DOCSLIB.ORG

English Teachers' Association of NSW Issue

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English Teachers' Association of NSW Issue English Teachers’ Association of NSW www.englishteacher.com.au Issue 2 2009 ENGLISH TEACHERs’ CONTENTS ASSOciatiON NSW 2009 ETA Working Committees 2009 ............................................ii ETA EXECUTIVE 2009 ETA Branches .............................................................................ii Presdent: Mark Howe President’s Report Penrith High School Mark Howie, Penrith High School .......................................1 Email: [email protected] Treasurer: Susan Gazs Romanticism: Through ‘Shades of Black’ in NSW Institute of Teachers Michael Almereyda’s Neo-noir Hamlet (2000) Email: [email protected] by Shaun Colnan ........................................................................5 Secretary: Prue Greene The Fate of Love from Wimpole Street to West Egg: NSW Department of Education and Training The Great Gatsby and Sonnets from the Portuguese Email: [email protected] by Dr David Kelly .....................................................................11 Manager Branches: Jule Wlson Dubbo School of Distance Education Getting to the Point: Thinking About What It Means Email: [email protected] to Understand Theme Drector: Melpomene Dxon by Dr Jeffrey Wilhelm and Dr Michael Smith...................16 Loreto Kirribilli An Interview with Peter Skrzynecki Email: [email protected] by Mark Rafidi ..........................................................................22 Drector: Katherna Lathouras Knox Grammar School M.T. Anderson: Why I Write ................................................26 [email protected] Financial Literacy in English Classrooms Drector: Kell McGraw by Ann Small ............................................................................28 Macquarie Fields High School Email: [email protected] Teaching Shakespeare’s Plays: Not for All Time, Drector: Mark O’Sullvan but of an age by Dr Linzy Brady ...........................................30 Good Samaritan Catholic College Teacher Feature – Crossing the Border: [email protected] Shaun Mason and Ian Parr ...................................................35 Drector: Deborah smpson Abbotsleigh Sixty Lights: Exploring Ideas by Mel Dixon .......................37 [email protected] Inspiring Students to Write: The Anatomy of a Drector: Karen Yager Creative Writing Workshop by Harry Laing ....................42 NSW Department of Education and Training Email: [email protected] Pursuing Deep Understanding in the Area of Study: A Unit of Work on Belonging and Lahiri’s ETA PROFESSIONAL STAFF The Namesake by Damon L Cooper .................................. 45 Executve Officer: Eva Gold Work Phone: 4784 3377 Using Web 2.0 Tools: To Construct a PLN (Personal Mobile: 0422 214 476 Learning Network) by Darcy Moore ..................................54 Work Fax: 4782 4584 Book Reviews by Gersha Shteyman and Mel Dixon .......56 Email: [email protected] ETA OFFICE STAFF Editorial by Mel Dixon ...........................................................60 Member Servces Officer: Jay Cooper Contributions ...........................................................................61 8.00am – 4.00pm Monday to Friday None of the opinions expressed in mETAphor reflects the views of the Phone: 9572 6900, Fax: 9572 9534 English Teachers’ Association of New South Wales. ETA aims to publish Email: [email protected] a diverse range of opinions on issues of concern to English teachers. mETAphor, Issue 2 2009 Editor-in-chief: Mel Dixon Editors: Gersha Shteyman (Reviews), Cover: M T Anderson, see article page 26. Katherine Lathouras, Susan Green, Jeanette Heys, Gareth Scott (Teacher Feature) Photograph courtesy of Walker Books, Design and layout: Jill Sillar, PTC NSW www.walkerbooks.com.au mETAphor • Issue 2, 2009 ETA WORKING ETA BRANCHES COMMITTEES 2009 Branches provide funded professional development activities for teachers based on their assessment of local These committees are open to all ETA members. needs and also provide a link between country and city You do not need to have been elected to the ETA Council teachers and expertise. to become a member of these committees and contribute The ETA WEBSITE has information