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Teaching and Learning Sequence: Reading to Write Sydney 10 Weeks (40 hrs)

Outcomes Syllabus Teaching and Evidence of Feedback

Content Learning strategies learning/assess
EA11-1 - appreciate Phase 1
responds to, the Introduce and explain Students write Spoken
composes aesthetic the module and its brief reflection on and
and qualities of rationale understanding of written
evaluates texts and Students participate in place and a feedback
complex the power several activities creative response affirming
texts for of language designed to make them to site-specific and
understandi to express reflect on their (Sydney) poetry. clarifying,
ng, personal understanding of place promptin
interpretatio ideas and and Sydney as they see Students show g students
n, critical experiences it before challenging collaborative to build
analysis, - develop their concepts of place work through on
imaginative independen through several written, spoken knowledg
expression t stimuli: music, short and peer- e.
and pleasure interpretati film, photography, assessed informal
ons of texts poetry and prose. formative Self- and
EA11-5 supported Students complete I assessment peer-
thinks by see, I think, I wonder within their evaluation
imaginativel informed task, discussing in learning pods. , class
y, creatively, observation small groups. discussion
interpretivel and close Students work in Students will and
y and textual learning pods to share their teacher
critically to analysis critically investigate collective spoken
respond to, - texts. topography of feedback.
evaluate and investigate Class works together to Sydney, complete
compose a wide create a collective with places,
texts that range of topography of Sydney.
synthesise texts, memories and
complex including dreams.
information, those by
ideas and and about
arguments Aboriginal
people/s, in
order to
deeply and
flexibly in
, creative,

EA11-2 uses - examine Phase 2

and the ways Use heuristics A collection of Spoken
evaluates composers approach to main text, three site-specific and
processes, (authors, using learning pods poems with written
skills and poets, with students evidence of feedback
knowledge playwrights completing different collaboration, on poetry,
required to , directors, activities depending on process, self- and process,
effectively designers their level of peer-editing. language
respond to and so on) understanding of the forms and
and apply text (The Secret River). features.
compose textual Students focus on the Workshopped Peer- and
texts in convention forms of texts, how series of short self-
different s to shape language choice shapes critical responses evaluation
modes, meaning in meaning and creates on The Secret .
media and different context, investigating River, with
technologies modes, through constraints analysis of
EA11-3 media and principle activities, language forms Spoken
analyses and technologie building imaginatively and features and feedback
uses s rich compositions with links to context. (formativ
language - examine a focus on reflection e) and
forms, the and editing. written
features and relationshi Students are to work feedback
structures of ps between independently and (summati
texts emerging within small groups to ve).
considering textual form meaning around
appropriate forms and the text with
ness for their social, intellectual incursions
specific cultural and made by teacher
purposes, historical (within the groups and
audiences contexts directed to the class).
and contexts - explain
and the effect of
evaluates language
their effects choices in
on meaning different
social and
and how
- use
critical and
y to
respond to
EA11-4 - Phase 3
strategically understand Students build a Students Written
uses that conceptual framework critically analyse feedback,
knowledge, significant for understanding and texts through the spoken
skills and language viewing texts. Students conceptual feedback:
understandi concepts uncover concepts of framework of the concept
ng of may the city and the flneur flneur, building mapping.
language operate through modern on their previous
concepts across literary theory, conceptions of
and literary different connecting these city-dwellers.
devices in textual concepts to their own Students
new and forms, for critical and creative compose short Written
different example texts. creative pieces feedback
contexts narrative Students embark on a (homework and focused
and point of cross-cultural/cross- in class) that on
EA11-5 view in temporal sojourn, could be process,
thinks speeches, navigating Brett envisaged as form and
imaginativel documenta Leavys Immersive flnerie where style.
y, creatively, ries and Heritage resource students reflect
interpretivel poems (ICT). on their city-
y and - Students meditate on wanderings.
critically to investigate historical contexts to
respond to, and shape their own
evaluate and experiment personal
compose with understandings of The
texts that combinatio Secret River and Stories
synthesise ns of of Sydney.
complex specific
information, language
ideas and concepts,
arguments aspects of
style and
form to
effects in
- examine
points of
d in texts,
for example
those of
and the
author, and
the ways in
which these
points of
view are
EA11-6 - reflect on Phase 4
investigates the ways in Students critically Students build on Written
and which engage and analyse their critical and feedback,
evaluates particular site-specific texts analytical class
the texts are segments of Secret responses, discussion
relationship influenced River, Stories of Sydney focusing on of terms
s between by other and Harbour City relationships. and
texts texts and Poems. Students work technique
contexts individually and Students build on s.
- analyse collaboratively to their creative
the create, synthesise and responses,
relationshi scrutinise the experimenting
ps between meanings created by further with
convention comparing these texts. form, style and Spoken
s of genre, Teacher runs language feedback
audience workshops in the techniques to directed
expectation language behind create at process
s and critical analysis with a intertextual and and
interpretati focus on meditating on relational texts. progress.
ons of texts, textual and intertextual
and the relationships.
ways texts
conform or
EA11-7 - appreciate Phase 5
evaluates the Students begin to Students reflect Written
the diverse different workshop their on assessment, feedback
ways texts ways in assessment with signposting their aimed at
can which a teacher leading class in own strengths, causal link
represent text can be communication/prese weaknesses, between
personal and valued, for ntation skills and the goals and strengths
public example for form of a rationale. challenges. and goals,
worlds and its themes, Students see several Students reflect employing
recognises aesthetic examples and on the form of the strategies
how they are qualities or exemplars of speeches speech and the of how to
valued representat and rationales within rationale. overcome
ion of an arts-based setting. or
cultures Students focus on embrace
- modal skills. weakness
understand es and
and analyse confront
the effect of challenges
language .
and Written
structural and
choices on general
shaping spoken
own and (to class)
others clarificati
perspective on of
s, for parameter
example s and
figurative form of
language or rationale.
point of
- evaluate
confirm or
social and
how they
how a text
is valued
EA11-8 - explain Phase 6
explains and and Students focus on how Students General
evaluates evaluate they can synthesise demonstrate written
cultural whether their textual and site- their (individua
assumptions their own specific knowledge understanding of l) and
and values perspective into an artful and well- the studied texts spoken
in texts and s and considered by building their (class)
their effects values align presentation. presentations, feedback,
on meaning with the Students consider and examining and reiteratio
perspective scrutinise their own experimenting n of
s and assumptions of Sydney with the forms content
values and weigh them and features of knowledg
against what they have the assessment e.
expressed learned through their task(s) by making
in texts textual analyses to meaningful
- examine assist them with the connections in
the ways in composition of their their
which presentations. presentations to
authors the studied texts.
represent Students submit
Australian their rationales
culture, which should Written
place and contain a critical summativ
identity evaluation of e
both to texts and feedback.
Australians describes how
and the their perspectives
wider shape meaning
world within a specific
- explore context.
EA11-9 - identify Phase 7
reflects on, and Students present and Students give Written
evaluates articulate reflect on their presentations. (individua
and how their newfound and honed l), spoken
monitors own knowledge of Sydney (class),
own processes as an intersecting site peer
learning and of response of memory, history, (informal)
adjusts and culture. Students write and
individual compositio and discuss personal
and n are the
collaborativ same or Students meditate on reflections within (informal)
e processes different to the process of reading class. feedback.
to develop others to write, discussing
as an - articulate what they enjoyed, Student to
independent and discuss what they didnt and teacher,
learner the lending any teacher to
pleasures suggestions for the student,
and continuation of this student to
difficulties, module. student
successes (spoken
and and
challenges written).
d in
t and
e work, and