Phases approach to conceptual programming in English 11–12
An overview of the approach to programming in English 11–12 and the ‘Phases approach to conceptual programming’.
Background
The term ‘phase’ helps planning by identifying the purpose of each section within a teaching program. Each phase is connected to the following learning processes:
- understanding
- engaging personally
- connecting
- engaging critically
- experimenting
- reflecting.
The phases approach was also used in the creation of the Stage 4 and 5 support resources. These resources are on the Planning, programming and assessing English 7–10 webpage.
Rationale
The phases are a planning and reflection tool:
- They assist planning by breaking down the task of sequencing learning across a program into sections.
- They deepen reflection and focus on teaching practice to meet identified aims.
The approach is based on sound teaching principles:
- Clear learning intentions and success criteria.
- Specific student activity process verbs linked to content.
- The structure of learning guided by the iterative nature of the teaching and learning cycle.
The phases in Stage 6 English
Each phase focuses on a key part of the learning process. For Stage 6, this can be seen in:
- the grouping of phases
- the name of each phase
- the aligned learning process in brackets.
- Phase 1 – Engaging with unit, the learning community and the focus area (engaging personally).
- Phase 2 – Discovering and engaging with the conceptual heart of the focus area and the connection to the texts (understanding and connecting).
These first phases build the field and help students to understand the focus area. This way, work on the core text(s) is clear and connected. These phases also introduce the key ideas of the focus area. They show students and important terms they need to know. It is also a chance to set up a positive classroom culture and create the best learning environment for students.
- Phase 3 – Engaging personally, analytically and critically with texts (engaging personally and engaging critically).
- Phase 4 – Connecting critically and deepening conceptual understanding of the focus area and the texts (connecting, understanding and engaging critically).
These phases help students connect more closely with the core text(s) and develop skills for careful analysis. Students work on their personal insight and critical thinking. This way, they study the text within the main ideas of the focus area and get ready to write detailed responses that show strong personal connection and understanding.
- Phase 5 – Composing critically and creatively in response to the focus area and texts (experimenting and reflecting).
- Phase 6 – Preparing the assessment (engaging critically, experimenting and reflecting).
These phases help students explore and try out ideas with texts to build their analysis and critical thinking skills. Writing is often based on the core texts. Students use what they have learned throughout the program to complete formal assessments. Students also think about their learning as through the responding and writing.
Programming in Stage 6 English
The following advice is about how to use the phases approach and sample resources. Sample materials should be adapted for each school context.
Each phase has:
- an overview (or ‘phase statement’) that outlines the key teaching and learning focus
- a suggested duration
- 2 to 4 ‘conceptual programming questions’ that guide the specific activities
- several teaching and learning sequences arranged as rows in the teaching and learning table
- a series of learning intentions and success criteria aligned to:
- outcome content groups and content points
- teaching and learning activities
- evidence of learning suggestions
- activities linked to the phase overview and guiding questions
- learning processes that follow research-based principles
- teaching activities using the gradual release of responsibility model.
The features above can be adapted by teachers for their school context. A ‘typical’ sequence is suggested as a guide.
- The guides should never replace teacher judgement.
- While each phase has an overall focus it is possible to touch on other areas during the phase.
- Each phase is a general guide and is not intended as a rigid template or scaffold.
Supporting your programming work
The features of the phases support faculty professional learning. They also support adapting the sample programs to contextual needs. Teachers and faculty teams can use the materials in a range of ways:
- Explore one phase from a sample resource and then compare to an existing faculty unit of work.
- Look at the equivalent ‘section’ of the existing unit and compare how the phase statement may support refining the focus of the existing unit.
- Examine the phase titles and guiding questions to explore how they may be adapted to suit the needs of an existing unit of work.
- Explore the overall focus of the sample resource.
- Look at how this focus is supported, extended and deepened in each phase.
- Use this understanding to design a new program for the faculty or refine an existing one.
- Split an existing program into phases.
- Create year or stage-based teams to refine a current program.
- Agree on the guiding questions, assessment plans and texts.
- Individuals or teams can bring their work back to the faculty.
- Examine the flow of teaching and learning within one sequence in a sample resource.
- Identify the connections between activities and outcomes, and their connection to evidence of learning.
- Evaluate the effectiveness of the sequence then repeat the process for a sequence within a faculty created unit of work.
Articles explaining the link between the phases and conceptual programming:
- ‘Lesson design just doesn’t phase me – programming for deep learning (Part 1)’ Scan, 42(3), 30–38.
- ‘From phase to sequence to quality teaching activity – programming for deep learning (Part 2)’ Scan, 42(4), 21–33.
Statewide staffroom professional learning recordings:
- Conceptual programming in English – syllabus implementation in action (staff only)
- Conceptual lesson design (staff only)
- Programming for the new English syllabuses (staff only) – course specific sessions to support the use of the Phases approach to conceptual programming.