English Study Design


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Project Team

1999 Project Team Report

The English Study Design in Detail

 A Guide to Planning and Assessment

Cedric Hall: Report on the 1998 year 12 trial

 Terry Locke: "Assessment Standards: What's in a Name?"

 The 1999 Reference Test Trial

 Achievement 2001: Update and Forum

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Welcome to the website of the English Study Design. The aim of the site is to provide information and resourcing in a form that is downloadable and usable. Note that some of the links on this site are to files that have been translated into a PDF (Portable Document Format). To read and download these, you will need to have a copy of Adobe Acrobat Reader. To download this programme free of charge, go to: Adobe

 Main Menu

 Introducing the English Study Design

The Project Team

 1999 Project Team Report

The English Study Design in Detail

 A Guide to Planning and Assessment

 Cedric Hall: Report on the 1998 year 12 trial

 Terry Locke: "Assessment Standards: What's in a Name?"

 The 1999 Reference Test Trial

 Achievement 2001: Update and Forum

 

Introducing the English Study Design

The English study design detailed on this site is a second draft. That is, it continues to be subject to modification in the light of the experience of teachers and students in English classrooms where it is used. Its aim is to provide a framework for the senior secondary programmes and assessment practices of English teachers. In its turn, however, it must remain subject to review in the light of these practices.

As a study design, this document provides:

  • an articulation of the national English curriculum
  • pointers on English programme design and classroom practice
  • an approach to assessment.

The study design's first point of departure has been the document ENGLISH in the New Zealand Curriculum. In its selection of three major strands, written, oral and visual, the national curriculum signalled the growing need for competence in the reading and production of texts with visual content. It also underlined the importance of oral language for communication in society at large and for teaching and learning in particular.

Further, the document identified eleven substrands it called functions and nine (in effect, three) it called processes. The processes - Critical Thinking, Exploring Language and Processing Information - were to be seen as 'underpinning' the functions. The functions were an attempt to describe '...what students are expected to be able to do as they use and respond to English language.' (ENZC 19)

This study design, like ENGLISH in the New Zealand Curriculum itself, acknowledges that in any senior English language programme the three strands will be interwoven. It also assumes that in the design of a school or classroom programme, a national curriculum document needs interpretation and rationalisation. The integrated nature of this study design attempts to do just that: to come up with a structure for the teaching and learning of English in the senior secondary school that draws on the sweep and spirit of the national curriculum and acknowledges what is best in current English teaching practice.

Central to the design structure is:

  • a view of Years 12 and 13 as a learning continuum
  • a flexible yet comprehensive programme of study described in terms of a set of work requirements
  • a set of common assessment tasks for both Years 12 and 13
  • a combination of internal and external assessment
  • the use of standards-based assessment using grade-related band descriptors
  • certification in the form of a summary profile at both Years 12 and 13.

For a detailed treatment of these features click on The English Study Design in Detail.

The Project Team

Jenny Brown (Hillcrest High School)
Barry Gough (Avondale College)
Terry Locke (University of Waikato)
John Lovell (Papatoetoe High School)
Helen Martin (Westlake Boys High School)
Julie Moor (Linwood High School)
Elody Rathgen (University of Canterbury)
Katharina Ruckstuhl (Otago Girls High School)
Lesley Shepherd (Macleans College)
Gerda Smith (Te Awamutu College)

Correspondence can be addressed to:

Terry Locke
English Study Design Project
Department of Arts and Languages
School of Education
University of Waikato
Private Bag 3105
HAMILTON
Ph: 07 838 4500 Ext 7780
Fax: 07 828 4555
Email: t.locke@waikato.ac.nz

 

 

 

 

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