about Branches in to your professional Association. Please email the the Discussion Board thread entitled “Branches”. Please nominated Committee Manager for more details. post questions there for your local Branch. CURRICULUM & ASSESSMENT COMMITTEE Email contacts for all Branches are below: Wayne Sawyer – Manager, 1. Armidale – Contact: Carole Hollebrandse School of Education University of Western Sydney [email protected] Email: [email protected] 2. Border (Albury) – Contact: Richard Routley, PUBLICATIONS [email protected] Jeanette Heys – Manager 3. Far North Coast (Lismore/Ballina) – Email: [email protected] Contact: Lyn Tiernan, [email protected] PROFESSIONAL DEVELOPMENT 4. Hastings/Macleay (Port Macquarie/Kempsey) –Contact: Yvonne Emmelhainz Deborah Simpson – Manager, Abbotsleigh [email protected] Email: [email protected] 5. Hunter (Newcastle) – Contact: Annette Hughes WEB & TECHNOLOGY [email protected] Mark O’Sullivan 6. Manning (Forster/Taree) – Contact: Paul Ryan, Good Samaritan Catholic College, Hinchinbrook [email protected] Email: [email protected] 7. MIA (Griffith) – Contact: Bill Barwick mETAphor 2009 [email protected] 8. Mid North Coast – Contact: Janelle Linnane, Manager: Melpomene Dixon, Loreto Kirribilli [email protected] Email: [email protected] 9. Northern Tablelands (Glen Innes/Inverell) – Committee: Jaime Presland-Lawrence, Susan Green, Contact: Di Veersema, [email protected] Gersha Shteyman, Katherine Lathouras, Julie Wilson, Jeanette Heys and Gareth Scott 10. Orange District, Contact: Lin Eccleston [email protected] mETAphor EditORIAL BOARD 11. Peel Valley (Tamworth) – Contact: Anne Scott Eva Gold, Executive Officer ETA [email protected] John Turner – Concord High School 12. Queanbeyan (hoping to set up a branch) – Julie Wilson – Dubbo School of Distance Education Contact: Deborah Valencic Karen Yager – Northern Sydney Region Office, DET [email protected] Kelli McGraw – Macquarie Fields High School 13. South Coast – Contact: Louise Moulton Lyn Keane – Northmead High School [email protected] Mark Howie – Penrith High School 14. South West (Deniliquin) – Contact: Adam Johnston Mary Billing – James Ruse High School [email protected] Matt Bentley – Sydney Church of England 15. Tweed/Brunswick (Murwillumbah) – (Shore) School Contact: Jackie Byrne, [email protected] Mel Dixon – Loreto Kirribilli 16. Upper Hunter – Contact: Maria English Prue Greene – Curriculum Directorate DET [email protected] Wayne Sawyer – School of Education, 17. Wagga Wagga – Contact: Lydia Davic University of Western Sydney [email protected] PROJECT OFFICER, Student Days: 18. Western Plains (Dubbo) – Contact: Rosalee Whiteley, [email protected] John Reid Mobile: 0422 217 944 For all Branch enquiries and updates please contact Email: [email protected] Vice President, Branches: Julie Wilson, [email protected] Englsh Teachers’ Assocaton of NSW PRESIDENT’S REPORT Mark Howe, Head Teacher Englsh, Penrth Hgh School English teachers who truly value their professionalism would encourage a rigorous curriculum, taught with expertise, that provides all students with the best possible written and verbal communication skills and an appreciation of literature…. Only a strong curriculum, with a corresponding overhaul of teachers’ training in universities, will restore English to the status it deserves. (Editorial, The Australian, February 28 2009) fter the fall of English, as described by the editor include “cinema, television and multimedia” somehow of The Australian, what can possibly come next? enhances the very notion of literature and how it has AThere is no denying that a national curriculum been understood throughout history. Puzzled? If I weren’t for English is moving ever closer, with the actual writing so staunchly opposed to the great humanist project of process to begin in April. But can it offer salvation? Will English, being a hard line post-structuralist, just as every the national curriculum be the impetus for English and other English teacher who becomes involved in their its subjects to rise upwards in the light of a new dawn, the professional association is also supposed to be, I’d cry. harbinger of restored grace following the long, dark night After all, if I can’t turn to The Australian for a consistent of ‘postmodern English’ (cf. Lucy and Mickler, 2008)? line and a willingness to see truth as absolute and eternal, how can I ever hope to declare my sins and ask for On the terms of his own argument, the editor of The absolution? Where else might I find a moral framework Australian certainly believes that a national curriculum in this hollow, relativistic world? Once upon a time, and for English must not, as a matter of the utmost priority, not so very long ago (February 2, 2008, to be exact), it resemble any other English curriculum now being was suggested in an editorial in The Australian that implemented in Australia – his newspaper has, after the use of “popular culture” texts in English classrooms all, and for some decades now, been very critical of the amounted to serving up “drivel” to students. In this teaching of English
Load more

Recommended publications
  • Approaches to Student Leadership
    Volume 40 May 2008 www.agsa.org.au in alliance in this issue Approaches to Student Leadership Choosing a Career at MLC, Melbourne The Alliance of Girls’ Schools GPO Box 55 From the President... Hobart Tas 7001 Australia Executive Officer Susan Just Jan Butler T: +61 3 6234 2114 F: +61 3 6234 2115 M: 0417 962 466 E: [email protected] I would like to extend an invitation to staff at member attributes of leadership. While the percentage of President schools to attend the annual Alliance of Girls’ Schools women in significant leadership roles remains low in Susan Just Conference to be held in Canberra from 20 June 2008. Australian society, it is imperative that Girls’ Schools Canberra Girls’ Our keynote speakers will challenge our thinking and provide opportunities for young women to learn and Grammar School, ACT we have included additional workshop opportunities demonstrate leadership. Executive so that we can share and communicate with our Within this edition of in Alliance, you will learn about Beth Blackwood colleagues. Transport to and from the conference the importance of leadership density in schools and Presbyterian Ladies’ venue has been arranged in order to maximize your the models that schools use to provide guidance to College, WA time at the conference and allow you time to enjoy the students as they learn to lead. It is only through such Kitty Guerin crisp Canberra winter. Our Lady of Mercy programs that our students will become confident and College, NSW A letter of congratulations has been sent on behalf capable leaders. Our students will have an opportunity of the Alliance of Girls’ Schools to Quentin Bryce.
    [Show full text]
  • Transition Y6 to Y7
    Transition Year 6 into Year 7 May 2020 Lancashire Secondary Consultant Team [email protected] 1 Contents Page 2 Rationale and Communication 4 Things to Consider 5 Mathematics- Additional Information 9 Science- Additional Information 11 English- Additional Information 18 Appendices 1 Rationale and Communication Smooth transition from Year 6 to Year 7 is especially important during these difficult times. This document refers to curriculum transition, and aims to provide schools with prompts for consideration when planning and reviewing the curriculum in the core subjects. For support and ideas on emotional preparedness for transition see the guidance document: Guidance to Promote Positive Emotional Wellbeing and Mental Health during Coronavirus Pandemic and planning for schools to re-open. In the case of curricular transition, secondary colleagues should also consider the information and strategies in the two documents below: Gap Minimising During School Closures Closing Gaps It is more important than ever that communication between primary and secondary schools be as strong as possible. The usual information sharing should take place, but there may be additional things to consider as regression and gaps are likely to be a greater issue than in a 'normal' year. Please note: relevant information should only be shared with appropriate organisations. Specific information about student X should only be shared with student X's secondary school and only if it is appropriate to do so to ease X's transition to secondary school. 2 Approach to Remote Learning As a result of school closure and a move to remote learning, schools have opted for a variety of approaches to best serve their students.
