Unreal TV Task 3: 10% consider how different Students explore the (In class and at perspectives and values are Creating: extent to which the world presented in texts including home) Create a digital or is depicted in a realistic way in a print multimodal feature relationships between context, selected mainstream television article for a website or purpose and audience series. Students focus on how magazine of your choice, select text structures, language different perspectives and exploring how one features and visual techniques to values are presented in one television series/program communicate and present ideas series and how these views are presents the world in a and information communicated, presenting their particular way. categorise and integrate ideas and findings in a comprehensive evidence about specific issues feature article. (Some areas to employ ethical research practices consider: Is mainstream drama 9–12 such as acknowledging sources, the too ‘Americanised’; do and avoiding plagiarism and police and lawyers always get collusion the bad guys/girls in police/law use strategies for planning, dramas; are nerds drafting, revising, editing and misrepresented in The Big Bang proofreading, and appropriate how close is to Theory; CSI referencing real-life policing; is crime learn how to communicate portrayal realistic; is the world logically, persuasively and really this violent?) imaginatively for different purposes use appropriate vocabulary, spelling and sentence structures Not fair recognise when to work with Task 4: 15% Students work in groups to Externally set task others and when to work research a workplace issue independently affecting young members Task 5: 5% use the language of negotiation, of the workforce for a (Oral and problem solving and conflict Responding: panel discussion which explores resolution written in class and at this issue from a range of home) categorise and integrate ideas and viewpoints and perspectives. Panel discussion exploring evidence about specific issues Some issues to consider may be at least one workplace express a logical point of view 13–15 equal work for equal pay, issue from a range of about an idea, issue or event discrimination, bullying in the viewpoints and determine the relevance of source workplace or workplace health perspectives. Each group material to the context and topic and safety issues. to create an infographic listening actively; being prepared which summarises its to assert personal views findings for distribution to the class. Panelists are expected to be aware of workplace rights and obligations. Semester 2
9–12 Unreal TV Students explore the extent to which the world is depicted in a realistic way in a selected mainstream television series. Students focus on how different perspectives and values are presented in one series and how these views are communicated, presenting their findings in a comprehensive feature article. (Some areas to consider: Is mainstream drama too ‘Americanised’; do the police and lawyers always get the bad guys/girls in police/law dramas; are nerds misrepresented in The Big Bang Theory; how close is CSI to real-life policing; is crime portrayal realistic; is the world really this violent?) consider how different perspectives and values are presented in texts including relationships between context, purpose and audience select text structures, language features and visual techniques to communicate and present ideas and information categorise and integrate ideas and evidence about specific issues employ ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion use strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing learn how to communicate logically, persuasively and imaginatively for different purposes use appropriate vocabulary, spelling and sentence structures Task 3: 10% Creating: (In class and at home) Create a digital or print multimodal feature article for a website or magazine of your choice, exploring how one television series/program presents the world in a particular way. 13–15 Not fair Students work in groups to research a workplace issue affecting young members of the workforce for a panel discussion which explores this issue from a range of viewpoints and perspectives. Some issues to consider may be equal work for equal pay, discrimination, bullying in the workplace or workplace health and safety issues. recognise when to work with others and when to work independently use the language of negotiation, problem solving and conflict resolution categorise and integrate ideas and evidence about specific issues express a logical point of view about an idea, issue or event determine the relevance of source material to the context and topic listening actively; being prepared to assert personal views Task 4: 15% Externally set task Task 5: 5% Responding: (Oral and written in class and at home) Panel discussion exploring at least one workplace issue from a range of viewpoints and perspectives. Each group to create an infographic which summarises its findings for distribution to the class. Panelists are expected to be aware of workplace rights and obligations. Semester 2
English-General-Y12-sample-course-outline-WACE-2015_16.DOCX