ROSSMOYNE SENIOR HIGH SCHOOL - DOC by h1t57iw

VIEWS: 14 PAGES: 12

									ROSSMOYNE SENIOR HIGH SCHOOL
ENGLISH COURSE OF STUDY
YEAR 11 2A/B




                                   COURSE BOOKLET
                                      ENGLISH 2A/2B

                               LANGUAGE AND ACTION
                                    SEMESTER 1 2012




                                                  1
                                             CONTENTS PAGE


                                                                                                           PAGE
 CONTENTS PAGE, ASSESSMENT INFORMATION AND COURSE OUTLINE                                                     2
 ASSESSMENT INFORMATION AND COURSE OUTLINE                                                                    2
 UNIT DESCRIPTION                                                                                           3-4
 CURRICULUM COUNCIL WEIGHTINGS                                                                                5
 RSHS SCHEME OF ASSESSMENT                                                                                    6
 ASSESSMENT OUTLINE WITH RSHS WEIGHTINGS                                                                      7
 TASK ONE                                                                                                   9-10
 TASK TWO                                                                                                    11
 TASK THREE                                                                                                  12
 TASK FOUR                                                                                                    8
 DECLARATION OF AUTHENTICITY PROFORMA                                                                        13




                    ASSESSMENT INFORMATION AND COURSE OUTLINE
               TASK           WEEKS ALLOCATED FOR             DUE DATES
                                    THIS TASK         Students to record due dates when
                                                         negotiated with the teacher
ONE                                       TERM ONE
Written Production                        WEEKS 1-4
Non fiction narratives
TWO                                       TERM ONE
Oral participation/production             WEEKS 5-8
TV News, current affairs and
advertising
THREE                                     TERM ONE WEEKS 9-10
Response/ Investigation                   TERM TWO WEEKS 1-2
Novel, short stories and narrative
poems
FOUR                                      TERM ONE WEEKS 1-12
Response/ Investigation                   TERM TWO WEEKS 1-3
Written and visual production
Portfolio of pre-assessment/revision
tasks
REVISION                                  TERM TWO WEEK 3

EXAMS                                     TERM TWO WEEKS 4-5

             Due dates may be altered where necessary. You will be notified of any changes before the due date.

 TO ENABLE EQUAL OPPORTUNITY FOR ALL STUDENTS PLEASE NOTE THAT NO INDIVIDUAL TEACHER
      CAN OR WILL CHANGE THE ASSESSMENTS OR THE CONDITIONS OF THE ASSESSMENTS.




                                                                                                                   2
UNIT 2AENG


Unit description
The focus for this unit is language and action. Students 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. They 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. As part of this topic, students consider the
relationship between language and power. They learn how power relationships are represented through language;
how particular uses of language can be empowering or disempowering and how they can empower themselves
through language. Students apply language skills with the aim of affecting attitudes and actions, using a variety of
genres and taking account of different contexts, purposes and audiences.
During Semester Two, students will be introduced to language and the world. Students examine the relationship
between language and the world by exploring how language offers particular ideas and information about topics,
events or people

Unit learning contexts
Within the broad area of language and action, teachers may choose one or more of the following contexts (this
list is not exhaustive):
       Personal: areas of personal interest e.g. hobbies, interests, sports and relationships.
       Social: in social contexts e.g. peer group behaviour; consumer issues; community, national and international
        issues.
       Vocational/Academic: vocational/educational contexts e.g. resolving conflicts; negotiating outcomes;
        marketing; promotion; impact studies; product reports; planning and negotiating academic programs;
        resolving conflicts; effecting improvements to the workplace/educational site and/or work practices.
       Cultural: literary, non-fiction and/or mass media texts and/or approaches to these e.g. literature, non-fiction
        and/or mass media as reflections of and interventions in social contexts; literary theories and approaches to
        literature as reflections of and interventions in social contexts.


