English A/M - ACT Board of Senior Secondary Studies
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Board Endorsed December 2005 – Amended July 2015 English A/M Course Type 2 Accredited from: 1 January 2006 – 31 December 2010 Extended to 2016 Amended December 2013 (Includes Assessment Task Types approved August 2013) Board Endorsed December 2005 – Amended July 2015 Course Adoption Form for Accredited Courses Choose one of the following: B S S S adoption of units as per course document AUSTRALIAN CAPITAL TERRITORY adoption of units with a different combination of units The college is entered on the National Register to award Certificates delivered by this course. Yes No College: Course Title: English Classification: A Framework: English (2005) Course Area: 0110 Course Code: Dates of Course Accreditation: Ext. 2011 From to 2011 2016 Identify units to be adopted by ticking the check boxes Adopt Unit Title Value (1.0/0.5) Length Images of Australia and Gender Issues 1.0 S Film, Television and Contemporary Issues 1.0 S Heroes and the Journey 1.0 S Real Life Stories and Images of War 1.0 S Advertising and Gender Issues 1.0 S Communication and Contemporary Issues 1.0 S Science Fiction and Film and Television 1.0 S Children’s Literature and Heroes 1.0 S Images of Australia and Advertising 1.0 S Communication, Print and Multimedia Texts 1.0 S Print, Multimedia, Film and Write your way 1.0 S Contemporary Issues and Communication 1.0 S Reading for Enjoyment and write you way 1.0 S North American Texts 1.0 S Film, Television and Popular Music 1.0 S Suspense and Short Stories 1.0 S Contemporary Issues and Short Stories 1.0 S Short Stories and Science Fiction 1.0 S The Journey and Reading for Enjoyment 1.0 S Advertising 0.5 Q Children’s Literature 0.5 Q Communicate with Confidence 0.5 Q Contemporary Issues & Fantastical Worlds 1.0 S Contemporary Issues 0.5 Q Fantasy 0.5 Q Board Endorsed December 2005 – Amended July 2015 Film and Television 0.5 Q Heroes 0.5 Q Images of Australia 0.5 Q Images of Sport 0.5 Q Images of War 0.5 Q Popular Music 0.5 Q P-Plate English 0.5 Q Print and Multimedia Texts 0.5 Q Reading for Enjoyment 0.5 Q A Study of Short Texts 1.0 S Real Life Stories 0.5 Q Science Fiction 0.5 Q Short Stories 0.5 Q Suspense 0.5 Q The Journey 0.5 Q Understanding Gender Issues 0.5 Q Write Your Way 0.5 Q Australian Literature 1.0 S Images of Australia through Real Stories 1.0 S Advertising and Issues 1.0 S Supporting Statement Please provide the Assessment Task Types table for the new unit combinations and how any duplication of content will be addressed. Reasons for Adoption of the course For V courses indicate the certificate the college will award. Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course. Principal: / /20 BSSS Office Use Entered into database: / College Board Chair: /20 / /20 Board Endorsed December 2005 – Amended October 2013 Course Adoption Form for Accredited Courses Choose one of the following: B S S S adoption of units as per course document AUSTRALIAN CAPITAL TERRITORY adoption of units with a different combination of units The college is entered on the National Register to award Certificates delivered by this course. Yes No College: Course Title: English Classification: M Framework: English - 2005 Course Area: 0110 Course Code: Dates of Course Accreditation: Ext. 2011 From to 2011 2016 Identify units to be adopted by ticking the check boxes Adopt Unit Title Value (1.0/0.5) Length Contemporary Issues and Communication M 1.0 S Advertising and Short Stories M 1.0 S Film Television & Contemporary Issues M 1.0 S Heroes & The Journey M 1.0 S Real Life Stories and Fantasy M 1.0 S Popular Music and Science Fiction M 1.0 S Supporting Statement Please provide the Assessment Task Types table for the new unit combinations and how any duplication of content will be addressed. Reasons for Adoption of the course For V courses indicate the certificate the college will award. Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course. Principal: / /20 BSSS Office Use Entered into database: / College Board Chair: / /20 /20 4 Board Endorsed December 2005 – Amended October 2013 Contents Course Adoption Form for Accredited Courses Course Adoption Form for Accredited Courses Course Name Classification Course Framework Course Developers Course Length Composition of Course Subject Rationale Goals Student Group Content Across Curriculum Perspectives Teaching and Learning Strategies Assessment Unit Grades Unit Grade Descriptors for A Course Unit Grade Descriptors for M Courses Moderation Bibliography Proposed Evaluation Procedures Images of Australia and Gender Issues Film, Television and Contemporary Issues Heroes and the Journey Real Life Stories & Images of War Advertising and Gender Issues Communication & Contemporary Issues Science Fiction & Film and Television Children’s Literature and Heroes Images of Australia & Advertising Communicate, Print & Multimedia Texts Print, Multimedia, Film & Write Your Way Contemporary Issues & Communication Reading for Enjoyment and Write Your Way North American Texts Film, Television and Popular Music Suspense and Short Stories Contemporary Issues and Short Stories Short Stories and Science Fiction The Journey and Reading for Enjoyment Advertising Children’s Literature Communicate with Confidence Contemporary Issues & Fantastical Worlds Contemporary Issues .................................................................................... 2 .................................................................................... 4 .................................................................................... 7 .................................................................................... 7 .................................................................................... 7 .................................................................................... 7 .................................................................................... 9 .................................................................................... 9 .................................................................................. 10 .................................................................................. 11 .................................................................................. 11 .................................................................................. 11 .................................................................................. 12 .................................................................................. 13 .................................................................................. 14 .................................................................................. 17 .................................................................................. 18 .................................................................................. 19 .................................................................................. 20 .................................................................................. 21 .................................................................................. 24 Value 1.0 ................................................................... 25 Value 1.0 ................................................................... 32 Value 1.0 ................................................................... 38 Value 1.0 ................................................................... 42 Value 1.0 ................................................................... 47 Value 1.0 ................................................................... 53 Value 1.0 ................................................................... 57 Value 1.0 ................................................................... 64 Value 1.0 ................................................................... 70 Value 1.0 ................................................................... 75 Value 1.0 ................................................................... 79 Value 1.0 ................................................................... 83 Value 1.0 ................................................................... 87 Value 1.0 ................................................................... 90 Value 1.0 ................................................................... 94 Value 1.0 ................................................................. 100 Value 1.0 ................................................................. 104 Value 1.0 ................................................................. 108 Value 1.0 ................................................................. 114 Value 0.5 ................................................................. 117 Value 0.5 ................................................................. 120 Value 0.5 ................................................................. 124 Value 1.0 ................................................................. 127 Value 0.5 ................................................................. 130 5 Board Endorsed December 2005 – Amended October 2013 Fantasy Value 0.5 ................................................................. 133 Film and Television Value 0.5 ................................................................. 137 Heroes Value 0.5 ................................................................. 141 Images of Australia Value 0.5 ................................................................. 144 Images of Sport Value 0.5 ................................................................. 148 Images of War Value 0.5 ................................................................. 151 Popular Music Value 0.5 ................................................................. 