Amazon S3



|Unit 1 |Unit 2 |Unit 3 |Unit 4 |

|Description: English extends students’ language, literature and literacy skills for a range of purposes and audiences and builds on the knowledge and skills developed in the F-10 curriculum. Students engage in a detailed|

|study of increasingly complex texts and language. They learn how to analyse different interpretations of texts and how to use language modes to achieve specific effects. English is a study of literature, media and |

|language in which students critically and creatively engage with a variety of texts in all language modes. |

|Rationale: English focuses on developing students’ analytical, creative and critical thinking and communication skills in all language modes. It encourages students to engage with texts from their contemporary world, |

|with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it. |

|Through close study and wide reading, viewing and listening, students develop the ability to appreciate and evaluate the purpose and aesthetic qualities of texts and enjoy creating their own imaginative, interpretive and|

|analytical responses. English is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning. |

|Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create visual and digital texts. They hone |

|their oral communication skills through discussion, debate and argument, in a range of formal and informal situations. |

|Aims: English aims to develop students’: |understanding and appreciation of different creative processes |

|skills in listening, speaking, reading, viewing and writing |appreciation of sustained interpretive, persuasive and imaginative texts in a range of modes |

|capacity to create texts for a range of purposes, audiences and contexts |engagement in critical analysis and reflection. |

|Organisation of achievement standards: Dimension 1: Responding to oral, written and multimodal texts; Dimension 2: Creating oral, written and multimodal texts |

|Unit 1 |Unit 2 |Unit 3 |Unit 4 |

|Outline: In Unit 1 students explore how meaning is |Outline: In Unit 2 students analyse the representation |Outline: In Unit 3 students explore representations of|Outline: In Unit 4 students explore the relationship |

|communicated through the relationships between |of ideas, attitudes and voices in texts to consider |themes, ideas and concepts through a comparison of |between content and structure, voice and perspective, |

|language, text, purpose, context and audience. This |whether or not texts are a reflection of the world as |texts. They analyse and compare the relationships |the text and its context and the application of these |

|includes how language and texts are shaped by their |it is. Analysis of how language and structural choices |between language, genre and context, comparing texts |through a close study of individual texts. Students |

|purpose, the audiences for whom they are intended, |shape perspectives in and for a range of contexts is |within and/or across different genres and modes. |examine different interpretations and perspectives to |

|and the contexts in which they are created and |central to this unit. By responding to and creating |Students recognise and analyse the conventions of |further develop their knowledge and analysis of |

|received. Through responding to and creating texts, |texts in different modes and mediums, students consider|genre, and consider how those conventions may assist |purpose and style. They challenge perspectives, values|

|students consider how language, structure and |the interplay of imaginative, interpretive and |interpretation and how they may be contested. Students|and attitudes in texts, developing and testing their |

|conventions operate in a variety of imaginative, |persuasive elements in a range of texts and present |compare and evaluate the effect of different mediums |own interpretations through debate and argument. This |

|interpretive and persuasive texts. Study in this unit|their own analyses. Students examine the effect of |on the structure of texts and how audiences respond to|provides the opportunity for students to extend their |

|focuses on the differences and commonalities between |stylistic choices and the ways in which these choices |them. Understanding of these concepts is demonstrated |experience of language and of texts and to explore |

|texts and how visual elements combine with spoken and|position audiences for particular purposes, revealing |through the creation of imaginative, interpretive and |their ideas through their own reading and viewing. |

|written elements to create meaning. Students develop |attitudes, values and perspectives. Through the |analytical responses. |Students demonstrate understanding of the text studied|

|an understanding of stylistic devices and apply |creation of their own texts, students are encouraged to| |through creation of imaginative, interpretive and |

|skills of analysis and creativity. They are able to |reflect on their own language choices and consider why | |analytical responses. |

|respond imaginatively, interactively and |they represent ideas in particular ways. | | |

|analytically, creating their own texts and reflecting| | | |

|on their own learning. | | | |

|Learning outcomes |Learning outcomes |Learning outcomes |Learning outcomes |

|By the end of this unit, students: |By the end of this unit, students: |By the end of this unit, students: |By the end of this unit, students: |

