texts and/or computer-video understanding of texts. interview or panel discussion games. which debates the pros and cons of one of the following media codes, standards or guidelines: . Task 6(b): 5% (Set Week 13, due Week 16) In class, two lessons; Creating: notes submitted. Write a letter to the editor arguing for or against one form of censorship. (See ) Unit 2 Students focus on interpreting ideas and arguments in a range of texts and contexts. Week Key teaching points Syllabus content Assessment tasks Summarise ideas and Task 7: 7.5% News to me (Set Week 1, due end Week 3) information presented in texts. Students read and view news In class and home. Creating: Consider the ways in which bulletins and publications from Evidence required of planning, main ideas, values and local, national and international drafting and editing. supporting details are news sources across a range of Create a digital or print feature presented in everyday texts. media. They compare how any article for an overseas publication Use persuasive, visual and two news sources communicate in which you argue for or against literary techniques to engage information, ideas and values to a significant issue e.g. censorship audiences in a range of modes 1–5 their audiences. in China, gun control in America, and media. whaling in Japan. Consider the effects of media, Task 8: 7.5% types of texts and text (Set Week 2, due Week 5) structures on audiences. In-class essay. Responding: Planning, organising, drafting Compare how any two news and presenting information or sources communicate arguments for particular information, ideas and values to purposes and audiences. their audiences. Locate and select information Task 9: 10% Skilling Me Softly (Set Week 6, due Week 8) from a range of sources. Students research and workshop In class and at home. Creating: Identify the relevance and the employability or skills ‘soft’ Pairs or small groups of career usefulness of each source and attributes required for interest. depending on the context in employment and further learning. Create a presentation to which used. demonstrate employability skills 6–8 Use a range of strategies for relevant to your chosen potential finding information. career area. Each presentation Speak coherently and with must include at least one confidence for different role-play scenario featuring audiences and purposes. relevant employability skills. Be receptive to ways others’ of thinking and learning.
texts and/or computer-video games. understanding of texts. interview or panel discussion which debates the pros and cons of one of the following media codes, standards or guidelines: . Task 6(b): 5% (Set Week 13, due Week 16) Creating: In class, two lessons; notes submitted. Write a letter to the editor arguing for or against one form of censorship. (See ) Unit 2 Students focus on interpreting ideas and arguments in a range of texts and contexts. Week Key teaching points Syllabus content Assessment tasks 1–5 News to me Students read and view news bulletins and publications from local, national and international news sources across a range of media. They compare how any two news sources communicate information, ideas and values to their audiences. Summarise ideas and information presented in texts. Consider the ways in which main ideas, values and supporting details are presented in everyday texts. Use persuasive, visual and literary techniques to engage audiences in a range of modes and media. Consider the effects of media, types of texts and text structures on audiences. Planning, organising, drafting and presenting information or arguments for particular purposes and audiences. Task 7: 7.5% (Set Week 1, due end Week 3) Creating: In class and home. Evidence required of planning, drafting and editing. Create a digital or print feature article for an overseas publication in which you argue for or against a significant issue e.g. censorship in China, gun control in America, whaling in Japan. Task 8: 7.5% (Set Week 2, due Week 5) Responding: In-class essay. Compare how any two news sources communicate information, ideas and values to their audiences. 6–8 Skilling Me Softly Students research and workshop the employability or ‘soft’ skills and attributes required for employment and further learning. Locate and select information from a range of sources. Identify the relevance and usefulness of each source depending on the context in which used. Use a range of strategies for finding information. Speak coherently and with confidence for different audiences and purposes. Be receptive to others’ ways of thinking and learning. Task 9: 10% (Set Week 6, due Week 8) Creating: In class and at home. Pairs or small groups of career interest. Create a presentation to demonstrate employability skills relevant to your chosen potential career area. Each presentation must include at least one role-play scenario featuring relevant employability skills.
English-General-Y11-sample-course-outline-WACE-201516.docx