155 P-Plate English Value 0.5 ................................................................. 158 Print and Multimedia Texts Value 0.5 ................................................................. 160 A Study of Short Texts Value 1.0 ................................................................. 163 Reading for Enjoyment Value 0.5 ................................................................. 166 Real Life Stories Value 0.5 ................................................................. 168 Australian Literature Value 1.0 ................................................................. 171 Short Stories and Science Fiction Value 1.0 ................................................................. 175 Science Fiction Value 0.5 ................................................................. 181 Short Stories Value 0.5 ................................................................. 186 Suspense Value 0.5 ................................................................. 188 The Journey Value 0.5 ................................................................. 191 Understanding Gender Issues Value 0.5 ................................................................. 193 Write Your Way Value 0.5 ................................................................. 197 The Poet’s World – From Chaucer to Hopkins Value 0.5 ................................................................. 199 A Shakespearean Study Value 0.5 ................................................................. 201 Advertising and Issues Value 1.0 ................................................................. 203 Images of Australia through Real Stories Value 1.0 ................................................................. 208 Contemporary Issues and Communication M Value 1.0 ................................................................. 210 Advertising and Short Stories M Value 1.0 ................................................................. 215 Film, Television & Contemporary Issues M Value1.0 .................................................................. 220 Real Life Stories and Fantasy M Value 1.0 ................................................................. 227 Heroes & the Journey M Value 1.0 ................................................................. 234 Popular Music and Science Fiction M Value 1.0 ................................................................. 240 Appendix A – Sample Assessment Tasks ...................................... Error! Bookmark not defined. Appendix B – Australian Curriculum Achievement Standards ............................................................ 250 6 Board Endorsed December 2005 – Amended December 2013 Course Name English Classification Accredited Course Framework This course is presented under the 2005 English Course Framework. Course Developers Name Qualifications College Michelle-Anne da Roza (Course development co-ordinator) B.A., Dip.Ed., M.Ed., Grad. Dip. Ed. Stud., Grad. Cert. R.E., Dip. Marketing. Marist College Therese Bubear B.A., Dip.Ed.,Grad Cert (Career Ed). Canberra Girls’ Grammar School Deanna Buffier Dip. Teach., B. Ed. Lake Tuggeranong College Anji Henley Teach. Cert. Lake Tuggeranong College Helen Sinclair B.A. (Hons), Dip. Ed. Lake Tuggeranong College Linda Meulen B.A., Dip. Ed. Marist College Clare Smyth B.A. (Hons), Dip. Ed. Merici College Veronica Trainor B.A., M.Litt, Dip. Ed. St Clare’s College Ian Harvey B.A., B. Ed. St., Grad. Dip. Ed. Tech., Cert. R.E. St Edmund’s College Kathy Griffiths B.A. Dip.Ed. T.C. St Francis Xavier College Laurna Burnham M.A., Dip. Ed., Dip. Info Mngmt/Library St Mary Mackillop College We acknowledge the work of the developers of the previous courses (listed below) Name Qualifications College Angela McPhillips (Leader) BA (Hons), Dip. Ed., Grad. Dip. R.E. Merici College John Heaney BA, MA, PGCE Cert. Ed. Admin. Marist College Joan Bradley M.A., M.Ed., B.Ed., T.C. Merici College Manette Johnson BA, Dip. St Clare’s College Barbara Lynch BA, TSTC St Clare’s College Anne Fisher BA, Dip. Ed. St Edmund’s College Ian Harvey BA, B Ed. Stud. Grad. Dip. Ed. Tech. St Edmund’s College Kathy Griffiths BA, Dip. Ed. T. C. St Francis Xavier College Pauline Mole BA, Dip.Ed., M.Ed. St Mary Mackillop College 7 Board Endorsed December 2005 – Amended December 2013 We also wish to acknowledge English course writers from Melba Copland Secondary School, Daramalan, Dickson and Hawker Colleges for the ideas they provided for previous Type 2 documents used by Lake Tuggeranong College in the past, and previous course writers from the individual Colleges involved in the writing of this Type 2 document. Evaluation of Previous Course It is pleasing that this group of Colleges has continued its commitment to the Type 2 A English course and that this new course will be further enriched by the contributions of our colleagues from Lake Tuggeranong College and Canberra Girls’ Grammar School. The introduction of a new framework in Term 1 2005 has demanded that a new course consider the aspects of that new framework that promote change. The course as it stands fits well with the new framework, but some re-focusing of emphasis is required. The course was evaluated both formally and informally by teachers, students and the wider community of the school, through the use of written questionnaires and discussion. Year 7 – 12 Colleges generally engage in some communication with teachers in their 7 – 10 programmers’ and all Colleges are encouraged to engage in some discussion with their feeder schools. Although minor variations were approved for the structure of the course in a number of Colleges, the units themselves were taught as accredited. The number of students who have completed this course each year has varied but in 2005 the numbers in Year 12 were as follows. Colleges involved in the development of previous course: St Mary Mackillop College 51 Marist College 32 Merici College 19 St Clare’s College 27 St Edmund’s College 45 St Francis Xavier College 18 Colleges involved in the development of this course: Canberra Girls’ Grammar School 7 Lake Tuggeranong College 119 The continued growth of VET courses, SNAPS and other transition to work courses are another influence on the development of this course. There continues to be a strong demand for an A course that develops both language skills and the appreciation of texts in our Colleges. There is an increasing number of students who could be considered “T-Capable” but who choose to take the A course and it will be necessary to consider those students in the new course. Students’ interests change and the needs of the workplace also evolve. As a result some units have been added or re-introduced such as P-Plate English, Communicate with Confidence and Write Your Way. Some units look at a wider scope of texts or look at a theme rather than a genre. Other units have been made more relevant or may have had a name change, while the unit Science Fiction and Fantasy has been split to make it possible for students to explore each genre in some depth. The National Communication Modules have been removed. This writing group has adopted some units from the document previously adopted by Lake Tuggeranong College. In the main, the past success of the course encourages us to continue in a like vein. Our students and parents have indicated that the course has fulfilled the needs of our students and so the goals can be said to have been reached and the content of the course appropriate. The teaching and learning strategies used in any A course need to be reflexive and often individualised. The strategies listed within the document have contributed to our diverse and successful approaches to meeting the needs of our students. The Across Curriculum Perspectives are basic to the units of this course and the choice of those units by students and teachers naturally develops a greater emphasis of some over others. In this way the Across Curriculum Perspectives truly become embedded in the course. One of the key features of the course has been its responsive assessment programme and the ability of 8 Board Endorsed December 2005 – Amended December 2013 our assessment regimes to meet the needs of the individual in a manner our students have found to be relevant to their current and emerging situations. It is our intention to continue to develop this course to meet the disparate needs of the students who enrol, for various reasons, in this course. Course Length Unit Title Unit Value Advertising 0.5 Children’s Literature 0.5 Communicate with Confidence 0.5 Contemporary Issues 0.5 Fantasy 0.5 Film and Television 0.5 Heroes 0.5 Images of Australia 0.5 Images of Sport 0.5 Images of War 0.5 Popular Music 0.5 P-Plate English 0.5 Print and Multimedia Texts 0.5 Reading for Enjoyment 0.5 Real Life Stories 0.5 Science Fiction 0.5 Short Stories 0.5 Suspense 0.5 The Journey 0.5 Understanding Gender Issues 0.5 Write Your Way 0.5 Composition of Course Course Number of standard units to meet course requirements Minor Minimum of 2 units Major Minimum of 3.5 units Major Minor Minimum of 5.5 units Double Major Minimum of 7 units Compulsory Units There are no compulsory units allowing for a teacher and their students to negotiate those units that are of most relevance to individuals and classes. It is recommended that students will study a combination of text-based and skills-based units to ensure a balanced course. The Colleges adopting this course may structure their course through the use of minor variations, which may be common or individual. 