Mapping tool – preamble for English · 2011. 2. 1. · Mapping tool – preamble for English This mapping tool matches essential content elements from two curriculum frameworks:

Mapping tool – preamble for English

This mapping tool matches essential content elements from two curriculum frameworks: Every chance to learn ELA 8, ELA 9, ELA 10 and ELA 11 to the Australian Curriculum (English) V1.1. Teachers using this tool are reminded to consider the underlying principles and philosophy as well.

To further clarify decisions made when mapping the English curriculum please refer to the elaborations associated with each content descriptor. Further information can be inferred from

• strand and sub-stand headings

• opening hyperlinked codes to the Australian Curriculum, and pasting them into the ‘search’ function to identify content elaborations, general capabilities and links to cross-curriculum priorities.

The Overview of each ELA in Every chance to learn discusses the scope, features, concepts, values and attitudes of

• ELA 8 The student listens and speaks with purpose and effect

• ELA 9 The student reads effectively

• ELA 10 The student writes effectively

• ELA 11 The student critically interprets and creates texts

• The Rationale of the Australian Curriculum (English) reminds readers that the interrelated strands have different intentions:

• The Language strand refers to knowing about the English Language

• The Literature strand refers to understanding, appreciating, responding to, analysing and creating literature

• The Literacy strand refers to expanding the repertoire of English usage.

As Literacy is a general capability, the elaborations of all phase 1 learning areas provide examples of how Literacy may be embedded within content.

English – Later Adolescence

Every chance to learn Australian Curriculum

8. The student listens and speaks with purpose and effect

Year 9 Year 10

8.LA.1 listening and speaking as providing opportunities to examine issues, evaluate opinions, argue points, make judgements, build understanding and persuade others by using evidence and reasoning

Language – Language for interaction

• Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)

Literacy – Interacting with others

• Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)


• Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

• Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)

Literature - Creating literature

• Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

8.LA.2 strategies for persuading and entertaining audiences (e.g. using assumptions about listeners, particular language devices, humour, drama)


• Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)

Language – Language for interaction

• Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)


• Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

• Identify and explore the purposes and effects of

different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)

• Use organisation patterns, voice and language

conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)



8.LA.3 structures of formal presentations (e.g. introduction to an issue, arguments for and against, elaborations and conclusions)






8.LA.4 listen and speak in discussions, conversations and oral presentations, including meetings, extended presentations, formal debates and group discussions

Literacy - Interacting with others



8.LA.5 monitor their own attentiveness and use strategies to assist active listening in challenging situations (e.g. taking notes, adjusting posture, choosing position in an audience)

8.LA.6 take effective notes of lessons, presentations and meetings

8.LA.7 give appropriate and effective feedback to speakers (e.g. demonstrate attention, give non-verbal responses to points made, ask questions, engage in further clarification or discussion)



8.LA.8 prepare, give and evaluate formal presentations on topics they have researched, organise content and use particular language styles and techniques to communicate effectively and engage the audience, and anticipate audience responses and respond thoughtfully to questions and comments


• Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)






8.LA.9 compare ideas, build on others’ ideas, provide other points of view and reach conclusions that take account of aspects of an issue

Language - Language for interaction

• Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Literature - Literature and context

• Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Literature - Examining literature

• Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)



8.LA.10 analyse and investigate challenging ideas and issues, and advance and refute arguments using evidence and reasoning

Literature - Literature and context

• Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Literature - Responding to literature

• Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)



• Plan, rehearse and deliver presentations, selecting

and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

8.LA.11 identify and comment on omissions in information and identify and explore moral and ethical dimensions of an issue

Literacy - Interpreting, analysing, evaluating

• Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Literacy - Responding to literature


8.LA.12 adjust formal and informal language to the size and nature of the group and their relationship with listeners, and vary pace, pitch, phrasing, intonation, pronunciation, facial expression, gesture, sound and silence for effect to engage and influence audiences


• Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)


• Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)







