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English for Queensland (OUP) – Book cover and preview
After many months of sweat, sleepless nights and tears, I am excited to announce that a book I have co-authored with Lindsay Williams and Sophie Johnson will be out later this year through Oxford University Press. English for Queensland Units 1 & 2.
Book 2 next year will be for Units 3 and 4 (year 12).
(I know, I’m not supposed to say year 11 and year 12, but I’m not ready to give them up!)
It’s always a bit funny to publish work for a profit when you are so used to giving things away, as a rule. The good news is that I have so many resource and planning ‘offcuts’ from this book project that I still have plenty to share freely in the network!
No reflection other than that. Just a proud-moment post for a project that took a lot of creative energy and is edging toward ‘tangible product’ stage!
Times are changing for senior assessment here in Queensland, and senior English has been radically re-written.
To catch you up if you’re just tuning in to this, some notable changes for English in QLD are:
- Reduction of summative assessment in Year 12 from 6 tasks to 4 tasks.
- The 4 tasks in Year 12 are all worth 25% each, and one of them is an external exam.
- There are five courses in the English suite: English, EAL, Essential English (replacing ‘English Communication’), and Literature (a new course in QLD). The fifth course English and Literature Extension, as well as the ‘applied’ subject Essential English, are still in draft.
- The external exam for English and Literature courses will be a single ‘analytical essay’ responding to unseen questions on their chosen text.
- Abolition of the existing Queensland Core Skills Test (the current method for scaling and moderating in-school subject rankings).
- We’re getting a prescribed text list (this is big news)!
The status and relationship of the five English courses is seen in Figure 1 of the English syllabus:
There are a couple of things I think the Queensland design has captured that make it an improvement on the HSC design I am familiar with from NSW.
For starters, the external exam is only one essay (not 2 x 2 hour papers), and it’s only worth 25% of the final grade. My hope is that reducing the weight of the external exam will see Queensland take up fewer exam-driven practices and less anxiety for students.
The next area that is a win is the retention of our work-and-community English course – now called Essential English – as an ‘applied’ course. Unfortunately the equivalent ‘English Studies’ course in NSW has been made ATAR eligible, which based on historical trends will see an over-enrolment in that course.
But wow there are some things that I miss about HSC English.
- I miss the way each module has a clear direction for the work – it’s a close study, a conceptual study, or a comparative study etc.
- I miss being able to choose what my internal assessments will be and how much weight they’ll have.
- I miss the terminology of ‘related texts’ and the sense that something has to be studied in a certain amount of depth to count as a core/prescribed text.
- I miss Macbeth and To Kill A Mockingbird being mostly left alone for junior English.
- I miss ‘persuasive’ being uncoupled from ‘speech’.
- I miss mandatory inclusion of multimodal assessment.
Watching both states redevelop senior English at the same time has been eye-opening. Lots of comparison work to come.
This week I’ve given my pre-service teachers this ‘wicked problem’ to start a conversation about work-life balance:
Imagine it is dinner time on Tuesday and you have three things to do before school tomorrow:
- Grade papers
- Meet a family/friend obligation
You only have time to accomplish 2/3 of these things.
Which thing do you drop?
The decisions and justifications that ensued were sufficiently terrifying. Don’t worry – I also had an excellent follow up discussion about all the joy and fulfillment that teaching brings to your life…
Overwhelmingly, students chose to drop sleep (if they were the kind of person who could handle that kind of thing), or family/friend obligations. Many justified their choice by explaining that family and friends would be understanding, and they’d ‘make it up to them’ later.
Some home truths I needed to explain after we had our discussion included:
- This is a wicked problem that most teachers (and ALL beginning teachers) face down pretty much every single night. And every weekend. Basically, in every moment of spare time.
- You can only run on a few hours sleep a night for so long. Driving while overtired can be as bad as driving drunk. Your body will kick your butt come holiday time and you WILL crash. You will also cope less well with this as you age.
- Your friends and family will only put up with being neglected for so long. They will get tired of coming second best. Many will move on as a result. Where will that leave you?