9 Board Endorsed December 2005 – Amended December 2013 Prerequisites for the course or units within the course There are no prerequisites for this course. Arrangements for students who are continuing to study a course in this subject Continuing students will be able to transfer in 2006 to the new course without disruption to their studies and without content overlap. If an existing unit has been completed in Year 11 2005, the same unit may not be studied in Year 12 2006. Name changes to these units are shown below: 2005 2006 Gender Issues Understanding Gender Issues Science Fiction and Fantasy Science Fiction Science Fiction and Fantasy Fantasy Newspaper and Magazines Print and Multimedia Texts Units from Other Courses Students who move from a T course to an A course may use no more than TWO completed T units to make a major in English A, or no more than ONE completed T unit to make a minor in English A. Negotiated Units There are no negotiated units in this course. Relationship with other courses This is one of two courses offered under the English Framework, the other being the Type 2 T English Course or in the case of some Colleges a Type 1 T English Course. Colleges using this document may also be teaching A and T English courses offered under the M Framework. Subject Rationale English is the study of language. The central focus of the subject is the interpretation and contextual analysis of a diverse range of texts and the way in which language works within them to create meaning. In English, students develop the skills of critical analysis and apply them to texts in both historical and cultural contexts. Students explore language forms and investigate the relationship between language and meaning. The successful completion of a course of study in English empowers students to become articulate, confident and multi-literate communicators who are capable of interpreting their world from a variety of perspectives and making productive contributions to society. The mastery of English is central to students’ learning in all subject areas. The study of English fosters critical thinking, imagination, creativity and independent thought. These skills are used to analyse problems, experiment with possible approaches and solutions, and synthesise findings. English develops communication skills so that students become proficient at using language for a wide range of purposes and with a strong awareness of audience. The study of English is central to effective social and vocational integration into a culturally diverse and complex world. English fosters sensitivity to values, ideas and beliefs implicit in texts. It develops students’ ability both to interpret and engage with their world from a variety of perspectives and promotes cultural understanding. Effective communication skills are essential to all workplaces. The appreciation of language in a variety of texts is central to the enjoyment of life. Reading, viewing and critical analysis can affirm or challenge students’ world views. Through the reading and interpretation of literature and other texts, the richness of human existence is revealed. 10 Board Endorsed December 2005 – Amended December 2013 The study of English enables students to appreciate the past and present, imagine and shape the future, and identify processes of social, cultural and political change. Goals Course Framework Goals focus on the essential things that students should know and be able to do as a result of studying any course in this subject area. They are intended student outcomes. All courses based on this Course Framework should enable students to: read, listen to and view a wide range of texts; develop analytical skills; challenge and extend their understanding of language, themselves and the world around them; understand that meaning arises from the interplay between text and context, including an appreciation of the author’s apparent purpose, the formal features of the text, and the audience’s perspective; communicate effectively, creatively and critically for different purposes; achieve competence in the technically correct use of the English language in meeting the demands of further study, the workplace, and student needs and interests. Student Group This course is designed for those students who do not wish to or are unable to pursue a T English course and recognises the need to equip students for a variety of pathways to future study, employment and leisure. It is also designed for those students who need language support. College Philosophy Colleges involved in the creation of this course will insert their College philosophy here before adopting the course. Catholic Colleges involved in the creation of this course have agreed to use the following: As Colleges within the Christian tradition we frame students’ education in a specific context. Our view of life, our moral values and tone are guided by the gospel spirit of freedom and love. This gives a context within which English as a subject is taught. Content All courses developed under this Framework will be based on the essential concepts and skills inherent in the subject area, as outlined below. The essential concepts of English are: language is central to all human experience language is powerful and underpins learning texts must be appreciated in their literary, cultural, historical and political contexts the reader’s experience will affect his or her response to texts the interpretation of texts allows for diverse and justifiable responses The essential skills inherent in English are: reading and understanding texts effective communication in a range of modes critical analysis responding to texts creatively and independently 11 Board Endorsed December 2005 – Amended December 2013 a command of the technical aspects of language Across Curriculum Perspectives All perspectives will be covered in the course as a whole through content and teaching strategies. However, unit variety will mean that some perspectives will receive greater emphasis in certain units than others. Teachers will be encouraged to ensure that in both content and teaching strategies the perspectives will be brought to student attention. Aboriginal and Torres Strait Islander Education Students will be exposed to literature, films and articles which relate to Aborigines and Torres Strait Islanders. They will be provided with opportunities to learn about the background and diversity of Aboriginal and Torres Strait Islander cultural heritage and lifestyles. Students will be encouraged to challenge the notions of race and to recognise the consequences of intolerance and of racist policies. Teaching strategies could include contact with a range of indigenous peoples and activities which value Aboriginal and Torres Strait Islander cultural icons and identity. Australian Education The Australian perspective is embedded in the content of all units. References to the Australian experience as compared with that of other cultures occur frequently. Students will be helped to develop an awareness of the elements and values that are included in the lives of Australians. They should also be encouraged to value the diversity present in the Australian community. Most of all, students should be encouraged to discriminate between myth and reality. Environment Education Issues connected with the social and cultural aspects of the environment arise from much literature. Teachers will also use teaching material drawn from newspapers and other current publications to promote informed debate and raise awareness of students’ responsibilities to their environment. Gender Equity Classroom management and teaching practices will take into account the needs and different learning styles of males and females. Material used will also present a balance of male and female perspectives, and attention will be paid to the gender biases, both conscious and unconscious, in the language used by students, teachers and writers. The unit Understanding Gender Issues addresses this. Material used in many units is selected to reflect the experiences of both men and women and to challenge gender stereotypes. Information Access Teaching strategies and learning styles adopted will be constructed with developments in technology and the advancement of associated skills in mind. Emphasis will be on students using available college and community resources in a variety of activities and then using information obtained for a given purpose. Students will be encouraged to access CD Roms and the internet in many units for research purposes e.g. Images of War, and will be provided with the opportunity to word process documents, design web pages, create PowerPoint displays for data projection and use multimedia equipment, particularly in seminar presentations. Information Technology is an area of study in Science Fiction and the impact of technology on ideas and language is discussed in many units. Language for Understanding Student awareness of the different uses of language will be heightened by the variety that they encounter in the English course. They will develop their skills in both written and spoken English and become more confident users of the language in differing situations. This perspective will be integral to all units in the course. 