Playing Beatie Bow
General Capabilities are evident across the unit and include Literacy, Personal and social capability, Information and communication technology capability and Critical and creative thinking.
The content in this unit of work links to the Australian Curriculum: English (Year 7).
Year 7 has been chosen as the focus for this unit because the demands in the Language, Literature and Literacy strands provide opportunities to examine closely and respond creatively to Playing Beatie Bow. It is acknowledged that similar opportunities exist for Year 8.
As described in the Year 7 Level Description in the Australian Curriculum: English, literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives.
| Language Language variation and change |
Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528) (EN4-2A) |
| Language for interaction |
Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) (EN4-8D) Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) (EN4-1A) |
| Expressing and developing ideas |
Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537) (EN4-3B) 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) (EN4-3B) |
| Literature Literature and context |
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619) (EN4-8D) |
| Responding to literature |
Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) (EN4-2A) Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) (EN4-1A) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) (EN4-5C) |
| Examining literature |
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) (EN4-1A) Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623) (EN4-1A) |
| Creating literature |
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) (EN4-6C) Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805) (EN4-4B) |
| Literacy Interacting with others |
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) (EN4-1A) Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804) (EN4-3B) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) (EN4-4B) |
| Interpreting, analysing, evaluating | Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) (EN4-2A) |
| Creating texts |
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) (EN4-4 B) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) (EN4-2A) |
Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).