Preliminary EALD outcomes
outcomes_for_prelim_eald_2018.docx | |
File Size: | 40 kb |
File Type: | docx |
Term 1: Language and Texts in Context
This module focuses on comprehension, language analysis and developing students' personal, critical and creative responses through interpreting and responding to short texts, for example extracts. They compare and contrast texts and their purposes, audiences and contexts. They develop accuracy in comprehension and proficiency in language analysis, and consolidate and build on skills, knowledge and understanding from English Stage 5.
Students examine the effects of language choices made by composers (authors, poets, playwrights, directors, designers and so on) on the communication of information, ideas, values and attitudes, and they compose personal, critical and creative responses that are increasingly complex and sophisticated. Through their responding and composing, students consider and reflect on how their own voice is shaped by experiences, cultural backgrounds and schooling.
Students’ skills in responding to and composing texts are extended through the study of a range of models along with structured learning activities. Explicit, targeted English language study centres on reading, listening and viewing skills and the language of interpretation and response. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Throughout Year 11, students negotiate with their teacher(s) to undertake an appropriate program of wide reading, listening to and viewing of texts, including prose fiction, nonfiction, poetry, drama, film, media and multimedia texts. Students record their responses to the texts they read and reflect on their developing skills in reading, listening, viewing and responding in a wide reading journal.
Students examine the effects of language choices made by composers (authors, poets, playwrights, directors, designers and so on) on the communication of information, ideas, values and attitudes, and they compose personal, critical and creative responses that are increasingly complex and sophisticated. Through their responding and composing, students consider and reflect on how their own voice is shaped by experiences, cultural backgrounds and schooling.
Students’ skills in responding to and composing texts are extended through the study of a range of models along with structured learning activities. Explicit, targeted English language study centres on reading, listening and viewing skills and the language of interpretation and response. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Throughout Year 11, students negotiate with their teacher(s) to undertake an appropriate program of wide reading, listening to and viewing of texts, including prose fiction, nonfiction, poetry, drama, film, media and multimedia texts. Students record their responses to the texts they read and reflect on their developing skills in reading, listening, viewing and responding in a wide reading journal.
Program
|
|
|
Term 2: Close Study of a Text
In this module, students develop understanding, knowledge and appreciation of a substantial literary text. They explore information and ideas that are communicated in and through the text, and they consider the ways in which the content, form and language of the text have been composed and assembled.
Students study one substantial literary text, for example a film, prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet. They experiment with interpretive approaches to examine the text’s meaning and significance. They identify, analyse and respond to the ways in which language shapes meaning in their text, examining the language forms and conventions that are particular to their chosen literary form, and the ways that authors use, manipulate and/or challenge those conventions.
Through their focused interpretation and analysis of the text, students compose personal, critical and creative responses. Explicit, targeted English language study centres on the conventions of form, structure and style particular to the category of text, and consideration of how these conventions have been used by the composer (the author, poet, playwright, director, designer and so on) to influence responders. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
As part of their close study, students record their responses to the text and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Students study one substantial literary text, for example a film, prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet. They experiment with interpretive approaches to examine the text’s meaning and significance. They identify, analyse and respond to the ways in which language shapes meaning in their text, examining the language forms and conventions that are particular to their chosen literary form, and the ways that authors use, manipulate and/or challenge those conventions.
Through their focused interpretation and analysis of the text, students compose personal, critical and creative responses. Explicit, targeted English language study centres on the conventions of form, structure and style particular to the category of text, and consideration of how these conventions have been used by the composer (the author, poet, playwright, director, designer and so on) to influence responders. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
As part of their close study, students record their responses to the text and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Program
eal_2fd_module_b_program_and_register.docx | |
File Size: | 54 kb |
File Type: | docx |
Term 3: Texts and Society
In this module, students explore, analyse, respond to and compose a selection of texts that are commonly encountered in community, vocational and academic settings. They investigate how these texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society.
Students compare and contrast the types of texts that are used in community interactions, workplace communication and formal learning situations across different disciplines. They identify and explain the purposes, and examine similarities and differences in the language forms and features used, in these types of texts. They consider what the texts indicate and imply about prevailing customs, norms, behaviours and organisational cultures in the social and vocational contexts in which they are used, and the construction of knowledge in particular fields of study and academic disciplines.
Students respond to and compose texts inherent in various settings and roles that are relevant to their needs and interests. Explicit, targeted English language study centres on aspects of language usage for example intercultural communication, technical terminology, semantic fields, appropriacy and jargon, and on analysing how textual forms and features shape meaning and influence responders (the reader, listener, viewer, an audience and so on) within specific situational contexts. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Students supplement their study of the module with texts of their own choosing. They record their responses to texts and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Optional Teacher-Developed Module
An additional, optional Year 11 module may be developed by teachers to allow for:
● students’ needs, interests and abilities
● choice of approach
● choice of texts for study
● student–teacher negotiation of content.
Teachers design focuses of learning and a range of activities that provide an appropriate language learning environment for students. Students use their developing English language skills to explore the ways particular texts, forms, media, contexts and aspects of language shape meaning. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Students supplement their study of the module with texts of their own choosing. They record their responses to texts and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Students compare and contrast the types of texts that are used in community interactions, workplace communication and formal learning situations across different disciplines. They identify and explain the purposes, and examine similarities and differences in the language forms and features used, in these types of texts. They consider what the texts indicate and imply about prevailing customs, norms, behaviours and organisational cultures in the social and vocational contexts in which they are used, and the construction of knowledge in particular fields of study and academic disciplines.
Students respond to and compose texts inherent in various settings and roles that are relevant to their needs and interests. Explicit, targeted English language study centres on aspects of language usage for example intercultural communication, technical terminology, semantic fields, appropriacy and jargon, and on analysing how textual forms and features shape meaning and influence responders (the reader, listener, viewer, an audience and so on) within specific situational contexts. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Students supplement their study of the module with texts of their own choosing. They record their responses to texts and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Optional Teacher-Developed Module
An additional, optional Year 11 module may be developed by teachers to allow for:
● students’ needs, interests and abilities
● choice of approach
● choice of texts for study
● student–teacher negotiation of content.
Teachers design focuses of learning and a range of activities that provide an appropriate language learning environment for students. Students use their developing English language skills to explore the ways particular texts, forms, media, contexts and aspects of language shape meaning. Students plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
Students supplement their study of the module with texts of their own choosing. They record their responses to texts and reflect on their developing skills in reading, listening, viewing and responding in their wide reading journal.
Program
year_11_eal_2fd_module_c_program_and_register_-_missing_outcomes_and_evidence_of_learning.docx | |
File Size: | 52 kb |
File Type: | docx |
texts_in_the_community_booklet.pdf | |
File Size: | 2521 kb |
File Type: |