Essential English Senior secondary Curriculum - The Tasmanian Catholic Curriculum v8.1

Unit 1

Unit Description

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, interpret and visualise ideas. They learn how to respond personally and logically to texts, by questioning, using inferential reasoning and determining the importance of content and structure. The unit considers how organisational features of texts help the audience to understand the text. It emphasises the relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning. Students learn to interact with others in everyday and other contexts. Emphasis is placed on the communication of ideas and information both accurately and imaginatively through a range of modes. Students apply their understanding of language through the creation of texts for different purposes in real or imagined contexts.

Learning Outcomes

By the end of this unit, students:

comprehend information, ideas and language in texts selected from everyday contexts
understand language choices and the likely or intended effect of these choices in a range of texts
create oral, written and multimodal texts appropriate for audience and purpose in everyday, community, workplace and social contexts.

Content Descriptions

Use strategies and skills for comprehending texts including:

using structural and language features, for example, visual and aural cues to identify main ideas, supporting arguments and evidence (ACEEE001)

predicting meaning using text structures and language features (ACEEE002)

making personal connections with texts (ACEEE003)

questioning texts to draw conclusions. (ACEEE004)

Consider the ways in which texts communicate ideas, attitudes and values including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts (ACEEE005)

the ways text structures and language features are used to influence audiences, for example, image selection in websites, emotive language in speeches or films, stereotypes in video games and vocabulary choices in advertisements (ACEEE006)

the use of narrative features, for example, point of view in film, fiction and video games. (ACEEE007)

Using information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skim reading for general sense and scanning for key information (ACEEE008)

understanding how texts are structured to organise information, for example, hyperlinks, chapter headings and indexes (ACEEE009)

using strategies and tools for collecting and processing information, for example, graphic organisers and spreadsheets. (ACEEE010)

Create a range of texts:

using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts (ACEEE011)

using text structures and language features to communicate ideas and information in a range of mediums and digital technologies, for example, explaining workplace procedures, using navigation bars to create a web page, and developing a character’s back story (ACEEE012)

developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE013)

using strategies for planning, recording sources of information and proofreading. (ACEEE014)

Unit 2

Unit Description

Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts. By analysing text structures and language features and identifying the ideas, arguments and values expressed, students make inferences about the purposes and the intended audiences of texts. Students examine the connections between purpose and structure and how a text’s meaning is influenced by the context in which it is created and received. Students integrate relevant information and ideas from texts to develop their own interpretations. They learn to interact appropriately and persuasively with others in a range of contexts. Analytical and creative skills are developed by focusing on how language selection, imagery, type of text and mode can achieve specific effects. Knowledge and understanding of language and literacy skills are consolidated and demonstrated through the analysis and creation of a range of texts for different purposes, selected from real or imagined contexts.

Learning Outcomes

By the end of this unit, students:

examine how the structure and language of texts varies in different modes, mediums and contexts
understand reasons for language choices and their effects on audiences in a variety of texts and contexts
create oral, written and multimodal texts for different purposes using appropriate communication strategies for interaction with others in real or imagined contexts.

Content Descriptions

Use strategies and skills for comprehending texts including:

interpreting structural and language features and aural and visual cues used in texts (ACEEE015)

making inferences from content, text structures and language features (ACEEE016)

summarising ideas and information presented in texts (ACEEE017)

identifying similarities and differences between own response to texts and responses of others. (ACEEE018)

Consider the ways in which context, purpose and audience influence meaning including:

the ways in which main ideas, values and supporting details are represented in social, community and workplace texts (ACEEE019)

the effects of mediums, types of texts and text structures on audiences, for example, pop-ups on websites, flashbacks in films and intonation in speeches (ACEEE020)

the use of language features such as tone, register and style to influence responses, for example, character monologues in film, fiction and video games. (ACEEE021)

Using information for specific purposes and contexts by:

locating and selecting information from a range of sources (ACEEE022)

identifying the relevance and usefulness of each source (ACEEE023)

using different strategies for finding information such as taking notes to summarise and/or paraphrase information. (ACEEE024)

Create a range of texts:

using persuasive, visual and literary techniques to engage audiences in a range of modes, mediums and contexts (ACEEE025)

selecting text structures, language features and visual techniques to communicate and represent ideas and information (ACEEE026)

developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE027)

using strategies for planning, drafting and proofreading, and appropriate referencing. (ACEEE028)

Unit 3

Unit Description

Unit 3 focuses on exploring different points of view presented in a range of texts and contexts. Students analyse attitudes, text structures and language features to understand a text’s meaning and purpose. They consider how perspectives and values are represented in texts to influence specific audiences. When responding to texts, students reflect on a range of interpretations as they develop their own interpretations. Students learn to articulate reasoned and persuasive arguments and to develop an understanding of purpose and context. When interacting with others, the emphasis is on identifying and understanding differing perspectives. Students learn how to communicate logically, persuasively and imaginatively in a range of different contexts, for different purposes, using a variety of types of texts.

