ASCGC English Mapping Of

ASCGC English Mapping of Stage 4 Outcomes

, g English Units of Work n i n Year 7 English Year 8 English e t s

i Persuade Aesop The Lucky Picture Books The Shakespeare’s l Outcome and Key Processes

, Me! Poetr Drama New and Fantas Country and Graphic Visual World g n

i y s Orwell y (Or not?) Novels World k a e p Outcome EN4-1A: s

h Responds to and composes texts for understanding, g u

o interpretation, critical analysis, imaginative expression and r h

t pleasure e t Engage personally with texts a c i recognise, reflect on, interpret and explain the connections between their n u own experiences and the world in texts m m consider and analyse the ways their own experience affects their o c responses to texts : A

explore and appreciate the aesthetic qualities in their own and other texts e v and the power of language to communicate information, ideas, feelings i t c and viewpoints e j

b experiment with language forms and features to compose texts for

O pleasure and enjoyment g n i Develop and apply contextual knowledge t n e interpret the stated and implied meanings in spoken texts, and use s e (ACELY1730) r evidence to support or challenge different perspectives p e r d n Understand and apply knowledge of language forms and a

g features n i apply increasing knowledge of vocabulary, text structures and language w e i features to understand the content of texts (ACELY1733) v

, recognise that vocabulary choices contribute to the specificity, g n

i abstraction and style of texts (ACELA1547) t i

r analyse how the text structures and language features of persuasive w

texts, including media texts, vary according to the medium and mode of , g

n communication (ACELA1543) i d understand and explain how the text structures and language features of a e texts become more complex in informative and persuasive texts and r identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) use increasingly sophisticated verbal, aural, visual and/or written techniques, eg 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 reading, writing, viewing and representingObjective A: communicate through speaking, listening, verse novels verse (ACELT1623) in examplemeaning poetry, forhaiku, tankas,couplets, verse and free a produce in dramatic or effect film drama,and create to layers of understand, interpret discuss language compressedand how isto (ACELA1782) sources a canabout text be by substantiated reference the to text other and how understand language used evaluateis to texts how and evaluations approachesdifferent (ACELT1622) combinedare in discuss narratives, and the and of purposes appeal and analyse ways recognise the that characterisation,events settings and (ACELT1621) to and influence and in types textsemotions opinions different of the ways compare language that andare to images used create character, lyrical the power a rendition of poetic (ACELY1719) to texts evaluate examplequalities, forthe of strength an and mainidentify discuss ideas,concepts and of in points view spoken viewer/listener (ACELY1735) in creating media the texts, and impact these on of choices the and explore explain ways combinethe authors different and modes interpretation, different for audiences,purposes contexts and for understanding, to compose respond and imaginative,informative and texts persuasive texts visual (ACELT1630) and wordplay, innuendo and identify evaluate thatdevices create example tone, forhumour,

critical Outcome andProcesses Key Outcome

Respond

analysis,imaginativeexpression pleasure and

parody in prose,dramaparody poetry, or humorous

to and to

compose textscompose

argument argument or Persuade Me! Poetr Year 7English y Drama New s Orwell Aesop and English UnitsofWork Fantas y The Lucky (Or not?) Country Year 8English Picture Books

and Graphic and Novels Visual World The Shakespeare’s World reading, writing, viewing and representingObjective A: communicate through speaking, listening, acknowledge and plagiarismsources avoid and understand use (including bibliographies, citations web to citations) and/or techniquesvisual digital icons, images, clichés,stereotypes, processesuse of the representation, including creative of use symbols, sentences adding substituting for (ACELY1726)and or words impact for by edit meaning removing ideas,reorderingrepetition, refining relevance purpose,for paragraphing, grammar,spelling punctuation,and and considering by editing rereading peer and editing, checking accuracy of and consider apply range strategiesa of to their improve texts, including and practise recognise and responsible ethical communication digital (ACELA1528,ACELY1729)communication and technology have the influenceduse media and language of forms andanalyse explain how justifying point view and a of (ACELT1620) texts,identifyingliterary areas agreement of and difference others with on reflect ideas opinions characters,and about and settings events in a of andin range forms the recognise different required processes for and responding composing the identifying personal and satisfaction difficulties experienced and discuss explain processes responding the of and composing, media and technologiesdifferent for totexts composing knowledge responding and and in of uses processes, a skills, widening range strategies Effectively EN4-2A: Outcome

