ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Unit 1 / Unit 2 / Unit 3 / Unit 4Description:Essential English is designed to develop students’ literacy skills and for those who wish to undertake a practical English course. Students examine the purpose and language of a range of texts, expanding their ability to understand, evaluate and communicate effectively in and for a range of contexts. Essential English develops and refines students’ language, literature and literacy skills to enable them to interact confidently and effectively with others in everyday, community, social and applied learning contexts.
Rationale: Essential English focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of Standard Australian English in many contemporary contexts including everyday, community, social, further education, training and workplace contexts. Essential English is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.
The subject develops students’ language, literacy and literary skills to facilitate effective and fulfilling personal and public participation within society as a whole, and in the worlds of work and further education. It enables students to communicate successfully both orally and in writing and to enjoy and value using language for both aesthetic and functional reasons.
Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written and multimodal texts, including literary, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape different points of view and perspectives. Both independently and collaboratively, they apply their knowledge to create interpretive, imaginative, analytical and persuasive texts in different modes.
Aims: Essential English aims to develop students’:
- skills in listening, speaking, reading, viewing and writing
- capacity to create texts for a range of purposes, audiences and contexts
- understanding and appreciation of different creative processes
- capacity to use language effectively, confidently and creatively
- understanding of the ways in which context, purpose, audience, register and language interact to make meaning.
Organisation of achievement standards: Dimension 1: Responding to oral, written and multimodal texts; Dimension 2: Creating oral, written and multimodal texts
Unit 1 / Unit 2 / Unit 3 / Unit 4
Outline: Unit 1 focuses on students comprehending and responding to the ideas and information presented in a range of texts, in and from everyday contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, interpret, and visualise ideas. They learn how to respond personally and logically to texts, by questioning, using inferential reasoning and determining the importance of content and structure. The unit considers how organisational features of texts help the audience to understand the text. It emphasises the relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning. Students learn to interact with others in everyday, community, social and workplace contexts. Emphasis is placed on the communication of ideas and information both accurately and imaginatively through a range of modes. Students apply their understanding of language through the creation of texts for different purposes in real or imagined contexts. / Outline: Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts. By analysing text structures and language features and identifying the ideas, arguments and values expressed, students make inferences about the purpose and the intended audience of texts. Students examine the connections between purpose and structure and how a text’s meaning is influenced by the context in which it is created and received. Students integrate relevant information and ideas from texts to develop their own interpretations. They learn to interact appropriately and persuasively with others in a range of contexts. Analytical and creative skills are developed by focusing on how language selection, imagery, type of text and mode can achieve specific effects. Knowledge and understanding of language and literacy skills are consolidated and demonstrated through the analysis and creation of a range of texts for different purposes, selected from real or imagined contexts. / Outline: Unit 3 focuses on exploring different points of view presented in a range of texts and contexts. Students analyse attitudes, text structures and language features to understand a text’s meaning and purpose. They consider how perspectives and values are represented in texts to influence specific audiences. When responding to texts, students reflect on a range of interpretations as they develop their own. Students learn to articulate reasoned and persuasive arguments and to develop an understanding of purpose and context. When interacting with others, the emphasis is on identifying and understanding differing perspectives. Students learn how to communicate logically, persuasively and imaginatively in a range of different contexts, for different purposes, using a variety of types of texts. / Outline: Unit 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students develop independent points of view by synthesising information from a range of sources, and analysing how ideas, attitudes and values are represented. The way in which authors use evidence, persuasive techniques and language choices to influence and position audiences is analysed. This unit provides the opportunity for students to discuss and listen to differing perspectives, draw conclusions, negotiate, problem-solve, persuade, as well as engage audiences for a range of purposes and in different contexts. Emphasis is placed on articulating and constructing coherent, logical and sustained arguments and demonstrating an understanding of purpose, audience and context. When creating their own imaginative, analytical and interpretive texts, students are encouraged to consider their intended purpose, their representation of ideas and issues, and audience response.
Learning outcomes
By the end of this unit, students:
- comprehend information, ideas and language in texts selected from everyday contexts
- understand reasons for language choice and the likely or intended effect of these choices in a range of texts
- create oral, written and multimodal texts appropriate for audience and purpose in everyday, community, workplace, and social contexts
By the end of this unit, students:
- evaluate language choices and their effects on audiences in a variety of texts and contexts
- understand how the structure and language of texts varies in different modes, mediums and contexts
- create oral, written and multimodal texts for different purposes using appropriate communication strategies for interaction with others in real and imagined contexts.
