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Year 11 2AB English 2013

OVERVIEW

The focus for 2A is LANGUAGE AND ACTION where you will develop language skills by exploring issues of concern or controversy, past or present, and examining the way language is used in relation to these topics. You will study the way in which language can be used to influence attitudes and bring about action or change, as well as ways in which such uses of language can be challenged and/or resisted.

The focus for 2B is LANGUAGE AND THE WORLD where you will examine the relationship between language and the world by exploring the way in which language offers particular ideas and information about topics, events or people.

Ms Sarah Pemberton Ms Suzy [email protected] [email protected]

Ms Nicole Hateley Mr Howie Jakeway

mailto:[email protected]


[email protected] [email protected]

SYLLABUS LINKS – KEY CONCEPTS

The following key concepts and syllabus links form the basis of this Course:

Understand the importance of language in constructing representations of historical people, places and events. Evaluate the degree to which representations are influenced by time and place. Examine the way persuasive language can be used to challenge ideas and ways of thinking. Explore the representations of power relationships in texts and evaluate how these are challenged or reinforced through language. Study the way in which particular issues and ideas are expressed, constructed, represented and critiqued through language. Learn to critically interpret the relationship between language and action and language and the world. Develop oral, visual and written language skills by learning to produce texts in a range of genres, which explore, produce, challenge

and/or subvert particular ways of thinking. Investigate the relationship between context, audience and purpose. Practice using nuances in language to influence meaning, and develop an understanding of the importance of connotation and audience

when making language choices. Understand the importance of textual conventions in effecting social action. Examine the influence of situational, social and economic contexts on the production and reception of texts. Investigate the influence of previous and co-existing texts on constructing particular readings of texts. Using a variety of reading practices, construct multiple readings of texts, including those that challenge dominant ideologies. Reflect on the influence of language. Explore the influence of culture on the construction of texts and the influence of purpose and audience on one’s use of language. Study the ways in which knowledge is expressed, constructed and represented in texts from different genres.



IMPORTANT INFORMATION – READ CAREFULLY

Each student will be supplied with a Course Outline for the main course and the Creative Transformations unit, an Assessment Outline and a copy of the relevant Syllabus and Glossary documents. Students are EXPECTED to familiarise themselves with these documents, paying particular attention to the Glossary and Syllabus and the key terms/concepts therein.

Penalties equivalent to 20% per day late will apply to all at-home work not submitted in hard copy by 5pm and through Turn It In by 11.59 pm on the due date. If a student is absent from school on any assessment date, they must provide a doctor’s certificate to explain their absence. Extensions for work will not be given unless arranged with the teacher prior to the due date and will only be given in exceptional circumstances. If, for legitimate reasons, Turn It In is not available to a student at the required submission time, he/she must email a copy of the assessment to the teacher before the deadline: the onus is on the student to ensure work is submitted on time.

Where required, a hard copy of all process, planning, drafting and editing work, including validations, is to be submitted no later than the day after the due date for digital submission of assessment work to Turn it In.

A hard copy of all assessment work (task sheet, assessment material and all process material) is to be stored in the classroom filing cabinet within 7 days of the return of the marked work.

It is an expectation that texts will be READ and/or VIEWED in full (1) prior to the beginning of the 2013 school year and then (2) read/viewed again immediately before the date they are scheduled to be studied in class.

It is essential that companion texts outlined in the program are read/viewed in full before study of the unit in which they are relevant. These are aimed at complementing the primary texts being studied in the course through building on knowledge of ideas and furthering critical literacy skills.

The English Department reserves the right to alter this course as required due to unforeseen circumstances or in response to the particular needs of this given cohort.

Please note that some assessment dates may changes due to unforseen circumstances. Students will always be given appropriate notification of this change well in advance of the assessment date.

Year 11 2AB English2013

Course Outline

“The power to question is the basis of all human progress.”Indira Gandhi

TERM 1 Weeks 1-3

OVERVIEW: IMAGE/NARRATIVE ANALYSISStudents will draw on the work they completed at the end of last year to continue their study into the representation of Indigenous Australians through contemporary Australian literature. They will begin this study by examining images and short stories with an Indigenous focus.

