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How Do We Cover English?
by April Jermey, May 2024
Always Learning Books
A common concern for home educating parents is literacy. Home educated kids often learn to read a little later than their peers at school. I personally feel that the reason for this is that we are better able to accommodate non reading learning than schools are, so schools push hard for early reading to assist their teaching methods.
But then the added concern is: how do we satisfy the HEU [home education registration renewal office] at review time if our kid isn't reading?
The following is from ACARA's website:
"Year 2 Level Description
The English curriculum is built around the three interrelated strands of language, literature and literacy . Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating . Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions."
I'm just going to briefly unpack some of what I've highlighted in that big body of "eduspeak".
language, literature and literacy
English as a subject in the Australian Curriculum is essentially communication. The focus is on assisting students to become effective communicators.
listening, reading, viewing, speaking, writing and creating
It's not all about reading and writing. Look at how much else is in there. When you're writing your review think about how your little person has grown as a communicator over the past year. How their vocabulary has grown. How their conversations have evolved. How their listening and comprehension skills have improved. How their descriptive language has improved.
traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts
A "text" is not necessarily a book. Why not discuss what is it about their favourite YouTuber that is so engaging? Have you followed any TV or movie series and discussed the evolving plotline? Sung along to anything on the radio? Seen a play or other performance? Compared story line adaptations (eg Disney on Ice compared to the corresponding movie, or Narnia movies & books).
imaginative retellings, reports, performances, poetry and expositions
It's not expected that all children are going to write extensively, especially not at primary level. But they are constantly giving us examples of how they are improving as communicators.
When you're facing that subject on your review "English" and thinking "I have so few written samples..." stop and frame English as "communication" in your mind.
See more posts about English, and about Recording and Evaluation.
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