Natural and Processes Materials

English

Writing NT Curriculum Framework Renewal Document for pilot Semester 2, 2008

Unedited Version 03/07/08 English Writing Strand Pilot Overview

Why has the NT Curriculum Framework been renewed?

1 NT Teacher Feedback 2000 – 2008  Outcomes were not clear and too broad  Indicators were a mixture of activities, assessment tasks, ideas.  For many concepts the sequential development was not clear  It is was difficult to plan for learning as well as make judgments about learning  Descriptors used to support teachers to make judgments about the quality of learning using Emerging, Solid and Comprehensive were interpreted differently by teachers and schools

2 Recommendation from the NT Board of Studies to review the NT Curriculum five years after initial implementation 2001 – 2007

3 National Curriculum  The National Statement of Learning English was written in 2006 and describes the learning opportunities that need to be provided for learners in Years 3, 5, 7 and 9 in all Australian schools.

 Current National Curriculum work focuses on 1) describing the ‘future of schooling’ including implications for curriculum 2) development of content and performance standards for Year 10 – 12 and 3) development of proficiency levels for Year 3, 5, 7 and 9 literacy and numeracy. The National Curriculum Board will identify the work that needs to be done collaboratively by the States and expert groups will engage in the development of this work. Mrs Rita Henry is the NT representative on the National Curriculum Board.

4 Need to underpin the NT Curriculum Framework with learning theory and student evidence of learning.  In the development of the NTCF in 1999-2000 the main sources used to define outcomes and indicators was other States curriculum documents, most which were based on the National Profiles of Learning, and teacher professional wisdom. Since the initial development there has been a proliferation of knowledge about learning and learning development and the use of data and evidence of learning to inform teachers’ work. The renewal of the NT Curriculum Framework has triangulated teacher professional wisdom against a theory of learning development (called the Structure of the Observed Learning Outcomes model), analysis of student work samples using this model to identify the sequence of learning ‘through the learners eyes’, and use of data informed curriculum documents, called progress maps, from Western Australia and Victoria.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 2 English Specific Feedback Guidelines

Piloting Guidelines Level

1  Key Learnings model. Two models are presented in Bands 1,2 and 3 of this General document. Do we use a holistic or analytical model? Feedback

2  Do the Key Learnings match your professional wisdom and student evidence of Verification learning about the “solid level performance” of the Key Growth Point or Band?  Are there any gaps in the development sequence of concepts across the bands and within bands?  Are all Key Learning statements key indicators/ pointers of the solid level of demonstration OR can you see activates or experiences the students need to participate in at this level? For example Band 5+ Strategies Key Learning – “Engage in a program of wider reading understanding that reading and textual experience influence and assist the use of correct grammar”  Are there Key Learnings that are the same for all levels with the use of them varying in frequency and accuracy of use, eg. Strategies – “using a variety of strategies to plan, review, edit and publish writing”  Are the elaborations in the NTCF specific enough to 1) annotate evidence in student work samples 2) be used to inform planning and programming?  Some Key Learning statements and elaborations offer two word choices eg. Band 5+ Key Learning “complex/ abstract themes”. We ask you to identify the most appropriate word given what your students evidence of learning demonstrates.

3  As per general feedback guidelines Use to Plan  The Learning Design model (part of the new NT Teaching and Learning Framework) replaces the current Outcomes Focused Teaching and Learning Cycle on page 4 on the current NTCF. These questions are intended to guide your design for learning and hence incorporate use of the NT Curriculum Framework. We ask that you use these questions to guide your planning for learning. This model is found in the Appendix.

4  As per general feedback guidelines Use to Assess  Please remember to get student permissions to use work. See appendix for this form.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 3 English Writing Strand Progress Map of Learning Outcomes Key Learnings Learners demonstrating evidence of Band Learners demonstrating a solid performance at this level

Band 5 + Write convincingly on complex ideas by making critical choices of structures and forms that show To be added understanding of the relationship between purpose, form, language and audience. They manipulate and modify language structures and features for specific intent so that meaning is conveyed effectively. Learners revise and critically evaluate own and others’ texts for cohesion, impact and meaning.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 4 Outcomes Key Learnings Learners demonstrating evidence of Band Learners demonstrating a solid performance at this level

Band 5 Learners compose texts sustained by appropriate register, complexity To be added of purpose and subject matter. They demonstrate control of language structures and features when addressing audience expectations. Learners use strategies to plan, compose, evaluate and edit texts for meaning and effectiveness.

Band 4  Compose texts to explore, reflect on and evaluate complex Learners compose extended and ideas, examine multiple perspectives, and argue for a developed texts appropriate to particular point of view, audience, purpose and context.  Compose sustained narratives with control of time and They apply language structures sequence, coherence of viewpoint, consistency of plot and and features necessary to character development communicate ideas and information  Select and use language, structures and features to clearly in texts of appropriate length influence readers’ response, improve accuracy and and complexity Learners use readability including use of objective and subjective point of strategies to plan, construct and view, active and passive voice, and figurative language begin to evaluate texts to improve  Use a range of punctuation accurately to support meaning, their writing. including ellipses, dashes, colons and semicolons; control tenses and subject –verb agreement, noun-pronoun agreement and accurately identify and use different parts of speech  Edit writing for clarity, coherence, and consistency of style, and proofread and correct spelling, punctuation and grammatical errors  Evaluate the extend to which they have met demands of purpose, audience ad context in their writing

 Write with a purpose to inform, persuade and entertain for Band 3 unknown and specified readers Learners compose cohesive texts  Use various genres within text types, eg adventure, horror, that include both familiar or new fantasy, myths, play scripts, ballads, legends in imaginative content and ideas. They adapt or narrative texts and biographies, personal recounts, writing to consider audience detailed reports in information texts purpose and context. Learners  Write with detail and develop ideas and information experiment with most language drawing on their own knowledge, experiences, thoughts, structures and features when feelings, and on subject matter read, viewed, heard or writing texts. They use strategies to seen. plan, compose, review and edit  Use a range of text, sentence and word conventions with written texts. the intent of creating an effect on the reader and to be more fluent in their writing

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 5 Outcomes Key Learnings Learners demonstrating evidence of Band Learners demonstrating a solid performance at this level  Combine ideas in a logical sequence using text Band 2 organisation frameworks Learners compose texts which  Identify some needs of readers of their texts and take these contain inter-related ideas and into account when writing information about familiar content.  Use simple, compound and complex sentences with They consider aspects of audience accurate, consistent punctuation and simple grammar and purpose. Learners identify and  Spell one and two syllable words with common spelling use most basic language structures patterns and common words accurately and features when writing a range  Use familiar strategies to prepare a plan before writing, of texts. They use known strategies reread own writing to maintain meaning and proofread for and experiment with new strategies some spelling and punctuation errors

Band 1  Produce simple written texts to communicate experiences, Learners Compose imaginative and information and feelings factual texts which contain ideas  Identify some purposes for writing about familiar content. They  Write texts that can be read by others using simple text recognise some purposes and conventions at the text, sentence and word level advantages of writing. Learners  Know that writing can be planned, reviewed and changed begin to use basic language and use strategies to do this structures and features so that writing can be readily interpreted by others. They begin to use strategies to plan, compose and review own writing.

Key Growth Point 3  Recognise that writing conveys information Learners Write symbols with the  Produce writing with the intent of conveying a message and intention of communicating an idea may need drawing or oral sharing to support this message or message. They recognise that  Write simple sentences with emerging subject verb writing conveys meaning to others. agreement Learners use conventional written  Use sound symbol relationships and conventional symbols symbols and some sound symbol to write words relationships for expressing ideas and information. They explore a range of strategies to represent their own writing.

