English

Throughout 2020, the English KLA has maintained a focus on developing the quality of knowledge that is encoded, retrieved and applied by students. The value of this focus is that the improved quality of knowledge is a prerequisite for better problem solving and critical thinking.

In their analysis of Australian classrooms and previous research literature, Michael Lawson and Michelle Askell-Williams propose that good-quality knowledge has six main features:

• Extent: the range or quantity of knowledge patterns that students have in a domain.
• Well Foundedness: a focus on the correctness of knowledge.
• Structure: how the knowledge is organised.
• Complexity: the nature of the transformation or abstraction of knowledge and how it is represented. Complexity therefore relies on creating links between units of knowledge.
• Generativity: more valued knowledge is able to generate a greater range of responses.
• Variety of Representational format: students can represent knowledge in different ways, such as when dual-coding.

In response, English classes have focused on a number of strategies. Printed resource books have been issued to all students in Years 8 to 10 with a range of scaffolded, guided questions to develop the range, structure and variable abstraction of students’ knowledge. 

A consistent focus on writing uses the generation effect while fortnightly retrieval practice quizzes use the testing effect to ensure students effectively represent and remember the content of their lessons.

Finally, assessment tasks allow students the opportunity to problem-solve using the knowledge acquired throughout the unit, receiving feedback at key points to adapt their thinking and performance. Strategy evaluation is also encouraged to allow students a greater capacity for metacognitive analysis and self-regulation.

Mr Shaun Ellis | English KLA Leader