Understand andapply knowledge language formsand Understand of Develop and apply contextual knowledge Develop andapply contextual Outcome andKey Processes Engage personally with textsEngage personally with

audienceand context

media media

language language has overand evolved howtime features

connotations particularand aural,

Persuade Me! Poetr Year 7English y Drama New s Orwell Aesop and English UnitsofWork Fantas y The Lucky (Or not?) Country Year 8English Picture Books

and Graphic and Novels Visual World The Shakespeare’s World reading, writing, viewing and representingObjective A: communicate through speaking, listening, automatic and supports automatic for periods writing extended (ACELY1727) aconsolidate personal style is handwriting that legible,fluent and compositions use and graphic diagram mind outlines, and maps clustering,arguments, eg and listing, contrast,semantic compare chains, a use range effective of strategies organising andfor information, ideas editing publishing a rangeuse widening of of and processes composing of (ACELY1722) types texts prior anduse knowledge mediaparticularly texts (ACELY1765) andanalyse explain effect the of innovations texts, technological on ACELY1734) evidencefinding in text the the for point author'sview of (ACELY1723, the of on validity content the of and credibility sources,including use and texts edit publish imaginatively (ACELY1728, ACELY1738) a use range software,including processing of word programs,to create, digital composing texts and understand use terminology the associated responding and with to

collaborativeprocesses,eg playbuilding, performances digital and comprehension strategies interpret evaluateto and texts reflecting by

sustained texts, including andplanning, drafting, rehearsing

to texts construct Outcome andKey Processes Respond

text strategiesprocessing to a interpret range of

to and to

Persuade Me! Poetr Year 7English y Drama New s Orwell Aesop and English UnitsofWork Fantas y The Lucky (Or not?) Country Year 8English Picture Books

and Graphic and Novels Visual World The Shakespeare’s World according to purpose, audience and contextObjective B: use language to shape and make meaning (ACELA1549) accuratelyspell and learn to new including words nominalisations how apply understand to learned consistentlyknowledge in to order texts persuasive (ACELA1546) the understand effect of noun or a group/phrase clause (ACELA1534, ACELA1545) of and analyse examine effectivehow authors and a control use variety forms,features and language structures and use recognise appropriate other of languages,including English Aboriginal texts explore that both include specific for effects (ACELY1804, ACELY1808) voice modulating and elements as using such music,images sound and language interactionuse skills identified for purposes, using and describe analyse the a develop sense personal and of style taste composition response in and texts and identify, discuss reflect the andon ideas information a of in range contextualised authentic and ways with and engage the language contexts to rangeofaudiencesand purposes, a appropriate texts of structures features and forms, describeslanguage Uses EN4-3B:Outcome

clause structures,including embedded clauses within structure the of

conventions suit to different vocabulary,situations, selecting Develop and apply contextual knowledge Develop andapply contextual Outcome andProcesses Key Outcome Engage personally with textsEngage personally with

nominalisation the of in writing

purpose,

structures of structures texts metalanguagein a of discussing range Standard Australian andStandard English elements

audience

context of context texts

in meaningful,

voice voice and

informative and informative Persuade Me! Poetr Year 7English y Drama New s Orwell Aesop and English UnitsofWork Fantas y The Lucky (Or not?) Country Year 8English Picture Books

and Graphic and Novels Visual World The Shakespeare’s World ASCGC English Mapping of Stage 4 Outcomes g

n English Units of Work i n

a Year 7 English Year 8 English e

m Persuade Aesop The Lucky Picture Books The Shakespeare’s

Outcome and Key Processes e Me! Poetr Drama New and Fantas Country and Graphic Visual World k a y s Orwell y (Or not?) Novels World m d n

a identify Standard Australian English, its variations and different levels

e of usage across a range of different types of texts to enhance own p a writing h s understand how rhetorical devices are used to persuade and how o t different layers of meaning are developed through the use of e g metaphor, irony and parody (ACELA1542) a u

g Understand and apply knowledge of language forms and n a features l

e understand the ways etymology can clarify choice of vocabulary s u

: interpret and analyse language choices, including sentence patterns, B

e dialogue, imagery and other language features, in short stories, literary v i

t essays and plays (ACELT1767) c e j investigate vocabulary typical of extended and more academic texts and b