- The assertion that “I will not get myself into this situation” is naive. A beautiful and important goal, but naive.
- The claim that you will get those papers knocked over in a couple of hours ignores the reality of many teachers’ work. English teachers especially mark long pieces of writing – like essays and short stories. You’re looking at around 30 mins per paper, so if you have even half a class to do, you’re looking at 7.5 hours marking work.
- When you’re not marking, you’re planning. There’s. Always. Something.
The follow up sharing has come thick and fast.
Here is an explanation of the Four Burners Theory that one student shared. She wondered if maybe women generally feel more pressure than men to keep all four burners running, and burn out as a result.
One student shared information about music that is purposefully constructed to reduce stress.
This article bemoaning ‘mindset’ culture and the way ‘good teaching’ is conflated with ‘tired teachers’ serendipitously came across my feed that same week.
And, just to prove that when a message is needed, it comes from all angles…Steven Suptic even made a video that same week about being BURNED OUT from making videos.
I’d love to hear from teaching colleagues about their strategies for solving the wicked problem above. Or their struggles in attempting the same.
Postscript, 12th May: And wow, this post from Tomaz Lasic this week with advice for new teachers is solid gold.
Each day this week I will be adding posts on this blog that share sections of my PhD thesis. They will be drawn from a section in Chapter 2 titled ‘Contested territory’.
The motivation to do this comes from speaking with a lot of English teachers this week, following the release of the new Stage 6 English syllabus in NSW. Many were eager to learn more about the background to some of the issues coming up in professional discussion.
In her ‘Unofficial Guide’, Bethan Marshall describes English as “a subject which is apparently so amorphous that it elides definition and yet it is sufficiently hard edged to provoke bitter controversy” (2000, p.2). A decade before this Peter Medway, in writing about the history and politics of English as a school subject, argued that the reason why “English is special [is because] certain characteristics generally attributable to academic subjects are notably lacking. The most obvious example is that English does not comprise a body of facts and concepts to be communicated” (Medway, 1990, p.1). This lack of a “body of facts and concepts” and the resultant “amorphous” nature of English as a school subject has indeed ensured that both the purpose and context of the subject continue to be hotly debated. This section will provide an overview of the ‘sticking points’ that have shaped contemporary debates and which endure in current debates about English, and the various (at times competing) demands that are placed on English as a subject area in contemporary NSW schools.
(McGraw, 2010, pp.27-28)
Stay tuned this week for the following elaborations on contested territory in English:
- ‘English’ and ‘Literacy’
- The influence of the canon
- Critical Literacy
- Literary theory and the postmodern turn
- Examination and Assessment
Marshall, B. (2000). English teachers – the unofficial guide: Researching the philosophies of English teachers. London: RoutledgeFalmer.
McGraw, K. (2010). Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems (Unpublished doctoral dissertation). University of Sydney: Sydney.
Medway, P. (1990). Into the sixties: English and English society at a time of change. In I. Goodson & P. Medway (Eds.), Bringing English to order: The history and politics of a school subject (pp. 1-46). London: Falmer Press.
I have been wondering what advice I should give to my pre-service teachers (PSTs) next semester before their first prac., about how many hours a week a new teacher actually works, generally speaking.
Here is my working so far:
- Each school day (Mon-Fri) you work your teaching timetable from about 8am-3pm. Or 8.30am-3.30pm. Whatever. A roughly 8 hour day, including roll call, teaching, prep periods, playground duty, and yes a recess and lunch break when we are probably meeting with students or colleagues or…ugh, so many things eat up the lunch breaks, don’t even try to suggest that teachers enjoy many lunch breaks.
- Let’s say you do leave straight after school, maybe you pick up your own kids and/or grab some groceries, make some dinner, eat and wait until the house is settled. Or maybe you crash into an epic nap to recover from the work day. You can probably start working again if you need to around 8pm.