12 Board Endorsed December 2005 – Amended December 2013 Multicultural Education Multicultural Education forms an important element in Images of Australia, Children’s Literature, Contemporary Issues and Print and Multimedia Texts. Literature exposes issues such as racial prejudice, cultural dislocation and multicultural enrichment. It raises students’ awareness of how language can be used to perpetuate stereotypes. Teachers will foster a classroom atmosphere, which is tolerant and accepting of cultural differences. Teaching material will reflect aspects of Australian society. Special Needs Education Students will be encouraged to understand and to become better informed about the needs and aspirations of people with special needs in our community. Students will be encouraged to appreciate their experiences together with their needs for compassion and for equitable opportunities and treatment. Teachers will address the needs of students with special needs through the choice of appropriate teaching methods. Work Education Oral and written communication skills, which form an essential part of the English course, are directly transferable to the work environment. The unit Communicate with Confidence has as its primary focus work education. However, the strategies for developing skills such as group work, time management and research skills are skills utilized in the workplace. Work stereotyping and the gender-based perceptions of roles in the workplace are discussed through texts in many units. Personal writing encourages students to value their own potential and abilities in both paid and unpaid work. All units will address this perspective. Teaching and Learning Strategies Course developers are encouraged to outline teaching strategies that are grounded in the Learning Principles. The following teaching strategies have been broadly grouped but the groupings are neither definitive nor exhaustive: Contexts research (author, history, politics, culture) including online evaluation of online resources personal response and reflective writing (journals) stimulus material excursions guest speakers Analysis and deconstruction of texts mind mapping modelling forms (written, visual and multimodal) examining visual texts character profiles close textual study role plays discussion (individual, group whole class) 13 Board Endorsed December 2005 – Amended December 2013 Construction of texts conferencing drafting Synthesis debate seminar panel discussion forums Managing Learning text negotiation independent learning regular and meaningful feedback (formal and informal) collaborative group work linking to worlds beyond the school (including workplaces) Assessment Assessment Task Types A Courses Task Types Responding Creating Investigating Criteria Responding Creating Respond to fiction, nonfiction and/or multimodal texts Students may respond in analytical forms such as short responses, essay, report writing, review, letters, multimodal, blog, email, oral presentation All creative tasks must include an explanation of creative choices Weightings 1.0 0.5 40-60% Students may create imaginative, entertaining, persuasive, interpretative or informative texts Students may create in oral, written or non-written forms (e.g. diary entries, short stories, letters, websites, character interviews, short film) Plan, enquire into and draw conclusions about texts and/or key unit concepts Students may respond in forms such as note taking, paraphrasing, reports, interviews, film making, oral presentation, independent research, writing for publication 40-60% 20-30% 40-60% 20-30% 14 Board Endorsed December 2005 – Amended December 2013 Additional Assessment Advice for A Courses For a standard unit (1.0), students must complete a minimum of three assessment tasks and a maximum of five. For a half standard unit (0.5), students must complete a minimum of two and a maximum of three assessment tasks. Students must complete at least one of each task type in any semester unit. Students studying a 0.5 unit should complete the responding task and either the creating or investigating task. An oral response is not compulsory in every unit. However, students must present an oral response at least on one occasion in each of Years 11 and 12. Duration of oral responses should be determined by the nature of the task and may range from 3 -7 minutes. It is recommended that weightings of oral responses reflect the type of task. Creative choices may be stated in a rationale or statement of aims plus annotations. For a 1.0 unit, at least one task to the value of 20-40% is to be completed in class. For a 0.5 unit, at least one task to the value of 50% is to be completed in class. For A courses the weightings are provided to guide teachers about the relative importance of the tasks, not to provide a unit or course scores 15 Board Endorsed December 2005 – Amended December 2013 Assessment Task Types M Courses Task Types Responding Criteria Responding Creating Respond to fiction, nonfiction and/or multimodal texts Students may respond in analytical forms such as short responses, letters, diaries, journal, multimodal, blog, email, short class exercises, oral presentation Creating 10-80% 10-90% Students may create imaginative, entertaining or informative texts Students may create in oral, written or non-written forms (e.g. diary entries, collages, diorama, short stories, letters) Investigating Weightings 1.0 0.5 10-80% 10-90% Plan, enquire into and draw conclusions about texts and/or key unit concepts 10-80% Students may respond in forms such as note taking, paraphrasing, research, posters Additional Assessment Advice for M Courses For a standard unit (1.0), students must complete a minimum of three assessment tasks and a maximum of five. For a half standard unit (0.5) students must complete a minimum of two and a maximum of three assessment tasks. Students must complete at least one of each task type in any semester unit. Students studying a 0.5 unit should complete the responding task and either the creating or investigating task. An oral response is not compulsory. It is recommended that students present an oral response at least on one occasion in each of Years 11 and 12. Duration and word length of tasks may be negotiated. 16 Board Endorsed December 2005 – Amended December 2013 Assessment Criteria for A and M Students will be assessed on the degree to which they demonstrate: an ability to respond critically to texts and logically justify viewpoint an ability to evaluate and synthesise material to make meaning imagination and originality competent and effective use of language for a range of purposes and audiences control of appropriate medium. Sample assessment task and marking schema/rubric See Appendix 1 for sample assessment tasks. “Assessment Rubrics are currently under development, building on current practices. (English Framework, p. 9.) Unit Grades Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and represent standards of achievement. Grades are awarded on the proviso that the assessment requirements have been met. Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame. The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses. 17 Board Endorsed December 2005 – Amended December 2013 APPENDIX B Unit Grade Descriptors for A Course Assessment criteria A student who achieves an A grade typically A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically Responding critically responds critically to texts with insight justifies viewpoint through logical argument and effective use of relevant examples responds to texts with insight justifies viewpoint and makes effective use of examples understands and responds to key ideas in texts understands simple ideas and retells narrative shows some capacity to form a viewpoint does not express a viewpoint Imagination and originality Use of language Control of medium synthesises and evaluates material in a competent manner to construct a perceptive response effectively demonstrates creativity and originality communicates with effective control of language for a range of purposes and audiences demonstrates effective and consistent control of the conventions of the medium synthesises and evaluates material to construct a competent response demonstrates creativity and originality communicates with control of language for a range of purposes and audiences demonstrates consistent control of the conventions of the medium evaluates material to construct a satisfactory response demonstrates some creativity communicates with developing control of language for a range of purposes and audiences demonstrates understanding of the conventions of the medium but applies them inconsistently evaluates some material in a limited manner to construct a response demonstrates limited creativity communicates with partial control of language with little understanding of purposes and audiences demonstrates a partial understanding of the medium and limited use of its conventions constructs a simplistic or incomplete response demonstrates little understanding of simple and concrete ideas communicates with little control of language does not demonstrate understanding of the conventions of the medium demonstrates a viewpoint, not always justified paraphrases or retells A student who achieves an E grade typically Evaluation and synthesis of ideas may present work that is derivative in nature presents a literal interpretation 18 Board Endorsed December 2005 – Amended December 2013 Control of medium Use of language Imagination Evaluation Responding critically and and synthesis originality of ideas Unit Grade Descriptors for M Courses A student who achieves an A grade typically, independently describes how features of texts achieve a particular purpose and effect A student who achieves a B grade typically, with some assistance identifies how features of texts achieve a particular purpose A student who achieves a C grade typically, with occasional assistance identifies features of texts A student who achieves a D grade typically, with continuous guidance identifies some features in familiar texts A student who achieves an E grade typically, with direct instruction identifies some features in familiar texts describes how examples are used to support ideas in a text identifies how examples are used to support the main ideas in texts identifies main ideas and supporting details in texts identifies some main ideas and information in a text identifies some ideas or information in a text selects relevant information from different sources selects relevant information from sources selects relevant information from sources selects some information from different sources locates some information in texts presents ideas and opinions appropriately in texts presents ideas and opinions appropriately in texts presents ideas and opinions in texts presents some ideas and opinions presents some ideas and opinions uses appropriate language for a range of purposes and audiences uses appropriate language for a range of purposes and audiences uses appropriate language for a range of purposes and audiences uses language appropriate to purpose and audience uses language appropriate to purpose and audience communicates simple ideas, using conventions of the medium communicates simple ideas using conventions of the medium communicates simple ideas using some conventions of the medium communicates basic ideas using some conventions of the medium communicates basic ideas using some conventions of the medium 19 Moderation Moderation is a system designed and implemented to: provide comparability in the system of school-based assessment; form the basis for valid and reliable assessment in senior secondary schools; involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership; and maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates. Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions. The Moderation Model Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for ‘T’ courses. Moderation by Structured, Consensus-based Peer Review Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments. Preparation for Structured, Consensus-based Peer Review Towards the end of each year, for each ‘A’ and ‘T’ course offered by the school, the semester 2 assessment portfolios of a sample of Year 11 students are sent to the ACTBSSS Secretariat. This material is considered at the first moderation day in March of the following year. Towards the end of semester 1 each year, the same requirement applies for the semester 1 assessment portfolios of a sample of Year 12 students. This material is considered at the second moderation day in August of the same year. The College Course Presentation The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following: a folder containing supporting documentation as requested by the Board Secretariat through memoranda to colleges. a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. Specific requirements for subject areas and types of evidence to be presented for each moderation day will be outlined by the Board Secretariat through memoranda and Information Papers which are available on the BSSS website. www.bsss.act.gov.au 20 Bibliography References for Curriculum Development Course developers should be aware of work being undertaken in: ACT curriculum P-10 ACT Department of Education and Training, 2004, Every Chance to Learn http://activated.decs.act.gov.au/learning/curri_renewal.htm National Consistency in Curriculum Outcomes, including National Statements for English (for the compulsory years of schooling). More information is available from the Department’s Curriculum Support Section. Teacher References Books/Texts: Alloway, Nola and Gilbert, Pam, Boys and Literacy, 1997, Curriculum Corporation, Victoria, Australia Anstey, M., Ed. Literate Futures: Reading, 2002, Queensland Government, Access Bellanca, J. & Fogarty, R., Hawker Brownlow, Australia Blueprints for Thinking in the Co-operative Classroom, 1993, Bellanca, J. & Fogarty, R., Hawker Brownlow, Australia Catch them Thinking – a Handbook of Classroom Strategies, 1991, Boomer, G (Ed)., Negotiating the Curriculum, 1992, 2nd edition Britton, J., English Teaching: an International Exchange, 1984, Heinemann Bull, G. & Anstey, M., (eds), The Literacy Lexicon, 1996, Prentice Hall, Sydney Callow, J., (ed), NSW Image Matters: visual texts in the Classroom, 1999, Newtown, Christenson, L., the Power of the Written Word, 2000 Reading, Writing and Rising Up: Teaching about Social Justice and Constanzo, W., them, 1992, AATE, South Australia Reading the Movies: Twelve great films on video and how to teach Cope, B. & Kalantzis, M., (eds)., Multiliteracies: Literacy Learning and the Design of Social Futures, 2000, Macmillan, South Yarra, Victoria Corrigan, T. & White, P., The Film experience: An Introduction, 2004, Macmillan Crystal, D., Longman, Harlow, England Rediscover Grammar: with David Crystal, (revised edition), 1996, Crystal, D., The Cambridge Encyclopaedia of the English Languages, (revised edition), 1996, Cambridge University Press Cunningham, S. & Turner, G., (eds), Crows Nest, NSW The Media & Communications in Australia, 2002, Allen & Unwin, Doecke, B., Responding to Students’ Writing, 1999, AATE, Norwood Durrant, C. & Beavis, C., (eds), Pictures of English: Teachers, learners and technology, 2001, AATE, Wakefield Press, South Australia English in Australia: Guide to Texts and Resources, 2004, AATE 140, Winter. Freebody, P. & Luke, A., Literacies Programs: Debates and Demands in Cultural Context, Prospect: Australian Journal of TESOL, 1990, p5(7), 7-16 21 Freebody, P. Venezky, R.L. & Street, B.V. (eds), Boulder C.O. (US), Oxford (UK) Literacy Education in Australia and New Zealand. In Wagner, D. Literacy: An International Handbook, 1999, Westview Press, Green, B., Thoughts, 1999, vol. 7, no.1 p36-46 The New Literacy Challenge? Literacy Learning: Secondary Janks, H. (ed.), Africa Critical Awareness Series, 1993, Hodder and Stoughton, South Kalantzis, M. & Cope, B., The Designs for Learning Guide, 2004 Kalantzis, M., Cope, B. & Fehring, H., environment, 2002, PETA, NSW Multiliteracies: teaching and learning in the new communications Kalantzis, M. & Harvey, A., Preparing Tomorrow’s Knowledge Workers, 2002 Lankshear, C., England Changing Literacies, 1997, Open University Press, Buckingham, Martino, W. & Cook, C., Gender and Texts, 1998, AATE Martino, W. & Mellor, B., Gendered Fictions, 1995, Chalkface Press, Cottesloe, WA Mellor, B., Raleigh, M., Ashton, P., Making Stories, 1996, Chalkface Press, Cottesloe, WA Mellor, B., O’Neill, M., Patterson, A., Reading Stories, 1987, Chalkface Press, Cottesloe, WA Mellor, B., O’Neill, M., Patterson, A., Reading Fiction, 1991, Chalkface Press, Cottesloe, WA Mellor, B. & Patterson, A., Investigating Texts, 1996, Chalkface Press, Cottesloe, WA Metaphor, NSWETA. Monaco, J., How to Read a Film: the World of Movies, Media & Multi-Media, rd 2000, 3 edition, Oxford University Press Moon, B., Studying Poetry, 1998, Chalkface Press, Cottesloe, WA Moon, B. & Mellor, B., Scarborough, WA Writing Critical Essays: A practical guide, 2001, Chalkface Press, Morgan, W., Routledge, New York Critical Literacy in the Classroom: the art of the possible, 1997, Muspratt, S., Luke, A. & Freebody, P., Constructing Critical Literacies: Teaching and learning textual practice, 1997, Allen and Unwin, Sydney O’Shaughnessy, M., Media and Society, 1999, Oxford University Press, Phillips, W.H., Film: An Introduction, 1999, St Martin’s Press, Boston New York Quin, Rod, McMahon, B. & Quin, Robyn, The Big Picture: Reading Visual Language, 1997, Curriculum Corporation, Carlton South, Victoria Roffy, Sue, Chapman. The New Teacher’s Survival Guide to Behaviour, 2004, Paul Sawyer, W., (ed), Looking at Our Language: language investigations for middle and upper secondary classes, 1995, St Clair Press, Rozelle, NSW Sawyer, W., Watson, K. & Gold, E., Re-visioning English, 1998, St Clair Press, Rozelle, NSW Schill, J., 1996, Heinemann, Port Melbourne On Purpose: Studying written, oral and visual language in context, Sharp, T. & Dieter, E., the Classroom, 1999, Jon Callow (ed) Visual Literacy and the Internet, in Image matters: Visual texts in 22 Snyder, I, Allen and Unwin, Sydney Page to Screen: taking literature into the electronic era, 1997, Snyder, I., Press, Victoria Hypertext: The electronic labyrinth, 1996, Melbourne University Tomlinson, Carol Ann, Edition, 2001, ASCD, USA. How to Differentiate Instruction in Mixed Ability Classrooms, 2nd Unsworth, L., University Press, Philadelphia Teaching Multiliteracies Across the Curriculum, 2001, Open Watson, A. & Badenhop, A., (eds), Prevention of Reading Failure, 1992, Ashton Scholastic, Gosford Videos A selection from the Curriculum Corporation and AATE Oral Language and the Teaching of English, 1999 World Wide Web http://education.qld.gov.au/curriculum/learning/literate-futures/pdfs/lf-teacher-summary.pdf http://education.qld.gov.au/corporate/newbasics/docs/onlineal.doc http://www.alea.edu.au/freebody.htm http://www.library.adelaide.edu.au/guide/hum/english/E_Aust.html http://www.abc.net.au http://www.education.qld.gov.au/schools http://www.filmaust.com.au http://www.gutenberg.net http://www.qsa.qld.edu.au http://www.shakespeare.com http://www.vicnet.net.au/~ozlit http://www.perspicacity.com/elactheatre http://www.script-o-rama.com http://www.myread.org http://www.humanrights.gov.au/social_justice/croc/sub1.htm www.curriculum.wa.edu.au www.boardofstudies.nsw.edu.au www.bsss.act.gov.au www.service.sa.gov.au www2.education.tas.gov.au www.aate.org.au www.zoomerang.com.au www.actate.org.au www.webenglishteacher.com eserver.org 23 Websites of overseas newspapers such as the London Times, the New York Times, the Washington Post, the Irish Times, etc. These were accurate at the time of publication. Resources A wide variety of teacher reference books, student texts, current newspapers and publications and materials from such sources as the Careers Reference Centre are necessary for this course. Access to audio visual material, computers (both for individual work and in labs), multimedia facilities and digital technology is available for English students. Proposed Evaluation Procedures There will be continuous