Elective Unit - Achieving through English
Quality Teaching Outline
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Visible Learning Outline
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Assessment Outline
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Lessons Outline
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Unit Reflection
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Unspecified
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HSC Studies
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10 Weeks
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No prescribed text
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Unit Overview
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Through study of the module Achieving through English – English and the worlds of education, careers and community students will gain understanding and practical competence in the use of language that allows access to opportunities in schooling, training and employment. Students will learn how to use English accurately, effectively and appropriately in their senior studies and further education and for other practical purposes, such as applying for employment.
Students will also have the opportunity to experience, engage with and critique literary texts that show, through an imaginative use of language, the variety and richness of people’s working, schooling and community lives. Texts may include longer works such as novels, biographies, autobiographies, documentary television series and plays. Through engaging with a range of literary texts in both print and electronic forms, students will broaden their understanding of the nature and importance of education, work and community. In addition, by studying these texts, students will further extend their own skills in comprehending and responding to texts and their abilities to use language expressively and imaginatively. |
Quality Teaching Outline
Week ?- Title
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Week ?- Title
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Week ?- Title
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Students will develop knowledge and understanding of:
· planning, drafting, writing and editing accurately and appropriately expressed reports, essays and other forms of short and extended responses · analysing and using the language of public speeches |
Students will develop skills in:
· planning, organising and implementing projects, both individually and in groups; identifying goals and project stages, identifying and allocating roles and tasks, setting deadlines, selecting the media of presentation, editing and collating material for presentation. |
Students reflect on, discuss and/or write about ways in which the learning experiences
of this module may be of relevance to their broader and longer-term learning. |
Visible Learning
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Assessment Outline
Prepare and deliver a FOUR minute presentation that describes and explains:
1. The aspects of Australian life and culture that have been represented in a variety of the texts studied.
2. The value or values that YOU consider to be the most important for Australians.
3. How this impacts on how we see ourselves as Australians.
1. The aspects of Australian life and culture that have been represented in a variety of the texts studied.
2. The value or values that YOU consider to be the most important for Australians.
3. How this impacts on how we see ourselves as Australians.
Task Resources:
Modes
Writing
Speaking
Viewing/
Representing |
Weighting:
20%
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Outcomes:
H1.2: Students explain the ideas and values in a range of texts
H2.2: Students demonstrate development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to consolidate current and future education, careers and citizenship. H3.2: Students recognise a range of audiences and selects appropriate texts forms, vocabulary, style and tone when writing and speaking for those audiences. H4: Students plan and organise to complete tasks or projects, both individually and collaboratively. |
Lesson Outlines
Week One - Ebb and Flow : Building Ourselves
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Resources
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Registration
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Course expectations and using the website.
· How to succeed in English Studies and what is expected of students · Introduce students to the English studies website which they will be accessing throughout the unit. · How to best utilise the resources available. |
Teacher led discussion on "what is a typical Australian?"
· Exploration of how Australians define themselves · Students to respond to questions on identity and personal views on representation. How Australia is represented overseas
· Analysis of how other countries view us. · Ways in which Australia has been presented in the media · Evaluation of effectiveness of media campaigns. |
Week Two - Ebb and Flow : The Variables of Life
Lesson options |
Resources |
Registration |
Significant events in Australian history
· World wars · Indigenous history · National events · Local events |
Research Task
· Students research non-fiction texts about chosen events · Discuss how events have been perceived in different forms. |
What it means to be a citizen of Australia
· Rights and responsibilities of being a citizen · Citizenship test |
Week Three - Ebb and Flow : Surviving Scenarios
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Resources
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Registration
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Distribute Assessment Task
· Explain Task · Sign registers · Show how website helps to complete task. |
Defining Texts: Music
· Exploration of Australian music · Musical influences over time · Change in music culture |
Research Task: Music over time
· Students to research two different songs from differing decades · Analyse how the change in musical taste has influenced Australian culture |
Week Four – ????????????
Lesson options
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Resources
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Registration
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Defining Texts: The Small Screen
· Exploration of Australian TV · Television influences over time · Change in TV culture |
Research Task: TV over time
· Students to research two different TV shows from differing decades · Analyse how the change in TV has influenced Australian culture |
Link to Assessment Task
· How has the change in music and television demonstrated how Australia has changed? |
Week Five – Defining Texts: Speeches
Lesson options
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Resources
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Registration
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Defining Texts: Speeches
· Exploration of Australian speeches- Paul Keating Redfern Address |
Defining Texts: Speeches
· Exploration of Australian speeches- Kevin Rudd Sorry Day Speech |
Defining Texts: Speeches
· Discuss how both speeches have played a significant role in political history of Australia. · Link to assessment task outcomes. |
Week Six – Defining Texts: Media
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Resources
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Registration
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Defining Texts: Media
· Exploration of Australian media · Media influences over time · Change in media culture |
Research Task: Media over time
· Students to research newspaper layout/ presentation from differing decades · Analyse how the change in newspapers has influenced how Australia accesses the news. |
Defining Texts: Media
· Discuss how the media played a significant role in the way Australia accessed news and current affairs. · Link to assessment task outcomes. |
Week Seven - Australian Values
Lesson options
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Resources
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Registration
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What do Australians Value?
· What does the government say in regards to national values? · Individual values vs national values |
How to: Survey
· How to make a survey · Creating a survey based on values |
How to: Collate Survey Information
· Peers to take each others survey · Gathering information and making conclusions on results · Link to Assessment. |
Week Eight – Assessment Task Preparation
Lesson options
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Resources
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Registration
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How to: Presentations
· How to best present your assessment task. · Students explore the various ways in which they can present their assessment task and choose which is right for them. |
How to: Write your Presentation Script.
· How to best put your information together. |
Independent work on Task
· Students work on assessment task. |
Week 9 – Assessment Task Preparation
Lesson options
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Resources
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Registration
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Independent work on Task
· Students work on assessment task. |
Computer Labs/ Laptops
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Week 10– Presentation of Assessment Tasks
Lesson options
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Resources
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Registration
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Students spend this week presenting their Assessment Tasks.
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Unit Evaluation / Reflection
These reflections are sent to the Jesmond Senior English gmail account.
Please consider the following questions when evaluating this unit.
1 - Did this program meet the needs of the students?
2 - Were the resources effective?
3 - Are any resources missing?
4 - Did you add any new resources?
5 - What areas of this unit were most effective?
6 - What areas were not?
7 - What suggestions do you have for improvements?
8 - Would you recommend using this program again in its current form?
1 - Did this program meet the needs of the students?
2 - Were the resources effective?
3 - Are any resources missing?
4 - Did you add any new resources?
5 - What areas of this unit were most effective?
6 - What areas were not?
7 - What suggestions do you have for improvements?
8 - Would you recommend using this program again in its current form?
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