Pearson EnglishStage 4 Teaching Program

Transcription

1 Pearson EnglishStage 4 Teaching Program This teaching program can be used to correlate the outcomes of the NSW Stage 4 English syllabus with the content of the Pearson English 7 & 8 Student and Activity Books. Outcome EN4 1A* responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure* This outcome, in many ways, covers the essentials of the teaching of English. Any of the chapters will assist students in exploring and achieving this outcome. The chapters indicated below offer a more explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts recognise, reflect on, interpret and explain the connections between their own experiences and the world in texts consider and analyse the ways their own experience affects their responses to texts explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information, ideas, feelings and viewpoints experiment with language forms and features to compose texts for pleasure and enjoyment Diaries, biographies and life writing Rich and diverse classroom discussion will encourage students to engage personally with a range of texts and begin their exploration of the connections between their own experiences and their responses to texts. The chapters listed above offer a range of different texts for examination as well as activities designed to assist students in creating their own texts and appreciating the power and beauty of language. Print Media Craft of Rich and diverse classroom discussion will encourage students to engage personally with a range of texts and begin their exploration of the connections between their own experiences and their responses to texts. The chapters listed above offer a range of different texts for examination as well as activities designed to assist students in creating their own texts and appreciating the power and beauty of language. Unit 1, 4, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 24, 26, 27 The units listed above all contain extracts in which the grammar, punctuation or vocabulary element in focus is contextualised. In this way, students are able to explore the aesthetic qualities of the texts and the power of particular elements of language in order to communicate information, ideas, feelings and viewpoints. Unit 1, 6, 8, 9, 10, 12, 14, 16, 17, 18, 19, 20, 21, 23, 24, 25, 27, 28 The units listed above all contain extracts in which the grammar, punctuation or vocabulary element in focus is contextualised. In this way, students are able to explore the aesthetic qualities of the texts and the power of particular elements of language in order to communicate information, ideas, feelings and viewpoints. Units 6, 10, 19, 20 and 25 also contain activities that direct students to experiment with the language feature in focus in compositions of their own. 1

2 Develop and apply contextual knowledge interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Spoken texts are explored thoroughly in Out in Front. Module3: Performance poetryfocuses particularly on this skill. Spoken texts found in the media are covered in Media, Module 2: What is news? Student Book. Understand and apply knowledge of language forms and features apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543) understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) Diaries, biographies and life writing. The chapters listed above offer a variety of ways to develop students understanding of language forms and features, as well as activities to foster analytical skills and the application of this knowledge in their own compositions. Media,Module2: What is news? specifically explores how text structures and language features vary according to the medium and mode of communication. Focus on Language,Module3: Making your writing interestingexplicitly teaches increasingly sophisticated writing techniques that can be applied contextually to the writing activities throughout the other chapters. Print Media Craft of Focus on Language The chapters listed above offer a variety of ways to develop students understanding of language forms and features, as well as activities to foster analytical skills and the application of this knowledge in their own compositions. The text structures and language features of persuasive texts are a specific focus of Craft of, Module 3: to persuade and instruct. Devices that create tone are explored in Poetry, Module 1: Understanding poetry. Units 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 17, 21, 24, 27 These units consolidate and extend students knowledge of vocabulary and language features in order to understand the content of texts. Units 1, 3, 4, 5, 8, 9, 10, 11, 12, 13, 14, 21 and 27 will assist students in recognising that vocabulary choices contribute to the style of texts. Unit 10: Personal Pronouns will assist students with skill acquisition in recognising personal pronouns so that they may apply it to their understanding of the subjectivity or objectivity of texts. Units 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 16, 17, 18, 19, 20, 21, 23, 24, 25 These units consolidate and extend students knowledge of vocabulary and language features in order to understand the content of texts. Units 1, 6, 7, 10, 11, 14, 16, 17, 21, 22, 23, 24 and 25 will assist students in recognising that vocabulary choices contribute to the style of texts. Unit 7: Personal Pronouns will assist students with skill acquisition in recognising personal pronouns so that they may apply it to their understanding of the subjectivity or objectivity of texts. Units 19, 20, 21, 22, and 23 cover figures of speech and other writing techniques. 2

