Curriculum summary

True history of the kelly gang

The content in this unit of work links to the Australian Curriculum: Senior Secondary English Unit 2.

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

Unit 2 of Senior Secondary English has been chosen as the focus for this unit. As described in the Australian Curriculum: In Unit 2, students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and mediums, students consider the interplay of imaginative, interpretive and persuasive elements in a range of texts and present their own analyses. Students examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing attitudes, values and perspectives. Through the creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.

The Performance Standards for Units 1 and 2 Senior Secondary English are the basis for the rubrics designed for this unit.

Unit 2 Compare texts in a variety of contexts, mediums and modes by:	explaining the relationship between purpose and context (ACEEN021) analysing the style and structure of texts including digital texts (ACEEN022) evaluating similarities and differences between hybrid texts, for example, infotainment, product placement in movies, hypertext fiction. (ACEEN023)
Investigate the representation of ideas, attitudes and voices in texts, including:	analysing the ways language features, text structures and stylistic choices shape points of view and influence audiences (ACEEN024) evaluating the effects of rhetorical devices; for example, emphasis, emotive language and imagery in the construction of argument (ACEEN025) analysing the effects of using multimodal and digital conventions such as navigation, sound and image (ACEEN026) analysing how attitude and mood are created; for example, through the use of humour in satire and parody. (ACEEN027)
Analyse and evaluate how and why responses to texts vary through:	the impact of language and structural choices on shaping own and others’ perspectives (ACEEN028) the ways ideas, attitudes and voices are represented; for example, how events are reported differently in the media (ACEEN029)
Create a range of texts:	developing and sustaining voice, tone and style (ACEEN034) selecting and applying appropriate textual evidence to support arguments (ACEEN035) using strategies for planning, drafting, editing and proofreading (ACEEN036) using accurate spelling, punctuation, syntax and metalanguage (ACEEN037)
Reflect on their own and others’ texts by:	analysing the values and attitudes expressed in texts (ACEEN038) evaluating the effectiveness of texts in representing ideas, attitudes and voices (ACEEN039) explaining how and why texts position readers and viewers (ACEEN040)

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