 Make meaningful marks or symbols in their preferred Key Growth Point 2 communication mode using invented and some Learners Experiment with written conventional symbols, eg letters, numbers, drawings symbols for someone to read or  Assign a message to their writing interpret. They recognise that these  Attempt text writing based on personal experience symbols within their context can be  Write and name most letters in own name used to convey meaning. They use  Name commonly encountered letters of the alphabet unconventional and conventional  Trace, overwrite or copy shapes and straight line patterns written symbols for expressing ideas. Learners experiment with a variety of means to produce writing.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 6 Outcomes Key Learnings Learners demonstrating evidence of Band Learners demonstrating a solid performance at this level  Explore objects and interactions in increasingly complex Key Growth Point 1 ways, eg. reach out for tools that enable them to make Learners Use intentional marks communication strategies to  Sustain concentration for sustained periods of time during interact with people, objects and an interaction with a person or object activities.  Request objects and tools for making marks and symbols, eg. paint brush, computer, writing implements  Use fine and gross motor skills to manipulate computer, writing, painting and drawing tools to make random marks

Comment: These statements flow and the sequence seems to be logical and progressive as it moves through the bands. I have added the text ‘learners’ to the beginning of the statements for consistency with the higher level statements.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 7 English Writing Key Growth Point 1

Outcome Learners demonstrating Learners demonstrating evidence of KGP 2 evidence of KGP 1

Use intentional communication strategies to Experiment with written symbols for someone to interact with people, objects and activities. read or interpret. They recognise that these symbols within their context can be used to convey meaning. They use unconventional and conventional written symbols for expressing ideas. Learners experiment with a variety of means to produce writing.

Good idea to have next level for comparison and in line with proximal zone of development theory.

Key Learnings Evidence of learning that demonstrates a solid level of Key Growth Point 1 will:

 Explore objects and interactions in increasingly complex ways, eg. reach out for tools that enable them to make marks  Request objects and tools for making marks and symbols, eg. paint brush, computer, writing implements  Sustain concentration for sustained periods of time when communicating use fine and gross motor skills to manipulate computer, writing, painting and drawing tools to make marks

Elaborations Learners demonstrating evidence at a solid level of Key Growth Point 1, for example Learners know and understand Learners KGP 1.1 Passive pre-intentional communication  Produce simple reflex responses, in response to the sensations they are experiencing eg. vocalisation, eye rolling, actions in response to feeling pain  Produce simple reflex responses in response to external stimuli, eg. startle reflex to a loud noise KGP 1.2 Early active pre-intentional communication  Demonstrate an awareness of participation in interactions, activities and experience through body language, actions, vocalisations, eg eye gaze for longer periods of time and is inferred as increased attention  Appear alert and focus attention on certain people, objects or parts of objects, and experiences, eg. smiling at familiar people  Give unexpected or intermittent reactions within an interaction, activity or experience, eg can become excited in the midst of social activity

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 8 Learners know and understand Learners

KGP 1.3 Active pre-intentional communication Some stimuli are predictable and  Respond inconsistently or intermittently to structured consistent and cause a response in sensory cues provided by communication partner, eg. do the context of ‘here and now’ not appear to differentiate intonation patterns, respond to their name or key words and phrases with predictability  Produce a wide range of behaviours in response to internal stimuli and this behaviour needs to be recognised, interpreted, assigned meaning and responded to by a communication partner, eg. use facial expressions, vocalisations, specific and general body movements which reflect different needs and wants  Are dependent on communication partner to present an object and interpret responses, eg. vocalise in response to a stimuli and have communication partner interpret and change or maintain stimuli  Appear alert and ready to focus attention on certain people, events, objects or parts of objects for small time periods (seconds and minutes), eg. visual or auditory focus on a familiar person during an activity  Communicate consistent preferences and affective responses, eg. reach out for favourite person  Show interest in people, objects and experiences  Recognise familiar people, objects and experiences, eg. vocalise or gesture in response to visit by a familiar person  Perform action by trial, error and improvement, eg. use different approaches to gain attention

KGP 1.4 Emerging intentional communication  Recognise familiar voices, respond to different intonation People use body language, patterns, and respond to their name gesture, actions and / or sound to  Make simple choices, eg. use a yes / no system when gain attention or respond during an presented with one option or reach for preferred object interaction when presented with two objects  Protest, eg, push the communication partners hand Consistent communication can away result in more meaningful, longer  Seek positive and negative attention using gesture or interactions and needs and wants vocalisation, eg hold the object, point to it or give it on being met request  Greet people using consistent strategies, eg hand movement, sustained eye gaze  Choose from a limited range of responses to interact with familiar people, objects, activities  Seek objects that may not exist in immediate environment, eg actively look for or request objects, food, people, experiences even though they can not see them  Apply potential solutions to interacting with communication partner, eg, bring object to an adult in order to request something  Remember and attempt to use learnt responses, eg. follow lead of communication partner

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 9 Learners know and understand Learners  KGP 1.4 Emerging intentional writing Making marks with various tools is  Reach out for tools that enable them to make marks a way of interacting with people  Request writing tools with intent to make marks and objects.  Sustain concentration for sustained periods of time when communicating  Randomly ? a keyboard, mouse, switch and begin to recognise that this causes the screen to change  Randomly use pens, brushes and eye focus on product created when used

May need some kind of statement somewhere about this particular level and how it is sequenced differently from the others in regards to the 1.1 – 1.4.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 10 English Writing Key Growth Point 2 Outcome Learners demonstrating Learners demonstrating Learners demonstrating evidence of KGP 1 evidence of KGP 2 evidence of KGP 3

Use intentional Experiment with written symbols for Write symbols with the communication to interact someone to read or interpret. They intention of communicating with people, objects and recognise that these symbols within an idea or message. They experiences. their context can be used to convey recognise that writing meaning. They use unconventional and conveys meaning to others. conventional written symbols for Learners use conventional expressing ideas. Learners experiment written symbols and some with a variety of means to produce sound symbol relationships writing. for expressing ideas and information. They explore a Need a specific mention of fine motor range of strategies to skills at this point. represent their own writing.

Good snap shot of levels. Key Learnings Evidence of learning that demonstrates a solid level of Key Growth Point 2. Learners will will:  Make meaningful marks or symbols in their preferred communication mode using invented and some conventional symbols, eg letters, numbers, drawings  Assign a message to their writing  Attempt text writing based on personal experience  Write and name most letters in own name  Name commonly encountered letters of the alphabet  Trace, overwrite or copy shapes and straight line patterns

Elaborations Learners demonstrating evidence at a solid level of Key Growth Point 2, for example

Learners know and understand Learners

Texts and Contexts  Become aware that writing and drawing are different  Writing is used to convey a  Write for real purposes using invented symbols, message strings of letters, numerals or a combination of each  Writing is spoken words written usually found in their own name, eg this is a shopping list down for mum. Link to visual examples. (what does this  Writing is used for many mean?) purposes  Talk about characters in stories  Texts include characters and  Talk about people/events in factual texts events  Recognise and write their own representation of their name  Name some letters of the alphabet usually found in their name  Explains why they are writing and who it is for

Language Structures and Features

 English is written from left to  Demonstrate an awareness of print directionality eg right points to where the print starts and ends on the page  Symbols have meaning  Write using invented symbols, strings of letters,  Phonemic Awareness numerals or a combination of each principles: rhyming, some letter  Recognise and write their own representation of their names name  Name some letters of the alphabet related to their name  Haves a go at writing on their own, or with some adult support eg copying writing, tracing

Strategies

 Writers take risks and have a  Have a go at writing in context on their own or with some go adult support  How to use a range of fine  DevelopUse fine motor skills, eg hand eye coordination, motor tools and writing directionality, strength & balance to participate in a range implements including ICT of fine motor activities  Use fine motor skills to cut, colour, paste, draw, paint, use keyboard, use writing implements  Write using invented symbols, strings of letters, numerals or a combination of each about things they know.  Copy text using approximations of letters about things they know

At this level children will attempt writing but not all will attempt it purely on their own. There are always those children who are hesitant to just ‘do’ role play writing. They will however have a go if they are able to copy an adult’s writing so I would add something like this to indicators that mention ‘having a go’ at this level, Copying is also a strategy that assists children in developing their understandiongs.