Core Knowledge

Reading and Reading PracticeReader ResponseImage AnalysisShort Story AnalysisGeneric ConventionsContext, Audience and Purpose

Core Texts:Assorted Australian Images“Payback” [Davis]“Fish And Chips” [Weller]“Herbie” [Weller]“Municipal Gum” [Noonuccal]“From Little Things” [Paul Kelly]“Treaty” [Yothu Yindi]“The Dead Heart” [Midnight Oil]“They Took the Children Away” [Roach]

Essential reading:Contexts and ConventionsChapter 2 – CharacterisationChapter 9 – Point of View

Teaching Sequence Content

Weeks 1-2

Student Learning Outcome: Students will revise the skills

Introduce course and discuss texts and units of study. Rules and expectations of the course. Introduce Creative Transformations. Introduction to Year 11 2AB English Wiki. Inquire into the meaning of the overarching proposition and identify issues and ideas relating to it.

they developed last year on image analysis and strengthen this through more complex analysis of more challenging images.

Skills: Visual Codes and Conventions Reading Practices Image Annotation Extended Response Writing Paragraph Structure

View and analyse a range of images representing the lives and culture of Indigenous Australians. Discuss the way these representations change and what would influence this change.

IMAGE ANALYSIS Review image codes and conventions and note clearly the difference between the two. Note that the terms

are not interchangeable. Gauge reactions, interpretations and points of view on these images. Locate these as arising from our

values, beliefs and/or attitudes. Inquire into why different interpretations are possible and introduce the concepts of readings, reading

practices and reading positions. Demonstrate and practise image annotation, analyses and responses, including exam style responses.

Week 3

Student Learning Outcome: Students will revise the skills

they developed last year on short story analysis.

Students will examine some of the ways that Indigenous Australians are represented in literature.

Skills: Narrative Codes and

Conventions Reading Practices Short Story Annotation Extended Response Writing Writing in Timed Assessments

SHORT STORY / POETRY/ SONG/ANALYSIS Review conventions of short stories and poetic devices. Read short stories such as “Payback” by Jack Davis, “Fish And Chips,” & “Herbie” by Archie Weller and

the poem, “Municipal Gum” by Oodgeroo Noonuccal, which also offer representations of Indigenous people and make links to those studied last year.

Listen to read and annotate the lyrics to a selection of songs (“From Little things Big things Grow, ” “Treaty,” “They Took the Children Away”), which offer an Indigenous perspective and link to identity and issues.

Demonstrate and practice short story annotation, analyses and responses, including exam style responses.

Task OneWritten ResponseTask: Students will be given a choice of two questions (unseen) and four images (seen) and will be asked to respond to two images (comparative essay) using their knowledge of visual conventions.Due: Week 3ATime: 50 minutesWeighting: 6%

TERM 1 Weeks 4-5

OVERVIEW: STAGE DRAMAStudents will understand the role of drama in representing the Indigenous experience in Australia through the study of excerpts from No Sugar. This will continue to develop understandings of the various ways Indigenous people are represented in Australian literature.

Core Knowledge

Context, Audience and PurposeIdeologyValues, Beliefs or AttitudesDramatic ConventionsProtest TheatreHegemonyCultural Assumptions and Ethnocentrism

Core Texts:No Sugar [Davis]

Essential reading:Contexts and ConventionsChapter 5 – Representations

Resources:“Bringing Them Home” ReportWaltzing the Wilarra[Milroy]


Weeks 4-5

Student Learning Outcome: Students will gain an

understanding of the way drama can be used as a vehicle of protest.

Students will use techniques for editing and revising their own work to understand how they can improve in future tasks.

Skills: Dramatic Codes and

Discuss the status of Aboriginal people in our Australia and different responses to indigenous issues. Explore how this knowledge influences a reading of No Sugar by Jack Davis. Brief introduction into the author Jack Davis and the notion of protest theatre. Analysis of excerpts from the play, with reading, performance and close analysis in class. Link this analysis to the overarching statement and the conflicts and characters of the text: namely,

A.O. Neville, Jimmy, Mr. and Matron Neal, Frank Brown, Billy Kimberley and the constabulary. Explore the effectiveness of this play in highlighting the injustices perpetrated against the Aboriginal

people and how its advocacy of Aboriginal rights gives voice to this marginalised group. Debate the continued relevance of the play.