8.LA.13 draw on their knowledge of texts and language to use: evaluative words and phrases to influence listeners’ viewpoints; text connectives to sequence (e.g. ‘firstly’, ‘to sum up’), contrast (e.g. ‘on the other hand’, ‘however’), clarify (e.g. ‘in other words’, ‘for example’), show cause (e.g. ‘therefore’, ‘as a result’) and add information (e.g. ‘in addition’, ‘moreover’); and words and phrases to convey probability and authority (e.g. ‘it is obvious that’, ‘it is probable that’) and to influence listeners

Language – Expressing and developing ideas

Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)






9. The student reads effectively

Year 9 Year 10

9.LA.1 a range of adolescent, classic and contemporary imaginative texts exploring personal, social, cultural and political issues of significance to their own lives

Literature – Literature and context

• Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

Literature – Responding to literature

• Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

9.LA.2 a range of information and argument texts containing accessible but challenging issues that deal with local, national and international events and issues (e.g. current affairs and news articles, features, editorials, reviews, subject-related reports, explanations, procedures)

Literature – Responding to literature • Explore and reflect on personal understanding of

the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

9.LA.3 multiple purposes of imaginative texts (e.g. to entertain, move, parody, persuade) and the particular features of settings, characters and plots associated with different genres of imaginative texts (e.g. mystery, historical novel, romance)

Language – Text structure and organisation • Understand how punctuation is used along with

layout and font variations in constructing texts for different audiences and purposes (ACELA1556)

Literature - Examining literature • Identify, explain and discuss how narrative

viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

9.LA.4 how ideas are explored through the interplay of setting, plot and character and through the actions, speech, thoughts and feelings of characters, and how readers’ responses to characters and situations may vary at different points in the text

Literature – Examining literature • Analyse texts from familiar and unfamiliar

contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)

9.LA.5 how experiences created in texts can help readers to understand themselves and others, their own world and the wider world

Literature – Responding to literature • Explore and reflect on personal understanding of

the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Language - Language for interaction • Understand that people’s evaluations of texts are

influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Literature - Literature and context • Compare and evaluate a range of representations

of individuals and groups in different historical, social and cultural contexts (ACELT1639)

9.LA.6 how information texts can analyse, evaluate and use humour, and how argument texts can advance opinions, justify positions and make judgements in order to persuade others

Language - Expressing and developing ideas • Refine vocabulary choices to discriminate

between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Literacy - Interpreting, analysing, evaluating • Identify and analyse implicit or explicit values,

beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

9.LA.7 how authors select language to represent ideas, information and concepts in particular ways and how readers may need to develop knowledge of particular events, issues and contexts to interpret texts

Language – Text structure and organisation • Understand that authors innovate with text

structures and language for specific purposes and effects (ACELA1553)

• Compare and contrast the use of cohesive

devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)



Literature - Responding to literature • Analyse and explain how text structures, language

features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)



9.LA.8 figurative language and imagery to express attitudes, evoke emotions and establish mood, and some techniques used in poetry (e.g. onomatopoeia, alliteration)

Language – Language for interaction • Investigate how evaluation can be expressed

directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

Literature – examining literature • Investigate and experiment with the use and effect

of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)

Language - Expressing and developing ideas • Refine vocabulary choices to discriminate


Literature - Examining literature • Analyse and evaluate text structures and

language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)

9.LA.9 the language used to convey degrees of certainty, probability or obligation (e.g. ‘might’, ‘perhaps’) and changing verbs into nouns to compress ideas and add formality (e.g. ‘Advertising influences people’ to ‘The influence of advertising’)

Language - Expressing and developing ideas

• Understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses (ACELA1570)

• Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)



9.LA.10 read and interpret a range of sophisticated imaginative, information and argument texts in printed and electronic formats, for a variety of purposes

Literacy – Interpreting, analysing, evaluating • Interpret, analyse and evaluate how different

perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)