I also felt this area needed to have some extra detail about fine motor activities as this is the prime stage at which they need to be developed and not just through the more formal activities such as cutting, colouring, pasting, etc….Sloane and Kemp run a great PD on fine motor development and have produced a series of activity book to assist teachers with ideas in this area.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 12 Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 13 English Writing Key Growth Point 3 Outcome Learners demonstrating Learners demonstrating Learners demonstrating evidence of KGP 2 evidence of KGP3 evidence of Band 1

Experiment with written Write symbols with the intention of Compose imaginative and symbols for communicating an idea or factual texts which contain someone to read or message. They recognise that ideas about familiar content. interpret. They writing conveys meaning to others. They recognise some recognise that these Learners use conventional written purposes and advantages symbols within their symbols and some sound symbol of writing. Learners begin to context can be used relationships for expressing ideas use basic language to convey meaning. and information. They explore a structures and features so They use range of strategies to represent that writing can be readily unconventional and their own writing. interpreted by others. They conventional written begin to use strategies to symbols for plan, compose and review expressing ideas. own writing. Learners experiment with a variety of means to produce writing

Key Learnings Evidence of learning that demonstrates a solid level of Key Growth Point 3 will:  Recognise that writing conveys information  Produce writing with the intent of conveying a message and may need drawing or oral sharing to support this message  Write simple sentences with emerging subject verb agreement  Use sound symbol relationships and conventional symbols to write words

Elaborations Learners demonstrating evidence at a solid level of Key Growth Point 3, for example

Texts and Contexts

 Different types of writing are  Write for their own purpose used for different purposes  Use writing to communicate with others  Distinguish between writing and  Use personal experiences as a stimulus for writing drawing  Talk about how characters, events, people and ideas are  Writing is used to communicate represented in texts with others  Finds information they need in their writing  Writers create characters and  Combine writing with drawing or computer graphics write about events for a purpose (I’ve moved this from Band 1 as I think it’s more  A written message remains characteristic at this stage. constant

 That words are a unit of Text Conventions speech and are made up of  Develop a beginning understanding of the structure of sounds text forms  Writing consists of - Writes a recount of a personal experience conventional symbols - Writes an imaginary story but based on personal  Phonemic Awareness experiences or something read or viewed principles: letters have - Writes 2-3 step instructions corresponding sounds, rhymes, - Writes labels to give information rhymes, alliteration  Writers get ideas for writing Sentence Conventions from lots of different  Write a simple sentence with subject-verb agreement experiences.  Experiment with punctuation marks, eg, cCapital letters,  Writers take risks and have full stops a go when writing and publishing their work Word Conventions  Demonstrate one to one correspondence when writing  Use spaces between words when writing  Identify most letter names and common sounds of the alphabet  Write usingshowing evidence of sound symbol relationships  Spell accurately some frequently used words and words with common spelling patterns, e.g. –at, -in, -up

Presentation Conventions  Demonstrate fine motor control in a range of contexts, eg. use of computer mouse, painting, drawing, colouring, tracing, cutting  Demonstrate the correct pencil grip  Begin to cCorrectly form upper and lower case letters

I wouldn’t expect children to be forming all lower case letters correctly at this level & children would still be adding some letters that may not be accurate in regards to sound symbol relationships

Strategies

 Writers get ideas for writing  Have a go at writing using sounding out and from lots of different environmental print experiences.  Re-read own written and scribed texts without  Writers take risks and have a go significantly altering meaning when writing and publishing  Write with assistance in sounding out words, structuring their work sentences

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 16 English Writing Band 1 Outcome Learners demonstrating Learners demonstrating Learners demonstrating evidence of KGP 3 evidence of Band 1 evidence of Band 2

Write symbols with the Compose imaginative and factual texts Learners compose texts intention of which contain ideas about familiar which contain inter-related communicating an idea or content. They recognise some purposes ideas and information about message. They recognise and advantages of writing. Learners familiar content. They that writing conveys begin to use basic language structures consider aspects of meaning to others. and features so that writing can be audience and purpose. Learners use readily interpreted by others. They begin Learners identify and use conventional written to use strategies to plan, compose and most basic language symbols and some sound review own writing. structures and features symbol relationships for when writing a range of expressing ideas and texts. They use known information. They explore strategies and experiment a range of strategies to with new strategies. represent their own writing. Band 1  First Steps Early Writing Phase  Year 3 National Writing Benchmark level is within Band 1, Key Learnings in 2007 Band 1Emerging Evidence of learning that demonstrates a solid level of Band 1 will:  Produce simple written texts to communicate experiences, information and feelings  Identify some purposes for writing  Write texts that can be read by others using simple text conventions at the text, sentence and word level  Know that writing can be planned, reviewed and changed and use strategies to do this

Elaborations Learners demonstrating evidence at a solid level of Band 1, for example

Texts and Contexts

 Texts are organised in particular  Attempt a range of simple texts including lists, letters, ways to support the writer’s recounts, narratives, procedures, instructions, messages, representation of their ideas. rhymes, simple descriptions to convey experiences,  Vocabulary used supports feelings, ideas and thoughts meaning and is specific and  Explain the purpose of a small range of texts and how appropriate to the text the text meets purpose and audience needs.  Some of the purposes of  Combine writing with drawing or computer graphics different text forms eg lists,  Compose a range of simple texts containing a few letters, narratives, emails related ideas in sequence for authentic purposes and  A range of simple, imaginative audiences. and factual texts can  Discuss how characters and events are represented in communicate ideas, information literary texts and include people and events.  May include illustrations to support text (this could replace the removed one)

 Text forms have identified Text Conventions (Organisation, Theme, Cohesion) structures and organisational  Analyse and use organisational features of a range of features text forms  Ideas can be combined in a  Produce texts that show partial use of simple logical sequence in texts organisation frameworks:  Text connectives are used to - Recounts – simple factual accounts with little detail; link and sequence things, ideas include irrelevant ‘dawn to dark’ details; usually and events, e.g. ‘then’ as a text contain personal events, comments and observations connective – She got out of the - Reports – general orientation, several pieces of pool. Then she dried herself. information, facts with little elaboration - Narratives – orientation, some action, simple conclusion; may rewrite known stories;  Write simple texts that maintain a general storyline or idea but may include irrelevant details or unnecessary repetition  Link ideas within and in some instances across sentences using referring words - personal pronouns, eg. he, she, it and may confuse use eg. The kangaroo is big. He has a big tail. - text connectives indicating time, sequencing ideas, showing cause and effect eg. next, then, after that, firstly/first, so, because… - pointing words eg. this, that

 Sentences have different Sentence Conventions (Structure, Grammar, functions (statement, command, Punctuation) question, exclamation)  Use simple sentences that contain one idea, correct word  Sentences can be a group of order, use a capital letter and a full stop, eg. The girl words that stand alone (single drew a picture. clause or simple sentence), eg.  Use compound sentences that combining two clauses The girl drew a picture, or a with linking words such as and, but, then, because, combination of two or more eg.The girl drew a picture and gave it to her mother. independent clauses  Use concrete, particular, everyday nouns to refer to (compound sentences), eg. The people, places and things in their familiar environments, girl drew a picture and gave it to eg. her mother. - concrete nouns are those things which the learner  Sentences are punctuated to can see and touch eg. apple, boat, house, assist the reader to read for - particular nouns refer to particular people, places and meaning things, eg. mum, my friend, our house, the dog  Punctuation has a name, - every day nouns are those that are generally used to symbol, and functions, eg.Full label a person, place or thing and are not technical, stop indicated by symbol (.) and eg. backbone instead of vertebrae used to end sentences and for  Accurately use a range of determiners such as articles some abbreviations. (a/an, some, the), pointing words (this, that, these, Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 18 Learners know and understand Learners those), possessives (my, his, their)  Use adjectives to - Quantify, eg two, first, some, a lot of, more, every - Give an opinion, eg. kind, nice, evil, funny, - Provide facts of size, shape, colour eg. big, dark, round, very, old - Compare, eg the prettiest, the worst, longer, bigger, sadder,  Use mostly action verbs to represent common activities and express finer distinctions eg. slither or turn instead of move and use some saying and thinking verbs, eg.said, cried, thought, wish, love, hate  Use simple verb groups using tenses appropriate to text type, eg. - Present simple tense – I read the paper every day, fish have gills, she is sick - Past simple tense – we walked home, I went to the beach - Future tense – when I grow up, I will eat lots of lollies  Use simple adverbs and adverbial phrases to indicate: - Place – eg. here, there, outside, inside, over there, at home - Time – eg. tomorrow, today, then, now, every day, on the weekend, in the evening - Make finer distinctions in terms of manner in which action taken – eg. fast, sadly, hard, luckily  Use capitals at the beginning of sentences for familiar common nouns like people’s names and places  Attempts to use varied punctuation commas, question marks, exclamation marks  Use simple contractions to show possession, eg. it is > it’s, I am > I’m