O the role of abstract nouns, classification, description and generalisation t x in building specialised knowledge through language (ACELA1537) e t n understand how modality is achieved through discriminating choices in o c

modal verbs, adverbs, adjectives and nouns (ACELA1536) d n understand how coherence is created in complex texts through devices a

e like lexical cohesion, ellipsis, grammatical theme and text connectives c n (ACELA1809) e i d understand that the coherence of more complex texts relies on devices u a that signal text structure and guide readers, for example overviews,

, e initial and concluding paragraphs and topic sentences, indexes or site s o maps or breadcrumb trails for online texts (ACELA1763) p r

u understand how cohesion in texts is improved by strengthening the p internal structure of paragraphs through the use of examples, quotations o t and substantiation of claims (ACELA1766) g n i understand the use of punctuation conventions, including colons, d r semicolons, dashes and brackets in formal and informal texts o c (ACELA1532, ACELA1544) c a 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) ASCGC English Mapping of Stage 4 Outcomes g

a Outcome EN4-4B: e

p Makes effective language choices to creatively shape meaning a h with accuracy, clarity and coherence s o t e Engage personally with texts g a u recognise and appreciate the ways a wide range of texts communicate by g n using effective language choices a l e s u

Develop and apply contextual knowledge : B

explore and analyse the ways purpose, audience and context affect a e v composer's choices of content, language forms and features and i t c structures of texts to creatively shape meaning e j b

O understand the influence and impact that the English language has had t x

e on other languages or dialects and how English has been influenced in t n return (ACELA1540) o c d n Understand and apply knowledge of language forms and a

e features c n

e combine visual and digital elements to create layers of meaning for i d serious, playful and humorous purposes u a

s experiment with particular language features drawn from different types o

p of texts, including combinations of language and visual choices to create r u new texts (ACELT1768, ACELT1805) p o t

g experiment with text structures and language features to refine and n i clarify ideas to improve the effectiveness of students' own texts d r (ACELY1810) o c

c analyse how point of view is generated in visual texts by means of a choices, for example gaze, angle and social distance (ACELA1764) ASCGC English Mapping of Stage 4 Outcomes g

a Respond to and compose texts e p create imaginative, informative and persuasive texts that raise issues, a h

s report events and advance opinions, using deliberate language and o

t textual choices, and including digital elements as appropriate

e (ACELY1736) g a u g plan, draft and publish imaginative, informative and persuasive texts, n a l selecting aspects of subject matter and particular language, visual, and e s audio features to convey information and ideas (ACELY1725) u

: B plan, rehearse and deliver presentations, selecting and sequencing e v i appropriate content, including multimodal elements, to reflect a t c

e diversity of viewpoints (ACELY1720, ACELY1731) j b O t create literary texts that draw upon text structures and language features x e t of other texts for particular purposes and effects (ACELT1632) n o c

d creatively adapt and transform their own or familiar texts into different n

a forms, structures, modes and media for a range of different purposes and

e audiences c n e i d respond to and compose new print and multimodal texts, experimenting u a

with appropriations and intertextuality , e s o p r u p o t g n i d r o c c a ASCGC English Mapping of Stage 4 Outcomes

, e English Units of Work v i t a Year 7 English Year 8 English n i Persuade Aesop The Lucky Picture Books The Shakespeare’s g Outcome and Key Processes a Me! Poetr Drama New and Fantas Country and Graphic Visual World m i y s Orwell y (Or not?) Novels World e r a t

a Outcome EN4-5C: h t Thinks imaginatively, creatively, interpretively and critically s y

a about information, ideas and arguments to respond to and w compose texts n i k n i Engage personally with texts h t