Unit content
This unit includes knowledge, understandings and skills to the degree of complexity described below:

Conventions
Word usage and grammatical conventions
 tone
 vocabulary
 syntax and punctuation
 spelling
 identifying and using nuances of connotation
 the use of connotation for persuasive purposes
 shaping language for persuasive effect for different audiences.

Textual conventions
 conventions associated with presenting arguments
 generic conventions associated with texts used to affect attitudes and effect social action.

Contextual understanding
Context
 taking into account context when attempting to influence attitudes and to effect social actions
 evaluating texts for appropriateness to context
 contextual power relationships reflected and reinforced or challenged by particular uses of language.

Purpose
 taking into account and clarifying purpose when attempting to affect attitudes and effect social action
 identifying and, if appropriate, challenging dominant ways of thinking about a topic
 presenting alternative ways of thinking in line with one’s own views.




                                                                                                                     3
Audience
 taking into account audience expectations, attitudes, experience and knowledge when attempting to affect
   attitudes and effect social action
 reasons for varying interpretations.

Processes and strategies
Accessing and generating ideas and information
 individual and group strategies for interpreting and producing new or unfamiliar language and genres and for
   processing new information, knowledge or concepts.

Processing and organising ideas and information
 note-making, planning, conferencing, drafting, revising, editing and rehearsal strategies
 supporting opinions and responses with details and explanations
 maintaining comprehension when dealing with complex language
 comparing, contrasting, evaluating and synthesising ideas and viewpoints in different texts to arrive at own
    conclusion.

Reflection and evaluation
 strategies for assessing the effectiveness of one’s use of language
 identifying gaps in skills, and methodologies for improvement
 seeking and using feedback
 goal-setting
 identifying and critiquing attitudes, values and beliefs associated with particular uses of language.

Compulsory text types
Students studying this unit in their final year are required to use the text types mandated for the WACE
examination listed on page 6.

The Stage 2 WACE examination design brief clarifies how students will be expected to demonstrate their
understanding of the course content using the listed text types.

Students studying this unit in Year 11 are not constrained by the mandated text type list for the Stage 2
examination.




                                                                                                            4
Assessment
The four types of assessment in the table below are consistent with the teaching and learning strategies
considered to be the most supportive of student achievement of the outcomes in the English course. The table
provides details of the assessment type, examples of different ways that these assessment types can be applied
and the weighting range for each assessment type.

Weighting
                      Type of assessment
Stage 2
                     Response/Investigation
                     Demonstration of comprehension and interpretation of oral/visual/written texts.
                     Investigation into or for the use of language in particular contexts or texts, involving
                     research, evaluation/analysis and presentation.
                     Investigation of experiences, issues, texts, audiences, representations, situational contexts,
     20–40%          cultural contexts, language practitioners e.g. writers, producers.
                     Responses to discussions, speeches, interviews, multimedia presentations, videos, films,
                     television productions, books, articles, stories, poetry, drama, pamphlets, posters.
                     Presentation of responses in written, oral, visual or multimedia form, using appropriate
                     conventions.
                     Types of evidence may include: observation checklists, evaluation tools (self, peer), journal,
                     PowerPoint, video, audio recording, multimedia, writing.

                     Production
                     Written and/or visual production
                     Production of one or more written and/or visual texts, demonstrating understanding of writing
                     and/or viewing concepts and processes.
     20–40%          Production of reports, descriptions, articles, letters, manuals, reviews, workplace documents,
                     informal essays, formal essays, narratives, scripts, poetry, multimedia presentations, videos,
                     comics, story boards, advertisements and posters.
                     Types of evidence may include: observation checklists, evaluation tools (self, peer), journal,
                     PowerPoint, video, writing folios.

                     Oral participation/production
                     Participation in one or more oral interactions or production of one or more oral texts
                     demonstrating awareness of context, purpose and audience and application of appropriate
                     conventions.
     10–20%          Participation in and/or production of group discussions, panel discussions, interviews, role-
                     play, debates, workplace activities requiring oral interaction, seminars, tutorials, informal
                     speeches, formal speeches.
                     Types of evidence may include: observation checklists, evaluation tools (self, peer),
                     interview notes, video, audio recording.