3 use increasingly sophisticated verbal, aural, visual and/or written techniques, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Increasingly sophisticated writing techniques that can be applied contextually to the writing activities throughout the chapters are included in: Focus on Language, Module 3: Vocabulary: making it more interesting, Module 1: Focus on novels, Module 1: Understanding poetry. Respond to and compose texts respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the Literature The chapters listed above explore a variety of texts for student response and composition. Out in Front and Media both examine spoken texts, while Fantastic Worlds, Literature and Visual Literacy all examine character, event and setting in different narrative forms. Visual Literacy, Module 1: Words, images and Craft of The chapters listed above explore a variety of texts for student response and composition. The Creative World, Appreciating Fiction, Literature and Horror all examine character, event and setting in different Units 1, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 23, 24, 26, 27 These units all contain texts that students respond to in terms of understanding and critical analysis in particular. Units 1, 2, 6, 8, 9, 10, 12, 14, 16, 17, 18, 19, 20, 21, 23, 25, 27, 28 These units all contain texts that students respond to in terms of understanding and critical analysis in particular. 3

4 lyrical power of a poetic rendition (ACELY1719) compare the ways that language and images are used to create a 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) understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623) communicationcould be a focus for exploring the ways authors combine modes and media. Literature, Module 3: Interrogating texts could be a specific focus for teaching the evaluation of texts through language. Out in Front, Module 3: Performance poetry could be a focus for the compression of language to produce dramatic effect in drama. narrative forms. Foci for exploring the ways authors combine modes and media could include: The Creative World, Modules 2 and 3, Modules 3 and 4, Modules 3 and 4 Poetry, Modules 1 and 2 could be a focus for the compression of language to create layers of meaning. 4

5 Outcome EN4 2A* effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies* This outcome supports Outcome 1 in focusing on the processes, skills, strategies and knowledge required for students to effectively respond to and compose texts.the Breakaway Tasks and Writer s Toolbox features throughout the chapters are designed to assist students in achieving this outcome. The chapters indicated below offer an explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts discuss and explain the processes of responding and composing, identifying the personal satisfaction and difficulties experienced recognise the different processes required for responding and composing in a range of forms and media reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Literature In these chapters, students are exposed to various processes for responding to and composing different types of texts, and to activities requiring them to reflect on and articulate their experiences. Specific foci could include: Literature, Module 1: The novel,which explores various reading strategies and processes for responding to written texts; Module 2: Love, Aubrey, which directs students to apply these strategies and processes in the context of a specific novel study. Literature, Module 3: Interrogating textsguides students through the process of forming opinions about aspects of literary texts and justifying those opinions effectively in written modes. Out in Front, Module 1: Speaking out and Module 3: Performance poetry examine the processes involved in constructing and performing spoken texts. In these chapters, students are exposed to various processes for responding to and composing different types of texts, and to activities requiring them to reflect on and articulate their experiences. Appreciating Fiction, Module 1: Focus on novels and Module 3: Focus on film guide students through a detailed explanation of how novels and films are constructed, and prompt them to experiment with these processes. Module 2: The novel: case studiesleads students through the process of writing a text response. Both Modules in Literature: The Outsiders explore reading processes and strategies for responding effectively to literature. 5

6 Develop and apply contextual knowledge analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELA1528, ACELY1729) recognise and practise responsible and ethical digital communication Words and More Words and More, Module 1: The origins of English and Out in Front, Module 4: Surfing with Shakespeare both explicitly explore the evolution of language. Fantastic Worlds, Module 1: A taste of myths and legendsand Visual Literacy, Module 3: Graphic novels both explore the impact of technology on specific forms of communication, while Media, Module 2: What is news? examines digital media. Print Media Craft of The technological evolution of animation as a form of communication is explored in the first three modules of The Creative World. The inner workings and impact of Google and Wikipedia are examined in Life: Cultural Contexts, Module 3: Life is changing.students also learn about responsible and ethical digital communication. Craft of, Module 1: Your writing, your worldexplores Netspeak and Netiquette. Other foci could include:, Module 1: Life is diverse Print Media, Module 1: In the news. Unit 27 This unit explores the history of the English language and how it has evolved over time. Unit 4, 8, 18 These units contain information about the evolution of language and the influence of technology. Understand and apply knowledge of language forms and features consider and apply a range of strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context edit for meaning by removing repetition, refining ideas, Focus on Language The modules in Focus on Craft of Focus on Language Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 These units will assist students to acquirethe skills, knowledge and strategies to improve their texts. Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 26, 27, 28, 29 These units will assist students to acquire the skills, knowledge and strategies to improve their texts. Units 19, 20, 21, 22, 23, 25 These units will assist students to acquire language skillsto effectively use processes of representation. Units 19 and 20 These units explore figurative 6