Learning Outcomes

By the end of this unit, students:

examine the ways that points of view are presented in texts for different purposes and contexts
understand how language choices persuade specific audiences
create oral, written and multimodal texts that convey a point of view.

Content Descriptions

Use strategies and skills for comprehending texts including:

distinguishing different points of view about the main ideas in texts (ACEEE029)

identifying facts, opinions, supporting evidence and bias (ACEEE030)

understanding the way attitudes and values are represented (ACEEE031)

explaining shifts in intonation and point of view, identifying the effect of language choices on an audience. (ACEEE032)

Consider how different perspectives and values are presented in texts including:

the relationships between context, purpose, and audience, and the impact on meaning in social, community and workplace texts (ACEEE033)

use of mediums, types of texts, text structures and language features; for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font-style in websites and use of questioning strategies and tone of voice in interviews (ACEEE034)

the use of narrative techniques; for example, characterisation and dialogue in novels and film, avatars in multiplayer video games and first person narrator. (ACEEE035)

Using information for specific purposes and contexts by:

gathering different points of view, for example, through interviews, surveys, questionnaires, library and/or internet resources (ACEEE036)

categorising and integrating ideas and information about specific themes or ideas (ACEEE037)

understanding ethical research practices. (ACEEE038)

Create a range of texts:

using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies (ACEEE039)

selecting text structures, language features, and visual techniques to communicate and represent ideas and information for different contexts and purposes; for example, writing diary entries of real or imagined people, creating interactive websites, participating in workplace role plays and scripting fictional dialogues (ACEEE040)

developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE041)

using strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing. (ACEEE042)

Unit 4

Unit Description

Unit 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students develop independent points of view by synthesising information from a range of sources, and analysing how ideas, attitudes and values are represented. The way in which authors use evidence, persuasive techniques and language choices to influence and position audiences is analysed. This unit provides the opportunity for students to discuss and listen to differing perspectives, draw conclusions, negotiate, problem-solve, persuade, as well as engage audiences for a range of purposes and in different contexts. Emphasis is placed on articulating and constructing coherent, logical and sustained arguments and demonstrating an understanding of purpose, audience and context. When creating their own imaginative, analytical and interpretive texts, students are encouraged to consider their intended purpose, their representation of ideas and issues, and audience response.

Learning Outcomes

By the end of this unit, students:

investigate the way language is used to represent issues and attitudes
understand ways in which language is used to influence and engage different audiences
create oral, written and multimodal texts that communicate ideas and perspectives on issues and events for a variety of purposes.

Content Descriptions

Use strategies and skills for comprehending texts including:

analysing issues and ideas represented in a range of texts and explaining points of view and implications (ACEEE043)

evaluating the evidence upon which different views are based (ACEEE044)

explaining how texts use language to appeal to the beliefs, attitudes and values of an audience (ACEEE045)

reflecting on the way ideas and information are presented in texts. (ACEEE046)

Consider how attitudes and assumptions are presented in texts including:

the representation of community, local or global issues in social, community, workplace or literary texts (ACEEE047)

the use of mediums, types of texts, text structures and language features; for example, subjective and objective reporting in feature articles and current affairs programs, appeals to reason and emotion in persuasive texts and juxtaposition of images in websites (ACEEE048)

how some points of view are privileged while others are marginalised or silenced; for example, the unreliable narrator in fiction and film, the antagonists in drama and video games or the presentation of only one point of view in a news story. (ACEEE049)

Using information for specific purposes and contexts by:

investigating and synthesising ideas and information from a range of source material (ACEEE050)

determining the relevance of source material to the context and topic (ACEEE051)

employing ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion. (ACEEE052)

Create a range of texts:

expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies (ACEEE053)

integrating text structures, language features and visual techniques to engage and persuade audiences; for example, creating a multimedia advertising campaign, presenting a PowerPoint report, writing and illustrating a picture book and recording a radio talkback program (ACEEE054)

developing appropriate vocabulary and using accurate spelling, punctuation and grammar (ACEEE055)

using an effective editing processes and appropriate referencing in the presentation of work. (ACEEE056)

Essential English

Curriculum

Unit 1

Unit Description

Learning Outcomes

Content Descriptions

Unit 2

Unit Description

Learning Outcomes

Content Descriptions

Unit 3

Unit Description

Learning Outcomes

Content Descriptions

Unit 4

Unit Description

Learning Outcomes

Content Descriptions

F-10 Curriculum