Follow the rabbit proof fence
The content in this unit of work links to the Australian Curriculum: English Year 9. The Year 9 Achievement Standard is the basis for the rubric designed for the Receptive assessment task: Comparative Text Analysis, and the Productive Assessment Task.
General Capabilities evident across the unit include Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability, Ethical understanding and Intercultural understanding.
The cross-curriculum priority highlighted in this unit is Aboriginal and Torres Strait Islander histories and culture.
| Language Language for variation and change |
Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550) (EN5-3B) |
| Text structure and organisation | Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553) (EN5-2A) |
| Literature Literature and context |
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633) (EN5-8D) |
| Responding to literature |
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) (EN5-1A) 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 |
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636) (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) |
| Literacy Texts in context |
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739) (EN5-8D) |
| Interacting with others |
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811) (EN5-3B) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741) (EN5-2A) |
| Interpreting, evaluating and analysing |
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) 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).