- Experienced teachers perhaps don’t do as much work at this time of night as others (unless they are also in a leadership role or have taken up extra duties/further studies – thoughts?) but beginning teachers will generally do another 2-4 hours every night to keep on top of the workload. For new English teachers this work includes reading new texts they are planning to teach, marking assessment tasks and draft work, finding and preparing resources for upcoming lessons such as AV materials and student support strategies. Let’s say an average extra 3 hours per night. But perhaps this is conservative – I know I did more, and rarely saw bedtime before 1am.
- When teachers are new it takes them a long time to mark each piece of student work. This results in long weekend marking sessions. I’d estimate I did around an extra 4 hours each weekend day in my first couple of years of teaching. Sometimes more, sometimes less. Rarely none. Teaching has peak periods and slower patches, but truthfully there’s always something big on – half yearly or yearly exams, half yearly or yearly reports, year 11 and 12 assessment task marking sometimes double marked, year 10 and 12 formal, camp, debating finals, school musical…
That’s a 59 hour work week for new/graduate teachers.
I’d love to hear in comments below if you think I’m on or off the mark on this.
NB. The holiday clause:
Yes teachers get about 10 weeks of non-teaching time a year. Only a few weeks over summer break of this are truly ‘on holiday’.
In the three 2-week school ‘holiday’ breaks, new teachers invariably are sick for the first of the two weeks. Ask anyone, it’s true. Also true for many experienced teachers, but new teachers are still literally building up their immune system to cope with the range of nasty illnesses around a school, so are highly susceptible. The the second week is spent doing increasing amounts each day, until a final panicked frenzy of non-stop work in the weekend before school goes back.
Am I right?
So also don’t give teachers any grief about having ‘more holidays’ because although yes having respite from face-to-face teaching for a couple of weeks is essential and so so so welcome, it is rarely a relaxing or nourishing time. You may not rack up 59 hours of work in these weeks, but you probably would rather do that than be in holiday sick bay.
You really have to have some experience under your belt and work hard and be super organised to use your holiday time wisely.
I just think it would be best if PSTs prepared themselves for this. And realised that their prac placements are likely going to be just as intense. You know?
Chatting in the mid-year break with Bianca and some other PBL-peeps, this video was recommended to me. It’s only 15 minutes long, and now I’m recommending it to you too:
The video shows what can be done in a school where teachers and leaders are prepared to really let students design their own learning. Like, really let them do it.
The students in this alternative academic program design their own Independent Learning Projects (that they report on weekly to other students), as well as their own Individual Endeavours (ambitious term-long projects, e.g. learning to play the piano and putting on a recital).
Something that interested me was, about 1 minute in, one of the students explained that in the course they look at “the four main bodies of learning”:
- Social Sciences
- Natural Sciences.
Make no mistake – I was totally inspired by this video and even showed it to my students this semester. So inspired, that I changed our first assignment to be based on completion of an Independent Learning Project! But when those four areas are offered up as the “main bodies of learning”, I can already see points of tension for making this kind of program work across the board. What of the other learning areas? What of health and physical education? What of the arts? Foreign languages?
Without engaging with conversations about what is ‘essential’, ‘core’, or ‘fundamental’ in education – and working out some kind of common goal or philosophy to anchor us – I suspect alternative programs like the one featured here will (continue to) struggle to gain traction.
Although these programs aren’t (yet) the silver bullet we need to shed our teacher-centred shackles, I believe bringing these approaches into our teaching is vital.
Personal take-away thoughts:
- Students have passions and interests that they are entitled to pursue.
- Students are capable of designing their own learning, if we give them some parameters.
- Students are more motivated to learn when they have some control in devising the questions for investigation.
- Independent learning approaches seem an immediate good fit for students like this (this is is a class of nine Honours students, who self-selected into the program), but would disengaged or recalcitrant students need more scaffolding?
- Doing my own Independent Learning Project in high school was a transformative experience for me. It was called a ‘mini thesis’ by my teacher, and I chose to study the French Revolution. I did this for just one term in just one subject – surely this is achievable across the board without rethinking our whole approach to schooling?