Task Two AWritten ProductionTask: Students will write an essay in response to a question (unseen) on the representation of Indigenous Australians in written texts studied. Students will be required to make use of their knowledge of both narrative and dramatic texts.

Conventions Reading Aloud Extended Response Writing Writing in Timed Assessments Editing, Revision and

Implementation of Feedback

Due: Week 6BTime: 60 minutes (during double)Weighting: 8%

Task Two BWritten InvestigationTask: Using a series of evaluative questions, students will be required to evaluate their essay in light of the feedback provided by their teacher. Evaluation will focus on their ability to answer the question, their knowledge of the texts and their use of grammar, punctuation and spelling. Students will also be required to rewrite one paragraph of their essay as part of this evaluation.Due: Week 9ATime: At HomeWeighting: 4%

TERM 1 Weeks 6-9

OVERVIEW: FEATURE FILMStudents will examine a modern representation of Indigenous culture and examine the importance of texts such as Samson and Delilah in raising awareness of the conditions currently faced by Indigenous Australians.

Core Knowledge

Context, Audience and PurposeIdeologyValues, Beliefs or AttitudesFilm ConventionsHegemonyCultural Assumptions and Ethnocentrism

Core Texts:Samson and Delilah [Thornton]

Essential reading:Readings and ResponsesChapter 9 – Feature FilmContexts and ConventionsChapter 5 - Representations

Resources:The Secret Country[Pilger]Compass: “Stolen Generation”


Week 6

Student Learning Outcome: Students will understand how

the conditions currently experienced by Indigenous teenagers in Australia can be represented.

Skills: Filmic Codes and Conventions Themes vs Issues Reading Practices Importance of Context,

View the feature film Samson & Delilah. Make extensive notes while viewing on subjects such as the story, themes and messages, filmic codes and

narrative conventions. Key scene analysis of the film. Explore how the film constructs a confronting, yet accessible, representation of Aboriginal life in remote

communities.

Audience and Purpose.Week 7

Student Learning Outcome: Students will demonstrate their

understanding of dramatic conventions through the construction of their own short drama scene.

Skills: Dramatic Codes and

Conventions Extended Writing Editing and Revision

Students will be given time in class in this week to work on the construction of their first Creative Transformations task.

Students will be supported by their teacher and their previous study of the genre in which they are writing.

Task Three – Creative Transformations #1Written ProductionTask: Students will write a short drama scene, in the style of No Sugar, reflecting an issue that is of importance to Indigenous Australia. Students will be assessed on their ability to employ the conventions of drama to create strong, convincing characters and convey a clear idea or message. As with all Creative Transformations tasks, this will be completed at home, however the conventions of drama and how to write it will be discussed in class through the study of excerpts from No Sugar. The final copy will be submitted through Turn It In.Due: Week 8BTime: At HomeWeighting: 3%

Weeks 8-9

Student Learning Outcome: Students will consider the

didactic role of film in raising awareness and educating the community.

Skills: Filmic Codes and Conventions Themes vs Issues Reading Practices Importance of Context,

Audience and Purpose.

Film language analysis, particularly in light of the paucity of dialogue in the film, its emphasis on the image (the twenty first century equivalent of oral story telling) and the music accompanying the film.

Explore issues represented in the film such as the complexity of love, exploitation, inequality, violence against women, the role of Christianity, mainstream denial, petrol sniffing, homelessness, and access to support services.

Frame these issues within the context of Aboriginal people being the most-disadvantaged group in Australian society in terms of all major indicators.

Explore how this film can be read as simultaneously exploring both the gaps and bridges that exist between white and indigenous worlds, and how it works to enhance viewer’s understandings of a world that is more often than not rendered invisible, silenced or subject to reductive conclusions.

Debate whether the film can be seen as a “back-handed post-Sorry film” as some critics have claimed. Investigate Samson & Delilah as a film that challenges the assumptions not only about cultures but also

perceptions of cultures. Position ‘culture’ as most often being co-opted by Western and non-Indigenous interests and criteria. Link

this to the concept of ethnocentrism: a narrow perception of culture in which the dominant culture is always the cultural benchmark.

