Total unit Unit class contact Required (core) content Unit focus hours 1 55 All content is core Moving between cultures 2 55 All content is core Moving between cultures All the content descriptions for each unit are compulsory. It is recommended that teachers choose a number of the suggested contexts in which to teach the content descriptions. When deciding the contexts in which to teach the unit content and their duration, teachers need to consider: the time required to achieve the learning outcomes for each context whether extension work within the context will be covered the needs, interests and abilities of students. The language modes The processes of listening, speaking, reading, viewing and writing, also known as language modes, are interrelated. Classroom contexts that address particular content descriptions will necessarily draw from more than one of these modes in order to support students’ effective learning. To acknowledge these interrelationships, content descriptions incorporate the processes of listening, speaking, reading and viewing, and writing in an integrated and interdependent way. Language table Key language skills for English as an Additional Language or Dialect (Foundation, General and ATAR courses) The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop and demonstrate these skills in a variety of contexts. This table is not an exhaustive list; rather, it is a guide to focus teachers on some essential skills that students should develop. Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features using culturally appropriate gestures and behaviours Orthographic competence using punctuation as required, including full stops, capitalisation, commas, apostrophes, question marks, inverted commas, colons, semi-colons, brackets and exclamation marks spelling subject-specific vocabulary correctly using subject-specific abbreviations, signs and symbols understanding common logographic signs distinguishing and using print, cursive and diverse fonts
Unit Total unit class contact hours Required (core) content Unit focus 1 55 All content is core Moving between cultures 2 55 All content is core Moving between cultures All the content descriptions for each unit are compulsory. It is recommended that teachers choose a number of the suggested contexts in which to teach the content descriptions. When deciding the contexts in which to teach the unit content and their duration, teachers need to consider: the time required to achieve the learning outcomes for each context whether extension work within the context will be covered the needs, interests and abilities of students. The language modes The processes of listening, speaking, reading, viewing and writing, also known as language modes, are interrelated. Classroom contexts that address particular content descriptions will necessarily draw from more than one of these modes in order to support students’ effective learning. To acknowledge these interrelationships, content descriptions incorporate the processes of listening, speaking, reading and viewing, and writing in an integrated and interdependent way. Language table Key language skills for English as an Additional Language or Dialect (Foundation, General and ATAR courses) The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop and demonstrate these skills in a variety of contexts. This table is not an exhaustive list; rather, it is a guide to focus teachers on some essential skills that students should develop. Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features using culturally appropriate gestures and behaviours Orthographic competence using punctuation as required, including full stops, capitalisation, commas, apostrophes, question marks, inverted commas, colons, semi-colons, brackets and exclamation marks spelling subject-specific vocabulary correctly using subject-specific abbreviations, signs and symbols understanding common logographic signs distinguishing and using print, cursive and diverse fonts
English-as-an-Additional-Language-Dialect-Y11-Syllabus-Foundation-GD.DOCX