    [Show full text]
  • Year Seven Self-Evaluation Report to Be Submitted to the Northwest Commission on Colleges and Universities
    Year Seven Self-Evaluation Report To be Submitted to the Northwest Commission on Colleges and Universities AS APPROVED BY THE BOARD OF REGENTS, MAY 2017 Contents Contents Institutional Overview .................................................................................................................................9 Institutional Data Form ..............................................................................................................................12 Preface ......................................................................................................................................................35 Brief Update on Institutional Changes since the Institution’s Last Report ...............................................36 Assessment of Changes and Actions Implemented ................................................................................43 Response to Recommendation One: Assessment of Learning Outcomes Including Online Programs and Courses (Standard 2.C.5) ...........................................................................................44 Response to Recommendation Two: Incorporation of Student Learning Outcomes Information into Evaluation of Mission Fulfillment (Standard 1.B.2) .....................................................................53 Chapter 1: Mission, Core Themes, and Expectations .................................................................................65 Executive Summary of Eligibility Requirements 2 and 3 .........................................................................66
    [Show full text]
  • Marjorie Barnard: a Re-Examination of Her Life and Work
    Marjorie Barnard: a re-examination of her life and work June Owen A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy University of New South Wales Australia School of the Arts and Media Faculty of Arts and Social Science Thesis/Dissertation Sheet Australia's Global UNSWSYDNEY University Surname/Family Name OWEN Given Name/s June Valerie Abbreviation for degree as give in the University calendar PhD Faculty Arts and Social Sciences School School of the Arts and Media Thesis Title Marjorie Barnard: a re-examination of her life and work Abstract 350 words maximum: (PLEASE TYPE) A wealth of scholarly works were written about Marjorie Barnard following the acclaim greeting the republication, in 1973, of The Persimmon Tree. That same year Louise E Rorabacher wrote a book-length study - Marjorie Barnard and M Barnard Eldershaw, after agreeing not to write about Barnard's private life. This led to many studies of the pair's joint literary output and short biographical studies and much misinformation, from scholars beguiled into believing Barnard's stories which were often deliberately disseminated to protect the secrecy of the affair that dominated her life between 1934 and 1942. A re-examination of her life and work is now necessary because there have been huge misunderstandings about other aspects of Barnard's life, too. Her habit of telling imaginary stories denigrating her father, led to him being maligned by his daughter's interviewers. Marjorie's commonest accusation was of her father's meanness, starting with her student allowance, but if the changing value of money is taken into account, her allowance (for pocket money) was extremely generous compared to wages of the time.
    [Show full text]
  • PLEASE DO NOT REMOVE THIS PAGE Finding Furphy Country: Such Is Life and Literary Tourism
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RMIT Research Repository Thank you for downloading this document from the RMIT Research Repository 7KH50,75HVHDUFK5HSRVLWRU\LVDQRSHHQDFFHVVGDWDEDVHVKRZFDVLQJWWKHUHVHDUFK RXWSXWVRI50,78QLYHUVLW\UHVHDUFKHUV 50,755HVHDUFK5HHSRVLWRU\KWWSUHVHDUFKEDQNUPLWHGXDX Citation: Magner, B 2013, 'Finding Furphy country: such is life and literary tourism', JASAL - Journal of the Association for the Study of Australian Literature, vol. 13, no. 1, pp. 1-18. See this record in the RMIT Research Repository at: http://researchbank.rmit.edu.au/view/rmit:22904 Version: Published Version Copyright Statement: © 2013 Author, Association for the Study of Australian Literature Link to Published Version: http://www.nla.gov.au/openpublish/index.php/jasal/article/view/2597 PLEASE DO NOT REMOVE THIS PAGE Finding Furphy Country: Such is Life and Literary Tourism BRIGID MAGNER RMIT University Joseph Furphy, considered to be ‘the father of the Australian novel’, is best known for Such is Life, a little-read and often baffling novel about life in rural Australia. In 1981 Manning Clark claimed that Furphy is ‘the author of a classic which few were to read and no one was ever to establish clearly what it was all about’. Julian Croft observes that Such is Life is a ‘cultural monument’ which is ‘more often referred to than read for pleasure’ since it ‘tests the skill, patience and endurance of those who attempt it’ (TC 275). The demanding nature of the novel, with its unusually complex narrative structure, inter- textual references and playful use of language, can be off-putting to many readers but it has attracted a small number of dedicated followers, who have been largely responsible for the efforts to memorialise Furphy and his contribution to Australian literary culture.