|understand the relationships between language, text, |understand the ways in which ideas and attitudes are |understand relationships between texts, genres and |analyse how content, structure, voice and points of |

|purpose, context and audience |represented in texts |contexts |view in texts shape audiences’ interpretations and |

|analyse how text structures and language features are|evaluate the ways texts are constructed to influence an|analyse and evaluate the effects of different |opinions |

|used to convey ideas and represent people and events |audience |conventions and mediums on audience response |analyse and evaluate different interpretations of a |

|in a range of texts |create oral, written and multimodal texts appropriate |create, transform and adapt oral, written and |text and how these resonate with, or challenge, their |

|create oral, written and multimodal texts appropriate|for a range of audiences, purposes and contexts. |multimodal texts in a range of mediums and styles. |own interpretations |

|for a range of audiences, purposes and contexts. | | |create sustained and cogent oral, written and |

| | | |multimodal texts in a range of forms, mediums and |

| | | |styles. |

|Content descriptions |Content descriptions |Content descriptions |Content descriptions |

|Investigate the relationships between language, |Compare texts in a variety of contexts, mediums and |Compare texts from similar or different genres and |Investigate and evaluate the relationships between |

|context and meaning by: |modes through: |contexts through: |texts and contexts through: |

|explaining how texts are created in and for different|explaining the relationship between purpose and context|analysing language, structural and stylistic choices |close analysis of texts |

|contexts | |explaining how each text conforms to, challenges or |examining how each text relates to a particular |

|analysing how language choices are used for different|analysing the style and structure of the text |subverts the conventions of particular genres or modes|context |

|purposes and in different contexts |evaluating similarities and differences between hybrid | |analysing structure, voice and the author’s point of |

|evaluating the choice of mode and medium in shaping |texts |analysing and evaluating how similar themes, ideas or |view, comparing the contexts in which texts are |

|the response of audiences |Investigate and analyse the representation of ideas, |concepts are treated in different texts |created and received |

|Identify, analyse and explain the similarities and |attitudes, and voices in texts including: |Analyse and compare distinctive features of genres by:|Evaluate different perspectives, attitudes, values and|

|differences between imaginative, persuasive and |the ways language, structural and stylistic choices |comparing the techniques and conventions used in |voices represented in texts by: |

|interpretive texts including: |shape points of view and influence audiences |different genres, mediums and modes |explaining different interpretations and points of |

|the ways language, structure and conventions |the effect of rhetorical devices, emotive language and |considering how the conventions of genres can be |view in texts |

|communicate ideas and points of view |imagery in creating attitude and mood |challenged, manipulated or parodied |analysing content, purpose and choice of language |

|the ways text structures, language features and |how choices in vocabulary and syntax shape meaning |examining how genres and their conventions have |substantiating and justifying their own |

|stylistic choices are used in different types of |the effect of using multimodal conventions such as |changed and adapted over time |interpretations using textual evidence |

|texts |navigation, sound and image |Analyse and explain how the conventions of texts |testing how their own interpretations compare with |

|how vocabulary, idiom and rhetoric are used for |the effect of humour and satire |influence audiences including: |others’ interpretations |

|different purposes and contexts |Analyse and explain why texts are interpreted by |the ways language patterns can create shades of |Analyse and evaluate how texts can influence |

|the impact of description and imagery, including |audiences in a variety of ways including: |meaning |audiences’ perspectives through: |

|figurative language, and still and moving images in |the impact of language and structural choices on |how audiences have developed expectations of genres |the ways points of view and values are represented |

|digital and multimodal texts |shaping perspectives |and the effect when those expectations are fulfilled, |the selection of mode, medium, genre and type of text |

|Identify and explain how audiences’ interpretations |the ways ideas, attitudes and voices are represented |extended or subverted |the selection of language features that create empathy|

|are influenced by: |the effect of the interplay between imaginative, |how responses to texts and genres may change over time| |

|purpose, taking into account that a text’s purpose is|persuasive and interpretive techniques | |Create a range of texts: |