7 reordering sentences and adding or substituting words for impact (ACELY1726) use processes of representation, including the creative use of symbols, images, icons, clichés, stereotypes, connotations and particular aural, visual and/or digital techniques understand and use bibliographies, citations (including web citations) to acknowledge sources and avoid plagiarism understand and use the terminology associated with responding to and composing digital texts use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1728, ACELY1738) Language will assist students to acquire language skills to effectively apply a range of editing strategies. Media, Module 2: What is news? contains a section on referencing websites, incorporating quotes and avoiding plagiarism. The modules in Focus on Language will assist students to acquire language skills to enable them to effectively apply a range of editing strategies. Life: Cultural Contexts, Module 3 contains a specific section on referencing websites and using bibliographies. language to enable students to effectively apply editing for meaning skills. Respond to and compose texts use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author s point of view (ACELY1723, ACELY1734) analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765) Literature Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 These units will assist students toacquire skills to use editing processes for composing and publishing texts. Units 9, 21, 22 ask students to handwrite texts, facilitating the development of a personal handwriting style. Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 25, 26, 27, 28, 29 These units will assist students to acquire skills to use editing processes for composing and publishing texts. Units 6, 10, 20, 25 ask students to handwrite texts, facilitating the development of a personal handwriting style. 7

8 use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) use a widening range of processes of composing and publishing sustained texts, including planning, drafting, rehearsing and editing use a range of effective strategies for organising information, ideas and arguments, e.g. clustering, listing, compare and contrast, semantic chains, graphic and diagram outlines, and mind maps use collaborative processes, e.g. playbuilding, performances and digital compositions to construct texts consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727) Visual Literacy and Media both explicitly document the effect of technological innovations on texts. The Creative World explicitly documents the effect of technological innovations on texts. 8

9 Outcome EN4 3B* uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts* This outcome examines how texts are constructed. The texts offered in the various chapters model language forms, features and structures, many with explanations and annotations. Metalanguage is used deliberately throughout, and the Writer s Toolbox features have been specifically designed to assist students in achieving this outcome. The chapters indicated below offer an explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts engage with the language and structures of texts in meaningful, contextualised and authentic ways identify, discuss and reflect on the ideas and information in a range of texts develop a sense of personal style and taste in composition and response Develop and apply contextual knowledge describe and analyse the purpose, audience and context of texts use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1804, ACELY1808) 9 Literature Words and More these content descriptions by responding to the texts featured in the Words and More Focus on Language Teachers can these content descriptions by responding to the texts featured in the Print Media Craft of Focus on Language Teachers can Units 1, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 17, 21, 24, 26, 27 These units contain texts and corresponding activities that allow students to engage with the language of the texts in meaningful and contextualised ways. Units 1, 7, 8, 9, 11, 13, 14, 17, 21, 24, 26 These units also engage students with the ideas and information in the texts. All units these content descriptions, particularly the use of appropriate metalanguage, in the various units of this Units 1, 2, 6, 8, 9, 10, 12, 14, 16, 17, 18, 20, 21, 23, 27, 28 These units contain texts and corresponding activities that allow students to engage with the language of the texts in meaningful and contextualised ways. Units 8, 9, 14, 16, 17, 18, 20, 21, 23, 27, 28 These units also engage students with the ideas and information in the texts. All units these content descriptions, particularly the use of appropriate metalanguage, in the various units of this The text in Unit 8 contains elements of Aboriginal English. Units 14 and 16 examine clause structures.

10 explore texts that include both Standard Australian English and elements of other languages, including Aboriginal English recognise and use appropriate metalanguage in discussing a range of language forms, features and structures analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1534, ACELA1545) understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546) understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549) identify Standard Australian English, its variations and different levels of usage across a range of different types of texts to enhance own writing understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542) refer to the diverse range of texts provided for a thorough examination of audience, purpose and context, while the explicit teaching and contextualised use of appropriate metalanguage is a strong feature throughout the series. Many of the chapters contain spoken activities requiring students to use interaction skills. Out in Front consolidates these skills more explicitly. Out in Front, Module 3: Performance poetry and Words and More, Module 3: Word playboth explore texts that contain elements of other languages. Media, Module 3: The feature article covers clause structures with a clear explanation of embedded clauses and also a contextualised look at nominalisation. refer to the diverse range of texts provided for a thorough examination of audience, purpose and context, while the explicit teaching and contextualised use of appropriate metalanguage is a strong feature throughout the series. Life: Cultural Contexts, Module 1: Life is diverse, Visual Worlds, Module 1: What are visual texts? and Poetry, Module 2: Poems with purpose explore texts that contain elements of other languages. Horror and Focus on Language, Module 2: Grammar: sentence structuresboth cover clause structures. 10