informal evaluation by teachers during faculty meetings and discussion from the beginning of the course's implementation. Teachers will also encourage informal student discussion of the course and report outcomes at faculty discussions. Students will also be asked to participate in questionnaires at the conclusion of units and the course. Suggestions for modification and refinement will be decided on at faculty meetings and minor variations procedures will be used to implement such changes. Discussion amongst Colleges wishing to teach the course and panel members will form part of the evaluation. Course Developers will need to refer to the Year 12 study to inform them of course trends. The following dot points could be included in this evaluation process: whether the course and course framework are still consistent; whether the goals were achieved; the appropriateness of the course content; the success of the teaching strategies used; the inclusion of the across curriculum perspectives in, for example, including students with special needs or addressing information access skills of students or fulfilling the statements made in this section in the course document; the appropriateness of the assessment program; whether the needs of the students have been met; the relevance of the course; the number of students completing the course in each of the years of accreditation using the appropriate table from the Year 12 Study; and the need for improvements to the course. 24 Images of Australia and Gender Issues Value 1.0 Specific Unit Goals This unit should enable students to: critically analyse a variety of Australian texts demonstrate an understanding of the distinctive features of a range of Australian texts analyse their own experiences of Australian society through writing, speaking, listening and viewing analyse aspects of Australian culture and society past and present through the images in literature, the arts and media. read, view, listen to and analyse a variety of texts dealing with gender stereotypes and roles in our society demonstrate their awareness of a range of roles in the Australian context, including cross-cultural perspectives in our society and others investigate and analyse gender images and role models in the media respond critically and imaginatively to the issues raised Content Students study: Australian culture and identity and a range of cultural groups which contribute to Australian society issues such as sport, Aborigines, reconciliation, multicultural, poverty-wealth, the bush. works of non-fiction, including magazines, historical documents and biographies some of the following: a novel or play, a selection from films, short stories, non-fiction texts, documentaries, music, video clips, articles, comics. the images of men and women created by different groups and individuals in our society, such as stereotyping in ads, bias in sport and focus on body image the myths and realities of such images at least one novel or one play, and a selection from films, short stories, documentaries, music, video clips and articles and advertising relevant web sites the role of men and women in military conflict gender images in sport Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia, people and culture research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg War Memorial, National Museum of Australia guest speakers from organizations reflecting the different interests in the local community 25 written responses including creative writing conferencing, drafting debate, Australia versus The Rest of the World regular and meaningful feedback (formal and informal) collaborative group work research report writing oral presentation class and small group discussion creative responses role play using information technology Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the exploration of Indigenous characterisation in film and also through an examination of gender issues specific to Indigenous communities. Australian Education through the examination of Australian settings in film and on television and also through an examination of gender issues explored in Australian film and written texts. Environment Education through an understanding of the role played by the environment in Australian poetry and also through an exploration of women in the media who speak for environmental programmes. Gender Equity through an examination of the construction of gender in Australian texts. Information Access through the use of Power Point to create virtual tours of Australian icons. Language for understanding through a close reading of Australian registers of speech and through a discussion of the language of gender politics. Multicultural Education through an investigation of multi-cultural themes in Australian novels and short stories and also through an examination of gender issues specific to Australian minority communities Special needs Education through the modification of work to suit those with Special needs and also through an investigation of how conversation about gender sidelines those with special needs. Work Education through an examination of the written language of the Australian work place and also through an investigation of gender-appropriate language for the work place. Specific Unit Resources Teacher References Martino, W. & Cook, C., Gender and Texts, 1988, AATE Martino, W. & Mellor, B., Gendered Fictions, 1995, Chalkface Press, Cottesloe, W.A. 26 Books Benaud, R., Anything but an Autobiography Beynon, R., The Shifting Heart Burke, M., Matthew Burke Charlwood, D., All The Green Year Charlwood, D., No Moon Tonight Chichester, F., The Lonely Sea and the Sky Connor, D., My Race for the America’s Cup Courtenay, B., The Power of One Courtenay, B., April Fool’s Day Cunxin, L., Mao’s Last Dancer Davis, J., A Boy’s Life Davis, J., No Sugar Earls, N., Bachelor Kisses Ellis, L., Playing the Game Enright, N., Blackrock Facey,.A.B., A Fortunate Life Forsyth, F., No Comebacks Francis, D., Dead Cert Gare, N., The Fringe Dwellers Geldoff, B., Is That It? Giles, J., Moving Out Gwynne, P., Deadly, Unna Haran, P., and Kearney, Robert, Flashback Hilde, J., The Place at the Coast Hornby, N., A Long Way Down Hudson, C., The Killing Fields Knight, J., Mark Waugh Kureshi, H., Surfacing Lehmann, D., Worth the Wait Lillee, D., My Life in Cricket Lindquist, U-C., Rowing Without Oars Lunn, H., Over the Top with Jim Mahmoody, B., Not Without My Daughter Marchetta, M., Looking for Alibrandi Marsh, R., Over and Out Matthews, G., Australian Son 27 McCarthy, M., Dirt Bikes McCarthy, M., Ganglands McCarthy, M., Cross My Heart Mienthzen, D., Johnny Hart’s Heroes Morgan, S., My Place Newcombe, J., No-one’s Indestructible Oswald, D., Dags Pilkington, D., Follow the Rabbit Proof Fence Pryor, B. & McDonald, M., Maybe Tomorrow Roy, A., The God of Small Things Sasson, J.P., Princess Savage, L., My Story Scaife, M., Diary of a Champion Seymour, A., The One Day of the Year Shea, A., Petria Thomas: Swimming against the Tide Tan, A.., The Hundred Secret Things Tannen, J., You Just Don’t Understand: Men and Women in Conversation Walker, S., Camphor Laurel Wharton, H., Yumba Days Wheatley, N., The Blooding Whitlock, G. (Ed), Autographs; Contemporary Australian Autobiography Williamson, D., The Perfectionist Williamson, D., The Removalist Williamson, D., Brilliant Lies Williamson, D., The Club Zindel, P., The Big Man and Me Films Bend It Like Beckham (Gurinder Chadha, 2002) Bride and Prejudice (Gurinder Chadha, 2004) Crocodile Dundee (Faiman, P., 1986) Dirty Harry (Director: Don Siegel, 1971) Gallipoli (Weir, P., 1981) In the Line of Fire (Wolfgang Petersen, 1993) Kindergarten Cop (Ivan Reitman, 1990) Malcolm (Tass, N., 1986) Mona Lisa Smile (Newell, M., 2003) Mrs Doubtfire (Chris Columbus, 1993) 28 Muriel’s Wedding (P.J. Hogan, 1994) My Big Fat Greek Wedding (Joel Zwick, 2002) Philadelphia (Jonathan Demme, 1993) Rabbit Proof Fence (Noyce, P., 2002) Regarding Henry (Mike Nichols, 1991) Sea Change (Michael Bray, 1998) Shame (Steve Jodrell, 1987) Sunday Too Far Away (Hannam, K., 1975) The Accused (Jonathan Kaplan, 1988) The Adventures of Priscilla: Queen of the Desert (Stephan Elliott, 1994) The Castle (Sitch, R., 1997) The Fringe Dwellers (Beresford, B., 1986) The Prince and Me (Martha Coolidge, 2004) The Shiralee (Norman, L., 1957) The Sum of Us (Geoff Burton & Kevin Dowling, 1994) The Wog Boy (Vellis, A., 2000) The Year My Voice Broke (Dugan, J., 1987) Three Men and a Baby (Leonard Nimoy, 1987) Two Hands (Jordan, G., 1999) Tootsie (Sydney Pollack, 1982) Wake in Fright (Kotchett, T., 1971) Whalerider (Niki Caro, 2002) Yolngu Boy (Johnson, S., 2001) Television Programs Attitude Australian Story (ABC) Baywatch Beverley Hills 90210 Blue Heelers Degrassi High Enough Rope with Andrew Denton (ABC) Friends Heartbeat Heartbreak High, Judge Judy, Kath and Kim Message Stick 29 My Life as a Dog National Museum short films Outback Jack Police Rescue The Footy Show The Panel The Simpsons Magazines Inside Sport Sports Illustrated Cleo Ralph, Dolly New Woman Current newspaper articles and advertisements Short Stories Hathorn, L., The Blue Dress Weller, A., Going Home Poets Geoff Goodfellow Stephen Herrick Adam Ford Stephen Kelen John Foulcher Dawe, B., Lifecycle, Planning a Time Capsule, Enter Without so Much as Knocking Music Selection of music from artists such as John Williams, Peter Allen and Red Gum eg. True Blue, Give Me a Home Among the Gum Trees, I Still Call Australia Home, The Tenterfield Saddler, I Come From a Land Downunder. Waltzing Matilda, Advance Australia Fair Sensitive New Age Cowboys: The New National Anthem Websites National Library of Australia www.nla,gov.au www.musicaustralia.au www.pictureaustralia.org National Screen and Sound Archive www.screensound.gov.au