QUEENSLAND INDEPENDENT EDUCATION UNION
SUBMISSION
National English Curriculum: Framing Paper
February 2009
QIEU Contact: Miriam Dunn Telephone: (07) 3839 7020 Fax: (07) 3839 7021
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1.
INTRODUCTION
1.1
The Queensland Independent Education Union (QIEU) welcomes the opportunity to provide feedback on the National English Curriculum: Framing Paper.
1.2
QIEU consistently engages in education debate at both State and National levels through the QIEU Education Committee (a group of registered and practising teachers) and through its national counterpart, the Independent Education Union Education Committee, which receives input from teachers in all States and Territories.
1.3
In preparing this submission QIEU has engaged in a process of consultation with its members.
1.4
QIEU is a State registered union which represents teachers, support staff and ancillary staff in non-government education institutions in Queensland. QIEU currently has a membership approaching 14,500.
2.
INTRODUCTORY SECTION
2.1.
QIEU notes the introductory outline addressing the importance of Subject English for learning and citizenship. However, it fails to address the equally significant element of English study as the appreciation of aesthetically pleasing linguistic artefact. With this inclusion QIEU is satisfied with the Introduction.
3.
THE AIMS OF CURRICULUM
THE
PROPOSED
NATIONAL
ENGLISH
To what extent do you agree with the aims of the English curriculum proposed in this paper? The paper proposes framing the national English curriculum around three Elements. To what extent do you agree with English being framed by these three Elements? 3.1
QIEU endorses the aims of the proposed curriculum outlined in clauses 15 and 16 with the following amendments:
The stem of clause 15 should include reference to students developing capacity for appreciation of texts as cultural artefacts – that they can be aesthetically pleasing creations; In the description of Element 2, there should be reference to the capacity of literature to shape the ideas attitudes and values of others and ourselves; In the description of Element 3, there should be reference to students’ ability to produce texts for a range of purposes. This section should also indicate clearly that the capacity to communicate orally is mandatory.
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4.
FUTURES ORIENTATION
To what extent do you agree that this section adequately describes the futures orientation to be taken by a national English curriculum? 4.1.
QIEU is very satisfied with the commitment to equity in this section. There are as a result significant issues of resourcing that will need to be addressed if these sentiments are to be realised for students across the nation. 4.1.1. The references to digital and online technologies will require significant and ongoing professional development for many teachers to ensure they have the confidence to guide their students in the use of these resources and to use them in their pedagogical approaches. 4.1.2. The idea that the English curriculum “needs to harness the resources represented by the exceptional diversity of the Australian population” is likewise an admirable goal, however, how this is to be achieved will need to be clearly developed and explained. 4.1.3. In all the areas related to equality of opportunity the provision of sufficient resources will be a key factor in realising this aspiration. To ensure that this is more that a token statement, the curriculum document should indicate what level of resourcing is necessary for the successful implementation of the curriculum.
5.
TERMS USED IN THIS PAPER
This section of the paper defines terms used in the paper. Please comment on the clarity of these definitions. List other terms used in the paper that should be defined. 5.1
QIEU is generally satisfied with the definitions outlined in the paper with the following exceptions:
In clause 24 oral texts should be explicitly mentioned In clause 25 Oration should be included to indicate that oral text can be literary as well as written or visual texts.
6.
CONSIDERATIONS
6.1
Beginnings and ‘basics’
To what extent do you agree with the comments in this section? 6.1.1. QIEU strongly agrees with the comments in this section, particularly the view in the concluding clause 31 that “These aspects of knowledge about English should be planned, introduced, consolidated, and embedded in authentic language, literary and
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literacy tasks as part of the English education program throughout the school years.” 6.1.2. QIEU is very pleased to note the intention to ensure a “common vocabulary for these strategies and conventions” (clause 30, dot point 2). 6.1.3. In clause 30, at dot point 3, QIEU would like to see the inclusion of the idea that in the expansion of students’ vocabulary, part of the process would be to engender a love of and curiosity about words and their uses. 6.2
The teaching of grammar in English
To what extent do you agree with the comments in this section?
6.3
6.2.1
QIEU agrees with the comments in this section, however, they are very broad generalisations.
6.2.2
QIEU strongly endorses the comments in clause 34.
6.2.3
As already noted in relation to clause 30, the “determination of a common vocabulary” is essential. The experience from many members in Queensland is that many students have some knowledge of structural linguistics, others have been instructed in the traditional form of grammar and others have received no formal instruction in grammar that enables them to discuss why some structures are considered accurate and others not. This mix has come about due to a lack of direction in syllabus documents. For this reason QIEU strongly recommends the curriculum document specify which system of explaining grammar be used across the nation.
