This afternoon I was fortunate enough to be present at the launch of Composing Written Texts: Across the Australian Curriculum F – 6. This fantastic resource, aimed at a national audience, represents several years of work from Beverley White, Anne Hamilton, and Kylie Pedler from Catholic Education SA and Bronwyn Custance from the Department for Education and Child Development.
The book is a practical manual for classroom teachers to support the scaffolding of written language in English, Science, History and Mathematics. The writers set out to provide “written models that illustrate the language features for particular genres at specific stages of linguistic development” (White & Hamilton 2013, p. 5). They have drawn upon genre maps to determine which genres students are expected to write at each year level in the Australian Curriculum. They have then developed writing samples for each genre which reflect the AC’s expectation of linguistic capacity at each year level. Each year level and genre is aligned not only to the Australian Curriculum, but also to DECD’s 2012 Language and Literacy Levels across the Australian Curriculum: EALD which have replaced the former ESL Scales and “describe the development of language and literacy needed across the year levels to access and demonstrate curriculum knowledge, skills and understandings for all learning areas” (DECD 2012, in White & Hamilton 2013, p. 6). Hence, the content of the book is relevant to all students in a mainstream or EAL classroom.
It is important to note at this point that while the resource draws heavily on functional grammar, it is not a guide to functional grammar and does not offer further explanation of terms other than in the glossary. That is not its purpose, although it provides references for those who do wish to learn more about the linguistic theory that underpins the work.
Structurally, Composing Written Texts is divided into year levels Foundation to Year 6. Annotated samples of the genres expected at each year level are found within the sections. These annotations include details about text cohesion, text structure, grammar and word knowledge, which are features described in the Language and Literacy Levels. Immediately following the annotated samples are practical suggestions for scaffolding the learning of students at this stage in their development. The scaffolding is structured around the following teaching and learning cycle:
This cycle allows teachers and learners to engage in a continual process of assessment for learning, and provides the flexibility necessary for differentiation of learning at any point depending on student needs.
Finally, at the end of each sample, specific links are made to the Australian Curriculum for English, Mathematics, Science and History to demonstrate where these units of work meet AC requirements.
This edition of the resource only covers Foundation to Year 6, but there were whispers at the launch today of an edition covering the scaffolding of writing from Year 7 to Year 10 (where the Australian Curriculum stops and the South Australian Certificate of Education begins). This would take some time to develop, but as a secondary teacher I am excited about the possibilities. Having said this, I still think that Composing Written Texts: Across the Australian Curriculum F – 6 is an incredibly useful resource for secondary teachers. It is a reality that we do have students working at the language levels that are explored in the book. This may be for any number of reasons, but regardless of what those are we must meet these students where they are at and work to move them up the levels. Composing Written Texts provides a practical guide for doing so that I will certainly draw upon in my role as both an EAL teacher and a mainstream classroom teacher in a secondary setting.