11 Understand and apply knowledge of language forms and features understand the ways etymology can clarify choice of vocabulary interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537) understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809) understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) Literature Words and More Focus on Language A thorough investigation of punctuation is covered in Focus on Language, Module 1: Punctuation. The internal cohesion of paragraphs is explored explicitly in Literature, Module 3: Interrogating texts. Media, Module 2: What is news? includes annotated text models allowing for an examination of textual cohesion. Words and More, Module 1: The origins of English details word origins as a foundation for a study of etymology and spelling. Craft of Focus on Language Spelling rules are covered in detail in Focus on Language, Module 1: Spelling rules. The internal cohesion of paragraphs is explored explicitly in Appreciating Fiction, Module 2: The novel: case studiesand Craft of, Module 4: Aim to analyse and expect to explain. Modality and textual cohesion are explored in Craft of, Modules 3 and 4. Units 15, 16, 17, 18, 19, 20, 21, 22, 23 These units assist students to understand the use of punctuation conventions. Units 3, 25, 26, 29 These units cover spelling rules and word origins. Units 26, 27 These units examine etymology. Unit 13 This unit examines conjunctions (text connectives). Unit 17 This unit assists students to understand the use of punctuation conventions. Units 6, 8, 10, 14, 16, 26, 27, 28, 29 These units cover spelling rules and word origins. Units 4, 8, 16, 18 These units examine etymology. Unit 16 This unit assists students in understanding sentence patterns. 11

12 understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1532, ACELA1544) understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) Respond to and compose texts analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1721, ACELY1732) Teachers can refer to any of the texts offered throughout the chapters and engage students in a discussion of the influence of purpose on text. Specific foci could include: Teachers can refer to any of the texts offered throughout the chapters and engage students in a discussion of the influence of purpose on text. Specific foci could include: Print Media Craft of 12

13 Outcome EN4 4B* makes effective language choices to creatively shape meaning with accuracy, clarity and coherence* Rich and detailed classroom discussion surrounding the diverse texts used throughout this series will enable students to engage with effective language, complemented by Breakaway Tasks designed to encourage students to make effective language choices, using the texts as models. The Writer s Toolbox features are invaluable here.the chapters indicated below offer an explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts recognise and appreciate the ways a wide range of texts communicate by using effective language choices Develop and apply contextual knowledge explore and analyse the ways purpose, audience and context affect a composer s choices of content, language forms and features and structures of texts to creatively shape meaning understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540) this content description in the The activities related to the texts offered in the chapters listed above will engage students in an exploration of the effect of purpose, audience and context on a text. Words and More, Module 1: The origins of English has a specific focus on the interrelationship Print Media this content description in the Print Media Craft of The activities related to the texts offered in the chapters listed above will engage students in an exploration of the effect of purpose, audience and context on a text. Purpose, audience and context are explicitly examined in Craft of. Units 1, 4, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 24, 27 The wide range of texts included in these units will assist students to appreciate how texts communicate by using effective language choices. Units 26, 27 These units explore how the English language has been influenced. Units 1, 6, 8, 9, 10, 12, 14, 16, 17, 18, 20, 21, 23, 27, 28 The wide range of texts included in these units will assist students to appreciate how texts communicate by using effective language choices. Units 8, 16, 18 These units explore how the English language has been influenced. 13