    [Show full text]
  • The Tragedy of State Education in England: Reluctance, Compromise and Muddle— a System in Disarray
    Journal of the British Academy, 6, 207–238. DOI https://doi.org/10.5871/jba/006.207 Posted 7 September 2018. © The British Academy 2018 The tragedy of state education in England: Reluctance, compromise and muddle— a system in disarray Sir John Cass’s Foundation Lecture read 7 March 2018 STEPHEN J. BALL Fellow of the Academy Abstract: This paper is a reflection on the current state of education and education policy in England drawn from over forty years of my involvement in education policy research. It articulates a strong sense of my discomfort, disappointment, and frustra­ tion with the current state of the English education system and with the educational state. I shall take stock and look across the school system, confining myself to com­ pulsory education, and argue that there is no ‘system’ at all. Rather, I suggest, the current iteration of school reform perpetuates and exacerbates the messiness and incoherence, and the mix of meddlesomeness and reluctance, that have always bedevilled education policy in England and at the same time reproduces and legit­ imates complex social divisions and inequalities embedded in this messiness. I also look back at the several attempts to impose some sort of order on the delivery of schooling (1870, 1902, 1944, 1988, and 2016) and the discordant interests that have confounded these attempts, particularly in relation to church schools. Keywords: Incoherence, social divisions, church schools, the educational state, deconcentration. This paper is a reflection on the current incoherent state of education and education policy in England. It articulates a strong sense of my discomfort, disappointment, and frustration with the state of the English school system, or rather the lack of system, and with the educational state itself.
    [Show full text]
  • Australian Literature: Culture, Identity and English Teachingi
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Sydney: Sydney eScholarship Journals online Australian literature: culture, identity and English teachingi ANNETTE PATTERSON Queensland University of Technology The development of the Australian Curriculum has reignited a debate about the role of Australian literature in the contexts of curricula and classrooms. A review of the mechanisms for promoting Australian literature including literary prizes, databases, surveys and texts included for study in senior English classrooms in New South Wales and Victoria provides a background for considering the purpose of Australian texts and the role of literature teachers in shaping students’ engagement with literature. In taking the pulse of Australian literature generally it is worth pausing to think about some of Australia’s literary prizes and their accompanying guidelines and criteria. Many texts set for study in classrooms first appear on our radar through these prize lists. One of the most prestigious and oldest awards is the Miles Franklin Award which commenced in 1957. The winner of that year was Patrick White for his novel Voss. In the 54 years since the prize was established it has been won by female writers on 12 occasions, including four-time winner Thea Astley. Given Thea Astley’s repeat performances, the prize has been awarded to nine individual female authors. Male authors have won the award on 39 occasions including repeat wins by Patrick White (2) Kim Scott (2) Alex Miller (2) Tim Winton (4) Thomas Keneally (2) and Peter Carey (3). Overall, the award went to 30 individual male authors.