|often open to debate |the ways different audiences respond to texts, for |Create a range of texts: |using appropriate language, stylistic features and |

|the audience’s personal, social and cultural context |example different responses to events reported in the |transforming and adapting texts for different |metalanguage |

|the use of imaginative, persuasive and interpretive |media |purposes, contexts and audiences |sustaining a personal voice and point of view |

|techniques |how responses to texts may change over time |making innovative use of language features |developing complex argument |

|Create a range of texts: |Create a range of texts: |using text structures and language features related to|using nuanced language |

|using appropriate form, content, style and tone for |experimenting with text structures and language |specific genres |synthesising ideas and arguments |

|different purposes and audiences |features |sustaining analysis and argument |using strategies for planning, drafting, editing and |

|drawing on a range of technologies, for example in |sustaining voice and tone |using strategies for planning, drafting, editing and |proofreading |

|research, communication and representation of ideas |using multimodal devices |proofreading |using appropriate referencing, for example footnotes, |

|using visual elements to create or contribute to |using textual evidence where appropriate to support |using appropriate referencing, for example footnotes, |in-line citations and reference lists |

|texts where appropriate |argument |in-line citations and reference lists |using accurate spelling, punctuation, syntax and |

|using evidence-based argument |using strategies for planning, drafting and editing |using accurate spelling, punctuation, syntax and |metalanguage |

|using strategies for planning, drafting and editing |using accurate spelling, punctuation, syntax and |metalanguage |Reflect on their own and others’ work by: |

|using appropriate quotation and referencing protocols|metalanguage |Reflect on their own and others’ work by: |analysing and evaluating how different attitudes and |

| |Reflect on their own and others’ work by: |analysing and evaluating how different texts represent|perspectives underpin texts |

|using accurate spelling, punctuation, syntax and |analysing the values and attitudes expressed in texts |similar ideas in different ways |questioning the assumptions and values in texts |

|metalanguage |evaluating the effectiveness of texts in representing |explaining how meaning changes when texts are |identifying omissions, inclusions, emphases and |

|Reflect on their own and others’ work by: |ideas, attitudes and voices |transformed into a different genre or medium |marginalisations |

|evaluating the textual evidence used to assess or |examining the suitability of the selected medium |collaborating and negotiating in real and virtual |discussing and evaluating different readings of texts |

|justify a point of view |explaining how and why texts position readers and |environments |collaborating and negotiating in real and virtual |

|using appropriate metalanguage |viewers |using ethical scholarship practices and appropriate |environments |

|questioning responses to texts |collaborating and negotiating in real and virtual |online behaviours |using ethical scholarship practices and appropriate |

|collaborating and negotiating in real and virtual |environments | |online behaviour |

|environments |using ethical scholarship practices and appropriate | | |

|using ethical scholarship practices and appropriate |online behaviours | | |

|online behaviours | | | |

| |Achievement Standards Units 1 and 2 |Achievement Standards Units 3 and 4 |

| |Responding to oral, written and multimodal |Creating oral, written and multimodal texts – The |Responding to oral, written and multimodal texts – The |Creating oral, written and multimodal texts – The |

| |texts – The student: |student: |student: |student: |

|A |evaluates how effectively ideas, attitudes,|creates sustained imaginative, persuasive and |evaluates how relationships between content, structure, |creates sustained interpretations and arguments that |

| |values and voices are represented in texts |interpretive texts that synthesise ideas and |voice and perspective shape meaning |engage with alternative points of view, and synthesises|

| |analyses how meaning in texts is shaped by |information from varied sources and are pertinent to |analyses how values, attitudes and assumptions are |ideas and information from a range of sources |

| |the purpose, audience and context |purpose, context and audience |implied by texts |selects compelling contextual and textual evidence to |

| |evaluates how choices of text structures, |makes perceptive selections of detailed contextual and|evaluates how connections between different conventions,|justify his or her own reasoned interpretations |

| |language features, stylistic features and |textual evidence to support his or her own |stylistic devices and language in texts create meaning |experiments with language features and conventions in |