TERM 1 Week 10 – TERM 2 Week 2

OVERVIEW: EXPOSITORY WRITINGStudents will examine the expository genre and explore the notion of ‘versions of truth’ when examining the perspective offered by an expository text.

Core Knowledge

Sociocultural and Sociohistoric ContextExpository Codes and ConventionsLanguage and PersuasionContext, Audience and PurposeCharacterisationReader PositioningRevisionism and Subversion

Core Texts:Hiroshima [Hersey]

Essential reading:Readings and ResponsesChapter 7 – Expository Writing

Resources:The Diary of Anne Frank[Frank]“The Perils of Indifference”[Wiesel]


Weeks 10-11

Student Learning Outcome: Students will understand the

way an expository writer employs techniques to generate particular responses in his audience.

Students will understand the social impact that expository texts can have in presenting a previously unseen point of view.

Skills: Expository Codes and

Conventions

Explore conventions of the expository genre and clearly delineate reader expectations of it. Close analysis of Hiroshima. Explore contexts, purposes and audiences. Analyse characterisation and reader positioning – note the difference between character and

characterisation when discussing this technique in expository texts. Explore the controversy around the initial publication of Hiroshima in The New Yorker magazine in

August 1946 at http://www.herseyhiroshima.com/hiro.php Link this to the overarching proposition and the contextual immediacy of an American (Hersey)

presenting what many of his fellow citizens took to be an anti-American stance on the bombing. Explore how Hersey’s selection of information, and his choice of language and structure, work

persuasively to encourage his intended audience to reject nuclear warfare.

http://www.herseyhiroshima.com/hiro.php

Importance of Context, Audience and Purpose

Reader PositioningWeeks 1-2

Student Learning Outcome: Students will develop skills in

debating ideas and points of view, including justifying their own opinions on a particular topic.

Skills: Expository Codes and

Conventions Importance of Context,

Audience and Purpose Reader Positioning Articulating Arguments Extended Writing Writing in Timed Assessments

Task Six - begin research into an issue of the student’s choice (approved by the teacher). One period per cycle will be allocated to this research, and students will be expected to continue this in their own time. This issue will form the basis for Tasks Seven, Nine and Eleven. Students will be required to keep their digital portfolio and submit it prior to submission of each of the above tasks.

Explore the relevance of the text in 1946 (post-WWII) and 2012 (post-Fukushima/Chenobyl). Debate the idea that if we are to progress towards peace as a global community we must confront difficult

questions about the necessity and success of initiatives such as the bombings of Hiroshima and Nagasaki. What do we need to question now: Globalisation, Iraq, Iran, Afghanistan, capitalism?

Explore how Hersey’s text encourages inquisitiveness.

Task Four – Reading/Viewing ResponseWritten ResponseTask: Students will have 60 minutes to complete two short responses to an unseen non-fiction passage and an unseen image. This assessment will mirror the Reading and Viewing sections of the exam and acts as preparation/revision.Due: Week 2ATime: 60 minutes (during double)Weighting: 6%

TERM 2 Weeks 3-5 Core Knowledge Essential reading:

OVERVIEW: EXAMINATION PREPARATIONStudents will spend time in class revising key concepts and reviewing past examination papers to prepare them for their Semester One examinations.

Context, Audience and PurposeConventions of Image, Short Story, Film, Drama and Expository TextReader Positioning/Response

Contexts and ConventionsChapter 13 – Study and Exam Techniques

Resources:Notes from previous studyWiki – Past Papers


Weeks 3 - 5


requirements of the examination and develop techniques for success.

Skills: Extended Writing Writing in Timed Assessments Generic Conventions of Genre Techniques for Reader

Positioning

Revise key concepts studied so far this year. Practice articulating these concepts through extended pieces of writing. Review past examination papers and discuss techniques for success in examinations.

Task Five Exam (Reading, Writing, Viewing):Length: 3 hours + 10 minutesDue: Week 4 - 5Weighting: 10%

TERM 2 Week 6 – TERM 3 Week 3 Core Knowledge Core Texts:To Kill A Mockingbird [Lee]

OVERVIEW: NARRATIVE FICTIONStudents will be introduced to the concepts of ‘literary value’ and ‘intertextuality’ through a study of two narrative fiction texts. Students will examine the texts individually and examine their place within literature, and they will then use the texts concurrently to explore the four pillars of intertextuality: allusion, representation, genre and archetype.

