Posted: September 13th, 2017

English;The rationale, aim, objectives and outcomes of the BOS NSW English K–10 Syllabus, with particular focus on speaking, writing and representing. Reference to the Australian English Curriculum v3.0 (ACARA) is also necessary to support your arguments.The diversity of learners in a primary school context, such as the learning needs of students learning English as an additional language (EAL).The current text requirements, classification of texts and the emphasis on learning across the curriculum described in the BOS NSW English K–10 Syllabus.

English;The rationale, aim, objectives and outcomes of the BOS NSW English K–10 Syllabus, with particular focus on speaking, writing and representing. Reference to the

Australian English Curriculum v3.0 (ACARA) is also necessary to support your arguments.The diversity of learners in a primary school context, such as the learning

needs of students learning English as an additional language (EAL).The current text requirements, classification of texts and the emphasis on learning across the

curriculum described in the BOS NSW English K–10 Syllabus.

Order Description

The aim of English in Years K–10 is to enable students to understand and use language effectively, appreciate, reflect on and enjoy the English language and to make

meaning in ways that are imaginative, creative, interpretive, critical and powerful (Board of Studies NSW, 2012, p15). This assignment requires you to critically

reflect on the implications for teaching children speaking and writing based on the theoretical approaches underpinning the Board of Studies (BOS) NSW English K-10

Syllabus for the Australian Curriculum.

The BOS NSW English K-10 Syllabus is predicated on a functional approach to language. Such an approach demands teachers to know and teach functional grammar which

perceives language as a system of context-dependent choices (Derewianka & Jones, 2012). Specific outcomes are stipulated to provide a common goal in preparing students

to live and work in the 21st century. For instance, in terms of knowledge, understanding and skills, it is expected that through responding to and composing a wide

range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to:

communicate through speaking, listening, reading, writing, viewing and representing

use language to shape and make meaning according to purpose, audience and context

think in ways that are imaginative, creative, interpretive and critical

express themselves and their relationships with others and their world

learn and reflect on their learning through their study of English.

(Board of Studies NSW, 2012, p13)

Read the BOS NSW English K-10 Syllabus critically and write your responses to the questions below:

1. What aspects of the functional model of language learning do you think reflect the main tenets of the social view of literacy? (Word limit: Max. 500 words)

2. Based on the functional approach, list and justify a minimum of 6 principles for teaching speaking and writing of English in a class of diverse learners. (Word

limit: Max. 1500 words)

ASSIGNMENT DETAILS
In order to complete this assignment you need to consider:

The rationale, aim, objectives and outcomes of the BOS NSW English K–10 Syllabus, with particular focus on speaking, writing and representing. Reference to the

Australian English Curriculum v3.0 (ACARA) is also necessary to support your arguments.

The diversity of learners in a primary school context, such as the learning needs of students learning English as an additional language (EAL).

The current text requirements, classification of texts and the emphasis on learning across the curriculum described in the BOS NSW English K–10 Syllabus.

The social view of literacy

Drawing on at least five recent readings in addition to the BOS NSW English K–10 Syllabus, the

ACARA website and documents on this website; these readings should include a combination of

journal articles, book chapters and/or books that no older than 10 years.

An appropriate level of academic literacy when writing the essay

Assessment criteria

Explains clearly how the BOS NSW English K-10 Syllabus is anchored in the functional model of language learning.

Explains clearly the social view of literacy in language education.

Explains clearly how the functional model of language learning is based on a social view of

literacy.

Examines the importance of the current text requirements and classification of texts with

respect to ES1-S4 speaking, writing and representing in the BOS NSW English K–10 Syllabus.

Examines the importance of learning across the curriculum described in the BOS NSW English K–

10 Syllabus.

Makes reference to the ACARA website and other relevant documents found on the website.

Formulates principles for teaching speaking, writing and representing based on the functional

model of learning language.

Caters to the learning needs of diverse learners in a primary school context, such as the

academic needs of students learning English as an additional language.

9. Draws on at least five recent and relevant readings in addition to the BOS NSW English K–10 Syllabus, the ACARA website and documents on this website; these

readings should include a combination of journal articles, book chapters and/or books that are no older than 10 years.

10. Presents work professionally, with clear academic writing and within the word limit and use APA 6th referencing style correctly, including competently integrating

evidence.

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