6.2.4
QIEU also recommends that traditional grammar be chosen as there are more teachers who have skills in this area than in functional grammar, and these teachers can act as resources to those who lack the training in this area.
6.2.5
Whichever option is chosen, significant professional development will need to be provided to ensure all teachers of English are properly equipped to deliver this aspect of the curriculum.
The texts of English
To what extent do you agree with the comments in this section? 6.3.1
While QIEU agrees with the comments in this section, it notes again the omission of oral texts. It is vitally important that students learn to communicate orally themselves and that they enhance their aural skills of listening, comprehending and accurately interpreting oral
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communication. This is seen as a very serious omission in this section. 6.4
Understanding, analysing, appreciating and constructing
To what extent do you agree with the comments in this section?
6.5
6.4.1
QIEU agrees with the general direction of the comments in this section but believes that the aspect of developing the capacity for “critical thinking” outlined in clause 37 needs to be better developed in clause 36.
6.4.2
To accomplish this better development, QIEU recommends the following changes to the dot points in clause 36: The impact of the social and historical context of production of a text; A text’s textual and aesthetic qualities; Ways in which ideas are presented, developed and supported through a text to position readers to be sympathetic to the ideas developed; How a text’s features reflect the vantage point from which it has been constructed; This final point is not needed as it is a part of the previous point.
The place of literature and Australian literature
To what extent do you agree with the comments in this section?
6.6
6.5.1
QIEU broadly agrees with the comments in this section, however, the curriculum needs to look to the development of the English literary tradition, how this has impacted on the Australian literary traditions. This should then be expanded to look at alternative expressions of the literary in English incorporating the impact of the literary traditions of the various waves of migration to the country and the awakening to the richness of Aboriginal and Torres Strait Islander peoples.
6.5.2
There should also be scope to explore world literatures translated into English. QIEU believes that this should not be limited to nations in the Asia-Pacific region, but would accept that this region be mandated as a necessary component of the course to ensure it is not overlooked.
Pedagogy and disciplinarity
To what extent do you agree with the comments in this section?
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6.6.1
6.7
QIEU strongly endorses the comments made in this section, in particular, the acknowledgement of the requirement for a range of pedagogical approaches.
General capabilities across the curriculum
To what extent do you agree with the comments in this section? 6.7.1
QIEU endorses the comments made in this section and in particular notes the notion that “schools need to provide an ongoing program of maintaining and revisiting the skills and knowledge of literacy, numeracy and ICT capabilities...” (clause 47). This has very important implications for the provision of relevant and ongoing professional development for the teaching and support staff, particularly in the area of ICT. As the average age of teachers in Australia is over 45 years, provision of the resources and skills necessary to include ICT in their classroom activities is crucial. In particular, on the spot technical support is essential in the early stages of skill development for teachers.
6.7.2
If the curriculum document mandates the use of ICT, then it should also provide indications of resources and types of skills necessary for the English component of learning
7.
STRUCTURE OF THE CURRICULUM
7.1
Element 1 This section describes Element 1: Language: Knowledge about English. To what extent do you agree with the description of this Element? 7.1.1
QIEU generally endorses the comments made in this section and, in particular, the call for “a consistent way of … talking about language…” (clause 53), the need to develop “a clear and consistently used vocabulary for this knowledge” (clause 54) and the significance of a “shared language” (clause 55). It is assumed that this will lead to the curriculum directing which set of descriptors will be used to discuss grammar. It is important in all areas of the subject, but the area of grammar is the most highly contested and there should be a clear direction as to which set of terms and understandings will be used across the country.
7.1.2
Once again, QIEU is concerned to note again the near absence of reference to oral communication as a significant element of English. The third point in dot point 6 of Clause 55 is a striking example of our concerns. The possible implication that oral language is spontaneous and less crafted than the written mode, represents a very simplistic understanding of oral communication, especially in the communication of orators such as Martin Luther King and Winston Churchill. Students should be encouraged to develop their skills as
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orators, and their oral communication skills generally to enable them to engage in public speaking and to be effective members of teams and collaborative working groups. They should also be provided with opportunities to develop and demonstrate their listening skills as this too is important in the increasingly collaborative nature of many workplaces and school activities. 7.2
Element 2
This section describes element 2: Literature: Informed appreciation of literature. To what extent do you agree with the description of this element? 7.2.1 QIEU generally endorses the comments made in this section. However, at clause 65, where there is acknowledgement that significant professional development will be necessary for some teachers in this specific area, there needs to be a greater emphasis on this as the responsibility of the providers of teacher education programmes in Universities and governments and employers in the private sector who should ensure their employees are appropriately skilled to deliver the national curriculum. 7.3
Element 3
This section describes Element 3 : Literacy: Evolving repertoires of English usage. To what extent do you agree with the description of this Element? 7.3.1 QIEU strongly endorses the comments made in this section. 7.4
Stages of schooling 7.4.1 QIEU endorses the introductory comments made in clauses 73 and 74.