| |types of texts influence or persuade |interpretations |and influence and persuade audiences |different modes, genres and styles |

| |audiences |experiments with text structures, language features |synthesises different interpretations of a text or texts|communicates ideas fluently and expressively using |

| |evaluates different interpretations of a |and stylistic features for different modes and types |to develop his or her own interpretation |precise and nuanced language |

| |text |of texts | | |

| | |communicates ideas demonstrating fluent, precise and | | |

| | |nuanced language | | |

|B |analyses how ideas, attitudes, values and |creates imaginative, persuasive and interpretive texts|analyses the relationships between content, structure, |creates coherent interpretations and arguments that |

| |voices are presented in texts |that adapt ideas and information from varied sources |voice and point of view and evaluates how they are |address different points of view, integrating ideas and|

| |analyses how the construction of a text is |and are relevant to purpose, context and audience |presented in texts |information from a range of sources |

| |influenced by the purpose, audience and |selects relevant contextual and textual examples to |analyses values, attitudes and assumptions implied by |selects relevant contextual and textual evidence to |

| |context |support his or her own interpretations |texts |support his or her own reasoned interpretations |

| |analyses text structures, language |integrates text structures, language and stylistic |evaluates how different conventions and stylistic |uses language and stylistic features effectively in |

| |features, stylistic features and types of |features effectively for different modes and types of |devices used in texts influence and persuade audiences |different modes and genres |

| |texts that influence or persuade audiences |texts |evaluates different interpretations of a text or texts, |communicates ideas effectively with control of |

| |analyses how and why the same text can be |communicates ideas demonstrating effective and |comparing these with his or her own interpretation |language, structure and voice |

| |interpreted differently |controlled use of language | | |

|C |analyses the ideas, attitudes, values and |creates imaginative, persuasive and interpretive texts|analyses how content, structure and point of view are |creates responses and arguments that recognise |

| |voices presented in texts |which are appropriate to purpose, context and audience|presented in texts |different points of view, using ideas and information |

| |analyses the effect of purpose, audience |uses contextual and/or textual examples to support his|explains values, assumptions and attitudes conveyed in |from different sources |

| |and context |or her own interpretation |texts |selects relevant contextual and textual evidence to |

| |analyses the use of text structures, |uses text structures and language features appropriate|explains how different conventions and stylistic devices|support his or her own interpretations |

| |language features, stylistic features and |to different modes and types of texts |used in texts influence audiences |uses language and stylistic features appropriate to |

| |types of text when considering audience |communicates ideas demonstrating clear and controlled |explains different interpretations of a text or texts |different modes and genres |

| |accounts for a different interpretation of |use of language |comparing these with his or her own interpretation |communicates ideas coherently, demonstrating control of|

| |a text | | |language and structure |

|D |describes some ideas, attitudes, values and|creates an argument or response with some reference to|describes the relationships between content, structure |creates an argument or response supported by some |

| |voices presented in texts |examples or evidence |and point of view |examples or evidence |

| |explains the purpose, audience and context |uses common text structures and language features for |identifies values and attitudes in texts |uses some text structures and language features in |

| |of a text |different modes and types of texts |describes different conventions and language features in|different modes and types of texts |

| |explains the use of some text structures, |communicates ideas demonstrating some control of |texts that persuade audiences |communicates ideas demonstrating some control of |

| |language features, stylistic features and |language |describes his or her own interpretation of a text or |language |

| |types of text | |texts | |

| |identifies a different interpretation of a | | | |

| |text | | | |

|E |identifies some ideas or attitudes |creates an argument or response with few examples or |identifies content, structure and point of view |creates a limited argument or response with minimal |

| |presented in a text |minimal evidence |describes some text structures and language features |reference to contextual and/or textual evidence |

| |identifies the purpose, audience and |uses some text structures and language features to |that influence audiences |communicates ideas demonstrating limited control of |

| |context of a text |communicate ideas, demonstrating limited control of | |language, structure and organisation |

| |describes some text structures and language|language | | |

| |features | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download