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Slide 2: The Australian Curriculum
The social view of language underpinning the Australian Curriculum identifies that language use varies according to the context and situation in which it is used - including different learning areas.
There are significant differences in the way different learning areas structure texts and in the language features and vocabulary that students are required to know and use.
(AC Literacy Capability)
Slide 3: School Genres
School genres (or types of text) evolve from learning area curriculum and assessment
The genres students comprehend and compose in school are increasingly multimodal - they include visual, spoken and/or written language
As students progress through school the genres students are expected to comprehend and compose become more complex and, in the secondary years, are increasingly macro-genres.
Slide 4: Why Teach Genre?
When students understand how language works in different contexts they can: be more confident that they understand the
purpose and structure of the texts they comprehend and compose in the different learning areas, particularly for assessment purposes
make more informed literacy choices more effectively meet curriculum standards
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Observation recount
Personal recounts of shared events
Recounts of significant personal experiences
Simple autobiography
More complex historical recounts
Biographies of famous people
Memoirs both imaginative and actual
Simple procedure of everyday process
Simple procedure to make something tangible
Procedural recount
More detailed and technical procedure
Procedure with two fields
Procedure involving more abstract phenomena
‘Hard news’ recounts,
Simple labelling of common objects
Simple classifying or compositional reports on a common living or non-
living things
More detailed, technical reports
More detailed description of familiar people, places or objects
Simple descriptive report on a common animal, product or cultural
artefact
Highly technical and detailed reports as part of a macro- genre
Complex description of a person, character or cultural object or
phenomena
Simple comparative reports
Simple protocols
Simple historical recounts
Recounts of significant events
Procedure as part of a
macro-genre
Recount as part of a
macro-genre
Report as part of a
macro-genre
Topographic procedure in tourist guides and promotional material
RECOUNTING INSTRUCTING DESCRIBING & ORGANISING
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From How Language Works: success in literacy and learning course 2010, module 1
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Simple factorial and consequential explanations
Sequential explanation of un-observable phenomena
More complex factorial and consequential explanations
Causal explanations with complex chains of causality
Sequential explanation of a concrete, observable process
Simple causal explanation of concrete phenomena
More complex historical accounts
Simple historical account
Theoretical explanation
Listening to and reading of a range of narratives
More complex narratives using less conventional plots and themes
Simple narratives with predictable staging
Interpreting the message of longer more detailed narratives that deal with
universal themes
Personal responses to more complex narratives
Reviewing a culturally significant narrative
Critical response to a culturally significant narrative
Simple argument—discussion on issue of immediate interest
Arguments-discussions in the media including letters to the editor, editorials and feature articles
Simple arguments—discussions that deal with issues of community
concern
Arguments—discussions that deal with broader issues of national and
international interest
Formal debate on relevant national and international issues
Complex argument—discussion dealing with significant issues and
themes
Simple formal debate on issues of community concern
Re-telling of well known narratives
Explanation as part of a simple macro-genre
Explanation as part of a more
complex macro-genre
Complex argument—discussion as part of a macro-
genre
Simple argument—discussion as part of a macro-genre
EXPLAINING NARRATING & REACTING ARGUING
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From How Language Works: success in literacy and learning course 2010, module 1
Slide 7: Activity 1
1. Form groups: Primary School: participants from a range
of sequential year levels Secondary School: participants grouped in
learning areas
2. Individually list genres you teach
3. Share with your group
4. Develop an agreed summary of genres on the genre templates provided
Slide 11 : Activity 2
Use the blank templates provided to develop a genre map for your level of schooling of schooling/ learning area
Some additional resources/examples are also provided
Developing a draft school genre map
Slide 12 : Revision of Key Ideas
A school genre map is a useful tool to ensure that genres are :
taught explicitly and systematically integrated into the relevant learning areas
Teachers need to understand the language demands of the genres
Slide 13 : Revision of Key Ideas
• In the In the context of curriculum requirements:•
a range of school genres can be identified with each genre having a particular purpose
each learning area values particular genres which are commonly key texts students compose for assessment
each genre family increases in complexity through the years of schooling
in the secondary years assessment genres become increasingly complex and are commonly macrogenres
Slide 14: Next Steps
• What is the process for:
finalising the school genre map?
ensuring that teachers have the opportunity and support to: deepen their knowledge of the language and
visual demands of the genres? ensure explicit and systematic teaching of
these demands?