Escolar Documentos
Profissional Documentos
Cultura Documentos
CurriculumF10
Year9
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand
learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents
knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds
onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded.
InYears9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeoffaceto
faceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocalcommunity,
vocationalandglobalcontexts.
Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderangeof
literarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude
varioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramaticperformances
andmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningandintertextual
references.Studentsdevelopacriticalunderstandingofthecontemporarymedia,andthedifferencesbetweenmediatexts.
TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof
AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic
andcontemporaryworldliterature,includingtextsfromandaboutAsia.
LiterarytextsthatsupportandextendstudentsinYears9and10asindependentreadersaredrawnfromarangeofgenres
andinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiplepurposes.
Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,andethicaland
globaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextsrepresenta
synthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeofspecialisedtopics.
Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents,indexesand
glossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahighproportionof
unfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedbyvarioustypesof
graphicspresentedinvisualform.
Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures,
performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews.
Language
Languagevariationandchange
UnderstandthatStandardAustralianEnglish
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identifyingsomeofthechangesinthegrammarofEnglishovertime,
forexamplefromtheeandthoutoyou
exploringexamplesofGlobishEnglish
isalivinglanguagewithinwhichthecreation
andlossofwordsandtheevolutionofusage
isongoing(ACELA1550)
Languageforinteraction
Understandthatrolesandrelationshipsare
developedandchallengedthroughlanguage
andinterpersonalskills(ACELA1551)
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identifyingthevariouscommunitiestowhichstudentsbelongandhow
languagereinforcesmembershipofthesecommunities(theintimate
languageoffamilymembers,thejargonofteenagegroups,the
technicalityofsomeonlinecommunities,thelanguagespecificto
recreationalgroups,theinteractionpatternsoftheclassroom,the
commonalitiesinmigrantandculturalgroups)
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English
Investigatehowevaluationcanbeexpressed
CurriculumF10
directlyandindirectlyusingdevices,for
exampleallusion,evocativevocabularyand
metaphor(ACELA1552)
Textstructureandorganisation
Understandthatauthorsinnovatewithtext
comparingtextsthatuseevaluativelanguageindifferentwaysprint
advertisements,editorials,talkbackradioandpoetryandidentifying
wordingsthatappraisethingsindirectly,throughevocativelanguage,
similesandmetaphorsthatdirecttheviewsofthereadersinparticular
ways
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experimentingwithwaystopresentpersonalviewpointsthroughwith
innovatingwithtexts
sequencinganddevelopinganargumentusingbasiclanguage
structuresthatsuggestconclusions(therefore,thusands o)orgive
reasons(since,because)orsuggestconditionals(ifthen)
experimentingwiththeuseofcolonsandsemicolonsinexpositions
andotherextendedwritingtoimproveprecisionandclarityof
expression
investigatinginstancesofcolonsandsemicolonsinexpositorytexts
anddiscusstheirusesinelaboratingonandclarifyingideasin
complexsentences
structuresandlanguageforspecific
purposesandeffects(ACELA1553)
Compareandcontrasttheuseofcohesive
devicesintexts,focusingonhowtheyserveto
signpostideas,tomakeconnectionsandto
buildsemanticassociationsbetweenideas
(ACELA1770)
Understandhowpunctuationisusedalong
withlayoutandfontvariationsinconstructing
textsfordifferentaudiencesandpurposes
(ACELA1556)
Expressinganddevelopingideas
Explainhowauthorsexperimentwiththe
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identifyingandanalysingaspectsofrhetoricinspeechesdrawnfrom
contemporaryandearliercontextsandstudentscreatingspeechesof
theirown
exploringsectionsofacademicandtechnicaltextsandanalysingthe
useofabstractnounstocompactanddistilinformation,structure
argumentandsummariseprecedingexplanations
investigatingtheuseofsymbols,forexampletheflag,thediggershat