Characterisation and ChangeNarration and Point of ViewNarrative AnalysisIssues and ThemesGenre: BildungsromanIntertextuality

(extended extracts)Jasper Jones [Silvey]

Essential reading:Readings and ResponsesChapter 4 – Reading IntertextuallyChapter 8 – Prose FictionContexts and ConventionsChapter 4 – Intertextuality and Genre

Resources:The Help [Stockett]


Week 6


understanding of narrative conventions through the construction of their own short story.


Conventions Extended Writing Editing and Revision

Students will be given time in class in this week to work on the construction of their second Creative Transformations task.


Task Six A – Digital PortfolioWritten/Visual InvestigationTask: Students will choose an issue (approved by the teacher) and compile a digital portfolio of information surrounding this issue. Research into this issue will begin in Week 1 of Term 2 and will continue throughout the year. Students will submit their digital portfolio one week before their Creative Transformations task is due, and it will be marked in three separate submissions. The research on the issue will inform the completion of Tasks Six B, Eight B and Ten B and C.First Submission Due: Week 7A.Time: At home and in class (1 period per cycle)Weighting: 3%

Task Six B – Creative Transformations #2Written Production

Task: Students will write a short story that was informed by the issue chosen for their Digital Portfolio. Students will be assessed on their ability to manipulate the conventions of the short story genre to control character, structure and their chosen issue/idea. As with all Creating Transformations tasks, students will complete the task at home but will be guided in structure and style by their study of short stories at the beginning of Term One. The final copy will be submitted through Turn It In.Due: Week 8BTime: At HomeWeighting: 3%

Weeks 7-8


important role texts play in communicating values and beliefs and how this can extend beyond the time when a text is produced.

Students will demonstrate skills in the analysis of narrative fiction with a focus on characterisation, themes and intertextuality.


Conventions Conventions of Genre:

Bildungsroman Intertextuality Annotation of Print Texts Thematic Analysis Point of View/Representation

Brief overview of race relations in the USA and the Civil Rights Era of the 1950s and 60s. Review understanding of narrative elements. Analyse key scenes from To Kill A Mockingbird and discuss their importance to the narrative. Discuss

the general structure of the text, making links to the bildungsroman genre. Identify key themes in Lee’s novel. Discuss different ways the novel can be read and what is valued by

different audiences. Investigate the representation of the black community through the construction of the characters of

Calpurnia and Tom. Explore the archetype of the hero through the construction of the character of Atticus Finch and debate

how he represents justice and the nobility of humankind. Consider this in light of the overarching statement.

Study the narration of Scout and how the allocation of point of view establishes particular ways of seeing the world. Discuss her function as the naïve narrator.

Conduct close analysis of the key scenes in groups with a focus on characterisation, setting, themes and structure. Complete a range of comprehension exercises with short answer and extended responses.

Week 9 (T2) – Week 3 (T3)


understanding of the concept of intertextuality through their analysis of Jasper Jones in conjunction with TKAM.

Students will demonstrate a greater understanding of the conventions of narrative fiction with a focus on characterisation, style and structure, themes and point of view.


Conventions Conventions of Genre:

Bildungsroman Intertextuality Annotation of Print Texts Thematic Analysis Point of View/Representation Extended Response Writing Writing in Timed Assessments

Complete activities focusing on exploring the plot, structure, characterisation, point of view, issues and themes of Jasper Jones.

Understand the qualities of an in-depth and comprehensive character analysis – focus/guide questions. Introduce the concept of intertextuality and explore the four pillars: allusion, representation, genre and

archetype. Explore intertextual links between To Kill A Mockingbird and Jasper Jones by explicit discussion and

analysis of excerpts from Jasper Jones focusing on the four pillars of intertextuality and how they appear in the two texts.

Explore the generic structure of the novel as a bildungsroman and compare the ‘growing up’ of Scout and Jem, to Charlie Bucktin, Jasper Jones and Jeffery Lu. Compare the representation of fathers, villains etc.

Debate who fulfils the role of the ‘hero’ in the text. Make connections to the drama and feature film previously studied this semester. Discuss how each text

works to subvert cultural assumptions about race and to resist racist, ethnocentric, xenophobic, discriminatory and inequitable ideologies that form the basis of these assumptions.