14 between English and other languages. Life: Cultural Contexts, Module 1: Life is diverse looks at the influence and dominance of the English language. Understand and apply knowledge of language forms and features combine visual and digital elements to create layers of meaning for serious, playful and humorous purposes experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768, ACELT1805) experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students own texts (ACELY1810) analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) Respond to and compose texts create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736) plan, draft and publish imaginative, informative and Words and More Teachers can refer to Breakaway Tasks and Strands in Action tasks in the chapters listed above for activities that require or encourage students to experiment with language features and visual or digital elements to create and improve their own texts. Point of view in visual texts is covered through an examination of media photographs in Media, Module 1: Newspaper terms. Print Media Teachers can refer to Breakaway Tasks and Strands in Action tasks in the chapters listed above for activities that require or encourage students to experiment with language features and visual or digital elements to create and improve their own texts. Visual texts are examined in detail in Visual Worlds. Units 9, 14, 21, 22 These units contain opportunities for students to experiment with language features to improve the effectiveness of their own texts. Units 6, 10, 20, 25 These units contain opportunities for students to experiment with language features to improve the effectiveness of their own texts. Visual Literacy The chapters listed above engage students in creating different types Craft of Units 6, 10, 20, 25 These units contain activities that direct students to create texts using particular language features. 14

15 persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1720, ACELY1731) create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) creatively adapt and transform their own or familiar texts into different forms, structures, modes and media for a range of different purposes and audiences respond to and compose new print and multimodal texts, experimenting with appropriations and intertextuality of texts, including literary texts, to raise issues, report events, advance opinions and convey information and ideas. Out in Frontprovides numerous opportunities for students to plan, rehearse and deliver presentations. Specific focus could include Module 1: Speaking out. Specific foci for adaptations and transformations could include:, Module 3: Biographies and Module 4: Personal writing, Module 1: A taste of myths and legends. Specific focus for experimenting with appropriations and intertextuality could include:, Module 2: Fables, fairytales and twisted tales. The chapters listed above engage students in creating different types of texts, including literary texts, to raise issues, report events, advance opinions and convey information and ideas. There are also numerous opportunities for students to plan, rehearse and deliver presentations. Specific foci for adaptations and transformations could include: Literature, Module 2: Literature circles, Modules 1 and 2 Specific foci for experimenting with appropriations and intertextuality could include:, Modules 1 and 2, Module 4: Case study: Son of Rambow, Module 2: Poems with purpose. 15

16 Outcome EN4 5C* thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts* Using the Breakaway Tasks, combined with rich classroom discussion, any of the chapters will assist students in exploring and achieving this outcome. The chapters indicated below offer a more explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts describe and explain qualities of language in their own and others texts that contribute to the enjoyment that can be experienced in responding to and composing texts engage in wide reading of selfselected texts for enjoyment and share responses individually, in pairs and/or in small groups in a variety of relevant contexts, including digital and face-toface contexts share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627) Develop and apply contextual knowledge explore the ways individual interpretations of texts are influenced by students own knowledge, values and cultural assumptions critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, Literature Fantastic Worlds and Poetry are particularly relevant to this process. Literature, Module 3: Interrogating texts contains a focus on clarifying and evaluating opinions about aspects of literary texts. Literature Both content descriptions are engaged within these chapters. Appreciating Fiction and Literature are particularly relevant to this process. Appreciating Fiction, Module 2: The novel: case studies and Literature, Module 1: The Outsiderscontain a focus on clarifying and evaluating opinions about aspects of literary texts. Print Media Units 1, 4, 8, 9, 10, 11, 12, 13, 14, 17, 21 These units provide opportunities for students to describe and explain qualities of language in texts. Units 1, 6, 9, 14, 16, 17, 19, 20, 21, 23, 27, 28 These units provide opportunities for students to describe and explain qualities of language in texts. Units 1, 6, 9, 10, 17, 21, 23, 27 These units contain texts with activities that guide students to an understanding of the ways meaning is shaped by language choices. 16

17 language choices and their own personal perspective Both content descriptions are engaged within these chapters. Craft of The conventions of storytelling are examined in the chapters listed above. Some chapters include activities that guide students to use imaginative texts as models to replicate or subvert textual conventions. Appreciating Fiction, Module 1: Focus on novels is particularly relevant. Other foci could include: The Creative World, Modules 2 and 3, Module 1: What are visual texts? Craft of, Module 2: Being creative, Module 1: Understanding poetry Life: Cultural Contexts, Module 3: Life is changing and Visual Worlds, Module 1: What are visual texts? explore the influence of web and digital technologies on language and meaning. Understand and apply knowledge of language forms and features investigate and understand the ways web and digital technologies influence language use and shape meaning understand and use conventions of storytelling in a range of modes and media, e.g. digital storytelling use imaginative texts as models to replicate or subvert textual conventions to create new texts The conventions of storytelling are examined in the chapters listed above.some chapters include activities that guide students to use imaginative texts as models to replicate or subvert textual conventions. Specific foci could include:, Module 4: Surfing with Shakespeare, Module 1: A taste of myths and legends, Module 2: Fables, fairytales and twisted tales Visual Literacy, Module 2: Manga Media, Module 2: What is news? explores the influence of web and digital technologies on language and meaning. 17