andtheSouthernCrossinimages,filmsandpicturebooks,and
evaluatingtheircontributiontoviewersunderstandingofissues,for
examplenationalidentity,recognisingthatvisualandverbalsymbols
havedifferentmeaningsfordifferentgroups
comparingandcontrastingvocabularychoicesininformativeand
narrativetexts,consideringhowtheyareusedtocreateprecise
information,abstractideasand/orstylisticinterpretationsoftexts
identifyingexamplesofacronyms,abbreviationsandproprietarywords
whichareusedcreativelyintexts
structuresofsentencesandclausestocreate
particulareffects(ACELA1557)
Understandhowcertainabstractnounscan
beusedtosummariseprecedingor
subsequentstretchesoftext(ACELA1559)
Analyseandexplaintheuseofsymbols,
iconsandmythinstillandmovingimages
andhowtheseaugmentmeaning
(ACELA1560)
Identifyhowvocabularychoicescontributeto
specificity,abstractionandstylistic
effectiveness(ACELA1561)
Understandhowspellingisusedcreativelyin
textsforparticulareffects,forexample
characterisationandhumourandtorepresent
accentsandstylesofspeech(ACELA1562)
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English
CurriculumF10
Literature
Literatureandcontext
Interpretandcomparehowrepresentationsof
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exploringandreflectingonrepresentationsofvalues(forexamplelove,
freedom,integrity)inliteraturedrawnfromculturesandtimesdifferent
fromthestudentsown
exploringandreflectingonpersonalunderstandingoftheworldand
humanexperience,interpretedinliteraturedrawnfromculturesand
timesdifferentfromthestudentsown
reviewinghistoricalfictionornonfictionwrittenbyandaboutthe
peoplesofAsia
analysingliterarytextscreatedbyandaboutAboriginalandTorres
StraitIslanderpeoples(includingdocumentaries,picturebooks,print
textsandothermultimodaltexts)andalsotextsincludingfilm
producedbyandaboutpeoplesofAsianbackground,andconsidering
thedifferentwaysthesetextsrepresentpeople,places,thingsand
issues
peopleandcultureinliterarytextsaredrawn
fromdifferenthistorical,socialandcultural
contexts(ACELT1633)
Respondingtoliterature
Presentanargumentaboutaliterarytext
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interrogatingandmakingjudgmentsaboutatext,comparingothers
ideasagainstthestudentsownandreachinganindependent
decisionorsharedconsensusabouttheinterpretationsandideas
expressed
reflectingonanddiscussingresponsestoliteratureincludingplot
events,settingdetails,characterisation,themes,structureand
languagedevicesusedtoachieveparticulareffects,andcollaboratively
formulatingalistoffactorsthatcharacterisemerit
discussing,debatingandevaluatingthecinematicqualitiesand
successofafilmornewversionsofafilm
exploringthewaysthatcontexthasshapedtherepresentationof
particularcultures,suchasthroughtheanalysisofdifferingviewpoints
intextsaboutdifferentculturesorbycomparingthewaystextsfrom
differentperiodsrevealdifferencesinviewpoints(forexample
differencesintheportrayalofmigrantsintraditionalandmore
contemporaryliterature)
establishingawidereadinglistonaparticularissuebasedon
personalpreferenceandestablishingreasonsfortheinclusionof
thesetexts
basedoninitialimpressionsandsubsequent
analysisofthewholetext(ACELT1771)
Reflecton,discussandexplorenotionsof
literaryvalueandhowandwhysuchnotions
varyaccordingtocontext(ACELT1634)
Exploreandreflectonpersonal
understandingoftheworldandsignificant
humanexperiencegainedfrominterpreting
variousrepresentationsoflifemattersintexts
(ACELT1635)
Examiningliterature
Analysetextsfromfamiliarandunfamiliar
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comparingtextscreatedbythesameauthortodetermineliterarystyle,
assessingitsappealandpresentingthiscomparisontoothers
examininghowdifferentauthorsmakeuseofdeviceslikemyth,icons
andimageryandevaluatingtheeffectofthesechoicesonaudiences
contexts,anddiscussandevaluatetheir
contentandtheappealofanindividual
authorsliterarystyle(ACELT1636)
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English
Investigateandexperimentwiththeuseand
CurriculumF10
identifyingexamplesoflanguagedevicesinarangeofpoems,ballads
orpoeticextracts,andconsideringhowtheiruseaddstomeaningand
mayalsoinfluencetheemotionalresponsesoflistenersorreaders,in
varyingways
exploringhowlanguagedeviceslookorsoundinwrittenorspoken
texts,howtheycanbeidentified,purposestheyserveandwhateffect
theymighthaveonhowtheaudienceresponds
takingaparticularareaofstudy,atopicorthemeandexamininghow
differentauthorsmakeuseofdeviceslikemyth,iconsandimageryin
theirwork
evaluatingtheeffectonreadersoftextstructuresandlanguage
featuresofaliterarytextandcomparingthesewithothertexts
bycomparingtexts,writingorspeakingabouthowwelltheauthor