• Apply an expanding vocabulary to read

increasingly complex texts with fluency and comprehension (ACELY1743)



• Choose a reading technique and reading path

appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

9.LA.11 draw conclusions about characters and major ideas in imaginative texts using reference to particular moments and incidents, and identify uses of references to other texts and how these contribute to meaning


• Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)


• Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)


• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

9.LA.12 identify techniques used to construct plot and create emotional responses in imaginative texts (e.g. comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time) and evaluate their effectiveness

Language - Text structure and organisation

• Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)



9.LA.13 draw conclusions about the main idea or position of information and argument texts, and identify and evaluate the quality of the supporting information, explanation or evidence



9.LA.14 identify ways an event or issue is portrayed, discuss possible consequences and compare the ways language is used to portray an event or issue in different texts



Language - Text structure and organisation

• Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)


• Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)



9.LA.15 respond to texts analytically (e.g. through thinking, discussion and writing) and creatively (e.g. through writing, drama and artworks)






10. The student writes effectively

Year 9 Year 10

10.LA.1 how writers want readers to empathise with the ideas and emotions expressed or implied in their writing and select subject matter and language to try to position readers to accept particular views of people, characters, events, ideas and information



Language - Expressing and developing idea



• Evaluate the social, moral and ethical positions represented in texts (ACELT1812)


• Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

10.LA.2 how imaginative texts can move and persuade and how ideas and issues can extend beyond the immediate plot, with main ideas developed though the interconnections of plot, setting and characters

Literature – responding to literature • Present an argument about a literary text based on

initial impressions and subsequent analysis of the whole text (ACELT1771)

Literature - Responding to literature • Analyse and explain how text structures, language


10.LA.3 how information and argument texts use particular structures and require explanations, details and evidence, which may require research

10.LA.4 how writers can express views and values other than their own and use references to other texts and parody to extend meaning and create humour





10.LA.5 write extended or sustained texts that entertain, move, inform and persuade, and contain personal, social and cultural ideas and issues related to their own lives and communities and their views of the world, using handwritten and electronic mediums

Literature – creating literature • Create literary texts, including hybrid texts, that

innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)

• Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and comedy, pun and hyperlink (ACELT1638)

Language - Language for interaction • Understand how language use can have inclusive

and exclusive social effects, and can empower or disempower people (ACELA1564)

Literature - Creating literature • Create literary texts with a sustained ‘voice’,

selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

• Create imaginative texts that make relevant

thematic and intertextual connections with other texts (ACELT1644)

10.LA.6 write imaginative texts (e.g. extended narratives, short stories, anecdotes, plays, poetry, personal letters) with characters and situations which explore ethical dilemmas, move beyond stereotypes or expectations, and give attention to time order, characterisation, use of dialogue, consistent narrative point of view and development of a resolution

Literature – Creating literature

• Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)

• Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and comedy, pun and hyperlink (ACELT1638)

Literature – Examining literature • Investigate and experiment with the use and effect

of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels

10.LA.7 write information or argument texts (e.g. biographies, advertisements, news articles, features, letters to the editor, reviews) which deal with ideas and issues where they would like to effect change and to persuade a general or particular audience to change their point of view and/or to take action

Literacy – Creating texts • Create imaginative, informative and persuasive

texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Literature - Responding to literature • Reflect on, extend, endorse or refute others’

interpretations of and responses to literature (ACELT1640)

Literature - Creating literature • Create literary texts with a sustained ‘voice’,

selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

Literacy - Responding to literature


10.LA.8 structure information or argument texts with: an introduction stating their own position or the major perspectives on an issue and a preview of arguments or information to follow; appropriate selections of information synthesised from several sources and organised in a logical way with a major point and some elaboration to each paragraph; and a conclusion restating their position or a summary of the main arguments, issues or recommendations