By the end of this unit, students:
- analyse the ways that points of view are presented in texts for different purposes and contexts
- understand how language choices engage and persuade an audience
- create oral, written and multimodal texts that convey different points of view for a variety of purposes and contexts
By the end of this unit, students:
- analyse and evaluate the way language is used to represent issues and attitudes
- understand ways in which language can be used to influence and engage an audience
- create oral, written and multimodal texts that communicate ideas and points of view on issues and events for a variety of purposes and contexts
Content descriptions
Use strategies and skills for comprehending texts including:
- skim reading for general sense and scanning for key words and phrases
- using structural and language features to identify and link main ideas, supporting arguments and evidence, including visual and aural cues
- using sentence structure and word order to decipher unfamiliar words and predict meaning
- making personal connections with texts
- questioning texts to draw conclusions, make inferences, summarise and visualise
- the ways in which texts communicate ideas, attitudes and values
- the ways in which text structures and language features are used to influence and persuade audiences
- the use and effects of different styles, vocabulary choices, registers and tone
- the use of characterisation, description, imagery, dialogue and narrative point of view
- the use of emotive language, connotations and stereotypes, and visual and non-verbal language
- locating, selecting, collecting and recording information from different sources
- applying knowledge of text structures, such as indexes, chapter headings, bibliographies
- using graphic organisers to collect and process information
- taking notes to summarise and/or paraphrase the information
- using appropriate referencing , including direct and indirect quotations and paraphrasing
- using appropriate language, content and mode for purpose and audience
- selecting and manipulating language features of texts to express a concept, issue or idea
- selecting text structures, including introductions and conclusions, paragraphs, topic sentences, connectives, and logical sequencing of ideas and events to communicate and represent ideas in a range of mediums and digital technologies
- using accurate spelling, punctuation and grammar of Standard Australian English
- using strategies for planning, drafting, revising, editing and proofreading
Use strategies and skills for comprehending texts including:
- identifying and interpreting structural and language features and aural and visual cues used in texts to make meaning
- analysing and making inferences from tone, content and text structures
- integrating ideas and information presented in different parts of the text
- identifying similarities and differences between their interpretation of texts and that of others
- checking understanding of texts by challenging and evaluating information and ideas
- the ways in which context, purpose and audience influence meaning
- the ways in which main ideas, values and supporting details are represented
- choices of text structures, language features, types of texts and mediums and their effects
- the effects of tone and style
- locating, selecting, collecting and recording information from a variety of sources
- using different technologies and mediums
- identifying the relevance and usefulness of each source
- integrating ideas and information
- using appropriate referencing, for example, footnotes, in-text citations and reference lists
- using appropriate medium, text structures and language features
- selecting persuasive and visual techniques to engage audiences
- using evidence from texts where appropriate
- experimenting with text structures and language features to communicate and represent ideas in a range of mediums and digital technologies
- using accurate spelling, punctuation and grammar of Standard Australian English
- using strategies for planning, drafting, revising, editing and proofreading
Use strategies and skills for comprehending texts including:
- explaining the main ideas and different points of view in texts
- distinguishing between facts and opinions
- analysing the use of supporting evidence
- explaining shifts in tone and point of view
- identifying any bias and explaining how attitudes and values are represented
- evaluating techniques designed to influence an audience
- relationships between context, purpose, and audience, and the impact on meaning
- underlying values, attitudes, assumptions, and the selective use of fact, evidence and opinion
- the selection of text structures, language features, types of texts, mediums and the use of persuasive techniques in the construction of an argument
- the representation of contrasting values and attitudes in the interplay between narrative points of view and authorial perspective
- categorising and analysing information about specific themes or ideas
- determining the reliability and validity of information sources
- gathering different points of view, through interviews, surveys, questionnaires, library and/or internet resources
- identifying ethical issues arising from the research or topic
- using appropriate referencing
- using personal voice and differing points of view
- adapting different mediums, text structures and language features for effect
- selecting persuasive and visual techniques to position audiences in particular ways
- adapting text structures and language features in a range of mediums and digital technologies to communicate and represent ideas
- using accurate spelling, punctuation and grammar of Standard Australian English
- using strategies for planning, drafting, revising, editing and proofreading
Use strategies and skills for comprehending texts including:
- analysing issues and ideas represented in a range of texts and explaining points of view and implications
- evaluating evidence upon which different views are based
- analysing and explaining how texts appeal to the beliefs, attitudes and values of an audience
- challenging the use of supporting evidence
- explaining how different interpretations can be constructed
- evaluating the effectiveness of the presentation of ideas, information and interpretations in different texts
- the ways in which attitudes, values and assumptions are represented
- the privileging, marginalisation or omission of particular points of view
- the use of subjective and objective reasoning
- the ways in which text structures, language features, rhetorical devices and stylistic features are manipulated to influence and persuade audiences
- assessing the reliability and credibility of the narrator or author