    [Show full text]
  • University of Queensland Library
    /heuhu} CATALOGUE OF MANUSCRIPTS from THE HAYES COLLECTION In tlie UNIVERSITY OF QUEENSLAND LIBRARY edited by Margaret Brenan, Marianne Ehrhardt and Carol Heiherington t • i w lA ‘i 1 11 ( i ii j / | ,'/? n t / i i / V ' i 1- m i V V 1V t V C/ U V St Lucia, University of Queensland Library 1976 CATALOGUE OF MANUSCRIPTS from THE HAYES COLLECTION CATALOGUE OF MANUSCRIPTS from THE HAYES COLLECTION in the UNIVERSITY OF QUEENSLAND LIBRARY edited by Margaret Brenan, Marianne Ehrhardt and Carol Hetherington St Lucia, University of Queensland Library 1976 Copyright 1976 University of Queensland Library National Library of Australia card number and ISBN 0 9500969 8 9 CONTENTS Page Frontispiece: Father Leo Hayes ii Foreword vii Preface ix Catalogue of the Hayes Manuscript Collection 1 Subject index 211 Name index: Correspondents 222 Name index - Appendix 248 Colophon 250 V Foreword University Libraries are principally agencies which collect and administer collections of printed, and in some cases, audio-visual information. Most of their staff are engaged in direct service to the present university community or in acquiring and making the basic finding records for books, periodicals, tapes and other information sources. Compiling a catalogue of manuscripts is a different type of operation which university libraries can all too seldom afford. It is a painstaking, detailed, time-consuming operation for which a busy library and busy librarians find difficulty in finding time and protecting that time from the insistent demand of the customer standing impatiently at the service counter. Yet a collection of manuscripts languishes unusable and unknown if its contents have not been listed and published.
    [Show full text]
  • Winter School Is In!
    ISSUE 10 SUMMER 2019 STUDENTS NOMINATED FOR EXCELLENCE IN THE HSC SHOWCASES AND EXHIBITIONS WINTER SCHOOL IS IN! JUNIOR SCHOOL ENGAGES WITH THE ART WORLD CONTENTS | ISSUE 10 SUMMER 2019 01 From the Principal 30 A year of SEED 02 Early entry relieves the pressure of exams 31 The doll in the Junior School library 03 Winter school is in! 32 PLC Sydney Preschools Open Day 06 Junior School engages with the art world 33 PLC Sydney and PLC Armidale combine to support drought relief 08 Students nominated for excellence in the HSC Showcases and Exhibitions 34 Muck Up Day: A great Australian tradition 10 Hats off to Cate! EX-STUDENTS’ NEWS 11 PLC Reads Australia 36 President's Report 2019 12 Striking a creative light in the Countess of Jersey Society 37 ESU announcements 14 An incredible scientific adventure 40 Save the date 16 A hands-on experience for Year 3 41 Alumni events 2019: Honouring an iconic PLC Sydney teacher: 17 Enriching science with our Miss Audrey Keown OAM Scientists-in-Residence 42 Celebrating PLC Sydney across 18 Performances showcase the best generations of drama and music 43 Getting to know the Ex-Students' Union 20 In profile: Zilin Zhang, Sherry Zou, President Marina Clark (Lvoff, 1978) Maggie O’Reilly and Imogen Stewart 44 Welcome to the ESU Class of 2019 Same latitude, different longitude, 23 Class of 2020: Common Room handover different schools 44 Once upon a time they were all girls in 24 Nine days in New York, two in LA and 45 Croydon… today women reunite for the lots to do! Croydon Circle We are only one being— 26 How can the “old girls” network we are a pipe band! 46 help today’s students? 27 Seniors buddy up with juniors 47 A morning of college history for reading 48 Where are they now? 28 60 seconds with… Mr John Trimble 29 60 seconds with… Ms Julie Shields FROM THE PRINCIPAL 1 Education is in a period of significant change.
    [Show full text]
  • The Not Quite Real Miles Franklin: Diaries As Performance
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Sydney: Sydney eScholarship Journals online The Not Quite Real Miles Franklin: Diaries as Performance SANDRA KNOWLES, UNIVERSITY OF NEW SOUTH WALES “Did she not threaten us all with her diary, to be published when she was safely dead?” (Marjorie Barnard qtd. in Carole Ferrier, As Good as a Yarn with You 21) With the recent publication of The Diaries of Miles Franklin by Paul Brunton, this famous Australian author has once again entered into our national consciousness. Regarded by both critics and colleagues as a mysterious, private person, Franklin’s diaries would appear to provide the long awaited story of her intimate life. In Carole Ferrier’s publication of letters, As Good as a Yarn with You, she records Katharine Susannah Pritchard’s posthumous description of the author as “a sim- ple, loveable person, and yet more than that. Somebody we never knew” (6). Marjorie Barnard similarly commented, “Who knows exactly what Miles felt— even when she told you?” (qtd. in Ferrier 6). Ferrier also writes that in her letters, “Franklin does not generally reveal a great deal about her personal life” (6). Brunton’s publication has been eagerly received. This edition celebrates Franklin as a na- tional icon, and also conforms to public and private discourses by portraying the Franklin diary subject as an authentic representation of the once living writer. However, there are many features in Franklin’s diary manuscripts that indicate they were clearly intended for publication.
    [Show full text]
  • The British International School Istanbul Curriculum Policy BISI
    The British International School Istanbul Curriculum Policy BISI aims to provide a curriculum for all its students, offering breadth, balance, coherence, differentiation and progression. The curriculum is designed to help all students fulfil their individual academic potential, exploit their talents to the full, and appreciate through study the wealth of human achievement. This policy at BISI is underpinned by the School’s Guiding Statements, our definition of Interculturalism, Internationalism, and our definition of High Quality Learning: Vision and Mission The British International School Istanbul provides a caring international environment, fostering cultural diversity. Individual students achieve their full academic potential, inspired to become lifelong learners and responsible citizens of the global community. Definition of Internationalism/Interculturalism We aim to develop understanding and mutual respect within our community, allowing us to explore the beliefs, circumstances and values of all members; nationalities and cultures. We believe our internationalism provides better learning, acceptance, and a holistic acknowledgement that wonder and greatness comes from the diversity of difference. Definition of High Quality Learning Students can articulate their learning journey, accurately reflect upon their progress within an engaging enrichment programme, and successfully manage, synthesize and interpret new concepts at a high standard. The BISI Curriculum The BISI curriculum will: ● Follow a modified version of the National Curriculum for England from EYFS to the end of Key Stage Three. ● Follow Cambridge Assessment International Education IGCSE in Key Stage Four. ● Follow the International Baccalaureate Diploma Programme in Key Stage Five. ● Seek to offer appropriate experiences beyond the statutory requirement that reflect the broader curriculum. ● Allow students to acquire and develop skills in all areas of learning ● Recognise our cultural diversity and utilise Turkey’s distinctive geography and rich history as a resource for learning.
    [Show full text]
  • DOCUMENT RESUME ED 266 525 EA 018 003 Seven-Year
    DOCUMENT RESUME ED 266 525 EA 018 003 TITLE Seven-Year Curriculum Development Plan. DS Manual 2000.5. INSTITUTION Dependents Schools (DOD), Washington, D.C. PUB DATE Aug 84 NOTE 71p. PUB TYPE Legal/Legislative/Regulatory Materials (090)-- Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage, DESCRIPTORS Behavioral Objectives; *Curriculum Design; Curriculum Development; Curriculum Evaluation; *Educational Objectives; Educational Planniag; Elementary Secondary Education; Evaluation Criteria; Inservice Education; Instructional :Materials; *Master Plans; Media Selection; Needs ..Jsessment; Program Evaluation; Scheduling; Task Analysis; Teaching Methods IDENTIFIERS *Dependents Schools ABSTRACT This document presents the Uni.ted StatesDepartment of Defense Dependents Schools' (DoDDS) framework for developingand evaluating curriculum. The primary innovation described isa 7-year cycle, aidopted to make curriculum evaluationmore flexible and less costly than under the existing 5-year cycle. Seven high-priority subject areas (science, mathematics, health and physicaleducation, social studies, reading, career education, andlanguage arts) are identified for regular review, each starting ata specific year in the cycle; lower-priority areas will be reviewedas needed. Further passages explain the composition of the DoDDS Curriculum Committee and task groups for the several disciplines, and provideguidelines for the tasks associated with the Curriculum DevelopmentPlan. Tasks are classified as focusing on (1) objectives or functions, (2)
    [Show full text]