task 2- 1799

Assessment 2: Comparing Curriculum_1799EDN Double Map DIFFERENT CHARACTERISTICS SIMILAR CHARACTERISTICS DIFFERENT CHARACTERISTICS STRUCTURE AND RATIONALE  English plays a key role in literacy development.  English is organised into 3 interrelated strands.  English focuses on developing attitudes and capabilities relevant to the future of Australia. STRUCTURE AND RATIONALE  Both Rationales state that there is a high connection to exploring the cultures of First Nations Australians.  Both areas focus on expanding the students creativity, imagination, confidence and communication.  Each rationale explains how students will gain critical knowledge and work with aesthetic qualities. STRUCTURE AND RATIONALE  The Arts allows students to enhance their wellbeing.  The Arts allows students to be able to communicate concepts in both conventional and innovative ways.  The Arts is separated into 6 separate subjects. AIM AND KEY IDEAS  Purposefully and competently read, speak, write and more, on complex texts.  Students can create meaning through spoken and written forms. AIM AND KEY IDEAS  Students learn to create emotion for an audience through skills and elements.  Inclusion of First Nation Australians into the classroom. AIM AND KEY IDEAS  Draw on knowledge and skills to express ideas and perspective.  Students can understand arts of historical and traditional importance from around the world. LEVEL DESCRIPTION AND STRANDS  English focuses on how to listen, read, analyse and interpret a range of texts.  Students learn skills in reading, viewing, speaking and writing.  This area focuses on creating texts with purposes of aesthetic, imaginative, persuasive or analytical English 8 LEVEL DESCRIPTION AND STRANDS  Both areas focus on expanding their prior knowledge and understandings.  These areas explore national and global context, specifically in Asia.  Both Learning Areas focus on creating and performing pieces/text. The Arts 8 LEVEL DESCRIPTION AND STRANDS  The Arts uses subject specific process to be purposeful and creative.  This area focuses on how students can contribute to the world, with performance and as audience.  Students learn how to engage and analyse living performers/artists. CONTENT DESCRIPTIONS  English highlights a student’s language, literature and literacy skills.  English focuses on how to understand text structures, language devices and language features.  Students in year eight should be able to understand the role of references and their impact of aesthetic qualities CONTENT DESCRIPTIONS  Both Areas requires students to explain and investigate the representation of First Nation Australians in selected texts.  In both areas students learn to analyse and manipulate subject specific elements in order to create meaning and perspective.  Students are required to create, rehearse and present to an audience. CONTENT DESCRIPTIONS  Content for year eight involves, responding, practice, creating and performing.  Students are to develop skills and techniques specific to the subject.  Students will be able to use reflect on their own work and work of others to understand and implement the use of elements in creating meaning.

ACHIEVEMENT STANDARDS  Students are able to comprehend text.  Students can identify how meaning is created through aesthetic, text, and language features. ACHIEVEMENT STANDARDS  Both areas require students to work together to create and use area specific components.  Students are able to identify and develop use of features/elements. ACHIEVEMENT STANDARDS  Students are able to communicate perspective and meaning through the use of subject elements/components  Students can successfully explain and apply elements when creating, performing and responding.

analyse texts and literature. Students will then further build on these skills by learning how to write their own texts with the purpose of being analytical, persuasive informative, and/or imaginative. Thus, the learning description of English provides the information that year eight students will be focusing majority on language skills. Compared to The Arts focuses on how students can manipulate subject specific components, for example Dance will focus on technique and choreography, and Drama students will work on elements and dramatic meaning. Year eight will learn how to use these components in creating purposeful and imaginative pieces, how they can contribute these to the community. There are a range of implications that can be imbedded into how content is taught and/or learnt, this can be identified through the similarities and differences between Learning Areas. Year eight English and The Arts are both essential to students’ development in educational and life skills. To ensure students are developing these skills it is important that they are engaging with content; these can be impacted by pedagogy, assessment style, feedback, teacher style and differentiation. Students in year eight English, strive to develop skills in literacy, language, and literature, as identified in the structure (Roy, 2015). The main focus for English is to develop reading, writing, listening and viewing skills, thus the most effect teaching strategies may include Abstract sequential and concrete random. These strategies place an emphasis on knowledge and resources to think about topics, both independently and collaboratively, and connect directly with an inquiry pedagogy (Clarke & Pittaway, 2014). Implementing an inquiry-based pedagogy will allow students to guide their own learning, to expand their knowledge through exploration and practice (ECU, 2021). To ensure all students are successful in these areas, differentiation can be added into the type of assessments being used. As students need to develop specific skills the most effective form of assessment is formative and summative, allowing the teacher to see how the students have developed (Roy, 2015). However, teachers can differentiate this by implementing in informal assessments such as worksheets, and weekly language test to track progress (Roy, 2015). The Arts in year eight place an emphasis on creativity, performances, and audience involvements. Thus, using a teaching style that focuses on hands-on activities and collaborative activities, will be most effecting (Clarke & Pittaway, 2014). Along with a concrete random teaching style, a constructivism pedagogy will allow students to engage in content. This creates a student-centred environment that involves the use of authentic assessment and the

incorporation of field trips (Clarke & Pittaway, 2014). Both components are important to The Arts as students are to interact with living performers and incorporate different cultures into their own work. Utilising informal assessment, such as activities and games based on content, allows teachers to deliver direct feedback to students to ensure that they are reaching learning goals and aims (Roy, 2015). Despite the differences these learning areas also share similarities that can have strategies implemented across multiple subjects. English and The Arts places a focus on communication and development of prior knowledge, thus using reflective and communication-based activities, will encourage student engagement (ECU, 2021). Both subjects allow for differentiation to be embedded through changing the delivery of the information, for example, auditory, visual and kinaesthetic methods (ACARA, 2023). This assessment has allowed me to further develop and improve my understanding of the Australian curriculum and its importance in an Educators pedagogy. Completing this assessment has allowed me to see how two different learning areas can share multiple similarities and differences, and thus, can share multiple teaching strategies across other learning areas. The most significant aspect this task has taught me, is how to read and understand the curriculum; as well as how to effectively use the Australian Curriculum to help guide my teaching strategies. Overall, being able to effectively understand and navigate through the Australian Curriculum, will allow me to carry this into my profession. This will allow me to create resources, assessments and information, and implement these into my teaching areas and classroom.