                     School examination
                     The school examination will assess work covered in the unit(s) completed, using questions
     10–30%          requiring response and production.




                                                                                                                 5
                                                                ENGLISH 2AB
                                                               SEMESTER ONE
                                                           SCHEME OF ASSESSMENT

                                                                                    DURATION      OUTCOME      OUTCOME    OUTCOME   OUTCOME
                           LANGUAGE AND ACTION                                          &             1            2         3          4
                                                                                    WEIGHTING    LISTENING &    VIEWING   READING    WRITING
                                                                                                  SPEAKING

TASKS
Task 1: Written Production
Students will read a range of non fiction narratives such as memoirs, diaries,
                                                                                     4 weeks                                        
journals, letters, biographies, autobiographies, narrative essays and feature
articles focussing on the use of language, form, purpose, audience and context in
shaping reader response.

ASSESSMENT                                                                             10%
Creative response using one of the non fiction narrative forms.
                                                                                       10%
Analysis of unseen non fiction narrative. (Analysis to be written in class.)
Task 2: Oral participation/production
Students view a range of visual texts designed to inform and promote a particular
                                                                                     4 weeks                                        
reaction. The focus is on TV news, current affairs and advertising. Students will
study the different forms and the way that film language works to shape viewer
response.

ASSESSMENT
Listening and speaking activity which focuses on deconstructing two visual texts.      15%




Task 3: Response/Investigation
Students to read a range of selected fiction (novels, short stories and narrative
                                                                                     4 weeks                                        
poems) in which power relationships are represented through language and
consider the ways in which language can serve to empower or disempower
characters.

ASSESSMENT
In class essay.
Sample essays to prepare for assessment. Focus on how power relationships are          10%
represented through language in the texts studied in class.

Analysis of unseen fiction narrative to be written in class.
                                                                                      10%
Task 4: Response/Investigation and Written and Visual Production                    Semester 1                                     
Portfolio of work created for pre-assessment, reflection and revision activities.      15%

School Examination
A variety of responses to Reading, Viewing and Writing
                                                                                      2 weeks
                                                                                        30%
                                                                                                                                    
                                                                                    TOTAL 100%


                  Due dates may be altered where necessary. You will be notified of ay changes before the due date.
             TO ENABLE EQUAL OPPORTUNITY FOR ALL STUDENTS PLEASE NOTE THAT NO INDIVIDUAL TEACHER
                  CAN OR WILL CHANGE THE ASSESSMENTS OR THE CONDITIONS OF THE ASSESSMENTS.




                                                                                                                           6
Assessment outline – English
Unit: 2A Language and action                                                                                                         Context: Social
                                                                                                            Outcome 1
                        Assessment type                                                          Task                     Outcome 2      Outcome 3   Outcome 4
  Assessment type                                                  Task                                     Listening &
                          weightings                                                           weightings                  Viewing        Reading      Writing
                                                                                                             Speaking
                                               Task 1 assessment one: Creative response
                                               using one of the non-fiction narrative forms
                                               together with a rationale explaining the          10%
                              27.5%            creative and technical decision making
Production                                     process.                                                                                                
                      (CC weighting: 20–40%)

                                               Task 1 assessment two: Analysis of unseen         10%
                                               non-fiction narrative.

                                               Task 2 assessment one: Listening and
Oral Participation/            15%                                                               15%
Production
                                               speaking activity which focuses on                                                                      
                      (CC weighting: 10-20%)   deconstructing two visual texts




                                               Task 3 assessment one: In class timed
                                               response to a fiction text extract.               10%
Response/vestigati            27.5%
on
                                                                                                                                                       
                      (CC weighting: 20–40%)

                                               Task 3 assessment two: Discussion essay
                                               based on the concept of the relationship          10%
                                               between language and power in a fiction text.