National War Memorial 30 www.nwm.gov.au Australian Film Commission www.afc.gov.au http://members.cox.net/academia/vivien.html http://www.kidsource.com/education/gender.issues.L.A.html 31 Film, Television and Contemporary Issues Value 1.0 Specific Unit Goals This unit will enable students to: view critically a range of popular films and television programs analyse the techniques of film and television respond analytically and creatively to issues which arise read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. Content Students study at least two films and a range of the different types of television programs, film techniques the distinctive features of the various genres concerns and issues raised, and identify bias characters, settings, social issues and underlying ideologies a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: research the language of film and television write scripts, suggest and write alternative endings, compile storyboards explore the elements of film composition, research the various roles in the film/TV making process analyse viewing habits view a variety of films from the past including early black and white and compare to recent movies visit the cinema and Screensound Australia script and produce a short film read reviews on line and explore film and television website interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues 32 investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of The Bush Mechanics and through an examination of Indigenous issues in the mainstream press. Australian Education through an examination of the development of Australian Television and through the investigation of local issues. Environment Education through an examination of the ways in which film and TV explore environmental themes and through an investigation of environmental issues, both here and abroad. Gender Equity through an exploration of the way in which men and women are stereotyped in soap operas and through an investigation of how the media represents issues pertinent to both men and women. Information Access through the development of electronic research skills. Language for understanding through writing television scripts and through an examination of the use of emotive language to create interest in an issue. Multicultural Education through an examination of a foreign film and through the writing of letters to the editor regarding the issues surrounding refugees. Special needs Education through the examination of the representation of people with special needs in film and on television and through the writing of articles about the particular requirements of people with special needs in our College. Work Education through an examination of film that has been made for the workplace and through an examination of how workplace issues need to be understood and explored by both employers and employees. Specific Unit Resources Magazines Metro Screen TV Week Who Newspapers The Canberra Times (The Guide, Panorama, Relax magazine) 33 Films A Clockwork Orange (Kubrick, Stanley 1971) American Beauty (Mendes, Sam 1999) Billy Eliott (Daldry, Stephen 2000) Casablanca, (Curtiz, Michael 1942) Coffee & Cigarettes (Jarmusch, Jim 2003) ET- The Extra Terrestrial (Spielberg, Steven, 1980) High Noon, (Zimmerman, Fred 1952) Psycho (Hitchcock, Alfred 1960) Run Lola Run (Tykwer, Tom 1998) Star Wars- Episode 1 (Lucas, George 1942) The Matrix (Wachowski, Andy & Wachowski, Larry 1999) The Third Man (Reid, Carol 1949) The Shining ( Kubrick, Stanley 1982) The Truman Show (Weir, Peter 1998) The War of the Worlds (Spielberg, Steven, 2005) Witness (Weir, Peter 1982) The Best of Tropfest (Various, SMH, 2004, 2005) Television At the Movies A Current Affair Better Homes and Gardens CSI Four Corners GMA Home and Away Infomercials Kath and Kim Media Watch Neighbours The Bold and the Beautiful The Footy Show The Oprah Winfrey Show The Panel The Price is Right The Simpsons The Sketch Show 34 Survivor Who Wants to be a Millionaire And other contemporary television shows and infotainment such as: documentaries, drama, comedies, soaps, sitcoms, TV news, current affairs, satirical shows, chat shows, advertisements, sport, cartoons. Teacher References Arnold, J. S., Reading Television Books 1 & 2, OUP, Melbourne, 1997 Callow, J. Image Matters:Visual texts in the Classroom, 1999, Newtown, NSW Clothier, E & Dohohoe, L., Switched On! Longman, Melbourne, 1998 Cohen,D., Horror Movies, London 1984 Corrigan ,T& White,P. The Film Experience: An introduction, 2004. Macmillan Costanzo, W., Reading the Movies: Twelve great films on video and how to teach them,1992, AATE, South Australia Cox, P. & Goldsworthy, F., Featuring Film, OUP, Melbourne, 1996 Dyer, R.,Stars, BFI, London, 1986 Films for Women, BFI, London, 1986 Frank, A., The Science Fiction and Fantasy Film Handbook, BT Batsford, 1982 Fraser, G. M., The Hollywood History of the World. Penguin, London 1988 Glasson, T. & Carroll, J.,Exploring Film as Text, Heineman Educational, Melbourne 1992 Hamilton, P. & Matthews, S., American Dreams: Australian Movies, Currency Press, Sydney, 1986 MacFarland, C.,Classics on Film, Longman Cheshire, 1987 MacFarland, C.,Masterpieces on Film, Longman Cheshire, 1985 McFarlane, B.Words and Images - Australian Novels into Film, Heinemann,1983. McGregor, R.,Teaching Film as Text series English Club, Prahran, 1996 – 1999 Monaco, J., How to read a Film: the World of Movies, Media &Multi-Media, 2000, 3rd edition, OUP Partridge, D. & Hughes,P., Flicks: Studying Film as Text, Oxford Uni. Press, Melbourne, 1992 Pirie, D.,Anatomy of the Movies, Macmillan, London, 1981 Shaw, E., Viewing, ACTATE, 1996 Viewing for Learning, Curriculum Corporation, Victoria, 1995 Winokur, M. & Holsinger,B. , The Complete Idiot’s Guide to Movies, Flicks and Films, 2001 Books Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding 35 Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a Time-Capsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People(Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines 36 Websites ScreenSound Australia http://www.nfsa.gov.au/screensound/screenso.nsf Australian Film Commission http://www.afc.gov.au/ Office of Film and Literature Classification http://www.oflc.gov.au/ Film Reviews http://www.suntimes.com/ebert/ebert_reviews/ http://www.rottentomatoes.com/ and also: http://www.abc.net.au/ http://www.filmaust.com.au/ http://www.theeducationshop.com.au/ www.allaboutmovies.com http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument These were accurate at the time of publication. 37 Heroes and the Journey Value 1.0 Specific Unit Goals This unit should enable students to: read, view, listen to and understand a range of texts which deal with heroes respond to a variety of real or imagined heroes critically analyse the values and heroic natures of characters in texts analyse the theme of the journey as a metaphor for life critically analyse and compare their own experiences of life in relation to common human experience critically read and view texts which investigate journeys real and imagined Content Students study: a variety of types of heroes such as sporting, national, religious or personal heroes, those who have overcome adversity or achieved greatness how we construct the notion of a hero in different times and cultures a variety of texts involving different types of heroes heroic and anti-heroic characters in a variety of texts myths and legends from a variety of cultures gender differences in the creation of heroes and heroines stories, both traditional and modern, which incorporate the theme ‘the journey’. These could include a novel and a selection of other forms ranging from myths to current films and computer games the common experiences which people [e.g. people from different cultures and walks of life] have when operating outside their usual environments and the personal growth which results their experiences and relate the learning to the literature studied Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discussion of students’ perception of heroes consider the changes in the depiction of heroes in films over time compare screen and literary heroes/antiheroes interviews and biographies giving a character profile of a hero wide reading and viewing to introduce students to heroes such as biblical, mythological, historical and contemporary figures write a creative piece depicting a hero discussion of the invention of the ‘superhero’ and the stereotypes associated with this character personal response and reflective writing examining visual texts listening to and note making from guest speakers and members of the community individual or group oral presentations of personal research or reading and viewing 38 excursion / individual projects modeled in class work. These might involve developing questionnaires and doing oral and written reports on new experiences discussion (individual, group and whole class) Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of the representation of Indigenous people in film and through the analysis of Indigenous myths and legends that explore the theme of the journey. Australian Education through an investigation of Australian war time heroes and through an investigation of Australian films that use the structure of the journey as a plot device. Environment Education through an investigation of people who have fought to save or live with the natural world and through a discussion of the use of the environment to develop setting in texts that are based on the concept of the journey. Gender Equity through writing scripts about men and women in heroic roles and through an analysis of the use of gender stereotypes to develop the theme of the journey. Information Access through using software to create cartoon