Wellington High 'students very comfortable in their own liberalism!'
Rationale: from the NZC - coherence within and across learning areas - thus begins with sone pockets of the junior school before heading into the senior school.
Aims: not all students are into 'literature' like we are!! ; some of our skills are transferable
Concerns: compromise required but richness gained - well blended courses make what is being learned explicit
: fear that numbers might be reduced - but the opposite has happened - blended and pure English classes
: too many credits offered - internals double up for assessment
COURSE 1 - Painted word - English and Art History- L2 and 3
- planning and co teaching
- content rich
- students as teachers
- lots of choice - assessment programmes student selected
- Art History and English studs offered
- applies analytical skills in a different context
- art and literature a natural connection - often part of a movement
- subject and theme / context / composition and structure /
- Art History internals can contribute to writing portfolio; seminars on Art History - need to be very explicit about what assessment criteria are - that's the trick - tasks are quite long and complex
- Neo-Historicism approach - how do the literature and art represent the social context of the time
- use texts to enhance understanding of context - Moulin Rouge / Marie Antoinette
- use texts to understand the role of art in society - Lives of others
Types of writing
- ekphrastic poetry
COURSE 2 - English for Scientists (for many a 6th subject)
The Science of poetry, the poetry of Science - both depend on metaphor
Science communication is a growing field - including Science writing degree at Vic Uni
- lost many students in Yr 13
- 2hrs a week -English uses Science ideas and Science texts - 1/2
- students familiar with process
- course relies on flexibility, indivualised conference, lots of conferencing
- choice of texts play to scientific interests - personal choice
- opportunity for connections, language, reading of visual texts, language of Science
Robert Boyle - father of Science writing
I must not step into too spruce a style for serious matters; and yet I approve not the dull insipid way of writing practised by many chemists.
- writing again plays to student strengths - articles/ reports/ personal pieces
The year begins with researching an 'old' scientists - pre 19th century - they then write the article based on this - has created a huge range of knowledge.
COURSE - 3 English for Classicists
- 4hrs a week
- begins at Yr 11- mostly Classical Studies contexts with English skills
- combined assessment opportunities - time to figure out
- cross over of skills and content for both AS
- heavily internal - that's what the kids want - student want the course to carry on
Representation of Heroes across time
- Greek vase painting - 'read' the vases to keep the stories alive - the narrative structure
- Modern US film (post 9/11) Heroic Myth - Troy/ Clash of the Titans
- skills - close reading, connections, responding to literature, analysing social values, comparing ideas and perspectives
English with Philosophy (next project)
- linked with religious studies standards
- philosophical questions that are relevant for students today
- the human condition
Great Science jokes!!
When I heard that oxygen and magnesium had hooked up, I was like OMg!!!
Fabulous presentation - Caitlin, Trudy, Jane - thanks so much!