Sample course outline English – General Year 12 Unit 3 and Unit 4 While unit content dot points may be identified only once in the syllabus content column below, many are covered more than once. Opportunities exist across this teaching and learning program for teachers to incorporate general capabilities and cross-curriculum priorities. Four tasks have been programmed per semester to ensure students have the opportunity to explore a wide range of text forms and types. Semester 1 Week Key teaching points Syllabus content Assessment tasks Insights Task 1A: 5% identify facts, opinions, Students explore a range of supporting evidence and bias. (In class and Responding: social issues from several at home) Maintain a distinguish different perspectives perspectives across language reflective journal and about the main ideas in texts modes and types of literary, respond to a series of focus consider how different everyday and workplace texts. questions across your perspectives and values are They consider how certain reading and viewing. presented in texts perspectives and values are gather different viewpoints presented in texts to influence Task 1B: 10% select text structures, language audiences. (In class) Creating: features and visual techniques to (Examples of social issues: Group presentation to the communicate and present ideas 1–4 abuse and violence class which conveys a and information range of perspectives on bullying speak clearly and coherently about one social issue facing discrimination (race, gender, ideas, opinions and personal young Australians and age, religion, sexuality etc.) experiences in a range of oral explores some of the drug and alcohol abuse contexts values underpinning these mental health plan and carry out projects in perspectives. The aim of obesity small groups, sharing tasks and the presentation is to sexual violence responsibilities engage, inform and sustainability use appropriate vocabulary, educate. spelling and sentence structures smoking.) understand the way attitudes and values are presented Comic or not? apply different reading strategies Task 2: 10% Students read and view selected (In class) Responding: explore attitudes, text structures comic books/picture books Short answer responses to and language features to and/or graphic novel/s to questions based on studied understand a and text’s meaning consider how changing texts. purpose purposes, contexts and use information for specific audiences have influenced the purposes and contexts world views and values these 5–8 examine relationships between texts have conveyed over time. context, purpose and audience in different language modes and types of texts, and their impact on meaning explaining shifts in tone and perspectives and identifying the effect of language choices on an audience
Sample course outline English – General Year 12 Unit 3 and Unit 4 While unit content dot points may be identified only once in the syllabus content column below, many are covered more than once. Opportunities exist across this teaching and learning program for teachers to incorporate general capabilities and cross-curriculum priorities. Four tasks have been programmed per semester to ensure students have the opportunity to explore a wide range of text forms and types. Semester 1 Week Key teaching points Syllabus content Assessment tasks 1–4 Insights Students explore a range of social issues from several perspectives across language modes and types of literary, everyday and workplace texts. They consider how certain perspectives and values are presented in texts to influence audiences. (Examples of social issues: abuse and violence bullying discrimination (race, gender, age, religion, sexuality etc.) drug and alcohol abuse mental health obesity sexual violence sustainability smoking.) identify facts, opinions, supporting evidence and bias. distinguish different perspectives about the main ideas in texts consider how different perspectives and values are presented in texts gather different viewpoints select text structures, language features and visual techniques to communicate and present ideas and information speak clearly and coherently about ideas, opinions and personal experiences in a range of oral contexts plan and carry out projects in small groups, sharing tasks and responsibilities use appropriate vocabulary, spelling and sentence structures understand the way attitudes and values are presented Task 1A: 5% Responding: (In class and at home) Maintain a reflective journal and respond to a series of focus questions across your reading and viewing. Task 1B: 10% Creating: (In class) Group presentation to the class which conveys a range of perspectives on one social issue facing young Australians and explores some of the values underpinning these perspectives. The aim of the presentation is to engage, inform and educate. 5–8 Comic or not? Students read and view selected comic books/picture books and/or graphic novel/s to consider how changing purposes, contexts and audiences have influenced the world views and values these texts have conveyed over time. apply different reading strategies explore attitudes, text structures and language features to understand a text’s meaning and purpose use information for specific purposes and contexts examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning explaining shifts in tone and perspectives and identifying the effect of language choices on an audience Task 2: 10% Responding: (In class) Short answer responses to questions based on studied texts.