Task Seven – Intertextuality EssayWritten ProductionTask: Students will be required to make reference to Jasper Jones, To Kill A Mockingbird and other texts they have studied in an essay that demonstrates their understanding of the key concepts of intertextuality. This essay will be completed in class in a 60 minute time slot. Two questions will be provided prior to the assessment day. Students will plan for both questions and then one will be chosen on the day. Plans will be submitted and will account for 10 of the total 25 marks.Due: Week 3ATime: 60 minutes (in double period)Weighting: 8%

TERM 3 Weeks 4-5

OVERVIEW: RHETORIC

Core Knowledge

Sociocultural and Sociohistoric Context

Resources:Chief Seattle Speech

Students will analyse a range of speeches considered significant in the history of race relations in Australia. They will analyse the techniques used to create them and explore how rhetoric can be used as a tool to effect change.

Rhetorical Codes and ConventionsLanguage and PersuasionContext, Audience and PurposeAudience Positioning

Essential reading:Contexts and ConventionsChapter 10 – Rhetoric

Core Texts:“Sorry Speech” [Rudd]“Breaking the Australian Silence” [Pilger]“Maiden Speech to House of Representatives” [Wyatt]“Redfern Address” [Keating]Other Assorted Speeches – Teacher Selected


Weeks 4-5


ways that persuasive and rhetorical devices are used in oratory to influence and persuade the audience.

Skills: Persuasive Devices Structure/Stylistic Devices

Importance of Context, Audience and Purpose

Annotation of Texts

Revise key issues covered earlier in the year to do with the treatment of Indigenous Australians and their place in Australian society today.

Revise persuasive devices and explore various rhetorical devices that are used by speech writers. What is the effect of these devices on the audience?

Research and discuss the social context of Kevin Rudd’s “Sorry Speech”. What was the social climate like at this time in Australian history?

View the speech:http://australia.gov.au/about-australia/our-country/our-people/apology-to-australias-indigenous-peoples

As a class, discuss and record student responses to the speech. Debate the extent to which personal context has influenced responses.

Read and closely annotate the speech. Explore its persuasive and rhetorical devices and provide justification for why they have been used and their effect on the audience.

Research contextual information surrounding John Pilger’s delivery of “Breaking the Australian Silence”. Briefly familiarise students with Pilger’s work (http://johnpilger.com/) and his place in Australian society as an advocate for Indigenous rights.

Gain an understanding of the ‘Sydney Peace Prize’ and why Pilger was awarded it. Ensure students understand the context, audience and purpose of the speech.

As a class, read and annotate Pilger’s speech, discussing issues as they arise. Students should have read and prepared their opinions on the speech prior to it being studied in class to encourage more lively,

http://johnpilger.com/

http://australia.gov.au/about-australia/our-country/our-people/apology-to-australias-indigenous-peoples

thoughtful debate. Identify the persuasive and rhetorical devices Pilger has used, discuss why he has used them and debate

their effectiveness. Students should then select one of the remaining two speeches to conduct their own, independent analysis

using the skills they have already developed as a class. When deconstructing the speech, students should consider the context, audience and purpose, the persuasive and rhetorical devices used and their own personal response to both the content and effectiveness of the speech.

As a class, share and feed back on the two final speeches and draw some conclusions about the successful use of a range of persuasive and rhetorical devices.

TERM 3 Weeks 6-10

OVERVIEW: ADVERTISINGDuring this unit students will examine several issues-based advertising campaigns to evaluate the tools that are used by global companies to raise awareness of prominent world issues.

Core Knowledge

Image Codes and ConventionsPersuasive ConventionsContext, Audience and PurposeValues, Beliefs and Attitudes

Essential reading:Contexts and ConventionsChapter 6 – Visual Language

Core Texts:Selected Advertisements and

Students will debate the success of these campaigns and the power of advertising to effect social change.

Sociocultural and Environmental Issues Campaigns (provided by the teacher)


Week 6

Student Learning Outcome: Students will understand the role

of advertising in the 21st Century and how this differs from previous decades.

Students will begin to articulate what makes an advertisement successful through the close analysis of persuasive, visual and verbal conventions.

