Blended Courses - Expanding English - Workshop 3, Capital LettersConference (to be edited)

Really looking forward to this presentation, as we are looking to connect our curriculum more next year. As a classicist and an art historian, this really appeals to me. 

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 

- inquiry 

- 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

- reviews

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 

- Odyssey 

- 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!