Analysis Of The Australian Curriculum

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The language strand of the Australian Curriculum, Assessment and Reporting Authority (ACARA, 2013), covers three content stands which focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing; these stands are: language, literature and literacy. The language stand of the NSW Syllabus K-10 for the Australian Curriculum (2012) identifies essential knowledge, skills, values and attitudes that all students in our care must be provided within the educational system which assist teachers to provide a continuity of study to all students. Appreciation of literature and a wide range of literacy skills can be developed using the foundations that the language stand provides. The information and knowledge that we as educators provide to our students must provide knowledge, understanding, skills, values and attitudes that they can use across all learning areas and must have meaning in their direct world in order for them to succeed in and beyond their schooling. The knowledge about language we impart to the students within our care should therefore be functional with a strong focus of how we use language, the meanings we make with language, the context that language is being used, and the relationship between users.

Language can be seen and described as layers, each layer representing a different perspective on language (Humphrey, Droga, & Feez, 2013). The first layer is the sound of language and the letter combinations. Students make sense of linguistic cues and apply their knowledge of letter-sound patterns to make meaning from text. The second layer is of words and grammar, explaining how words are organised into patterns of clauses and sentences. The third layer explores how wh...

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... many various ways within their learning. The three strands of the curriculum guide educators to equip students with a powerful means for improving achievement at school, as well as enhancing social, cultural and vocational opportunities in all areas of their lives (Humphrey et al., 2013). Language is a means by which students develop personal power in their lives (Anthony, Johnson, Mickelson, & Preece, 1992). Through language students give form and substance to their thoughts, grow in their ability to interact effectively with others, and shape personal realities. Educators must recognise and value the importance language, in all of its many forms, plays in enabling a student to appreciate literature and to expand their literacy repertoire in comprehending and composing spoken, written and multimodal text to achieve success at school and within their direct world.
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