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Year 10: Protest: The world as it is, the world as it could be

Australian Curriculum summary table

Students will be provided opportunities through the activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand and sub-strand Content description Elaboration in this unit of work

Language
Language for interaction

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people. ACELA1564

Sequences 4: Respect and identity, 5: Gender, 6: Irony, 7: Picture to poem, 8: Amnesty website and 12: Gone viral.

 

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication. ACELA1565

Sequences 2: ‘On the Death of Ronald Ryan’, 5: Gender, 7: Picture to poem, 10: Allegory and 12: Gone viral.

 

Compare the purposes, text structures and language features of traditional and contemporary texts in different media. ACELA1566

Sequences 1: Protest and 9: Writing from different perspectives.

 

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects. ACELA1567

Sequence 3: Social control.

Expressing and developing ideas

Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts. ACELA1569

Sequence 7: Picture to poem.

 

Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction. ACELA1570

Sequences 7: Picture to poem, 9: Looking at differing textual styles and 11: Pine Point.

 

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences. ACELA1571

Sequences 4: Respect and identity, 5: Language of gender, 10: Satire and 11: Digital stories.

 

Evaluate the impact on audiences of different choices in the representation of still and moving images. ACELA1572

Sequences 1: Peace image, 6: WWI image, 8: Website analysis and 11: Pine Point.

Literature
Literature and context

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts. ACELT1639

Sequences 1: Protest , 2: ‘On the Death of Ronald Ryan’, 5: Gender, 6: Irony of war, 7: Picture to poem, 8: The world through the web, 9: Different textual studies and 10: Allegory and satire.

Examining literature

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text. ACELT1642

Sequences 3: Social control, 5: Gender perspectives and 11: Pine Point and digital stories.

 

Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses. ACELT1643

Sequences 1: Protest, 2: ‘On the Death of Ronald Ryan’, 4: Respect and identity, 7: Picture to poem and 10: Allegory and satire.

 

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts. ACELT1774

Sequences 1: Protest and 5: Languages of gender.

Responding to literature

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature. ACELT1640

Sequences 5: Gender representations and 11: Digital stories.

 

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response. ACELT1641

Sequences 1: Protest, 3: Social control, 5: Gender, 6: Poetry of war, 8: Website analysis and 11: Pine Point and digital stories.

 

Evaluate the social, moral and ethical positions represented in texts. ACELT1812

Sequences 2: ‘On the Death of Ronald Ryan’, 4: Respect and identity, 9: Textual perspectives and 10: Allegory and satire.

Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts. ACELT1814

Sequences 1: Memoir, 4: Respect and identity, 7: Lunes and 10: Posters.

 

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience. ACELT1815

Sequences 1: Memoir, 4: Respect and identity and 7: Lunes.

Literacy
Texts in context

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices. ACELY1749

Sequences 1: Protest, 2: ‘On the Death of Ronald Ryan’, 4: Respect and identity, 6: Poetry of war, 8: Website analysis and 11: Pine Point and digital stories.

Interpreting, analysing and evaluating

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences. ACELY1752

Sequences 1: Protest, 2: ‘On the Death of Ronald Ryan’ and 12: Gone viral.

 

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts. ACELY1753

Sequences 6: Poetry selection, reading and discussion, 8: Website analysis and discussion, 11: Digital stories and 12: Gone viral.

 

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence. ACELY1754

Sequences 3: Social control, 5: Gender in texts, 9: Digital research project, 11: Digital stories and 12: Gone viral.

Creating texts

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues. ACELY1756

Sequences 1: Memoir, 4: Extended response, 6: Anthologies, 7: Lunes, 8: Essay writing and 9: Digital research project.

 

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects. ACELY1757

Sequences 9: Digital research project and 12: Gone viral.

 

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user. ACELY1776

Sequences 9: Digital research project and 12: Curating social media.

Interacting with others

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage. ACELY1750

Sequences 4: Extended response and 12: Gone viral.

 

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action. ACELY1751

Sequence 12: Co-construction of protest story.

 

Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences. ACELY1813

Sequences 5: Presentation of findings, 10: Posters, 11: Digital stories and 12: Gone viral.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)