Literacy – Creating texts • Create imaginative, informative and persuasive

texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Literacy – Creating texts • Create sustained texts, including texts that

combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

10.LA.9 write for personal and reflective purposes (e.g. journal) and for functional purposes relating to personal transactions (e.g. business letter, application, personal resume)

10.LA.10 order paragraphs to best support and sustain an argument and to organise and convey information clearly; use different sentence and clause structures to expand ideas or foreground certain information; and use hyperlinks, flashbacks and other time variants to connect ideas

Language – Expressing and developing ideas • Explain how authors experiment with the structures

of sentences and clauses to create particular effects (ACELA1557)

Language – Text structure and organisation • Compare and contrast the use of cohesive devices

in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)

Literary – Creating texts • Use a range of software, including word processing

programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

Language – Text structure and organisation • Understand how paragraphs and images can be

arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Language -- Expressing and developing ideas • Analyse and evaluate the effectiveness of a wide

range of clause and sentence structures as authors design and craft texts (ACELA1569)

Literacy - Interacting with others • Plan, rehearse and deliver presentations, selecting


10.LA.11 use concrete, technical, abstract and emotive words to argue, persuade or convey information, and emotive, evocative, formal and impersonal language to create tone, mood and atmosphere

Language – expressing and developing ideas • Identify how vocabulary choices contribute to

specificity, abstraction and stylistic effectiveness (ACELA1561)

Language - Expressing and developing ideas • Refine vocabulary choices to discriminate between

shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)





10.LA.12 use punctuation correctly, including semicolons and colons in extended lists

Language – Text structure and organisation • Understand how punctuation is used along with

layout and font variations in constructing texts for different audiences and purposes (ACELA1556)

10.LA.13 reflect on their writing throughout the writing process, evaluate the clarity of their message and adjust the organisation of ideas and language, as necessary, to communicate their precise meaning to the intended audience

Literacy – Creating texts • Review and edit students’ own and others’ texts to

improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)

Literacy – Creating texts • Review, edit and refine students’ own and others’

texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Literature - Creating literature • Create literary texts that reflect an emerging sense

of personal style and evaluate the effectiveness of these texts (ACELT1814)

Literacy - Creating texts • Review, edit and refine students’ own and others’

texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)


11. The student critically interprets and creates texts

Year 9 Year 10

11.LA.1 the modes and purposes of different types of appropriate texts (e.g. books, newspapers, magazines, advertisements, films, television programs, CD-ROMS and websites)

Literacy – Interpreting, analysing, evaluating • Explore and explain the combinations of language

and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

Literature – Examining literature • Analyse text structures and language features of

literary texts, and make relevant comparisons with other texts (ACELT1772)

Language – Text structure and organisation • Compare the purposes, text structures and

language features of traditional and contemporary texts in different media (ACELA1566)



Literacy - Interpreting, analysing, evaluating • Choose a reading technique and reading path


11.LA.2 how viewers and readers may be positioned to think about characters and ideas in particular ways and how these views may reflect cultural values and be questioned

Literacy – texts in context • Analyse how the construction and interpretation of

texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)



• Understand that people’s evaluations of texts are




Literature - Responding to literature • Evaluate the social, moral and ethical positions

represented in texts (ACELT1812)

11.LA.3 how creators of texts select language and techniques to represent ideas, information and concepts in particular ways (e.g. choose words and symbols with particular connotations; use imagery to establish mood and enhance ideas and feelings; vary sentence beginnings to emphasise information; use passive voice to hide responsibility; and use hyperlinks, flashbacks and other time variants to influence meaning)

Language – Expressing and developing ideas • Analyse and explain the use of symbols, icons and

myth in still and moving images and how these augment meaning (ACELA1560)

Literature – Examining literature • Analyse text structures and language features of


Language - Expressing and developing ideas • Analyse and evaluate the effectiveness of a wide

range of clause and sentence structures as authors design and craft texts (ACELA1569)

• Refine vocabulary choices to discriminate


Literature – Responding to literature • Analyse and explain how text structures, language


