Core concepts
Introducing the core concepts of the NSW English K-10 Syllabus.
Introduction
Select the concept you want to learn more about. Each concept includes a short video which:
- can be used by primary teachers to design quality teaching and learning experiences that facilitate students’ deep understanding of English.
- draws from the English textual concepts resource
- uses engaging, student-friendly language
- was developed by English curriculum experts in collaboration with The School Magazine and the English Teachers Association NSW.
Argument is using persuasion to produce a position or resolution supported by evidence. Argument doesn’t need to be combative, and can build collaboration to solve complex problems.
Argument
The composer and responder create the authority over a text. There is always negotiation between the two.
Authority
The basic elements of speech, writing and visual language convey meaning when they combine in commonly understood arrangements or patterns. Code and convention help us find meaning in and through texts.
Code and convention
To understand context we look beyond the text to consider the world in which it was produced and the worlds of its reception. Different contexts can have an effect on the meanings and values of similar content.
Context
Words and images can extend beyond their literal meaning.
Connotation, imagery and symbol
Connotation, imagery and symbol video (6 minutes 8 seconds)
Transcript of Connotation, imagery and symbol
Note – Aboriginal Flag’ by Harold Thomas, 1971. Approved for use by WAM Clothing.
Two-week learning sequences
A two week unit of work on connotation, imagery and symbol that builds student skills for Early Stage 1 to Stage 3.
A construct of verbal and visual statement about a fictional identity. Analysis of characters contribute to our own personal judgements about self, morals and values.
Character
Character video (2 minutes 31 seconds)
Two-week learning sequences
A two week unit of work on character that builds student skills for Early Stage 1 to Stage 3.
Genre is groups of texts that have similarities in form and function. They are not prescribed categories but have developed as the most effective way to achieve a purpose.
Genre
The relationships among texts that shape a text’s meaning. Intertextuality is the echoes of other texts that add layers of meaning.
Intertextuality
Intertextuality video (3 minutes 29 seconds)
Intertextuality – Stage 3 professional learning recording
Duration – 24:55
Authentically apply the concept of intertextuality to teaching and learning experiences through exploring quality texts.
Resource essentials
The essential resources for planning teaching and learning through the English Textual Concepts and Learning Processes are:
- The NSW English K-10 syllabus (2012)
- The English Textual Concepts and Learning Processes resource, sometimes referred to as the 'grey book’
- The Related Syllabus content booklet, which for the purpose of this professional learning is Stage 3 and coloured green.
Teaching standards
- 6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
This professional learning also aligns with the Great Teaching, Inspired Learning initiative to enhance quality teaching and assessment practices.
Transcript of Intertextuality – pushing the boundaries
English K-10 Syllabus © 2012 Copyright NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales.
English Textual Concepts and Learning Processes, and Related Syllabus Content © State of New South Wales, Department of Education, 2017 Learning and Teaching Directorate
Certain texts that have been designated as highly valued, as they have been declared by experts to have universal and timeless appeal. This does not include the values expressed in a text, but refers specifically to how one can attribute worth to a text in terms of its value.
Literary value
The communication of a sequence of related events into a story. A narrative is usually structured in such a way as to invite responder involvement. Narrative helps us make sense of our lives.
Narrative
Narrative video (3 minutes 51 seconds)
Two-week learning sequences
A two week unit of work on narrative that builds student skills for Early Stage 1 to Stage 3.
Narrative – Stage 3 professional learning recording
Duration – 21:46
Authentically apply the concept of narrative to teaching and learning experiences through exploring quality texts.
Narrative – Stage 3 professional learning recording links (DOCX 22KB)
A lens through which we learn to see the world. Perspective provides a dynamic basis for the relationship between composer, text and responder.
Perspective
Perspective video (3 minutes 37 seconds)
Perspective – Stage 3 professional learning recording
Duration – 23:31
Authentically apply the concept of perspective to teaching and learning experiences through exploring quality texts.
Perspective – Stage 3 professional learning recording links (DOCX 70KB)
The position from which the subject matter of a text is designed to be perceived. The writer, speaker or director of the text controls what we see, and how we relate to the situation, character and ideas.
Point of view
The depiction of a thing, person or idea in texts. All representations carry personal and cultural meanings and have personal and social effects.
Representation
Style refers to the characteristic ways the composer choses to express ideas in a variety of modes. Awareness of stylistic devices can support the development of strategies for reading.
Style
Style video (2 minutes 5 seconds)
This concept is explicitly taught from Stage 2. Prior to introducing this concept students:
· understand that arrangements of words and or images convey information and express feeling and thoughts
· learn that there are possibilities of choice of words
· understand that language and its patterns vary in the different modes and media
· learn that elements of language create effects in particular contexts, modes and media
Stage 2
clearly depict the ‘rules’ for the development of a particular style
contain particular words and images specific to a topic
multiple texts in which words, sentences and images are varied for particular purposes
multiple texts in which words, sentences and images are varied for particular audiences
multiple texts in which words, sentences and images are varied for particular effects
Stage 3
multiple texts whereby the particular styles result from the use of identifiable language features appropriate to each mode and medium
multiple texts to show how the style creates connections between and among texts
literary devices such as sound, images and figurative language enhances expression
multiple texts from the same composer to show how personal style can be cultivated
Theme is a statement about life, arising from the interplay of key elements of the text, that work together in a coherent way to achieve the text’s purpose. Theme differs from the topic or idea addressed by a text, in that theme conveys an attitude or value.