Indigenous issues and how they related to Shore
Boys as well as marketing Playground very well.
Value adding demonstrated

Illustration – Cross Curriculum Priorities
http://lampada.shore.nsw.edu.au/shorelibnet/html/sh
ore_library_podcasts_2013_08.html

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