Literature – Examining literature • Identify, explain and discuss how narrative

viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

• Compare and evaluate how ‘voice’ as a literary

device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)




11.LA.4 how readers and viewers need to develop knowledge about particular events, issues and contexts to interpret texts and how their interpretations are influenced by their knowledge, values and practices

Literacy – Interpreting, analysing, evaluating • Use comprehension strategies to interpret and

analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)







11.LA.5 how visual (e.g. camera angles and shot types), non-verbal (e.g. gestures and facial expressions), spoken (e.g. voice qualities) and auditory techniques (e.g. music and sound effects)are combined to position an audience

Language – Expressing and developing ideas • Analyse and explain the use of symbols, icons and

myth in still and moving images and how these augment meaning (ACELA1560)

Language – Text structure and organisation • Understand how paragraphs and images can be

arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Language - Expressing and developing ideas • Evaluate the impact on audiences of different

choices in the representation of still and moving images (ACELA1572)

Literacy - Texts in context • Analyse and evaluate how people, cultures,

places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)



• Plan, rehearse and deliver presentations, selecting




11.LA.6 how writers can express views and values other than their own



11.LA.7 how media and ICT are used by individuals, groups and governments to exert influence, shape opinion and manage controversy


• Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)



Literacy - Texts in context

• Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)


• Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

11.LA.8 the social justice implications of the ways in which people, places, events and objects are portrayed

Language – Language for interaction • Understand how language use can have inclusive




11.LA.9 critically read and view texts such as current affairs and news articles, features, editorials, documentaries and reviews that deal with local, national and international issues and events that develop over time

Literature -Examining literature Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636) • Analyse text structures and language features of




11.LA.10 critically analyse articles in the media that make use of statistics in an attempt to support a case or argument

11.LA.11 draw conclusions about the main idea or position of information and argument texts, and identify and evaluate the quality of the supporting information, explanation or evidence

Literacy – Interpreting, analysing, evaluating • Use comprehension strategies to interpret and

analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)



11.LA.12 identify ways an event or issue is portrayed and discuss possible consequences (e.g. the way a particular group is repeatedly portrayed by the media and the social ramifications of this)




represented in texts (ACELT1812) Literacy - Texts in context • Analyse and evaluate how people, cultures,

places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

11.LA.13 select subject matter and language to try to position readers to accept particular views of people, characters, events, ideas and information





Literacy - Texts in context

• Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)





Literacy - Creating texts

• Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

11.LA.14 write extended or sustained texts that entertain, move, inform and persuade in print and electronic mediums

Literature - Creating literature • Create literary texts that reflect an emerging sense

of personal style and evaluate the effectiveness of these texts (ACELT1814)

Literacy - Creating texts • Create sustained texts, including texts that


11.LA.15 create texts that deal with ideas and issues where they would like to effect change or persuade a general or specific audience to change their point of view or take action



Literacy - Creating texts • Create sustained texts, including texts that


11.LA.16 compare the ways language is used to portray an event or issue in different texts

Literacy – Interpreting, analysing, evaluating

• Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)








• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Not explicitly in Yr 9 & 10 English in ECTL

Language – Language variation and change • Understand that Standard Australian English is a

living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)

Language – Expressing and developing ideas • Understand how spelling is used creatively in texts

for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)

• Understand how certain abstract nouns can be

used to summarise preceding or subsequent stretches of text (ACELA1559)

Language – Language variation and change • Understand that Standard Australian English in its

spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)

Language - Text structure and organisation • Understand conventions for citing others, and how

to reference these in different ways (ACELA1568) Language - Expressing and developing ideas • Understand how to use knowledge of the spelling

system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

Not in Year 10 English, but Interdisciplinary ELA 6 Literacy - Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user

Documents

Mapping tool – preamble for English · 2011. 2. 1. · Mapping tool – preamble for English This mapping tool matches essential content elements from two curriculum frameworks: