Communication/Comprehension/Language and textual analysis/Creating Task 9: Production texts (written) Explore the topic reflect on and evaluate personal interpretations and those of others is analyse and explain how changes in context create changes in meaning ‘Education Power’. Write a persuasive analyse how culturally based representations of concepts such as knowledge speech to be given at a or authority are conveyed Year 12 graduation critique stereotyping ceremony on this topic. modulate register and tone to achieve specific purposes and effects use a range of text types and digital, multimodal and print-based technologies use language appropriate to the context, including imaginative, persuasive and rhetorical forms and features use stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality in the past conditional, and language forms and features use culturally specific phrases, idioms, collocations and references use strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses Language competencies Orthographic competence 7–8 all items listed Lexical competence all items listed Grammatical competence (using an increasing range of the following accurately and appropriately for audience and purpose) all items listed Sociolinguistic competence understand and use the language of persuasion experiment with the register of texts (tone, language, audience), develop appropriate use for audience and purpose initiate, sustain and end conversations in casual and formal contexts identify the organisation of thoughts and ideas within SAE texts (rhetorical patterns) Sociocultural understandings and skills identify register variations between familiar, semi-formal and some formal contexts use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: Print and visual texts, including books, documentaries, websites and newspaper articles. Week Syllabus content Assessment tasks Communication/Comprehension/Language and textual analysis/Creating Task 10: Production texts (oral) 9–10 participate in and manage collaborative discussions and presentations in a Explore the topic range of contexts, including multimedia presentations, debates and seminars is ‘Education Power’. use pause, stress, rhythm, pitch and intonation for particular effects Deliver a persuasive
7–8 Communication/Comprehension/Language and textual analysis/Creating texts reflect on and evaluate personal interpretations and those of others analyse and explain how changes in context create changes in meaning analyse how culturally based representations of concepts such as knowledge or authority are conveyed critique stereotyping modulate register and tone to achieve specific purposes and effects use a range of text types and digital, multimodal and print-based technologies use language appropriate to the context, including imaginative, persuasive and rhetorical forms and features use stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality in the past conditional, and language forms and features use culturally specific phrases, idioms, collocations and references use strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses Language competencies Orthographic competence all items listed Lexical competence all items listed Grammatical competence (using an increasing range of the following accurately and appropriately for audience and purpose) all items listed Sociolinguistic competence understand and use the language of persuasion experiment with the register of texts (tone, language, audience), develop appropriate use for audience and purpose initiate, sustain and end conversations in casual and formal contexts identify the organisation of thoughts and ideas within SAE texts (rhetorical patterns) Sociocultural understandings and skills identify register variations between familiar, semi-formal and some formal contexts use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: Print and visual texts, including books, documentaries, websites and newspaper articles. Task 9: Production (written) Explore the topic ‘Education is Power’. Write a persuasive speech to be given at a Year 12 graduation ceremony on this topic. Week Syllabus content Assessment tasks 9–10 Communication/Comprehension/Language and textual analysis/Creating texts participate in and manage collaborative discussions and presentations in a range of contexts, including multimedia presentations, debates and seminars use pause, stress, rhythm, pitch and intonation for particular effects Task 10: Production (oral) Explore the topic ‘Education is Power’. Deliver a persuasive
English-as-an-Additional-Language-or-Dialect-ATAR-Y12-sample-course-outline-WACE-2015_16.DOCX