Syllabus links
Stage 4 Outcomes
A student:
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responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure (EN4-1A)
Students:
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compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
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recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
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explore the ways individual interpretations of texts are influenced by students’ own knowledge, values and cultural assumptions (IU)
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critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective (CCT)
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critically analyse the ways experience, knowledge, values and perspectives can be represented through characters, situations and concerns in texts and how these affect responses to texts (CCT)
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analyse the ways that language features such as modality are used to represent individual, shared or disparate views of the world (IU)
Stage 5 outcomes
A student:
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effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies (EN5-2A)
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effectively transfers knowledge, skills and understanding of language concepts into new and different contexts (EN5-4B)
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thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts (EN5-5C)
Students:
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analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual’s literary style (ACELT1636)
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interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve purposes in texts (ACELY1742)
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understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1552, ACELA1564)
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investigate the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts (IU)
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consider how aspects of texts, including characterisation, setting, situations, issues, ideas, tone and point of view, can evoke a range of responses, including empathy, sympathy, antipathy and indifference (CCT)
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critically respond to texts by drawing on knowledge of the historical context in which texts were composed through a program of wide reading and viewing (CCT)
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Students research an aspect of Asia and its people and prepare a multimodal presentation for the class on their chosen topic (for example Japanese animé, Asian pop music). They could use PowerPoint1 or create an animation.2
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Students research an eminent Asian Australian and prepare a speech about that person’s achievements and contribution to the community. They could use Audacity3 to present their work.
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Students choose an Asian Australian writer (.pdf 137kB) and read one or more of their works. They write a review4 of their chosen texts and post it to the class blog.
Links
- http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx?resID=11641&v=1&preview=true&target=PUBLIC
- http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx?resID=11710&v=1&preview=true&target=PUBLIC
- http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx?resID=9226&v=1&preview=true&target=PUBLIC
- http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx?resID=8827&v=1&preview=true&target=PUBLIC