constructedtheopeningandclosingsectionsofthetextandused
hookstokeepthereader/viewer/listenerengagedandreading
on/watching/listeningtotheend
effectofextendedmetaphor,metonymy,
allegory,icons,mythsandsymbolismintexts,
forexamplepoetry,shortfilms,graphic
novels,andplaysonsimilarthemes
(ACELT1637)
Analysetextstructuresandlanguagefeatures
ofliterarytexts,andmakerelevant
comparisonswithothertexts(ACELT1772)
Creatingliterature
Elaborations
Createliterarytexts,includinghybridtexts,that
innovateonaspectsofothertexts,for
examplebyusingparody,allusionand
appropriation(ACELT1773)
Experimentwiththewaysthatlanguage
makinglanguagechoicesandchoosingparticularlanguagedevices
toachieveintendedeffects,forexamplebuildinginasurpriseortwist
intheendingofashortstoryorfinalsceneofafilm
takinganexistingshortstory,poem,playorspeechinprintformand
creatingashortvisualtextwhichisaccompaniedbyasoundtrack
containingmusicandsoundeffects,andwhichisintendedtoamuse
audienceswhoarefamiliarwiththeoriginaltext
creatingwritteninterpretationsoftraditionalandcontemporary
literaturewhichemploysdeviceslikemetaphor,symbol,allegoryand
myth,andevaluatingthecontributionofthesedevicestothe
interpretationofthetext
creatingwritteninterpretationsoftraditionalandcontemporarypoetry
(forexamplesonnetsandcontemporarysonglyrics)focusingontheir
useofsymbol,myth,iconsandimagery
features,imageandsoundcanbeadaptedin
literarytexts,forexampletheeffectsof
stereotypicalcharactersandsettings,the
playfulnessofhumourandpunandtheuseof
hyperlink(ACELT1638)
Literacy
Textsincontext
Elaborations
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English
Analysehowtheconstructionand
CurriculumF10
comparingperspectivesrepresentedintextsfromdifferenttimesand
places,includingtextsdrawnfrompopularculture
identifying,comparingandcreatingrelationshipsbetweentexts
(includingnovels,illustratedstories,socialissuecartoons,
documentaries,multimodaltexts)
reflectingonthenotionthatalltextsbuildonabodyofpriortextsina
culture
analysingandidentifyinghowsocioculturalvalues,attitudesand
beliefsareconveyedintexts,forexamplecomparingandanalysing
perspectivesaboutanAboriginalandTorresStraitIslanderissue
reportedincommercialmediacomparedtopublicandAboriginaland
TorresStraitIslandermedia
analysingandinterpretingassumptionsaboutgroupsthathave
shapedorinfluencedrepresentationsofpeople,places,eventsand
thingsandidentifyinghowlistenersandreadersarepositionedby
theserepresentations
interpretationoftexts,includingmediatexts,
canbeinfluencedbyculturalperspectives
andothertexts(ACELY1739)
Interactingwithothers
Listentospokentextsconstructedfordifferent
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comparingandevaluatingbiasorstereotypingandpresentingfindings
indiscussionsandpresentations
identifyingandcommentingonomissionsofinformationindifferent
texts
exploringandidentifyingmoralandethicaldimensionsofanissue
representedindifferenttexts,andhowthesealignorcontradictwith
personalandothersperspectives
understandingtheroleofintonation,pausing,combinationsofclause
andrhythminspokenlanguageandofpunctuation
participatinginpair,group,class,schoolandcommunityspeakingand
listeningsituations,includinginformalconversations,discussions,
debatesandpresentations
usingeffectivestrategiesfordialogueanddiscussioninarangeof
formalandinformalcontexts,includingspeakingclearlyandcoherently
andatappropriatelength,presentingapointofviewandlisteningto
otherviewpoints,andnegotiatinganagreedpositiononanissue
choosingvocabulary,spokentextandsentencestructuresfor
particularpurposesandaudiences,suchasdebatingatopicwitha
teamfromanotherschool,creatingavoiceoverforamedia
presentation,andadaptinglanguagechoicessuchasuseofsimiles,
metaphorsandpersonificationtomeettheperceivedaudienceneeds
selectingvoiceeffectssuchastone,volume,pitchandpacefortheir
specificeffects,suchasputtingforwardapointofvieworattemptingto
persuadeanaudiencetoacourseofaction
usinggraphicsandtextanimationstoaccompanyspokentext,for
examplepresentinganewsitemsuitableforacurrentaffairsprogram
thatalignsimagetospokentext,orestablishinghumourbycreatinga
disjunctbetweensound,imageandspokentext
purposes,forexampletoentertainandto
persuade,andanalysehowlanguage
featuresofthesetextspositionlistenersto
respondinparticularways(ACELY1740)
Useinteractionskillstopresentanddiscuss
anideaandtoinfluenceandengagean
audiencebyselectingpersuasivelanguage,
varyingvoicetone,pitch,andpace,andusing
elementssuchasmusicandsoundeffects
(ACELY1811)
Plan,rehearseanddeliverpresentations,
selectingandsequencingappropriatecontent
andmultimodalelementsforaestheticand
playfulpurposes(ACELY1741)
Interpreting,analysing,evaluating