18 Respond to and compose texts compose texts using alternative, creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness express considered points of view and arguments on areas such as sustainability and the environment accurately and coherently in speech or writing with confidence and fluency compose a range of visual and multimodal texts using a variety of visual conventions, including composition, vectors, framing and reading pathway 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 discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) Literature Words and More Teachers can refer to Breakaway Tasks and Strands in Action Tasks for activities directing students to compose visual and multimodal texts. For expressing considered points of view on areas such as sustainability, specific foci could include:, Module 1: Newspaper terms, Module 2: What is news? Print Media Teachers can refer to Breakaway Tasks and Strands in Action Tasks for activities directing students to compose visual and multimodal texts. For expressing considered points of view on areas such as sustainability, specific foci could include:, Module 1: Life is diverse, Module 4: Life is meaningful Print Media, allmodules, Module 2: Poems with purpose Units 9, 21, 22 These units contain activities that direct students to compose texts in alternative, creative and imaginative ways. Units 6, 10, 20, 25 These units contain activities that direct students to compose texts in alternative, creative and imaginative ways. 18

19 Outcome EN4 6C* identifies and explains connections between and among texts* With reference to the diverse range of texts offered throughout the chapters, and rich classroom discussion, any of the chapters will assist students in exploring and achieving this outcome. The chapters indicated below offer a more explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts recognise, explain and analyse the ways literary texts draw on readers knowledge of othertexts and enable new understanding and appreciation of aesthetic qualities (ACELT1629) Develop and apply contextual knowledge explain the similarities and differences in meaning and language between texts created for different purposes or audiences investigate and explain appropriations into English from a range of other cultures and times Students can engage with this content description in the chapters listed above. Specific foci could include:, Module 2: Fables, fairytales and twisted tales Visual Literacy, Module 2: Manga, Module 2: Types of poetry Students can engage with this content description in the chapters listed above. Craft of Horror and Poetry are particularly relevant. 19

20 Understand and apply knowledge of language forms and features compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724) categorise texts by content, composer and genre considering language forms, features and structures of texts understand and explain the ways in which use of detail, perspective and choice of vocabulary connect texts investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548) Respond to and compose texts create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) identify and explain the links between the ideas, information, perspectives and points of view presented in a range of different texts identify, compare and describe the connection between texts with similar subject matter, such as a book and its film adaptation compose texts that make creative connections with, adapt or transform other texts, such as The chapters listed above explore these content descriptions. The modules in Visual Literacy are particularly relevant. The chapters listed above explore these content descriptions. The depth and variety of texts explored across the chapters provide a diverse foundation for exploring the links between texts and for composing texts that make creative connections with or adapt texts. Teachers can refer to Breakaway Tasks to further support the teaching of this outcome. The depth and variety of texts explored across the chapters provide a diverse foundation for exploring the links between texts and for composing texts that make creative connections with or adapt texts. Teachers can refer to Breakaway Tasks to further support the teaching of this outcome. Units 1, 21 These units direct students to compose texts that adapt other texts. 20

21 the preparation of promotional material for a film or book or a narration for a documentary use an increasingly wide range of strategies to present information, opinions and perspectives across a range of different types of texts 21

22 Outcome EN4 7D* demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it* With reference to the diverse range of texts offered throughout the chapters, and rich classroom discussion, any of the chapters will assist students in exploring and achieving this outcome. The chapters indicated below offer a more explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with particular the modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts explore and analyse the ways in which personal experiences and perspectives shape their responses to texts draw on experience to consider the ways the real world is represented in the imaginary worlds of texts, including imaginative literature, film, media and multimedia texts Develop and apply contextual knowledge compare and contrast texts that present alternative views of their own world explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts 22 Literature Both content descriptions are engaged within these chapters. Specific foci could include:, Module 1: A taste of myths and legends, Module 4: Modern fantasy Literature, Module 2: Love, Aubrey Visual Literacy, Module 1 Words, images and communication Visual Literacy, Module 2: Manga Literature These content descriptions are engaged within the chapters listed above. The depth and variety of texts Both content descriptions are engaged within these chapters. These content descriptions are engaged within the chapters listed above.

