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Content descriptions below link to Australian Curriculum: English (Year 9).
General Capabilities evident across the unit include Literacy, Information and communication technology (ICT) capability, Critical and creative thinking, Personal and social capability and Ethical understanding.
In this unit cross-curriculum priorities may be developed by individual teachers to meet the needs of their students and broader curriculum. For example, choosing Aboriginal and Torres Strait Islander focused picture books and oral traditions, or examining kinship and friendship within those cultures.
| Language Language for interaction |
Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551) (EN5-5C) Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552) (EN5-2A) |
| Text structure and organisation |
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553) (EN5-2A) Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556) (EN5-3B) |
| Expressing and developing ideas |
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560) (EN5-1A) Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561) (EN5-1A) |
| Literature Responding to literature |
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) (EN5-7D) |
| Examining literature |
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637) (EN5-4B) Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772) (EN5-6C) |
| Creating literature |
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773) (EN5-6C) Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638) (EN5-4B) |
| Literacy Interacting with others |
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742) (EN5-2A) Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743) (EN5-2A) Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744) (EN5-2A) Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745) (EN5-1A) |
| Creating texts |
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) (EN5-1A) Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747) (EN5-2A) Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748) (EN5-2A) |
Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA). The Year 9 Achievement Standards for both Receptive Modes (listening, reading, viewing) and Productive Modes (speaking, writing and creating) are used as the basis for a rubric for both Assessment Task 1 and Assessment Task 2.