Word Conventions (Vocabulary, Spelling)  Each sound in a word is  Spells frequently used words represented by letter patterns  Sounds out and represents all substantial sounds in a word sometimes choosing letters on the basis of sound for conventional letter patterns, eg. pepl (people), kaj (cage)  Uses simple letter patterns, eg. ing, ed, sh  Beginning to correctly spell unknown and non-phonetic words using chunking, sounding out  Forms the plural of common, regular nouns, eg. horse > horses, story> stories, box > boxes  Transfers words encountered in talk and reading to writing  Highlights words for emphasis, eg HUGE

Presentation Conventions  Forms most upper and lower case letters with uniform size, slope, shape and spacing using Victorian Modern Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 19 Learners know and understand Learners Cursive  Uses a QWERTY keyboard with developing efficiency and understanding of letter positions  Chooses writing implement to suit writer, purpose and context eg. pencil, pen, computer keyboard, voice recognition

Strategies

There is vocabulary to label and  Identify intended audience and purpose before writing talk about writing.  Use vocabulary to name aspects of writing and thinking, eg. capital letter, full stop, sentence, question, page There are a number of strategies  Draft writing using a range of spelling strategies eg. that can be used before, during and visual patterns, sounding out, chunking after writing, eg.  Discuss writing with peers and adults before, during and - Before: talking, drawing; after writing expressing orally, group  Re read their own writing checking that it makes sense brainstorming; using graphic  Identify and correct simple errors or omissions in words, organisers punctuation - During: self questioning;  Create a published text that attempts to reflect its sounding out; chunking - After: looking for spelling purpose errors; read back own writing to clarify meaning; with suggestions clarify, add more or delete information

There seems to be a big jump between KGP 3 and Band 1 but at the same time I can understand this as the shift in student thinking jumps at this point.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 20 English Writing Band 2 Outcome

Learners demonstrating Learners demonstrating Learners demonstrating evidence of Band 1 evidence of Band 2 evidence of Band 3

Compose imaginative Learners combine ideas in logical Learners compose cohesive and factual texts which sequence to write a small range of text texts that include both contain ideas about types, taking into account some familiar or new content and familiar content. They audience needs and text purposes. ideas. They adapt writing to recognise some They control simple sentence, consider audience purpose purposes and punctuation and word conventions, and context. Learners advantages of writing. experimenting with less common experiment with most Learners begin to use conventions. They use familiar language structures and basic language structures strategies to plan, review and proofread features when writing texts. and features so that texts. They use strategies to plan, writing can be readily compose, review and edit interpreted by others. written texts. They begin to use strategies to plan, compose and review own Band 2  First Steps Transitional Writing writing. Phase  Year 5 National Writing Benchmark level is at Band 2 Emerging Key Learnings  Year 7 National Writing Evidence of learning that demonstrates a solid level of Band 2 will: Benchmark level is at Band 2  Combine ideas in a logical sequence using text organisation frameworks Comprehensive /Band 3 Emerging  Identify some needs of readers of their texts and take these into account when writing  Use simple, compound and complex sentences with accurate, consistent punctuation and simple grammar  Spell one and two syllable words with common spelling patterns and common words accurately  Use familiar strategies to prepare a plan before writing, reread own writing to maintain meaning and proofread for some spelling and punctuation errors

Texts and Contexts

 Texts are organised in different  Use simple organisational frameworks works to control ways according to a chosen text imaginative texts which have a form - setting and characters  Texts are composed for specific - storyline of sequenced events that involve relevant purposes and to appeal to a complications and resolutions chosen audience - an ending which draws together elements of the  Texts have different purposes storyline  Authors create characters and - uses dialogue write about events, people and  Use simple organisational frameworks to control places for a specific purpose information and persuasive texts which have a  Authors use devices to create - gGeneral introduction or statement - dDevelop the topic with a few supporting ideas, Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 21 Learners know and understand Learners effect in writing descriptions or opinions - Make a personal judgment (for persuasive texts such as arguments) and support this judgments with a few points  Write about ideas that are personally familiar or unfamiliar by drawing on their own research  Write for known audiences attempting to select text types and ideas that meet the needs and expectations of these familiar readers and stated purposes. Answer questions like: - What am I writing? - Who is my target reader? - What do I know about my reader? - What does my reader want or need to know? - What will the reader expect to see in the text? - What will I do to appeal to the reader? - What text form will I choose? - How will I organise the text? - What is the best way to present this text to the reader? - From whose point of view will I write - What language suits the reader, purpose and content?

 Represent characters and events in alternative ways when writing literary texts by answering questions like: - What effect do I want to create in this text? - How will I represent the character in this text? - What language will I use to represent the character? - What events will happen in this text? - How will my text end? - How will visuals support my text?  Represent ideas, people and facts in alternative ways when writing informational texts by asking and answering questions like: - How will I represent the people in this text? - How are these people like and not like people I know? - What words will I use to represent people in the text? - What is the purpose of writing in this text? - What facts and information do I want to include and exclude? - How accurate is the information?

 There is a metalanguage of Text Conventions (Organisation, Theme, Cohesion) writing connected to grammar,  Organise writing into paragraphs that are mainly focused spelling and text forms on a single idea or set of like ideas and use formulaic  Sentence structures can be structures, eg. topic sentence, supporting detail, varied to create effect concluding sentence in informational texts  Sentences are grouped into  Indicate a paragraph using visual organisers, indentation meaningful paragraphs on a new line, leaving a space between blocks of text  Punctuation is used to enhance  Begin to use sentence beginnings to indicate the main the meaning of texts focus of the text, eg. There was a family called the

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 22 Learners know and understand Learners  Texts have organisational Smiths. They lived in the middle of Adelaide. On the 21st structure at the whole text, December they decided to have a huge party. sentence and word levels  Link ideas within the text using referring words  Visual, phonic and meaning - use ‘the’ to refer back to something which was cues are used to spell words introduced previously correctly - personal pronouns (I, they, me, you) and possessive pronouns (mine, yours, theirs) - words replacing verb or noun groups eg. do, so, such, one (I told him to leave, so he did) - pointing words (that, this, these, those)  Link ideas within the text using word associations - repeated words - synonyms eg. said, cried, yelled  Use text connectives to indicate time, sequence ideas, add information, show cause and effect; clarify, eg. afterwards, finally, soon, later, after a while, first of all, start with, firstly/secondly, too, also, again, as well, as a result, for that reason, I mean, in other words, for example

Sentence Conventions (Structure, Grammar, Punctuation)  Use simple, compound and complex sentences with - accurate subject verb object agreement, eg. Sasha (subject) was reading (verb) the newspaper (object) - accurate noun pronoun agreement using personal and possessive pronouns, eg I called the little monkey Zeus, he was trained. - consistent tense - clauses that make statements (Once there was a man and his donkey), ask a few questions (Can I go to school?), command (Tell me his name!) and exclaim (How strange!) - Use a range of conjunctions eg. because  Accurately use capital letters, fullstops, questions marks, exclamation marks, and commas for lists  Experiment with apostrophes in contractions and to show ownership, commas to mark a clause and speech marks for direct speech

Word Conventions (Spelling, Vocabulary)  Use simple groups of nouns, verbs, adverbs and adjectives, eg. big warm bed; long, brownish hair and varies use of vocabulary for interest  Use single precise nouns, verbs, adverbs and adjectives, eg. slowly walked, hissed, eventually  Use simple figurative language, eg. big as a house,  Use familiar technical language relate to an area of focus, eg. herbivore, skeleton  Represents all vowels and consonant sounds in word placing vowels in every syllable  Uses visual knowledge of common letter sequences when spelling unknown words, eg. doller (dollar), Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 23 Learners know and understand Learners thousand (thousand)  Uses less common letter patterns and the sounds they represent, eg, -tion, ph  Includes all letters but may sequence inaccurately, eg. thier(their)  Usually represents all syllables in a word, eg. uncontrollablely (uncontrollably)

Presentation Conventions  Experiments with various ways of publishing, eg electronic static and active (hyperlinked) texts and presentations, print texts  Write legibly in Victorian Modern Cursive script developing speed and style using consistent shape/size and slope  Use QWERTY keyboard, formatting and editing functions to word process texts

Strategies

 The writing process assists  Plan independently for writing using simple text type writers to compose, refine and graphic organisers publish texts  Draft writing using a variety of forms and multimedia  Participate in writing conference with peers and teachers  Conferences give writers  Use a proof reading guide to identify errors and improve opportunities to clarify and writing; to clarify meaning by adding information or refine their writing changing punctuation, identifying and correcting spelling  Modify own writing with an understanding of the need for  A range of media can be used the use of conventions when writing for an audience to publish writing  Publish writing using a range of forms and multi media  Write using a range of means to spell unknown words and a variety of resources eg dictation, have a go  metalanguage to describe aspects of grammar, punctuation and spelling 

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 24 English Writing Band 3 Outcome Learners demonstrating Learners demonstrating Learners demonstrating evidence of Band 2 evidence of Band 3 evidence of Band 4

Compose texts which Compose cohesive texts that include Compose extended and contain inter-related both familiar or new content and ideas. developed texts appropriate ideas and information They adapt writing to consider audience to audience, purpose and about familiar content. purpose and context. Learners context. They apply They consider aspects of experiment with most language language structures and audience and purpose. structures and features when writing features necessary to Learners identify and use texts. They use strategies to plan, communicate ideas and most basic language compose, review and edit written texts. information clearly in texts structures and features of appropriate length and when writing a range of complexity. Learners use texts. They use known strategies to plan, construct strategies and and begin to evaluate texts experiment with new to improve their writing strategies.

