Curriculum summary

Death Sentence

The content in this unit of work links to the Australian Curriculum: English Year 10.

General Capabilities evident across the unit include Literacy, Information and communication technology capability, Critical and creative thinking, Personal and social capability, Ethical understanding.

The cross-curriculum priority highlighted in this unit is Aboriginal and Torres Strait Islander histories and culture.

Language Language for interaction	Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) (EN5-5C) Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) (EN5-7D)
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) (EN5-3B) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) (EN5-3B) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) (EN5-3B)
Literature Literature and context	Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) (EN5-8D)
Responding to literature	Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640) (EN5-5C) 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) (EN5-3B) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) (EN5-7D)
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) (EN5-2A) 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) (EN5-3B)
Creating literature	Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) (EN5-5C) 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) (EN5-3B) Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) (EN5-6C)
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) (EN5-8D)
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) (EN5-1A) 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) (EN5-3B) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) (EN5-2A)
Interpreting, analysing, evaluating	Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) (EN5-8D) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) (EN5-2A)
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) (EN5-1A) 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) (EN5-2A) 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) (EN5-2A)

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