Skills: Image Codes and Conventions Persuasive Language Annotation of Visual Images Targeted Research Open Discussion

As a class, conduct research and engage in discussion to develop a modern definition of the term ‘advertising’. Explore how advertising has moved beyond advertising in magazines and on television and is now prominent in the social media space.

Discuss what makes a successful advertisement and provide examples to support the discussion. Deconstruct these advertisements (modelled by teacher) into their various components and discuss the

relative importance of each. Revise AIDA formula and its application. Explore the place that persuasive language has in advertising.

Week 7


understanding of rhetorical conventions through the construction of their own persuasive speech.

Students will be given time in class in this week to work on the construction of their third Creative Transformations task.


Task Eight A – Digital PortfolioWritten/Visual InvestigationTask: Students will choose an issue (approved by the teacher) and compile a digital portfolio of information surrounding this issue. Research into this issue will begin in Week 1 of Term 2 and will continue throughout the

Skills: Persuasive Conventions Rhetorical Devices Extended Writing Editing and Revision

year. Students will submit their digital portfolio one week before their Creative Transformations task is due, and it will be marked in three separate submissions. The research on the issue will inform the completion of Tasks Six B, Eight B and Ten B and C.Second Submission Due: Week 7A.Time: At home and in class (1 period per cycle)Weighting: 3%

Task Eight B – Creative Transformations #3Written ProductionTask: Students will write a speech on the topic chosen for their digital portfolio, demonstrating their understanding of the persuasive language conventions studied in the advertising unit. They will be assessed on their ability to manipulate these language conventions for particular effects according to a chosen context, audience and purpose. As with all Creative Transformations tasks, students will complete the task at home, but will be guided through study of a range of persuasive texts. The final copy will be submitted through Turn It In.Due: Week 8BTime: At HomeWeighting: 3%

Week 8 - 10

Student Learning Outcome: Students will examine the

manner in which cohesive devices are used within an advertising campaign to convey a single message.

Students will be able to articulate the place of advertising, particularly through social media, in educating the public about prominent world issues.

Week 8 – Progress check on Task Eleven. Students should present to their teacher their planning/brainstorms, materials they have collected and the work they have completed to date.

Examine, deconstruct and analyse a range of advertising campaigns chosen by the teacher. Each campaign will address an issue that is prominent in our world today.

For each campaign, discuss how the advertisements were constructed, their use of persuasive techniques and how the ads target a specific audience.

Debate the effectiveness of the campaign by looking carefully at its central issue and debating the most effective ways to raise awareness of this issue.

Students will research and find their own issues-based campaigns and, using the skills they have developed in class, construct detailed analyses of their chosen campaign. These analyses should consider: context, audience, purpose, visual techniques, persuasive devices and the overall success of the campaign.

Discuss the place of social media in advertising and the increasing trend of advertising being interactive rather than passive. What does this trend reflect about our values and attitudes?

Research and debate the ‘action’ part of the AIDA formula. In issues-based campaigns, action is essential, but our egocentric world is making it increasingly difficult

Skills: Image Codes and Conventions Persuasive Language Annotation of Visual Images Targeted Research Open Discussion

to get people to take action. Analyse the devices advertisements and campaigns use to encourage people to take action and evaluate whether they are effective. Discuss other methods that could be used.

Debate whether advertisements really can change our world. Are they worth the millions spent on them?

Task Nine – Recording of SpeechOral ProductionTask: Students will be required to submit a video recording of the speech they wrote for their Creative Transformations Task Eight B that demonstrates the ability to deliver a persuasive speech. Students will be marked on their eye contact, body language, tone, pace, clarity and the overall impression created by their delivery.Due: Week 1A, Term 4Time: At HomeWeighting: 5%

TERM 4 Week 1

OVERVIEW: VISUAL/ORAL PRODUCTIONStudents will be given time in class during this week to work in their groups on the Visual Production/Oral Production task. Students are expected to have completed the specified planning components prior to this week.

Core Knowledge

Conventions of Image/FilmPersuasive Language TechniquesContext, Audience and Purpose

Resources:Notes, research and any work already done towards production.

Visual and Oral Production exemplars completed by previous 2AB students.

Essential reading:

Contexts and ConventionsChapter 3 – Journalism, News and Current Affairs: Constructing Reality


Week 1


ability to work collaboratively with their peers to create a joint project.

