The Meaning of a Name: looking at the practical implications

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of the Australian Curriculum.

Rachel Abercrombie & Alice Kelly

 Teachers teach according to themes set by the Head of English.

 Each theme has specific Subject descriptors allocated to be covered.

 Used planning documents from QLD.

Implementing the AC

 Themes were set up to support content of the Pearson Textbooks that the school chose to use to support student learning.

 Each term has two themes (a shorter and longer unit)  The themes are all covered by each teacher throughout the year but when they are covered varies to take the pressure off resources  C:\Users\amk\Documents\Australian Curriculum\Implementation Plan.docx

Implementing the AC

 Knowing we wanted to create units around a theme we needed to work out how to then go about planning  A big concern was how we could keep track of what Content Descriptors were being covered to ensure each teacher covers all Year 8 descriptors with their classes  Setting up a template for planning units was difficult at first, but much easier after finding the documents that QLD shared.

Planning documents

 Australian Curriculum and resources webpage http://www.qsa.qld.edu.au/13655.html

Planning documents

-QSA website.

 Year Planner Template http://www.qsa.qld.edu.au/13655.html

Planning documents

-QSA website.

 Year Planner Template http://www.qsa.qld.edu.au/13655.html

Planning documents

-QSA website.

 Year Planner Template http://www.qsa.qld.edu.au/13655.html

Planning documents

-QSA website.

 QLD information was incredibly helpful, particularly looking at their sample plans and units  We based our documentation on theirs as their templates were available online.

Planning documents

• • • • • • •

Pros

Clear planning Easy to see what content descriptors have been covered Clear outcomes for students Easy tracking of cross curriculum priorities Clear focus on student needs and includes a specific section for differentiation Encourages collaboration between staff and reflection on the units QLD templates look at bridging between years which will help with longer term planning • • • •

Cons

Filling out the documentation can be time consuming The language that is used seems to be complicated (some of this is just the change in terminology for some states) Units are time consuming- we really didn’t have enough hours in the week to cover what we’d planned so we need to readjust this next year.

Themes for each term problematic- didn’t always work to cover the content descriptors in the most effective way, not only in the unit, but for creating a fluid and coherent year.

Planning documents

 We used the implementation plan shown earlier in conjunction with the unit plans to create a Year Plan for each teacher- this would ensure that each teacher covers each content descriptor more than once to help students achieve the outcomes set by ACARA.

 Implementation Plan  Unit Plans  Year Plan

Planning documents

 4-5 week etymology unit (originally a 3 week unit, but in practice to cover with adequate depth for students we discovered more time was needed).

Content Descriptors

   Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540) Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541) Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)

Putting it into practice: The Etymology Unit

 Unit plan ..\Australian Curriculum\Etymology\Year 8 unit etymology.docx

 Teacher guide- outlines resources and work to be completed ..\Australian Curriculum\Etymology\Etymology Unit Booklet for Teachers.docx

Putting it into practice: The Etymology Unit

Before and After

Etymology

I know what etymology is

30 25 20 5 0 15 10 Before After

Etymology

I know what etymology is

Greek or Latin Roots

5 0 15 10 30 25 20 Before

I know at least 10 Greek or Latin roots of English words

After I know at least 10 Greek or Latin roots of English words

Greek or Latin Roots

Prefixes and Suffixes

23 22,5 22 21,5 21 20,5 25,5 25 24,5 24 23,5 Before

I know what prefixes and suffixes are

After I know what prefixes and suffixes are Prefixes and Suffixes

10 5 0 20 15 30 25

I feel confident guessing meanings of words by studying the etymology

I feel confident guessing meanings of words by studying the etymology Before After

Etymology

History of the English Language

5 0 15 10 30 25 20 Before

I can describe several factors that have influenced English over several hundred years

After I can describe several factors that have influenced English over several hundred years History of the English Language

History of the English Language

I can name the four main periods of the history of English and the dates they roughly correspond to

25 20 15 10 I can name the four main periods of the history of English and the dates they roughly correspond to 5 0 Before After History of the English Language

Early texts

I can name two important texts from early in the history of English

25 20 15 10 5 0 Before After I can name two important texts from early in the history of English

Early texts

Language Change

5 0 25 20 15 10 Before

I can explain a historical and a modern example of abbreviation and why it is used

After I can explain a historical and a modern example of abbreviations and why it is used

Language Change

Aussie Slang

I can explain what Australian slang is and give some examples

5 0 15 10 30 25 20 Before After I can explain what Australian slang is and give some examples

Aussie Slang

Onomastics

I know what onomastics is

25 20 15 10 5 0 Before After I know what onomastics is

Onomastics

Last names

25 20 15 10 5 0 Before

I can name the four ways last names are generated

After I can name the four ways last names are generated

Last names

Name facts

25 20 15 10 5 0 Before

I can explain how naming is different in different countries

After I can explain how naming is different in different countries

Name facts

Variations in language

25 20 15 10 5 0 Before

I can talk about my own language use and its influences

After I can talk about my own language use and its influences

Variations in language

 Everything has taken longer than we anticipated  Most of the content descriptors have clauses that make it necessary to specifically plan how they will be included in the course work, being complacent won’t help  Some states/schools seem to be doing fewer units, but including lots of activities and depth to help meet the course requirements something worth considering

What we’ve found along the way…

Questions?

Some places we found resources for this unit:  TES http://www.tes.co.uk/teaching resource/Etymology-Booklet-6013121/  f Teach it http://www.teachit.co.uk/attachments/11985.pd

 Books with activities already planned.

References