Last Edit – 14/11/2017

Scope and Sequence Year 10 SEAL Learning Area: English

Year 10ACCELERATEDENGLISH (SEAL): AusVELS (Level 10 +)

Term / Unit / Duration / Outline of Topic / Resources / AusVELS Skills Focus / Assessment
Term 1 / Relationships
AStreetcar Named Desire Play / 4 weeks / On completion of this unit the student should be able to develop creative responses to texts, exploring how purpose and audience affect the choices they make as writers in developing ideas and planning work. They make choices about structure, conventions, and language to develop voice and style. / A Streetcar Named Desire (Tennessee Williams) / 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)
Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
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)
Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
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)
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts (ACELY1776) / Creative Response and written analysis – Students will write an additional scene to the play in the style of the writer and write a written analysis, analysing the language techniques selected.
Of Mice and Men / 5 weeks / Students will analyse and develop and justify their own interpretations of Of Mice and Men. Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts. Evaluate the social, moral and ethical positions represented in texts. / Of Mice and Men (John Steinbeck) / Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573) / Comparative Essay – comparing Street Car Named Desire and Of Mice and Men
Deterioration of relationships
Term 2 / English Language: An understanding of the nature and functions of language / 4 weeks / Students will analyse the nature of spoken language and how it is used to create speaker identity. They will explore the way that spoken language can be used to navigate relationships, taboo topics and social hierarchy. / Mastering Advanced English Language (Sara Thorne) / In this area of study students consider the way speakers and writers choose from a vast repertoire of language in order to vary the style of their language to suit a particular social purpose. They consider the features and functions of informal language in written, spoken and electronic interactions, understanding that the situational and cultural context of an exchange determines the language used / Research Report or Essay
Research report reflecting on the way that topics are managed within a social context. Students will need to produce a transcript and analyse this in an extended discussion.
Essay exploring the advantages and disadvantages of spoken and/or colloquial language.
Term 2 / Understanding the media: An analysis of how the media portrays events and issues / 4 weeks / Students will analyse and annotate various print texts on specific issues/events to understand how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response.
Students create and deliver a presentation that combines specific digital or media content, reflecting upon how the media has portrayed an event or issue. Students use organisation patterns, voice and language conventions, speaking clearly, coherently and with effect, using logic, imagery and non-verbal language to engage an audience. / Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
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)
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)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) / Oral Presentation and Written Analysisanalysing/exposing how the media has portrayed an event or issue. Presentation incorporates digital or media content (news broadcasts, images, headlines, excerpts from articles).
Term 2 & 3 / Poetry
Kath Walker -Oodgeroo of the Noonuccal and
Maya Angelou / 4 weeks
(Start end of Term 2) / Students will study poetic devices through the work of two poets. They will compare the two bodies of work, looking at similar thematic links, such as: racism, inequality, oppression and social change. Students will write a comparative essay, looking at the style of both poets and how universal ideas can be communicated through different contexts, using different language styles. / The Dispossessed, No more Boomerang, Dark Unmarried Mothers, Intolerance, Aboriginal Charter of Rights
I Know Why the Caged Bird Sings, Still I Rise, Men, Phenomenal Woman, Weekend Glory, Equality / Analyse and evaluate how the choice of text structures, language features, images and vocabulary contribute to the development of individual style, comparing a range of authors with similar and different styles
Read and view a wide range of texts, including texts from unfamiliar contexts and styles, and which use a range of thematic and intertextual connections, selecting comprehension strategies appropriate to the text and the purpose for reading
Analyse and evaluate how complex and unfamiliar values, beliefs and assumptions, are represented in texts
/ Passage (poem) analysis – Annotating and comparing two poems from each of the poets, and...
Comparative analysis assignment – creating an assignment that identifies the various stylistic and poetic devices used by each poet and the key themes each one explores
Literature
Great Expectations / 6 weeks / Students will study the classic Charles Dickens novel Great Expectations and understand the context of Victorian literature and the Industrial Revolution. They will complete a three passage analysis for the novel and write a comparative essay, comparing the text to two different film representations – an original black and white version (1946) and a contemporary version (2013). / Great Expectationsby Charles Dickens / Analyse and evaluate how the choice of text structures, language features, images and vocabulary contribute to the development of individual style, comparing a range of authors with similar and different styles
Read and view a wide range of texts, including texts from unfamiliar contexts and styles, and which use a range of thematic and intertextual connections, selecting comprehension strategies appropriate to the text and the purpose for reading
Analyse and evaluate how complex and unfamiliar values, beliefs and assumptions, are represented in texts
Create a wide range of sustained and coherent texts suitable for different purposes, context and audience that articulate complex values, beliefs and assumptions, and that demonstrate a range of thematic and intertextual connections with a broad range of other texts / Passage Analysis – analysing three passages of novel
Comparative Essay - Comparing novel to original film and contemporary version
Term 4 / Film Analysis
Whiplash(If time permits) / 3 weeks
(2 wks at end of Term 3 and 1 wk at start of Term 4) / Students will study cinematography by looking at the film Whiplash. They will comment on the ideas and concerns raised through the text. They will discuss the purpose of technical strategies used in the production of non-print texts and discuss how the viewer can be positioned by the text. / Whiplash / Construct a response to a text, including the use of appropriate metalanguage to discuss the textual features and textual evidence to support the response
Plan, rehearse and deliver oral presentations for a wide range of audiences and purposes, that articulate complex values, beliefs and assumptions, and that reflect a developed sense of style
Analyse and evaluate how the choice of text structures, language features, images and vocabulary in own and others’ presentations are manipulated to achieve particular effects / Oral Presentation (Week 1 – Term 4)–How does the film Whiplash position the viewer to experience an abuse of power through its cinematography?
English Language: An understanding of the nature and functions of language / 4 weeks / Students will study the relationship between language and culture. They will investigate the way that language reflects the identity of a nation and whether language shapes the way we think.
Students will also compare human communication to animal communication and identify the traits that make each unique. / Mastering Advanced English Language (Sara Thorne) / In this area of study students explore the nature of language and the various functions language performs in a range of contexts. They consider the properties that distinguish human communication as unique, the differences between modes of spoken and written language, and the relationship that exists between meaning and the rules that govern language use. Students learn that language is a highly elaborate system of signs and conventions, and that it is a meaning-making system both arbitrary and rule-governed, in that there are accepted systems, such as word order and affixation, that inform our use of language. / Short Answer Assessment Task and Language Profile on an Animal
Exam / 2 weeks / Exam
-Linguistics
-Passage analysis
-Essay
Year 11 StepUP / 1 week / Students will commence Year 11 English