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English
Interpret,analyseandevaluatehowdifferent
CurriculumF10
debatingthereliabilityofthecoverageinarangeofnewsmediaofa
contentiousissuesuchascommercialloggingofoldgrowthforests
evaluatingtechniquesusedtoconstructplotandcreateemotional
responsessuchascomparison,contrast,exaggeration,juxtaposition,
thechangingofchronologicalorder,ortheexpansionand
compressionoftime
constructingquestionstoframeananalysisofdiffering
representationsonmoralissuesintexts,andincludingacritical
analysisofapersonalviewintheoverallanalysisoftheissue
identifyingwhethertwotextsmayshareacommonpurposeor
audience,forexampleafeaturearticleonaparticularwebsiteorina
particularnewspaper
analysinghowissuesaredebatedandreportedinthemediain
differentcountries,andthepossiblereasonsforthis,forexample
whalinginJapanandAustralia
analysingandinterpretingassumptionsaboutgroupsthathave
shapedorinfluencedrepresentationsofpeople,places,eventsand
thingsidentifyinghowlisteners,viewersandreadersarepositioned
bytheserepresentations,andsupportingidentifiedpointswith
examples
predictingmeaningsofunfamiliarwordsbyusingmorphographic
patterns
evaluatingtechniquesusedtoconstructplotandcreateemotional
responses,forexamplecomparison,contrast,exaggeration,
juxtaposition,thechangingofchronologicalorder,ortheexpansion
andcompressionoftime
identifyingorcommentingontheauthor'sapproachesanduseof
techniques,design,formandstyle
perspectivesofissue,event,situation,
individualsorgroupsareconstructedtoserve
specificpurposesintexts(ACELY1742)
Applyanexpandingvocabularytoread
increasinglycomplextextswithfluencyand
comprehension(ACELY1743)
Usecomprehensionstrategiestointerpret
andanalysetexts,comparingandevaluating
representationsofanevent,issue,situation
orcharacterindifferenttexts(ACELY1744)
Exploreandexplainthecombinationsof
languageandvisualchoicesthatauthors
maketopresentinformation,opinionsand
perspectivesindifferenttexts(ACELY1745)
Creatingtexts
Createimaginative,informativeand
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presentingargumentsthatadvanceopinions,justifypositions,and
makejudgmentsinordertopersuadeothersaboutissuessuchthe
importanceofmaintainingbalanceinthebiosphere
creatingimaginativetextswithmainideasdevelopedthroughthe
interconnectionsofplot,settings,characters,thechangingof
chronologicalorder,foreshadowinginwritten,spokenanddigitaltexts
creatinginformativeandargumentativetextswithexplanations,details
andevidence
followingthestructureofanargumentwhichhasaseriesof
sequencedandlinkedparagraphs,beginningwithanoutlineofthe
stancetobetaken,aseriesofsupportedpointsthatdevelopalineof
argument,andaconclusionwhichsummarisesthemainlineof
argument
persuasivetextsthatpresentapointofview
andadvanceorillustratearguments,
includingtextsthatintegratevisual,print
and/oraudiofeatures(ACELY1746)
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Reviewandeditstudentsownandothers
CurriculumF10
checkingforrunonsentences,eliminatingunnecessarydetailor
repetition,andprovidingclearintroductoryandconcludingparagraphs
applyingwordprocessingfunctions,forexampleoutlining,standard
stylesandindexing
textstoimproveclarityandcontrolover
content,organisation,paragraphing,
sentencestructure,vocabularyand
audio/visualfeatures(ACELY1747)
Usearangeofsoftware,includingword
processingprograms,flexiblyand
imaginativelytopublishtexts(ACELY1748)
Year9achievementstandard
Receptivemodes(listening,readingandviewing)
BytheendofYear9,studentsanalysethewaysthattextstructurescanbemanipulatedforeffect.Theyanalyseandexplain
howimages,vocabularychoicesandlanguagefeaturesdistinguishtheworkofindividualauthors.
Theyevaluateandintegrateideasandinformationfromtextstoformtheirowninterpretations.Theyselectevidencefromthe
texttoanalyseandexplainhowlanguagechoicesandconventionsareusedtoinfluenceanaudience.Theylistenforways
textspositionanaudience.
Productivemodes(speaking,writingandcreating)
Studentsunderstandhowtouseavarietyoflanguagefeaturestocreatedifferentlevelsofmeaning.Theyunderstandhow
interpretationscanvarybycomparingtheirresponsestotextstotheresponsesofothers.Increatingtexts,students
demonstratehowmanipulatinglanguagefeaturesandimagescancreateinnovativetexts.
Studentscreatetextsthatrespondtoissues,interpretingandintegratingideasfromothertexts.Theymakepresentations
andcontributeactivelytoclassandgroupdiscussions,comparingandevaluatingresponsestoideasandissues.Theyedit
foreffect,selectingvocabularyandgrammarthatcontributetotheprecisionandpersuasivenessoftextsandusingaccurate
spellingandpunctuation.
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