Key Learnings Evidence of learning that demonstrates a solid level at Band 3 will  Write with a purpose to inform, persuade and entertain for unknown and specified readers  Use various genres within text types, eg adventure, horror, fantasy, myths, play scripts, ballads, legends in imaginative or narrative texts and biographies, personal recounts, detailed reports in information texts  Write with detail and develop ideas and information drawing on their own knowledge, experiences, thoughts, feelings, and on subject matter read, viewed, heard or seen.  Use a range of text, sentence and word conventions with the intent of creating an effect on the reader and to be more fluent in their writing

Texts and Contexts

 Text choices and text forms are  Write imaginative texts that contain ideas and shaped by purpose and audience information dealing with their personal views of the  Texts present subject matter from world. Texts may include: adventure, horror, fantasy, a particular perspective ghost stories, myths, legends, ballads, play scripts and  Texts are composed on both poems. familiar and unfamiliar topics with  Write imaginative texts that increasing complexity to express - Have a clear storyline with relevant ideas, details personal views and to explore and events that develop the plot challenging ideas. - Develop characterisation through descriptions,  Texts are literary and visual actions and dialogue artefacts and are shaped by - Create multi-dimensional characters with context: culture, ethnicity, personalities and feelings language and time - Consider the social justice implications of the way  The range of purposes for writing they represent people, places and events Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 25 Learners know and understand Learners include: to inform, to entertain, to negotiate, to persuade, to  Write information and argument texts such as personal describe, to explain, to instruct, to reports, autobiographies, letters to the editor, record, to express opinions and to newspaper articles, reviews, advertisements to explore evaluate ideas some challenging ideas and / or argue a point of view  Texts can be written for more than  Write information and argument texts that one purpose, eg autobiographies - Provide an introduction to the scope of the topic and can be used to recount develops the topic with ideas, descriptions, experiences and record history opinions, and / or explanations that are logically  Authors use a variety of ways to organised influence audience response - Provide an introduction that states their position, logically supporting arguments that include details or evidence and a conclusion that restates their position  Select subject matter and topic according to the position of the writer, assumptions about the readers needs and purpose of the text, eg. assumptions about the readership of a newspaper are evident in the language of the letters to the editor  Draw on subject matter and text forms that have read, heard, viewed in a formulaic way Language Structures and Features

 Learners begin to understand that Text Conventions (Organisation, Theme, Cohesion) language structures and features  Use graphic elements or headings and subheadings to are affected by text form, context, organise writing purpose, audience, register, tone  Divide meaningful sections of text into paragraphs with and style (FC-PARTS) ? topic sentences that foreground the point, main idea or  Writers select, adjust and logically argument in each paragraph and to focus the readers organise information using SAE attention conventions  Use cohesive devices to link sentences and  Sentence structure varies paragraphs according to desired effect - cause and effect relationships, eg. since, in order,  Use grammar to enhance due to, in addition, in the same way descriptions and link ideas - compare and contrast, eg. although, while  Use effective vocabulary to - sequences eg. a final point express ideas, information and opinions that influence particular Sentence Conventions (Structure, Grammar, audiences Punctuation)  Apply knowledge of word  Use a variety of simple/compound/extended sentences meanings, spelling rules and root and vary sentence structure to create effect, eg. a derivations for accurate spelling simple sentence to grab readers attention and a  Use punctuation effectively to compound sentence to compare or contrast convey meaning  Use linking devices within sentences, eg. however, so  Consolidate a personal and legible  Use literary devices to enhance imaginative effect and handwriting style shape meaning, eg. personification, metaphor  Use a range of media for  Use subject verb agreement correctly including use of producing texts including ICT, - proper, precise, technical, abstract, and group digital and electronic nouns that express ideas involving distinctions and details, eg. Trees absorb carbon dioxide from the air and use it make food for the plant that gives it energy to grow - verbs that express fine distinction and detail, are more technical, and develop the character, mood Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 26 Learners know and understand Learners and action sequences, eg grumbled, growled, or thundered instead of said - maintain appropriate tense to match purpose, content and audience  Use language structure and features appropriate to genre / text type, for example, - Narratives: descriptions and consistent point of view - Descriptive: literary techniques to create a sensory impression on the audience. - Reports and recounts: use of past tense, specific / precise language - Exposition: argument and persuasion – maintain position of writing whilst presenting different positions  Use advanced punctuation to support meaning and fluency of complex sentences - Commas to separate clauses - Colons, semicolons and hyphens - Apostrophe for possessive nouns - Quotation marks and commas for direct speech

Word Conventions (Vocabulary and Spelling)  Use clear and unambiguous pronouns  Use modality to express point of view eg. may, might, must  Words that link specific ideas within and across sentences eg. words that can occur together and are related to each other, eg. crocodile, reptile, animal, creature, ‘dinosaur’  Use adverbials of viewpoint, comment and opinion that can be used to influence and position readers, eg surely, logically, ideally, in my opinion  Choose words that contribute to tone in personal and informal writing  Use subject specific vocabulary with accuracy  Use word origins, sound and visual patterns, syntax and semantics (meaning) as a multi-strategy approach to spelling

Strategies

 Select appropriate strategies to  Plan to write using a range strategies use throughout the writing  Record information from a variety of sources for process specific purposes  Draft and publish: using a variety of methods to record and visually present written work  Collaborate with others in writing conferences and respond to others’ writing with constructive comments  Refine own writing through reviewing, proofreading and editing  Commence journal writing as a tool for improving own writing  Recognise most misspelt words through visual/phonic patterns and word derivations/meanings, and use this

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 27 Learners know and understand Learners knowledge when responding to cues from electronic spelling and grammar checkers  Spell accurately, using visual strategies (common letter patterns, critical features of words) and knowledge of word parts to extend base words (prefixes, suffixes, compound words)

Learners demonstrating Learners demonstrating Learners demonstrating evidence of Band 3 evidence of Band 4 evidence of Band 5

Compose cohesive texts Compose extended and developed texts Compose texts sustained that include both familiar appropriate to audience, purpose and by appropriate register, or new content and context. They apply language complexity of purpose and ideas. They adapt writing structures and features necessary to subject matter. They to consider audience communicate ideas and information demonstrate control of purpose and context. clearly in texts of appropriate length and language structures and Learners experiment with complexity. Learners use strategies to features when addressing most language structures plan, construct and begin to evaluate audience expectations. and features when writing texts to improve their writing. Learners use strategies to texts. They use strategies plan, compose, evaluate to plan, compose, review and edit texts for meaning and edit written texts. and effectiveness.

Key Learnings Evidence of learning that demonstrates a solid level lat Band 4 will

 Compose texts to explore, reflect on and evaluate complex ideas, examine multiple perspectives, and argue for a particular point of view,  Compose sustained narratives with control of time and sequence, coherence of viewpoint, consistency of plot and character development  Select and use language, structures and features to influence readers’ response, improve accuracy and readability including use of objective and subjective point of view, active and passive voice, and figurative language  Use a range of punctuation accurately to support meaning, including ellipses, dashes, colons and semicolons; control tenses and subject –verb agreement, noun-pronoun agreement and accurately identify and use different parts of speech  Edit writing for clarity, coherence, and consistency of style, and proofread and correct spelling, punctuation and grammatical errors  Evaluate the extend to which they have met demands of purpose, audience ad context in their writing

Texts and Contexts

 The essay text form used by an  Write purposely using appropriate text structures author is dependent on context, relevant to context, purpose and audience (e.g. purpose and audience. imaginative, informational, persuasive, argumentative)  Text can encompass a world view  Write a range of texts for audiences providing and can articulate beliefs/values viewpoints supported by evidence (e.g. alternative that are influenced by context, viewpoints, personal viewpoint) purpose, audience and point of  Reflect and respond to texts demonstrating an view. understanding of the beliefs/values presented.