                              27.5%
Response/Investiga                                                                               15%
tion
                      (CC weighting: 20–40%)   Task 1 assessment one: Portfolio

                                                                                                                                                      
                              27.5%
                      (CC weighting: 20–40%)
Production


                                               The school examination will assess work
                               30%
Exam                                           covered in the unit completed, using              30%                                                   
                      (CC weighting: 10–30%)   questions requiring response and production


                                                                                                                                                     7
STUDENT BRIEF: TASK 4: Portfolio
Type:            Response/investigation
Outcomes:        Outcome 1: Listening and speaking
                 Outcome 2: Viewing
                 Outcome 3: Reading
                 Outcome 4: Writing
Context:         Social
Duration         Ongoing
Weighting        15% of unit total

ASSESSMENT ONE: Students will develop a portfolio of short critical and creative
responses completed in test conditions in class time. Responses will include those
completed in class, as tests, in class comprehension exercises, and for purposes of
exam revision .

    ASSESSMENT WEIGHTING                               TYPES OF RESPONSE
              5%                       minimum of two comprehension responses
              5%                       minimum of two writing responses
              5%                       minimum of two viewing responses


In this task, students are expected to learn writing, reading and viewing skills and strategies by
practising creative and critical responses to a wide variety of texts. Teachers will begin by
modelling different responses to texts, including unseen texts.

Students will use narrative, descriptive, didactic, persuasive, argumentative, and expository
texts from a range of genre (feature articles, biographies, memoirs, autobiographies, diaries,
journals, personal letters, documentaries, feature films, web logs, novels, short stories, plays).

A focus of this task is that students develop language skills by exploring and responding to
issues of concern or controversy, past or present, and examining the way language is used in
relation to these topics. They 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.

Students apply language skills with the aim of affecting attitudes and actions, using a variety of
genres and taking account of different contexts, purposes and audiences.




.




                                                                                                8
STUDENT BRIEF: TASK 1: Non-fiction narratives
Type:            Production
Outcomes:        Outcome 1: Listening and speaking
                 Outcome 3: Reading
                 Outcome 4: Writing
Context:         Social
Duration         4 weeks
Weighting        20% of unit total

Task 1
This task will have two assessments
   1. Write a non-fiction narrative as an at home assignment. In class, write a commentary
        discussing your creative and
        technical decision making
        process.
   2. Write an in class analysis of an
        unseen non-fiction narrative.

The focus will be on:
 Different forms of non-fiction
   narratives
 Different aspects of the shaping process
       Focus and selection
       Narrative structure
       Language
       Narratorial stance
       Creative licence
 Purpose for reading and writing non-fiction narratives and underlying ideologies.



Assessment one: Original non-fiction narrative and commentary (10% of unit total)
          Read and annotate a range of non-fiction narratives which differ in terms of intended
           audience, purpose, context and style
          Complete a number of brief activities experimenting with the different aspects of the
           shaping process
          Plan, draft and complete the final copy of an original non-fiction narrative
          Discuss the sample commentary (structure, content and use of personal voice) in
           preparation for writing a commentary of your own work.

CONDITIONS
The non-fiction narrative should be completed at home. Aim for 1000 words and submit all
planning and edited drafts.
The commentary will be completed in class. 50 minutes in duration.
All components of this assessment are to be submitted on completion of the
commentary.

Assessment two: Written analysis of an unseen non-fiction narrative (10% of unit total)

   Read and annotate a range of non-fiction narratives which differ in terms of intended
    audience, purpose, context and style
   Practise writing responses (formal and informal) on the ways these texts invite particular
    reactions from their readers.

CONDITIONS
In class analysis of an unseen non-fiction narrative. Texts will be randomly selected on the day
of the assessment. One page of notes in point form, size 10 font allowed. Duration 60 minutes.