7.5
Stage 1
To what extent do you agree with the proposed descriptions of the Elements for Stage 1 of schooling? 7.5.1 QIEU endorses the broad outline of the Elements for this stage. 7.6
Stage 2
To what extent do you agree with the proposed descriptions of the Elements for Stage 2 of schooling? 7.6.1 QIEU endorses the broad outline of the Elements for this stage.
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7.7
Stage 3
To what extent do you agree with the proposed descriptions of the Elements of Stage 3 of schooling? 7.7.1 QIEU endorses the comments made in clause 82. 7.7.2 QIEU endorses the comments made in clause 83 but suggests the inclusion of reference to non-fiction texts as literary artefacts suitable for analysis. It would also be useful at this point to include reference to texts that have emerged out of the Australian context and other cultural contexts and encourage a balanced selection form these areas. 7.7.3 QIEU endorses the comments made in clause 84 but suggests the inclusion of exposition as a text type that should be explored and understood and created. 7.8
Stage 4
To what extent do you agree with the proposed descriptions of the elements for Stage 4 of schooling? 7.8.1 QIEU strongly endorses the idea that there should be a range of choice of English courses to meet the differing needs of students. QIEU would see three courses as the minimum requirement: one for students with a deep interest in the study of English, embracing elements of linguistics, literature study and elements of literary theory; another which focuses on the practical skills necessary for further study at tertiary level or for the world of work and a productive role as a citizen; the third should be designed to meet the needs of students for whom English is not their first language. It may also be possible to have a course devised for students who have found the study of English very challenging in which basic skills could be further developed and greater confidence in the use of language acquired. 7.8.2 Given the indication that there may be a range of courses in subject English at this lever, the descriptors in clauses 86, 87 and 88 would need to be modified to fit the needs of the various courses. 7.8.3 QIEU endorses the broad scope of comment in clauses 86, 87 and 88 but suggests that clause 88 focuses too heavily on creative texts to the exclusion of exposition, persuasion and other text types.
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8.
PEDAGOGY AND ASSESSMENT
8.1.
Pedagogy
To what extent do you agree with the comments of pedagogy? 8.1.1.QIEU strongly endorses the comments concerning the outcomes of research and the implications that flor from this in relation to pedagogical approaches to the teaching and learning of subject English. 8.2.
Assessment
To what extent do you agree with the comments on assessment? 8.2.1. QIEU endorses the comments made in clauses 92, 93, 94 and 95. 8.2.2. QIEU would like to see an assurance that teacher professionalism in the assessment of student learning will be protected in this document. QIEU is strongly opposed to high stakes, single point in time, standardised testing for the purposes of arriving at a level of achievement for the body of work undertaken by students in a year or over a number of years. 8.2.3. QIEU would also like to see built into the document some protections around the marking loads of specialist English teachers delivering Stage 3 and 4 English programmes. Summative assessment should be made only to verify student achievements and these should be limited in number to represent mastery of a variety of text types in both written, multi-modal and oral texts. In the final two years of secondary education these should not exceed two (2) oral texts and four (4) written or multi-modal texts in each of these two years. 9.
OTHER COMMENTS
9.1. QIEU endorses the comments made in clauses 96 – 100. 9.2. QIEU has concerns that the implementation of the National English Curriculum will not be uniformly or effectively implemented unless there is considerable commitment from Governments and school authorities to the adequate resourcing of schools and education professionals. For this reason it is vital that the curriculum document provides indications of levels of resourcing necessary for the teaching of subject English. 9.3. QIEU strongly recommends the inclusion in the curriculum document of a workload impact statement with regard to the implementation and ongoing delivery of the National English Curriculum.
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9.4. As part of this outlining or workload impact and resourcing, indications of the range and level of skill and knowledge necessary to teach subject English should be indicated. This would provide a framework for professional development provision by governments and school authorities to ensure highly qualified and skilled English teachers to deliver the programme. This is particularly necessary in the case of linguistic knowledge and the use of computer and other multi-modal technologies necessary for teaching, learning and enjoying subject English. 9.5. QIEU reiterates the need to include a work load impact statement, along with clear indications of necessary resourcing and time allocations if the aims of the curriculum as outlined are to be realised.
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