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 29 Learners know and understand Learners  Different text types can be used  Manipulate text forms to create hybrid texts to demonstrate imaginative,  Construct extended information and argument texts creative or analytical responses. - -use a variety of authoritative sources of  Specific literary and rhetorical information to support the position of the author devices are used to shape or and appeal to the audience influence audience (e.g. bias, - logically organise information texts using an stereotypes and rhetorical introduction to outline the topic and scope, develop questions). ideas, descriptions, opinions and explanations  Content and graphics presented - use a logical, formal structure to argue a position in texts are selected to influence by stating position, arguments that may include reader response. some details or evidence and a conclusion  Writers want readers to connect - present a topic from different viewpoints with the ideas and emotions - -present challenging themes and issues expressed by or implied in their  Create sustained narratives and scripts writing. - with well developed and integrated settings - develop characterisation through description, dialogue and actions - create characters with feelings, personalities beyond traditional, stereotype, one dimensional characters - -represent characters and events to consciously provoke positive and / or negative response - consider social justice implications of the way they have represented people, places, events and things  Experiment with writing poetry in various specified forms, eg. form poems, haiku Language Structure and Features

 Different text forms have Text Conventions particular language, structures  Distinguish between the use of objective and subjective and features that are used point of view. relevant to context, audience and  Construct media texts using appropriate LSF relevant purpose (e.g.short stories, to context, purpose and audience. (eg FC-PARTS) anecdotes, plays, poetry, personal  Experiment with writing and analysing a range of poetic letters, adverts, biographies, news texts using appropriate LSF. articles, feature articles, letters to the editor, reviews, informational texts,  Produce internally cohesive paragraphs and link them arguments, imaginative texts – consistently to develop coherent sequencing of ideas narratives, electronic texts) Sentence Conventions  Distinguish between the use of active and passive  Different essay text forms have voice eg. “Use the active voice whenever you can, it similar as well as unique lightens writing unlike the dull tone of the passive language, structures and features voice.” (active) and “The active voice is recommended  Objective and subjective point of whenever possible. Writing is lightened by use of the view are used for specific active voice.” (passive) purpose.  Use dependent and independent clauses to extend and  Active and passive voice are elaborate ideas and information including direct and used for specific purpose. indirect speech, eg. “While he waited for dinner…”  All text forms contain specific (dependent clause) “Peter read a book” (independent conventions relevant to context, clause) purpose and audience.  Use figurative language including similes, metaphors,  Media texts contain specific personification, and develops imagery and humour, eg. conventions relevant to context, “The lion ruled the African plains with majesty” purpose and audience. (personification that develops an image) Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 30 Learners know and understand Learners  Poetic texts contain specific  Use evaluative language including adjective to appeal conventions relevant to context, to certain groups, express opinions, and represent purpose and audience. people, places, characters, events and things in  ICT texts contain specific different ways, eg. “… a devastating result for the conventions relevant to context, defeated team in a game would be a wonderful purpose and audience. outcome for the wining team” (expressing opinion)  Use cohesive devices to express cause and effect relationships (since, in order to) and to compare and contrast (although, while, even, if)  Develop position, characterisation, setting and plot using - extended noun groups, eg. abstract nouns such as honesty, sadness; metaphorical nouns, subjective nouns such as mongrel, obsession - adverbial phrases to indicate manner, eg. with a sigh, in comparison ; cause eg. for that reason; show degree and probability eg. almost, completely, absolutely; create viewpoint, eg. in my opinion, personally - adjectival phrases that are express opinions eg. deadly dull>boring>so so> mildly interesting> fascinating; technical or factual eg. nutritious food, reasonable suggestion, crtical review; and are used to build up information in noun groups, eg. a nice little nose with freckles dotted across the top

Word Conventions  Select vocabulary and phrasing to achieve clarity of expression, establish relationships, persuade, describe and demonstrate knowledge e.g. an absolutely brilliant and innovative idea (persuasion)  Describe choice of words, phrases and clauses ad their impact on style  Apply appropriate conventions of spelling, eg aware of many letter patterns, uses extensive bank of known words correctly, uses spelling reference material  Ensure correct spelling of all words in writing that has been drafted and edited fully

Strategies

 Editing and critical reflection  Demonstrate independent construction of text types. techniques can be used to  Collaborate with others to research and produce texts enhance the quality of written on a range of issues e.g. Indigenous issues texts.  Identify flaws and inconsistencies in own writing and  Note taking and note making attempt to correct through self-editing (e.g. proofread, can be used to support the use checklists to reflect on conventions of language, writing process. structures and feature of text form)  A range of strategies can be  Use ICT to create, review and edit text types. used to facilitate accurate  Use a range of strategies to assist with accurate spelling. spelling and to broaden vocabulary, eg dictionaries, thesaurus, spell checkers  Use and reflect on exemplar pieces to develop writing technique Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 31 Learners know and understand Learners  Take notes, select information, identify key ideas and plan a sequential flow in produced texts.  Critiques own texts by evaluating information retrieved, recorded and organised in informational texts

Learners demonstrating Learners demonstrating Learners demonstrating evidence of Band 4 evidence of Band 5 evidence of 5+

Compose extended and Compose texts sustained by appropriate Write convincingly on complex developed texts appropriate register, complexity of purpose and ideas by making critical to audience, purpose and subject matter. They demonstrate choices of structures and context. They apply control of language structures and forms that show understanding language structures and features when addressing audience of the relationship between features necessary to purpose, form, language and communicate ideas and expectations. Learners use strategies audience. They manipulate information clearly in texts to plan, compose, evaluate and edit and modify language of appropriate length and texts for meaning and effectiveness. structures and features for complexity. Learners use specific intent so that meaning strategies to plan, construct is conveyed effectively. and begin to evaluate texts Learners revise and critically to improve their writing. evaluate own and others’ texts for cohesion, impact and meaning.

Key Learnings Evidence of learning that demonstrates a solid level will

Learners know and understand that Learners

Texts and Contexts

 Critical responses require an  Experience a range of literary pieces in a range of understanding and appropriate use of formats critical language  Produce crafted pieces of sustained writing in a  Successful writing involves an broad range of modes that successfully fulfil understanding of audience and specific purposes expectations  Analyse the way that culture and context influences  Texts exist in many modes. Target the text audience and purpose should be  Annotate and evaluate writing samples and considered when choosing the critically respond appropriate mode.  Identify the techniques that particular texts have  Responses to texts require an employed to manipulate the audience response understanding of context, purpose  Identify positioning techniques used in own and and audience. other's writing  A reader brings their own values and  Read complicated texts and infer the meaning of beliefs when responding to text unfamiliar, low-frequency words  Some texts have been influenced by,  Write for authentic purposes or are connected to, other pieces of  Develop rich cultural understandings of text literature  Use statistics to support or refute a point of view  Identify how statistics can be used to influence  Similarities can be drawn between readers and create bias texts in terms of their content, purpose, audience or context

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 33 Learners know and understand that Learners

Language Structure and Features

 Writers use literary techniques to  Experiment with punctuation to emphasise shape the audience's response and silences experience.  Spell and employ words accurately to facilitate  Experimentation with text productions maximum impact on audience that avoid generic structure can be  Experiment with contextual language styles successful  Examine techniques applied to differing text types  All text carry a world view which is  Use language structure and features to attempt to influenced by the writer's values and influence the audience beliefs  Write and analyse poetry demonstrating an  Symbolism is a powerful device and understanding of poetic technique and devices can imbed ideas to influence the  Write descriptive pieces that create an atmosphere reader and incorporate symbolism  Conventions of genres can be  Explore language structure and features through challenged for specific purposes annotation  Make connections between texts in creative and analytical responses  Use and employ specific metalanguage appropriate to text type  Experiment with alternative forms of presentation and examine how presentation of material influences audience and reaction to content

