Structure Of The Australian Curriculum Essay

Structure Of The Australian Curriculum Essay-29
They learn how language enables people to interact effectively, to build and maintain relationships and to express and exchange knowledge, skills, attitudes, feelings and opinions.They discover the patterns and purposes of English usage, including spelling, grammar and punctuation at the levels of the word, sentence and extended text, and they study the connections between these levels.These texts include some that are recognised as having enduring social and artistic value and some that attract contemporary attention.

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By developing a body of knowledge about these patterns and their connections, students learn to communicate effectively through coherent, well-structured sentences and texts.

They gain a consistent way of understanding and talking about language, language in use and language as system, so they can reflect on their own speaking and writing and discuss these productively with others.

The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010).

The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia.

Students interpret, appreciate, evaluate and create literary texts such as short stories, novels, poetry, prose, plays, film and multimodal texts, in spoken, print and digital/online forms.

Texts recognised as having enduring artistic and cultural value are drawn from world and Australian literature.Teaching, learning and assessment programs should balance and integrate the three strands to support the development of knowledge, understanding and skills.The key focal point for a unit of work or a learning activity may arise from any one of the strands, but the intention is that units and activities draw on all three strands in ways that are integrated and clear to learners.Texts chosen include media texts, everyday texts and workplace texts from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language, including the language of schooling and academic study.Students learn to adapt language to meet the demands of more general or more specialised purposes, audiences and contexts.This strand informs the planning and conduct of teaching and learning activities in English and provides resources that connect to key concepts and skills in the other strands.The literature strand aims to engage students in the study of literary texts of personal, cultural, social and aesthetic value.These include the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, texts from Asia, texts from Australia’s immigrant cultures and texts of the students’ choice.Each year level description in the Australian Curriculum: English Foundation to Year 10 gives information about the nature of texts to be studied including appropriate types of texts and typical linguistic and structural features.They learn about the different ways in which knowledge and opinion are represented and developed in texts, and about how more or less abstraction and complexity can be shown through language and through multimodal representations.This means that print and digital contexts are included, and that listening, speaking, reading, viewing, writing and creating are all developed systematically and concurrently.

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