accurate spelling, punctuation, syntax and metalanguage. Reflect on own and others’ texts by: analysing textual evidence to assess the purpose and context of texts questioning responses to investigating the impact and uses of imaginative, interpretive and persuasive texts. 5-7 EXAMINATION REVISION - Y11 Exams in weeks 6 and 7 TASK FIVE: EXAM Review of all content (Comprehending, Responding, Composing 10%) – Students begin to read novel Jasper Jones (They must finish reading it over the mid-year holidays) SEMESTER CHANGEOVER Term 2 MULTIMODAL CONTEXT WEBSITE Compare texts in a variety of contexts, media and modes by: TASK SIX: 8-9 (Creating 7.5%) explaining the relationship between purpose and context – Multimodal context CONTEXT Investigate the representation of ideas, attitudes and voices in texts, including: website 1960’s AND – Australia group analysing the ways language features, text structures and stylistic choices Introduction to Jasper Jones context 1960’s Australia – perspectives and interpretations assessment) Term3 Introduce task (details evaluating the effects of rhetorical devices (Due Term 3 - Week 1-3 2/3) analysing the effects of using multimodal and digital conventions Term Three: Create a range of texts: Ongoing: Read novel Jasper using imaginative, interpretive and persuasive elements for different purposes, Spend approximately 2/3 lessons on each of the 3 contextual factors: contexts and audiences Jones experimenting with text structures, language features and multimodal devices ISSUE 1: The treatment of indigenous Australia developing and sustaining voice, tone and style Watch SBS documentary First Australians Episode 6 Fair Deal for a Dark Race’ – ‘A – using strategies for planning, drafting, editing and proofreading complete handout and discuss accurate spelling, punctuation, syntax and metalanguage Aboriginal poem use as a stimulus for the reflection/blog – appropriate quotation and referencing protocols. Discuss the 1967 Referendum The Stolen Generation Reflect on their own and others’ texts by: analysing the values and attitudes expressed in texts White Australia policy- Racial Attitude and treatment by Whites- citizens & Govt Reserves like Cumraganja and the abuse, intimidation used evaluating the effectiveness of in representing ideas, attitudes and voices Proposed change to the Constitution and the 1967 Referendum critically examining how and why position readers and viewers. Kevin Rudd Sorry Speech 2008 & National Sorry Day- timely? Overdue? Enough?
accurate spelling, punctuation, syntax and metalanguage. Reflect on own and others’ texts by: analysing textual evidence to assess the purpose and context of texts questioning responses to investigating the impact and uses of imaginative, interpretive and persuasive texts. 5-7 EXAMINATION REVISION - Y11 Exams in weeks 6 and 7 Students begin to read novel Jasper Jones (They must finish reading it over the mid-year holidays) Review of all content TASK FIVE: EXAM (Comprehending, Responding, Composing – 10%) SEMESTER CHANGEOVER Term 2 8-9 AND Term3 1-3 MULTIMODAL CONTEXT WEBSITE CONTEXT Introduction to Jasper Jones – context 1960’s Australia Introduce task (details Term Three: Spend approximately 2/3 lessons on each of the 3 contextual factors: ISSUE 1: The treatment of indigenous Australia Watch SBS documentary First Australians Episode 6 – ‘A Fair Deal for a Dark Race’ – complete handout and discuss Aboriginal poem – use as a stimulus for the reflection/blog Discuss the 1967 Referendum The Stolen Generation White Australia policy- Racial Attitude and treatment by Whites- citizens & Govt Reserves like Cumraganja and the abuse, intimidation used Proposed change to the Constitution and the 1967 Referendum Kevin Rudd Sorry Speech 2008 & National Sorry Day- timely? Overdue? Enough? Compare texts in a variety of contexts, media and modes by: explaining the relationship between purpose and context Investigate the representation of ideas, attitudes and voices in texts, including: analysing the ways language features, text structures and stylistic choices perspectives and interpretations evaluating the effects of rhetorical devices analysing the effects of using multimodal and digital conventions Create a range of texts: using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences experimenting with text structures, language features and multimodal devices developing and sustaining voice, tone and style using strategies for planning, drafting, editing and proofreading accurate spelling, punctuation, syntax and metalanguage appropriate quotation and referencing protocols. Reflect on their own and others’ texts by: analysing the values and attitudes expressed in texts evaluating the effectiveness of in representing ideas, attitudes and voices critically examining how and why position readers and viewers. TASK SIX: (Creating – 7.5%) Multimodal context website – 1960’s Australia group assessment) (Due Term 3 - Week 2/3) Ongoing: Read novel Jasper Jones
ear_11_English_ATAR_2018_Teaching_and_Learning_Program.docx