Strategies

 Language structures can be  Analyse and model from a variety of writing styles manipulated to make writing more or genres in order to develop a range of writing powerful and effective techniques.  Planning strategies can enhance the  Select an efficient/effective planning strategy from a written message range of options  The use of a journal is an important  Critically evaluate own writing showing a tool that can assist to clarify aspects willingness to edit, discard or change the direction of texts with which they are engaging. of the piece  Audiences are targeted by the  Engage in a wider reading program to enhance creator of a text type and invited to writing technique/style across a range of text types identify with it and encouraged to  Use a journal to record, respond to and develop share a particular set of values or ideas cohesively and coherently beliefs  Read own work critically, as if from the perspective of another reader, and make revisions  Use revision strategies to improve coherence/clarity  Recognise/correct inconsistencies, poor expression and spelling through thorough self-editing

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 34 English Writing Band 5+ Outcome

Learners demonstrating Learners demonstrating Learners demonstrating evidence of Band 4 evidence of Band 5 evidence of

Compose texts sustained Write convincingly on complex ideas by by appropriate register, making critical choices of structures and complexity of purpose and forms that show understanding of the subject matter. They relationship between purpose, form, demonstrate control of language structures and language and audience. They features when addressing manipulate and modify language audience expectations. structures and features for specific Learners use strategies to intent so that meaning is conveyed plan, compose, evaluate effectively. Learners revise and critically and edit texts for meaning evaluate own and others’ texts for and effectiveness. cohesion, impact.t and meaning.

Key Learnings Evidence of learning that demonstrates a solid level will

Elaborations Learners demonstrating evidence at a solid level of Band 5 and Beyond, for example

Texts and Contexts  Creative and analytical  Write specialised texts which highlight complex/abstract responses to literature themes or issues in imaginative ways demonstrate that texts are  Write expository texts acknowledging the issues/subject written for a range of showing mature understanding of socio-cultural context audiences and purposes, and  Write vividly and with conviction in a personal voice on use a range of registers topics of personal interest/concern  Texts are strongly influenced  Clearly express personal opinions/voice by using by the socio-cultural context appropriate reference to textual information in which they were created  Analyse and construct a variety of texts using accurate  Written pieces reflect the techniques and sophisticated language to clearly convey personal and analytical voice an understanding of audience and purpose of the writer  Construct a literary criticism from more than one  Expository writing is perspective supported by information from  Relate common themes in intercultural or Indigenous texts literature including visual texts, to historical events  Metalanguage is necessary to discuss the tone and style of a text  Literary criticism can be subjective or objective and may vary depending on characters and setting/context

Language Structure and Features Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 35 Learners know and understand Learners  Written texts will be  Critically analyse the written/spoken works of others interpreted in varying ways by through annotation and commentaries different audiences  Use a range of stylistic features to illustrate ideas in  The form of the text expository/imaginative writing influences the impact on an  Use language structures, features and vernacular audience appropriate to particular personae and situations  The context in which a text is  Use a variety of punctuation devices to convey precise created influences the impact information about rhythm/meaning/tone of a text on an audience  Deliberately disregard language conventions to shock or  Texts are constructed for a otherwise manipulate audience particular purpose to create  Examine and employ the use of satirical, metaphoric or impact on an audience specific language from a different context to influence  Proficient writers maintain audience control of register, tone and  Demonstrate a proficiency and ease with task and genre style to influence an audience specific metalanguage  Writers manipulate language  Spell/punctuate/select words accurately and imaginatively structures and features to to facilitate maximum impact on reader convey purpose and meaning Identify and experiment with the correct spelling of words  The register of a text  communicates its purpose to recreate character vernacular and pronunciation and meaning  Demonstrate handwriting proficiency in pressure situations  The tone of a text expresses  Use a range of presentation styles to maximise audience a writers’ attitudes and beliefs response to texts constructed  Conventional language  Examine language structures and features of texts created structure and features can be by the writers’ cultural contexts modified in order to create effect in written texts  Cultural contexts vary dependent on the writers’ purpose  The cultural context of a text will impact on its language structure and features

Strategies  Language structures and  Present own work with regard for impact on audience features are manipulated to  Use style and imagery to construct extended texts that achieve a particular purpose imitate the language style/features of other work  Planning strategies enhance  Examine and analyse the multi-purpose nature of texts the written message  Explore the impact and experiment with manipulation of  The use of a journal is an time/order/sequence when constructing texts important device that assists  Employ the use of parody, hyperbole and understatements in clarifying aspects of texts in when constructing a range or texts which they are either  Use a journal to record, reflect and develop ideas, engaging with or creating responses and writing development  Audience reaction or  Record and examine how texts experienced can influence response is manipulated by writing style the creator of a text type  Examine and explore the affect/impact of  Audiences are encouraged to presentation/structure, revising own work for share a particular set of inconsistencies values or beliefs by the  Read own writing from an outsider’s perspective and creator of a text type identify gaps and inadequacies in logic and completeness  Literary criticism can enhance  Read peers’ writing critically and, in offering advice, focus the written message on improving content, grammar and impact on audience

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 36 Learners know and understand Learners  Critical evaluation of own and  Correct inconsistencies, poor expression and spelling others writing and a through self-editing, peer editing and conferencing demonstrated willingness to  Engage in wider reading to assist in the development and discard, delete and take new use of correct syntax and structure for written texts directions will increase readability and impact  Engaging in wider reading programs will further develop and enhance syntax and structure of the written text

Notes:  Spacing between KGP and numeral not always consistent  Full stops on the end of dot points not consistent  Capital letters at beginning of dot points not consistent  Grammar for first word of some indicators not consistent within paragraph  Spacing between dot points in paragraph not consistent

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 37 DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

Consent Form Schedule

Name of Northern Territory Department of Employment, Education and Training media activity: Development of teaching materials.

Any works which may be recorded/copied: Evidence of student learning – paper and pencil evidence, products, classroom tests

Vision/sound to be recorded: Video or photos if used to show evidence of learning

Date or dates of activity/performance: Term 2-4 2008

Location(s) of activity/performance: Used in NT curriculum documents Used by curriculum development groups

Name of person to whom I shall report: Learne Dunne, Teaching Learning and Standards, NT DEET

Comments:

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 38 The Northern Territory Department of Employment, Education and Training (DEET) appreciates the time and assistance you are providing to help create the educational material which will result from our joint efforts. We are confident that it will help other DEET students and teachers with their future educational outcomes. Student Consent Form

This document gives the Northern Territory Government and Northern Territory Department of Employment, Education and Training (DEET) permission to use works created by students in the course of their studies for purposes associated with the promotion of DEET or the Northern Territory.

This does not mean that you, the student, lose ownership rights over your works—simply that DEET has permission to use your works for the purposes mentioned.

Name of student: Parent or guardian:

Address:

1. During the course of my studies provided by DEET I may create works that attract intellectual property rights, for example, copyright. These works may form part of my academic assessment or my studies generally.

2. These works might include my written work, e.g. stories and poems, paintings, pictures, drawings, designs, photographs, videos, films, music, performance, computer programs, web sites, sculptures, fashion or costume, metal or wood works or any other works I create

3. DEET may record sound and/or vision of me and my works whilst I am at school or taking part in school-related activities or performances.

4. DEET understands that I own the intellectual property rights in my works, my sound and my vision, and that this Consent Form is not meant to transfer my ownership.

5. I give permission to the Northern Territory Government and DEET to use my works, my sound/vision, and/or my name for: a. the media activity listed on the accompanying schedule which will assist with DEET resource needs b. future media activities which would assist with further DEET curriculum requirements c. promoting and advertising of the Northern Territory or DEET and its students; and d. any not-for-profit commercial purposes.

6. I understand that should I choose to withdraw my permission, I can only do so by notifying DEET in writing, and understand that my withdrawal of permission is not retrospective.

7. DEET understands that I may choose to give this permission to other people.

8. I understand that by giving this permission, DEET can use my works, my sound and/or my vision in any way it chooses, for the purposes described above. It may reproduce them in any form, in whole or in part, and distribute them by any medium including intranet, Internet, CD-ROM, or other multimedia uses.

9. I understand that I will not be paid by DEET for giving this permission.

Signature of student: Signature of parent/guardian:

Date: Date:

Witness: Witness: Appendix 2 Learning Design Model Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 39 Making choices to improve the learning Learning Design  What resources are needed What to achieve the outcomes? Questions resources do I have at NT Teaching and Learning Framework my (2008) disposal?