23 explored across the chapters provide a diverse foundation for comparing and contrasting texts that present alternative views of students world. The depth and variety of texts explored across the chapters provide a diverse foundation for comparing and contrasting texts that present alternative views of students world. Specific foci could include:,all modules, Module 2: Poems with purpose Understand and apply knowledge of language forms and features analyse the ways that language features such as modality are used to represent individual, shared or disparate views of the world analyse how combinations of words, sound and images can create particular perspectives of the same event or issue such as environmental sustainability Print Media analyse and understand the ways techniques of representation in multimodal texts are used to present alternative views of the world, people, places and events Respond to and compose texts respond to and compose sustained texts in an increasingly wide range of forms that reflect their broadening world and their relationships within it 23

24 explore the ways story shapes their experience of and responses to a range of texts, including film and multimedia Both content descriptions are explored in these chapters. Specific foci could include:, Module 1: A taste of myths and legends, Module 2: Fables, fairytales and twisted tales Visual Literacy, all modules, Module 2: Types of poetry Both content descriptions are explored in these chapters. Specific foci could include:, Modules 1 and 2 Literature, Module 1: The Outsiders, all modules, Module 1: Understanding poetry 24

25 Outcome EN4 8D* identifies, considers and appreciates cultural expression in texts* With reference to the diverse range of texts offered throughout the chapters, and rich classroom discussion, any of the chapters will assist students in exploring and achieving this outcome. The chapters indicated below offer a more explicit approach to teaching for this outcome. To further assist your programming, specific content points that may require a more direct approach have been correlated with the particular modules in which they are covered. Processes/Content* Year 7 Student Book Year 8 Student Book Year 7 Activity Book Year 8 Activity Book Engage personally with texts consider the ways culture and personal experience position readers and viewers and influence responses to and composition of texts explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1619, ACELT1626) Literature Both content descriptions are explored in these chapters. Specific foci could include:, Module 1: Diaries and journals, Module 4: Surfing with Shakespeare, Modules 1, 2 and 4 Literature, Module 2: Love, Aubrey Visual Literacy, Modules 2 and 3, Module 2: Types of poetry Both content descriptions are explored in these chapters. Specific foci could include:, Module 1: Life is diverse The Creative World, Modules 2 and 3 Literature, Module 1: The Outsiders, all modules, Module 2: Poems with purpose 25

26 Develop and apply contextual knowledge identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality, disability and social class investigate texts about cultural experiences from different sources, e.g. texts from Asia and texts by Asian Australians, and explore different viewpoints explore the ways recurring stories, e.g. legends and fairy stories, have been written and rewritten for different contexts and media Understand and apply knowledge of language forms and features understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1529, ACELA1541) understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628) These content descriptions are engaged within the chapters listed above. The chapters Fantastic Worlds and Visual Literacy are particularly relevant. Fantastic Worlds, Modules 2 and 4 explore the rewriting of recurring stories. These content descriptions are engaged within the chapters listed above. Life: Cultural Contexts is particularly relevant. Horror explores the rewriting of recurring stories. Units 7, 11, 13, 14, 21 These units contain texts about cultural experiences. Units 1, 8, 9, 14, 16 These units contain texts about cultural experiences. Words and More se chapters. Specific foci could include:, Module 4: Modern fantasy se chapters. Specific foci could include: Literature, Module 1: The Outsiders 26

27 Respond to and compose texts respond to and compose texts in a range of different modes and media, recognising and appreciating cultural factors, including cultural background and perspectives recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806) explore and appreciate the ways different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts These content descriptions are engaged within the chapters listed above. Fantastic Worlds and Visual Literacy are particularly relevant. Out in Front, Module 3: Performance poetry contains Aboriginal texts. Focus on Language These content descriptions are engaged within the chapters listed above. Life: Cultural Contexts is particularly relevant. Units 7, 11, 13, 14, 17 These units contain texts that allow students to explore the interconnectedness of place, people, identity and culture and the ways cultural stories and significant Australians are depicted in texts. Units 8, 14 These units contain texts that allow students to explore the interconnectedness of place, people, identity and culture and the ways cultural stories and significant Australians are depicted in texts. 27