THE SIMPLE GIFT
General Capabilities evident across the unit include Ethical understanding, Literacy, Critical and creative thinking, and Personal and Social capability.
Content links to the Australian Curriculum English: Year 10 and Senior Secondary: English (Unit 2).
| English Year 10 Language | Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566) Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569) Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) |
| Literature | Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) 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) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) 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) Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774) Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) |
| Literacy | 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) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) 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) |
| English (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) |
| 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) 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: | using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences (ACEEN032) experimenting with text structures, language features and multimodal devices (ACEEN033) 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) |
| 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) |