Students will continue to develop skills in editing and reviewing, both their own work and others.

Skills: Use of Technology Teamwork and Collaboration Feedback and Review Visual/Filmic Conventions Persuasive Techniques

Students will be given time during this period to work in class on their Visual and Oral Productions. This should involve continuing the work already started by the students prior to Term Four.

Students will have access to computer labs during this time, however if they have already commenced production it is recommended they use a laptop or portable device which they can bring to school during this time.

Work during this time will be student directed according to where each individual groups is up to with the task. Students may also use this time to review the work they have done so far with their teacher.

Please also note that English teaching staff will arrange time to use the Macintosh Labs at the school and students are NOT to ask media teachers or other teachers outside the department for their time or assistance. The time arranged may be inside and/or outside of the normal class time but will be supervised by English staff.

NB. On the submission date, Task 10B and 10C will be submitted to the teacher on CD, USB, DVD or downloaded directly onto the teacher’s hard drive. They must be compatible with the technology being used to view and mark it and ready to view in full.

Task Ten A – Digital PortfolioWritten/Visual InvestigationTask: Students will choose an issue (approved by the teacher) and compile a digital portfolio of information surrounding this issue. Research into this issue will begin in Week 1 of Term 2 and will continue throughout the year. Students will submit their digital portfolio one week before their Creative Transformations task is due, and it will be marked in three separate submissions. The research on the issue will inform the completion of Tasks Six B, Eight B and Ten B and C.Third Submission Due: Week 2B.Time: At home and in class (1 period per cycle)Weighting: 3%

Task Ten B & C – Visual Production/Oral ProductionVisual Production/Oral ProductionTask: In pairs, students will produce a short persuasive video on an issue chosen by one member of the group for their digital portfolio. The video is to be 5 - 7 minutes in length and could take the form of a short documentary, an interactive powerpoint, a short film, a social justice advertising campaign or a community presentation. The pair will then evaluate their video through their oral production. This must be filmed and be 8 - 10 minutes in length. In the oral validation, students will analyse the choices they made in the construction of the visual production, how they reached their target audience and the overall purpose of the production. Both videos must be submitted to the teacher on a USB or DVD or downloaded directly to the teacher's laptop.Due: Week 2BTime: At Home + 5 periods in classWeighting: VP – 10%, OP – 10%

TERM 4 Weeks 2-5

OVERVIEW: EXAMINATION REVISIONStudents will spend time in class revising key concepts and reviewing past examination papers to prepare them for their Semester One examinations.

Core Knowledge


Essential reading:Contexts and ConventionsChapter 13 – Study and Exam Techniques

Resources:Notes from previous studyWiki – Past Papers


Weeks 2-5

Student Learning Outcome: Students will understand what

will be required of them for their examination and will have techniques to enable them to succeed.

Skills: Extended Writing Writing in Timed Assessments Generic Conventions of Genre Techniques for Reader

Positioning

Revise key concepts studied so far this year. Practice articulating these concepts through extended pieces of writing. Review past examination papers and discuss techniques for success in examinations.

Task Eleven Exam (Reading, Writing, Viewing):Length: 3 hours + 10 minutesDue: Week 4 - 5Weighting: 15%

TERM 4 Weeks 6-8

OVERVIEW: PREPARATION FOR YEAR 12Students will spend time reviewing their exams with their teacher before beginning work for their chosen Year 12 course.

Core Knowledge


Resources:Notes from previous study

2014 Course Introduction Program (provided by teacher)


Weeks 6-8

Student Learning Outcome: Students will develop their

analytical and reviewing skills to

Review examination papers, and analyse performance regarding textual knowledge, skills knowledge, time management, writing proficiency and use of supporting evidence.

Identify areas of improvement and, under direction from the teacher, rewrite portions of the examination to put these improvements into practice immediately.

Following the completion of examination review, students will be split into their 2014 Year 12 courses. A separate program will be distributed to each student, according to their chosen course.

critically analyse their performance in the exam and identify areas for improvement.

Students will begin to transfer the skills and concepts learnt so far this year to their chosen course for Year 12.

Skills: Editing and Review Analytical Reading and

Annotation of Texts Research Extended Writing Notemaking

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