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= = =__Welcome to The English KLA __=

__Introduction to the Wiki__
This wiki has been designed to be a repository for all current key materials for the English faculty so that all staff can easily access units of work, teaching materials timelines and assessment rubrics. It will also contain details of our protocols and policies. On this page you will find a list of English staff and their contact details, the Scope and Sequence as it stands, a brief statement that outlines our philosophy of English and our current goals.

Please aim to have materials current to 2016 on the relevant page.

Aim to follow this procedure when sharing materials with other staff:

- Load your unit or materials on to the wiki - Notify staff that the material is there. - Team leaders please ensure that the page is well presented and that material not relevant to the current year is at the bottom of the page with relevant heading e.g. pre 2016.

Please note that you need to reload documents that have been altered. Feel free to contact me at any time for assistance.

__English at Wantirna College __
As part of the College’s commitment to create global ethical citizens we want the study of English at Wantirna College to assist students in improving their ability to listen and to communicate fluently and confidently in formal and informal situations, using speech and a range of written and multimodal texts to better understand themselves and those around them – including people from other cultures, belief systems, social backgrounds and historical periods.

As a core subject we are also committed to using English to help students gain the skills and qualifications they need for the workplace and further study

In order to achieve these goals we are committed to:
 * Helping students read a range of texts at the deepest level. These texts should include novels, poetry, drama, instructional and transactional workplace texts, websites and other digital texts as well as multi-modal texts such as films. Texts should be drawn from a range of cultures including Asian, aboriginal and Torres- Strait islander communities.
 * Enabling students to become expert creators of oral, written, or multi-modal texts.
 * Giving opportunities to students to work effectively with others in different situations.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Developing each student’s ability to think and learn independently.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Providing students with the skills to achieve the results they need for further study.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Fostering an appreciation of literature in students.

__<span style="font-family: Tahoma,Geneva,sans-serif;">Goals __
Goals 2016 – v1

WHI to work with staff in using range of teaching strategies to particularly improve inferring. || Students continue to choose books – || WHI, KAR, LEU, BAL, DIS, MNT || December 2015 February 2016 || Ownership of books by students
 * Goal || What to do to achieve goal || How – people, budget, equipment etc || Who || When || Success? What will it look like? ||
 * 1Consolidating independent reading || Gather precise materials for different year levels for different strategies Buy more books – particularly for weak readers. Monitor use of parent volunteers. Consider extension in to Year 10

Improved Naplan Reading results || Gather and monitor results Books for staff only – not students Extend spelling bees – across || MNT. || MNT, WHI, FRJ, KAR (KOS), SAC, GAR, HYL || Ongoing through 2016 || Continued Improved sp including results at NAPLAN – partic Year 9 Expanded vocab of students || Working with schools in Knox network. Researching current practice and theories. Action Research groups working on teaching ideas, leading to development of writing program || WHI to coordinate with BEL and other Knox schools || WHI, DIT, COT, LEU, TIM || Ongoing || Range of strategies to share ||
 * 2Implementing spelling program || Train staff who need it in use of google drive to load results
 * 3Developing system of feedback to kids || Build on PL and teacher work in 2015 to create agreed marking code for text response, language analysis and creative writing in 2016 || WHI || WHI, DIX, STE, COT, KAR, GAR, HYL || WHI || More ownership of work – improved vocab. Better drafting. Improved thinking about writing. ||
 * 4Reviewing texts/units including KQ - || Create ppts of Word Wizard – grammar for Year 8 – using KQ1 and Year 9 – no KQ. || Begin Dec 2015 – just first 6 weeks 8 and 9 || WHI, TIM, LEU, STE?? || Start of sem 2 and end of year ||  ||
 * 5Scope and Sequence || Completion of final units for electives, EAL and Year 9 Reality TV ||  || Relevant Staff || End of 2015 ||   ||
 * 6Begin process of exploring how to improve writing || Planning, conferencing, re-drafting, peer analysis range of genres.
 * 7Raising expectations || Later Years catch up classes Wed afternoon in Byrne House of Thursday after school. || Linked to 6? || WHI, STE, KAR, DIX, KEL rotating ||  ||   ||