- investigating a wide range of source material
- assessing the relevance of source material to the context and topic
- challenging the reliability and validity of information sources
- evaluating the ethical use of evidence to represent an issue or argument
- using appropriate referencing
- using information, reasoning and a range of evidence to express a logical point of view and to persuade an audience about an idea or an issue
- experimenting with a range of techniques, including stylistic features and visual techniques, to engage audiences
- integrating and transforming text structures and language features in a range of mediums and digital technologies to communicate and represent ideas
- using accurate spelling, punctuation and grammar of Standard Australian English
- using strategies for planning, drafting, revising, editing and proofreading
Achievement Standards Units 1 and 2 / Achievement Standards Units 3 and 4
Responding to oral, written and multimodal texts – The student: / Creating oral, written and multimodal texts – The student: / Responding to oral, written and multimodal texts – The student: / Creating oral, written and multimodal texts – The student:
A /
- evaluates how effectively ideas and arguments are presented in texts
- analyses the relationship between the purpose and context of a text and the effect on audience response
- evaluates how the selection of text structures and language features varies according to mode, type of text and context
- creates texts appropriate for different purposes, audiences and contexts, integrating ideas and information from varied sources
- selects persuasive and detailed examples and evidence to support a point of view
- adapts text structures and language features creatively in different modes and types of texts
- communicates ideas demonstrating fluency and control of language
- evaluates how different perspectives are represented in texts
- evaluates how effectively information and ideas are used to engage and persuade an audience
- evaluates the effectiveness of text structures and language features used to achieve particular purposes
- synthesises ideas and information drawn from varied sources to present ideas and points of view on issues and events
- applies consistent reasoning and logical argument, supported by relevant and detailed examples and evidence, to express a point of view
- experiments with text structures and language features in different modes, types of texts, contexts and for specific purposes
- communicates ideas expressively using fluent and controlled language which is appropriate for different purposes, audiences and contexts
B /
- analyses how ideas and arguments are presented in texts
- analyses how the purpose and context of a text affect audience response
- evaluates the use of text structures and language features in different modes, types of text and contexts
- creates texts for different purposes, audiences and contexts, drawing on ideas and information from sources
- selects relevant examples and evidence to support a point of view
- uses effective text structures and language features in different modes and types of texts
- communicates ideas using clear and appropriate language
- analyses different perspectives presented in texts
- analyses how information and ideas are used to engage and persuade an audience
- evaluates how text structures and language features are used to achieve particular purposes
- integrates ideas and information from varied sources to present ideas and points of view on issues and events
- applies reasoning and argument, supported by relevant examples and evidence, to express a point of view
- adapts text structures and language features for different modes, types of texts and contexts
- communicates ideas using clear and controlled language which is appropriate for different purposes, audiences and contexts
C /
- explains ideas and arguments presented in texts
- explains the purpose and context of a text and their impact on audiences
- explains how text structures and language features vary in different contexts
- creates texts for different purposes and contexts, using ideas and information from a limited range of sources
- selects examples and evidence to support a point of view
- uses text structures and language features in different modes and types of texts
- communicates ideas demonstrating control of language
- explains perspectives presented in texts
- explains how information and ideas engage and persuade an audience
- analyses the use of text structures and language features
- draws ideas and information from sources to present ideas or a point of view on issues and/or events
- selects relevant examples and evidence to express a consistent point of view
- uses text structures and language features appropriate to different modes, types of texts and contexts
- communicates ideas demonstrating some control of language appropriate to different purposes, audiences and contexts
D /
- describes ideas and information presented in texts
- describes the purpose, audience and context of texts
- describes text structures and language features used in different texts
- creates texts for different purposes, using ideas and information from a limited range of sources
- selects some examples or evidence to support a point of view
- uses text structures and language features in a narrow range of modes and types of texts
- communicates ideas demonstrating some control of language
- describes information, ideas and points of view presented in texts
- describes text structures and language features that engage and/or persuade an audience
- presents ideas and information drawn from a limited range of sources on an issue or event
- uses some examples and evidence to communicate a point of view
- uses text structures and language features in different modes and types of texts
- communicates ideas demonstrating some control of language for purpose and audience
E /
- identifies some ideas and information presented in texts
- identifies the purpose, audience and context of a text
- identifies some text structures and language features used in texts
- uses limited examples or information to support a point of view
- uses few text structures and language features to communicate ideas, demonstrating limited control of language
- identifies some ideas and information presented in texts
- identifies a limited range of text structures and/or language features that engage or persuade an audience
- presents ideas or points of view on an issue or event with limited use of supporting examples or evidence
- uses few text structures and language features in texts to communicate ideas, demonstrating limited control of language
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