: describe and explain qualities of language in their own and others' texts C

e that contribute to the enjoyment that can be experienced in responding v i t to and composing texts c e j b engage in wide reading of self-selected texts for enjoyment and share O l

a responses individually, in pairs and/or in small groups in a variety of c i

t relevant contexts, including digital and face-to-face contexts i r c

d share, reflect on, clarify and evaluate opinions and arguments about n a

aspects of literary texts (ACELT1627) e v i t e Develop and apply contextual knowledge r p r explore the ways individual interpretations of texts are influenced by e t n students' own knowledge, values and cultural assumptions i

, e v i

t critically consider the ways in which meaning is shaped by context, a e purpose, form, structure, style, content, language choices and their own r c personal perspective

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, eg digital storytelling

use imaginative texts as models to replicate or subvert textual conventions to create new texts

ASCGC English Mapping of Stage 4 Outcomes

a Respond to and compose texts h t compose texts using alternative, creative and imaginative ways of s y

a expressing ideas, recognising, valuing and celebrating originality and w

inventiveness n i k n

i express considered points of view and arguments on areas such as h t

sustainability and the environment accurately and coherently in speech : C

or writing with confidence and fluency e v i t c compose a range of visual and multimodal texts using a variety of visual e j b conventions, including composition, vectors, framing and reading O

l pathway a c i t i

r critically analyse the ways experience, knowledge, values and c perspectives can be represented through characters, situations and d n concerns in texts and how these affect responses to texts a e v i t discuss aspects of texts, for example their aesthetic and social value, e r using relevant and appropriate metalanguage (ACELT1803) p r e t n i

, e v i t a e r c ASCGC English Mapping of Stage 4 Outcomes

a Outcome EN4-6C: h t Identifies and explains connections between and among texts s y a w Engage personally with texts n i

k recognise, explain and analyse the ways literary texts draw on readers' n i

h knowledge of other texts and enable new understanding t

: and appreciation of aesthetic qualities (ACELT1629) C e v i

t Develop and apply contextual knowledge c e j explain the similarities and differences in meaning and language b between texts created for different purposes or audiences O

investigate and explain appropriations into English from a range of other cultures and times

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) Objective C: think in ways that are imaginative, creative, interpretive and critical opinions and opinions perspectives a across range different of of types texts an use increasingly range strategies of wide to information, present or narration abook a for documentary texts,such other as preparation promotional the of material a or for film texts creativecompose that connections make or with, adapt transform subject similar matter,such a and film as book its adaptation identify, describe compare connectionand the between texts with perspectives and and identify explain links the the between ideas,information, (ACELT1625) juxtaposition example,texts, for viewpoint,structure narrative of and stanzas, contrast create texts adaptliterary that stylistic encountered features in other or to texts images enhance layerand meaning (ACELA1548) how investigate visual multimodal allude or textsand to draw other on of choice vocabulary textsconnect and understand explain ways which of the in use detail, andforms, features structures texts of categorise by andtexts content, composer

points view of presented a of textsin range different Outcome andProcesses Key Outcome Respond

to and to

genre genre considering language

perspectiveand

Persuade ASCGC English MappingASCGC of English Me!

Stage 4Outcomes Poetr Year 7English y Drama New s Orwell Aesop and English UnitsofWork Fantas y The Lucky (Or not?) Country Year 8English Picture Books

and Graphic and Novels Visual World The Shakespeare’s World creative, interpretive and critical broadening world theirbroadening and relationships it within understandingDemonstrates of texts express how can aspects their of EN4-7D: Outcome Outcome andProcesses Key Outcome Engage personally with textsEngage personally with Persuade ASCGC English MappingASCGC of English Me!