(Adapted from Smith, Lynch and Knight 2007: Marzano, Pickering et The Means al 1997 and Marzano, 2007)  What methodology will best Starting with the learner What will sequence the learning for constitute these learners?  What does the evidence say What does about the learners’ strengths the Learning  What choices need to be the learner and gaps? Journey and made in relation to already therefore instructional strategies and  What doesn’t the evidence know? what is the tactics, and learning reveal? What further evidence best context environments? is needed? The for the  What contexts and Current learning? experiences will be used to Achieveme frame learning and nt Level The Learning assessment tasks? Journey  What learning tasks provide  What are the targeted an opportunity for Where outcomes and knowledge? does the assessment as and for  How will learners have a voice learner learning? in their learning? need or want to  How are high expectations  How has collaborative be? conveyed to all learners? Who will do planning been used so far? what?  How will this plan be The Learning communicated to staff who The Outcomes to were not involved in Learning be Achieved developing it? Team Attitudes and Perceptions  How will roles and How does  How will learners be motivated responsibilities be decided? the learner to successfully complete tasks? best learn?  How will learners be clear Monitoring learner progress about task expectations?  How will evidence of NT  How will relationships be How will I learning be gathered? Learning developed? check to see  How will evidence of Dimension  How will classroom codes of the learner learning be analysed by the s conduct and routines be has learning community? sustained and used? achieved  How will consistent Learner Intellectual Quality the learning judgments be made about outcomes? the evidence and how will they be recorded? The Evidence

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 40  How will learners rigorously  How will learners and others engage with new knowledge? How will I be informed of the learners’ How will learners shape / inform the progress and achievement organise and store knowledge? learner and in an ongoing way? others about  How will learners deepen new the learner’s knowledge? progress  How will I inform learners  How will learners develop and others of the learners’ higher order understandings to The Report progress and achievements use knowledge meaningfully? in formal way? Thinking and Learning Habits  What “Thinking on me own” and “thinking together” habits do learners need to be successful?  What is my role in developing these habits? Assessment Support Materials Sample Assessment Task, Rubric and Student Responses

Sample Assessment Task: Prose under supervision with focus on use of sentence structure and punctuation Sample Marking Guide (Based on the NAPLAN Narrative Writing Rubric, 2008 Sentence Structure Punctuation Skill focus: Construction of Skill focus: The use of correct and appropriate grammatically correct, structurally punctuation to aid meaning. sound and meaningful sentences. NAPLA Appro N x Category Additional Additional Category Descriptor Rubric NTCF Descriptor information information Score Level 0 KGP 2  No sentences  Drawing,  No evidence of correct Sentence punctuation evident symbols, list of punctuation includes: words  Capital letter to begin 1 KGP 3  Some correct  In general control  Some correct use of capita sentences E formation of is very limited letters to start sentences.  Full stops to end sentences sentences, some  Punctuation is minimal and  exclamation marks to end meaning can be of little assistance to the sentences construed reader 2 KGP 3  Most simple  Correct  Some accurately Noun capitalisation S sentences are sentences are punctuated sentences includes: correct predominantly (beginning and end)  First names and surnames  Meaning is simple  Some noun capitalisation  Titles: Mr, Mrs, Miss, Ms predominantly where applicable etc clear  Provides some markers to  Place names: Paris, Italy assist reading  Institution names: Valley 3 Band 1  Most simple and  Experiments with  Some correct punctuation High compound complexity with across categories  Days of week, months of sentences correct limited success (Sentences mostly correct year with some others correct)  Some complex  Street names: Ord St sentences correct OR  Book and film titles  Meaning is  Accurate sentence  Holidays: Easter, Ramadan predominantly punctuation nothing else clear used Other punctuation  Provides adequate includes: markers to assist reading  Apostrophes to mark 4 Band 2  Most simple and  Greater control of  All sentence punctuation contradictions compound complex correct  Commas in lists sentences correct sentences but  Mostly correct use of other  Most complex lacks variety punctuation  Commas to mark clauses, phrased sentences correct  Provides accurate markers OR to enable smooth and  Apostrophes to mark Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 41  All sentences efficient reading possession correct but no  Correct hyphenation of variety compound words 5 Band  Sentences VARIETY  Writing contains accurate  Quotation marks for direct 3 correct (allow for  Clause types and use of all applicable speech occasional typo, patterns punctuation  Capital letter and commas eg a missing (varieties,  Provides precise markers used within quotation word. adjectival, to pace and control reading marks advertorial,  Demonstrates of the text  New line for each speaker variety in length, multiple Quotation marked for text structure and dependencies,  beginnings non-fiction) extracts and highlighted words  Meaning is clear  Dependent Brackets and dashes and sentences clause position  enhance meaning  Length and  Brackets to signal 6 Band  All sentences are rhythm humorous asides 4> correct  Logical density  Commas and ellipsis  Writing contains increased with  Commas or semi-colons to controlled and elaborating an balance or create rhythm well developed extending between clauses sentences that phrases or express precise reduce to the meaning and are essential consistently  Stylistically effective appropriate choices

Typical Student Responses Sample 1: Autumn Day

Writing Rubric Writing Rubric Sentence 5 Punctuation 4 NTCF Band 2 Structure Score Structure Score

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 42 Sample 2: Tom’s Escape

Capital letter beginning of sentence and Vary sentence for names; full structure stop; through use exclamation mainly marks; complex and commas; compound speech sentences (1); markers vary sentence length (2) vary sentence beginnings (3)

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 43 Sample 3: Even Though

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 44 Sample 4: Smoke

Capital letters, Variety of full stops, sentences commas, simple, exclamation complex and marks, speech compound markers, (1) precise contractions meaning (2) controlled, well developed (3)

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 45 General Feedback

1. Structure & Organisation - Overall the structure works. Having the overview on pages 5 & 6 helps to place the learners and to see the growth across the bands. Key Growth Point one needs some explanation as to it’s use of number points for those of us who are not special ed trained but may use the document at this level for children in our class. Having the sequenced outcomes as a snap shot at the start of each elaboration level gives teachers a reminder that there is scope either side and recognises the need to place children across bands sometimes.

2. Use of Language - Generally I find the language accessible and that is become more explicit as you move through the bands

3. Concerns a) outcomes and indicators too broad - The outcomes written in this way are more holistic in nature and give an overall picture of the childrens development. The key learnings provide a focus for assessment and then the detail is provided in the elaborations for teaching. This seems to cover all bases. b) inconsistent connections between outcomes and indicators - This format provides a stronger connection between the outcomes and indicators by providing the concepts children should have and how they demonstrate this. It provides more information for the teacher who may be unsure about what the outcome means. I think we will have to be clear about the terms ‘outcomes’ and ‘indicators’ and how these relate to the new layout. c) Steps of achievement too big - There is considerable gap between KGP 3 and Band 1 but this period also is a big step in children’s cognitive levels and I can see the reason for it. I only felt this when looking at the fuller details not in the overview of bands which I felt showed a strong develeopmental sequence d) use of indicators - Again I think we need to be clear of the terminology used. What are the indicators now? Is it the dot points indicated under the learners column or the Key Learnings or are they all indicators? I think an explanation of the layout that links the layout of the old document with the new is needed. e) sequence of outcomes and indicators - I felt this flowed and I made changes where I thought the sequence was not appropriate. f) lack of specific examples The learners column now provides clear examples of what the learner will demonstrate. g) Organisation of indicators - See comments at d h) not enough info - The new layout including declarative knowledge and what the learners will demonstrate provides a lot more detail than previously. Especially when you move into the higher band levels where explicit examples of conventions are given i) making judgements - Now that the Key Learnings are identified at the beginning of each phase and the wholistic outcome is presented this should assist teachers in making judgements quickly

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 46 and clearly. For further clarification people can then go on to consider the demonstrations of learners knowledge. j) too subjective - The new detail added in declarative and procedural knowledge assists with this however nothing beats moderation!!

It would be great to have annotated examples of evidence that corresponds to the phases and clearly highlights the learners knowledge and demonstrations.

My concerns are that because this document is going to be obviously much bigger than the previous one that we need to ensure that it doesn’t swing the balance the other way and provide too much information and detail. I don’t think so but the shear physical size and amount of information needs to be considered. Maybe if the document is structured in different layer so that there is a concise overview of all curriculum areas and then elaborations are presented at another level. Hmmmm??

Renewed NT Curriculum Framework – English Writing Document for pilot Term 2 2008 47