                                                                                                 9
Assessment task Unit 2AB
STUDENT BRIEF: Task 2: Television news, Current Affairs programs and Advertising
Type:            Oral participation/production
Outcomes:        Outcome 2: Viewing
                 Outcome 1: Listening and Speaking
                 Outcome 4: Writing
Context:         Social
Duration         Four weeks
Weighting        15% of unit total

Task 2
This task will have one assessment which comprises both a speaking and a listening
component.
 In groups of 2-3 you will present a speech analysing the ways different visual texts use film
language to shape viewer response.
  You will listen to; make notes on and write a response to the ideas raised in a number of
speeches. (In class assessment;30 minutes duration)



Assessment one: (15% of unit total)
Focus on:
 Different forms of visual texts ( features, audience, purpose, context)
 Use of film language to shape viewer response
 Attitudes and values
 Representations
 Use of textual references to support ideas
 Selection of diverse texts that represent issues, situations, groups in different ways
 Plan and draft and edit your speech
 Creation of succinct palm cards
 Creation of detailed notes on student speeches in preparation for the listening component
   of the task

CONDITIONS

       Group presentation (2-3 members) with each person speaking for 3-4 minutes
       Each group will be given a question/prompt which will guide research, visual text
        selection (1 per group member) and response (content and structure.
       Groups will be randomly selected to present on a due date. Failure to present on
        that day will result in penalties as outlined in the Assessment Policy.
.




                                                                                                 10
STUDENT BRIEF: Task 3: Novel study and other fiction narratives
Type:            Response/investigation
Outcomes:        Outcome 3: Reading
                 Outcome 4: Writing
                 Outcome 1: Listening and Speaking
Context:         Social
Duration         Four weeks
Weighting        20% of unit total

Task 3
For this task, there will be two assessments.
 You will read a selected novel in which characters are empowered or disempowered through
language. You will read other fiction narratives (teacher and individual selection) to enhance
your understanding of language and power relationships
1.Analysis of an unseen fiction extract.

2.In-class essay, using one page of notes, examining the way in which power relationships are
represented through language in the novel.
Focus on:
 Social and political context of the period
 Setting of novel
 Characterisation and power relationships
 Values and attitudes
 Issues of concern/controversy
 Use of language to locate power
 Intertextual links

Assessment one: Novel study and fiction extract analysis (10% of unit total)
    Study the selected novel in class and complete activities.
    Examine the character representations in terms of characters who are powerful and
      those who are marginalised.
    Explore the way language is used to empower and disempower the characters.
    Evaluate representations of power in terms of the social and political context of the
      text.
    Recognise the values and attitudes represented by characters in the text.
    Reflect on intertextual links and links to your own context.
    Working in a small group, choose two of the characters in the novel and compare and
      contrast the ways in which use of language reflects power relationships.
    Read other examples of fiction and complete activities designed to enhance your
      understanding of concepts.

CONDITIONS
In class timed response to an unseen fiction text extract. Duration 60 minutes.

Assessment two: Essay (10% of unit total)
    Sample topics for essays will be provided on a separate brief. Practice essay writing
      skills.
    Plan your responses to the topics and write one page of notes which can be used to
      help you write your essay on one of the topics provided on the day of the assessment.
    Complete and carefully proofread your essay in class.

CONDITIONS
Timed in class essay. Topics randomly selected on the day of the assessment. One page of
notes in point form only, size 10 font. Duration 60 minutes.




                                                                                             11
DECLARATION OF AUTHENTICITY


DATE_______________________


I_______________________________________________ declare that all the final products and written material is original and entirely my own work.

I understand that plagiarism is not acceptable and that all research has been noted and referenced appropriately.


Student Signature___________________________________________________________________



Parent Signature____________________________________________________________________



Teacher Signature__________________________________________________________________


These signatures acknowledge that this document has been read and understood by both student and parents/guardian.

This document is to be kept in the student’s file at all times, it will be constantly referred to throughout the semester.

  PLEASE NOTE THAT THIS COURSE IS AVAILABLE ON THE ROSSMOYNE SENIOR HIGH SCHOOL MOODLE. ADDITIONAL COURSE MATERIALS
                                           WILL ALSO BEPLACED ON THE MOODLE.




                                                                                                                                              12

								
To top