Year 12 English Learning Plan

Term 1
Curriculum Level 7

Created by Alisha Maas

To be reviewed end of Term 1, 2016
Achievement Objectives:

Making meaning
Listening, Reading,
Viewing

Creating meaning
Speaking, Writing,
Presenting

Purposes and audiences: Show a discriminating understanding of how texts are shaped
for different purposes and audiences.
Ideas: Show a discriminating understanding of ideas within, across, and beyond texts.
Language Features: Show a discriminating understanding of how language features are
used for effect within and across texts.
Structure: Show a discriminating understanding of a range of structures.
Purposes and audiences: Show a discriminating understanding of how to shape texts for
different purposes and audiences.
Ideas: Select, develop and communicate sustained ideas on a range of topics.
Language Features: Select and integrate a range of language features appropriately for a
variety of effects.
Structure: Organise texts, using a range of appropriate, coherent and effective structures.

Values:

Key Competencies:

Excellence
Innovation, enquiry and curiosity
Diversity
Equity
Community and Participation
Ecological Sustainability
Integrity
Respect

Thinking
Using language, symbols and texts
Managing self
Relating to others
Participating and contributing

21st Century Learning Skills

Collaboration
Knowledge Construction
Self-Regulation
Real world problem solving and
innovation
The use of ICT for learning
Skilled Communication

Formative Assessment Progress Grades for School Reports:

AS 91099 (2.2) Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence
AS 91100 (2.3) Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence
AS91101 (2.4) Produce a selection of crafted and controlled writing
AS91106 (2.9) Form developed personal responses to independently read texts, supported by evidence

Learning Outcomes Students will by the end of this term be able to:

Analyse a visual text, identifying a range of ideas and visual/oral features and show discriminating understanding of its
purpose and effect.
Close read a written text, identifying a range of ideas and language techniques and show discriminating understanding of its
purpose and effect.
Show progress on their writing portfolio, either with pieces that can later be reworked to improve craft and control, or pieces
that may already show sustained development and effective language.
Show progress on their personal responses to independently read texts with at least 2 pieces in their reading portfolio.
These pieces may require later work to improve the level of development and use of evidence.

Possible Resources that could be used in Term 1:

Short Story Miss Brill by Katherine Mansfield

Short Story The Bath by Janet Frame
Short Text The Bread
Film The Pianist directed by Roman Polanski
Song Lyrics Hero of War by Rise Against

Learner Needs: ESOL

Learner Needs: Maori and Pasifika

Scaffold literacy and prep tasks

Adapt tasks, e.g. Break Unfamiliar Text questions into
parts

Collaborative Learning Activities

Culturally Relevant Texts

Learner Needs: Gifted and Talented

Learner Needs: Below Level 6

Extension activities e.g. applying a wider range of

language techniques to their writing, more challenging

Use tutor as class assistant to reinforce key concepts

writing concepts, greater speed in completing personal

responses to texts and/or with more complex texts chosen.

Durati
on:

Class Activities:

Week 1

Introduction/Personal Responses to Texts:

Review Year 11 and each students academic results, setting goals for
their studies in 2016. Outline the Year 12 programme, the importance of
credit gathering and how this fits into the literacy requirements at this
level, the portfolio approach and scattered deadlines throughout the year.
Introduce the wide reading assessment and its requirements and
deadlines. Explain the task sheet and give students exemplars and
guidelines on how they could write/present their responses. Take students
to the library and allow them to get suitable books out to begin this
assessment.

Week 2

Week 3

Week 4

Short Stories:
Read the short stories Miss Brill by Katherine Mansfield and The Bath by
Janet Frame. Complete comprehension questions to show understanding
of the text and questions on the writers choice of techniques. Allow
students to identify a wider connection on the texts (A writers view on
older people) and identify issues that they see happening in society in
response to this generation. This thinking may go towards their Research
Internal in Term 3.
Unfamiliar Text:
Go over language techniques and complete an unfamiliar text practice on
The Bread. Students may also benefit from other unfamiliar text styled
questions from the short stories earlier taught, to help them get familiar

Prep Activities:

Assessme
nt:

Personal Reading/Written
Responses throughout
the term.

Completion of class
activities on text
comprehension and
writers techniques.

Revision of language
techniques and
Unfamiliar Text practice.

AS 2.3
Unfamiliar
Text
(Progress
Grade)

with the layout and level of this paper.

Week 5

Week 6

Writing Portfolio:
Using the short stories as a starting point/inspiration for a piece of writing,
introduce the Writing Achievement Standard and its task sheet.
Emphasise its portfolio nature and when pieces are expected to be due,
how it is marked etc. Then allow students time to begin to create a piece
of writing, either formal or creative. This piece may not be completed to
the students satisfaction in time, but will be marked as a
progress/indicative grade and stored in the students portfolio. This piece
may be parked for now and returned to later for further development and
improvement.
Personal Response #1 Due Week 5

Week 7

Week 8
Week 9

Week
10

Week
11

Drafting and crafting of a

piece of writing.

Personal Reading/Written
Responses throughout
the term.

Completion of film
related study tasks and
essay writing.

Visual Text Study:

Complete a film study on a text appropriate for Curriculum Level 7, e.g.
The Pianist, Whale Rider etc. Watch the film 1-2 times for student
understanding of the plot, and spend time after that focusing on
particular aspects of the text such as characters, setting, themes/ideas,
symbols/motifs, use of film techniques and the directors purpose.
Students should then be introduced to a previous exam paper to become
familiar with the types of questions expected of them. Perhaps essay
exemplars at this time would also be useful to show the differences in
grades and what is required at each level. Students should be given time
to choose a question and write an essay in response to the film studied.
This piece will be graded as a progress grade for this external

Drafting and crafting of a

piece of writing.

AS 2.4
Selection of
Writing
(Progress
Grade)
AS 2.9
Personal
Responses
to Texts
(Progress
Grade)
AS 2.2
Studied
Visual Text
Essay
(Progress
Grade)

AS 2.4
Selection of

assessment. This essay could also be used as part of a students writing

portfolio if they wish.
Writing Portfolio:
Using the film as an inspiration for a second piece, students will create
either a formal or creative piece of writing. Similar to last time, this may
not be completed to the students satisfaction in time, but will be marked
as a progress/indicative grade and stored in the students portfolio. This
piece may be parked and returned to later for further development and
improvement.
Personal Responses to Texts:
Personal Response #2 Due Week 10

Writing
(Progress
Grade)

AS 2.9
Personal
Responses
to
Independen
tly Read
Texts
(Progress
Grade)