This paper declares that the analysis of “R-10 English Teaching Resource” document is especially interesting from the view of an ESL learner as there are some mismatches in this particular part. The key decision makers about these mismatches are teachers who critically evaluate the document and make correct decisions on further teaching and learning development: “Thus, the teacher can learn the purpose of their learning a language, their favorite / least favorite kinds of class activities, and the reason why they learn a language”.
This essay stresses that there are some key-point factors shaping the curriculum in the context. The first one is critical analysis of texts – it is a very important part of working at texts and allows understanding contexts. The second one is convenient modes sectioning of the curriculum document. This curriculum shaping factor allows learners to study English in complex and divide learning process into appropriate parts. The third one: the document “provides examples of content at particular levels, while not constraining the possibilities to these examples”. The critical analysis of the document allows viewing it from different sides – it is rather useful for making appropriate decisions for improving the English language curriculum for ESL students not only in South Australia, but also in other regions and countries. The document key aspects of languages education is the first item to be observed....
Appropriate skills and knowledge levels shape the learning context of the curriculum by further language skills improvement practice of learners, and this process is well reflected in the document.
The critical analysis of the document allows viewing it from different sides - it is rather useful for making appropriate decisions for improving the English language curriculum for ESL students not only in South Australia, but also in other regions and countries. The document key aspects of languages education is the first item to be observed. The focus age group is 7 - 17 years old learners of primary schools, including ESL learners of the same age. The main ESL context of the document is connected with the learners' work on texts, their structure, analysis and their cultural context. So, the document provides such learning context for ESL learners. It has a variety of different learning activities relevant to ESL learning context, as will be indicated below.
2. The purpose of the document "R-10 English Teaching Resource" is help for teachers in SACSA Framework application in teaching and learning process: "These resources are designed to support teachers to engage further with the SACSA Framework and work towards maximising students' achievement. They arise from the need expressed by many teachers for the requirements of the SACSA Framework to be made more explicit for each year level" (R-10 English Teaching Resource). The targeted group to use the document is a group of teachers who want to develop their personal teaching and learning programs. The document has concept maps which underline basic items concerning listening, speaking, reading, viewing and writing. "R-10 English Teaching Resource" document also