and Graphic and Novels Visual World The Shakespeare’s World Relationship with others and the worldObjective D: express themselves and their Identifies, Identifies, considers appreciatesand cultural in expression texts EN4-8D: Outcome of range texts, including and film multimedia the explore ways their 'story' shapes experience and to of responses a that forms reflect broadening and relationshipstheir world their within it to composerespond and people, places events and texts multimodal are to alternativeused present views the of world, andanalyse understand ways the techniques of sustainability perspectivesparticular of same the event issue as or such environmental how analyse combinations words,sound images of and can create individual,represent or viewsshared disparate of world the theanalyse ways that characters,situations concerns and depicted texts in and personalexplain justify empathy,sympathy antipathy and towards world and contrast compare that texts present views their alternative of own and media the worlds texts,in imaginary of imaginative literature,film,including on draw experience consider waysto the the is world' 'real represented and and explore analyse ways which the in personal experiences

perspectivesshape responses texts their to Understand andapply knowledge language formsand Understand of

multimedia texts multimedia Develop and apply contextual knowledge Develop andapply contextual

Outcome andProcesses Key Outcome Respond

language language features as such

sustained in texts an wide increasingly range of

to and to features

representationin modality are modality used to

and Graphic and Novels Visual World The Shakespeare’s World Relationship with others and the worldObjective D: express themselves and their readers in readers relation those (ACELT1628) to groups used representare to particular in groups society,and texts how position and understand explain combinations words imageshow of and in texts ACELA1541) the influence identities people those of in communities (ACELA1529, how understand conventions speech by of adopted communities written been and for contextsrewritten different and media the explore ways stories,eg recurring viewpoints from and texts Asia texts Asian exploreby Australians, and different texts investigate about experiences cultural from sources, different eg class gender, ethnicity,religion,youth,age,sexuality, disability and social and identify explain expressions texts,includingcultural in those about the historical,different and social cultural the explore ways ideas viewpoints literarythat and in texts from drawn and viewers influence to compositionresponses and of texts the consider ways

values individuals of and (ACELT1619,ACELT1626) groups Understand andapply knowledge language formsand Understand of

Develop and apply contextual knowledge Develop andapply contextual

Outcome andProcesses Key Outcome

culture and culture personal experience Engage personally with textsEngage personally with features

legends and legends fairy stories, have contextsreflect or may challenge

position readers position and

and Graphic and Novels Visual World The Shakespeare’s World Relationship with others and the worldObjective D: express themselves and their Aboriginal images Aboriginal and Australians significant are in depicted texts and explore appreciate waysthe different stories,icons, cultural authors Islander (ACELT1806) Culture texts and in including by and Strait those Aboriginal Torres the explore interconnectedness Country of and Place, People, Identity people individual and representedconcerns in (ACELT1807) texts and explainrecognise viewpoints thediffering about world,cultures, and background perspectives and recognising appreciating factors,cultural cultural including to composerespond and texts a of in range different

Respond texts andcompose to

modes and modes media,

ASCGC English MappingASCGC of English Stage 4 Outcomes r i e English Units of Work h t

n Year 7 English Year 8 English o t Outcome and Key Processes Persuade Aesop The Lucky Picture Books The Shakespeare’s c e Me! Poetr Drama New and Fantas Country and Graphic Visual World l f e y s Orwell y (Or not?) Novels World r d n a

Outcome EN4-9E: n r Uses, reflects on and assesses their individual and collaborative skills a e for learning l

: Engage personally with texts E e v articulate and reflect on the pleasure and difficulties, successes and i t c challenges experienced in their individual and collaborative learning e j b

O Understand and apply contextual knowledge h s i l understand and value the differences between their own and others' g n ways of learning in English E f o

y understand the demands of a task and the outcomes and criteria for d

u planned assessment t s r i e Understand and apply knowledge of language forms and h t features h g develop and use vocabulary for describing, analysing and reflecting on u o

r their learning experiences h t g n Respond to and compose texts i n r discuss and explain the processes of responding and composing, a e identifying the personal pleasures and difficulties experienced L

use and reflect on metacognitive processes used for planning, including brainstorming, mind mapping, storyboarding, role-play and improvisation identify, plan and prioritise stages of tasks, making use of organisational strategies, eg drawing up a schedule, monitoring progress and meeting deadlines

reflect on and assess their own and others' learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions with teachers and peers

understand the roles and responsibilities of individuals in groups, performing an allocated role responsibly in a group and assessing the success of individual and collaborative processes