Syllabus bites Exploring Asia-related texts

Syllabus links

Stage 4 Outcomes

A student:

  • responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure (EN4-1A)

Students:

  • compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

  • recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

  • explore the ways individual interpretations of texts are influenced by students’ own knowledge, values and cultural assumptions (IU)

  • critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective (CCT)

  • 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)

  • 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:

  • 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)

  • effectively transfers knowledge, skills and understanding of language concepts into new and different contexts (EN5-4B)

  • 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:

  • analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual’s literary style (ACELT1636)

  • interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve purposes in texts (ACELY1742)

  • understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1552, ACELA1564)

  • investigate the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts (IU)

  • 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)

  • 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)

  • 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 PowerPoint or create an animation.

  • Students research an eminent Asian Australian and prepare a speech about that person’s achievements and contribution to the community. They could use Audacity to present their work.

  • Students choose an Asian Australian writer (.pdf 137kB) and read one or more of their works. They write a review of their chosen texts and post it to the class blog.