narratives and through the use of ICT to write stories of real or imagined stories that use the device of the journey. Language for understanding through looking at the language used to create heroic character in film and written texts and through close reading of the language of “journey” literature and non-fiction. Multicultural Education through looking at foreign action and hero films and through an analysis of non-fiction that explores the experiences of the journey to a new life. Special needs Education through the creation of a hero who explores some special needs and through reading the stories of those who have journeyed through life with special needs. Work Education through the exploration of cultural understandings of heroism to develop interpersonal skills and through exploring the idea of career as journey. Specific Unit Resources Books Adams, D., Hitchhikers’ guide to the galaxy Baillie, A., Heroes: Australians at their Best Bane, M., Who’s Who in Rock Bennett, W., Australian Story Campese, D., On a Wing and a Prayer Cassidy, G., Greats of Australian Surf Crew, G., Creating Adam West: Contemporary Biographies and Autobiographies Diver, S., The Stuart Diver Story Gardner, S., The Legend of Kevin the Plumber Gibson, M., Gods, Heroes and Monsters from the Greek Myths 39 Gutman, B., Magic: More than a Legend Homer, The Odyssey (extracts) Kellerher, V., Slow Burn Lehane, B., The Enchanted world; Legends of Valour Marsden, J., The Journey Metzenthen, D., Johnny Harts Heroes McCarthy, M., Ganglands Morrden, E., Movie Star-A Look at the Women Who Made Hollywood Reed, A.W., Aboriginal Myths, Legends and Fables Shepherd, J., Never Tell me Never Tolkien, J.R.R., The Hobbit Voight, C., Homecoming Audio Visual Material The Aviator Beneath Clouds (Scorsese, M., 2004) (Ivan Sen, 2002) Braveheart (Gibson, M., 1995) Dragonslayer (Robbins, M., 1981) Erin Brockovich Ever After Fantastic Four Gladiator The Hurricane Lord of the Rings (Soderberg, S., 2000) (Tennant, A., 1998) (Story, T., 2005) (Scott, R., 2000) (Jewison, N., 1999) (Peter Jackson, 2001, 2002, 2003) Pirates of the Caribbean: The Curse of the Black Opal (Verbinski, G., 2003) The Navigator (Vincent Ward, 1988) The Princess Bride (Reiner, R., 1987) Rabbit Proof Fence (Phillip Noyce, 2002) Rain Man (Barry Levinson, 1998) RobRoy, (Caton-Jones M., 1995) Spiderman (Raimi, S., 2002) Troy (Peterson, W., 2004) Veronica Guerin (Schumacher, J., 2003) Whale Rider (Caro, N., 2002) Yolgnu Boy (Stephen Johnson, 2001) 40 Assorted Comics Batman Superman Spiderman The Phantom Also: Games sites Games on network College Miniatures Clubs Websites www.teachit.com.uk www.filmeducation.org/secondary www.webenglishteacher.com/beowulf/html www.webenglishteacher.com/classmyth/html http://www.english.efl/edu/comics/teaching/bill.shtml http://www.aate.org.au/ follow the prompts to catalogue. www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/annotations_texts_04_07.doc www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/hsc_english_poster_04_07.pdf www.boardofstudies.nsw.edu.au/ syllabus_hsc/pdf_doc/journey_stimulus_04_07.pdf These were accurate at the time of publication. 41 Real Life Stories & Images of War Value 1.0 Specific Unit Goals This unit should enable students to: analyse critically and creatively personal stories in a variety of text types research the influences that shape peoples lives respond critically to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times critically examine a range of texts depicting the experience of war analyse some of the common war themes and issues and identify their social and historical contexts demonstrate an understanding of interpretations and images of war presented by the print media, film and television Content Students study: a variety of biographical and autobiographical texts texts types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives techniques to enable them to write their own life story a variety of visual texts that deal with the experience of war a variety of texts such as novels, poems, autobiographies, oral histories, diaries and letters in which men and women from different walks of life have recorded their experiences of war a range of materials published in war time including books, poems, newspapers, posters, documents, photographs, artwork, speeches and popular songs interpretations of modern warfare in popular novels, popular history, film, television, war games on CD-ROM and the Internet Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: collaborative work, interviews and oral presentations which may include role play and discussions research and gather information to report on a local or famous person – could include guest speakers use of ICT where appropriate personal response and reflective writing class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of warfare and especially of bias and propaganda explicit teaching of the historical, social and cultural contexts of the texts studied an introduction to the reality of war through visits to such places as the Australian War Memorial, ADFA, the National Archives, the National Library guest speakers from these institutions and other groups such as refugee associations, Amnesty International and students’ own family and acquaintances who have had experiences of war comparison of the texts inspired by war journal writing reading/viewing log 42 oral presentations, taped interviews, dramatizations and reports written responses including creative writing analysis of the coverage of a war event by different television networks analysis of the images of war in popular songs about war, past and present engage in a range of written and oral tasks which should include critical and creative responses to texts Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through listening to the experiences of Indigenous Australians and through the exploration of the role of Indigenous Australians in war time. Australian Education through reading the life stories of Australians from rural areas and through an investigation of the power of the theme of war in the everyday life of Australians. Environment Education through an exploration of how lives are shaped by the environment, either directly or indirectly and through the study of the destruction of the natural world through war. Gender Equity through reading the lives of women and men and discussing their differences and through an investigation of the roles of women and men in war time. Information Access through the students’ use of ICT to tell their own life stories and through the use of software to write about the experience of war in a creative manner. Language for understanding through the development of a critical language to talk about non-fiction and through close readings of media texts relating to war. Multicultural Education through watching films that explore the experiences of different cultures and through an investigation of the literature of wars in which our ethnic communities have participated. Special needs Education through discussion and journaling about the experiences of those with special needs and through a discussion of the trauma of war Work Education through an exploration of how the development of empathy can be a useful skill in the workplace and through an investigation of military work places. Specific Unit Resources Teacher References such as: Callow, J., (ed), Image Matters: visual texts in the classroom, 1999, Newtown, NSW Books such as: Allende, P. Paula Angelou, M. I Know Why the Caged Bird Sings Baillie, A., Little Brother Blakers, G. A Useless Young Man? Boswell, J. Life of Johnson Caswell, B., & Phu An Chiem, David, Only the Heart Dahl, R., Boy Going Solo Delaney Sisters Having our Say: The Delaney Sisters First 100 Years 43 Disher, G The Divine Wind Dunlop, E. War Diaries Facey, A. A Fortunate Life Filipovic, Z., Zlata’s Diary Follett, K., The Eye of the Needle Frame, J. An Angel at my Table Frank, A., The Diary of Anne Frank Gleeson, L., Refuge Greene, B., Summer of My German Soldier MacDowell, R. Inside Story Marsden, J., Tomorrow When the War Began Mattingly, C., Escape From Sarajevo May, S., Cambodian Witness McBride, J. The Color of Water McKay, G., In Good Company Metcalf, P. War in the Shadows Misto, M., The Shoe Horn Sonata Morgan, S. My Place Mortimer, J. Clinging to the Wreckage Park, R. A Fence Around the Cuckoo Park, R. Fishing in the Styx Pepys Diaries Prejean, H. Dead Man Walking Reilly, M Ice Station Reilly, M Temple Reimer, A. Inside, Outside Shute, N A Town Like Alice Stewart, M Autobiography of My Mother Weisel, E Night Wharton, H. Murrie Drovers Yen Mah, A. Falling Leaves 44 Poets such as: Dawe, B. Murray, L. Plath, S. Audio visual Material such as: 1915 (mini series, Directors: Di Drew and Chris Thomson, 1982) A Beautiful Mind (Ron Howard, 2001) All Quiet on the Western Front (TV version, Delbert Mann, 1979) Anzacs (Pino Armenta & John Dixon, 1985) Apocalypse Now (Francis Ford Coppola, 1979) Australian Story, ABC Black Hawk Down (Ridley Scott,2001) Born on the Fourth of July (Oliver Stone, 1989) Bran Nue Day Braveheart (Mel Gibson, 1995) Breaker Morant (Bruce Beresford, 1980) Carve Her Name with Pride (Lewis Gilbert, 1958) Cold Mountain (Anthony Minghella, 2003) Cry Freedom (Richard Attenborough, 1987) Dead Man Walking (Tim Robbins, 1995) Dear America (Couturie, B., 1987) Fabulous Women (ABC Series) Foyle’s War (ABC TV) Gallipoli (Peter Weir, 1981) Good Morning Vietnam (Barry Levinson, 1987) Hamburger Hill (John Irvin, 1987) Heaven and Earth (Oliver Stone, 1993) Hope and Glory (John Boorman, 1987) Hotel Rwanda (Terry George, 2004) How Hollywood Made the War (SBS) In the Name of the Father (Jim Sheridan, 1993) Janis Joplin (BBC) Life is Beautiful (Fazil, 2000) Medal of Honour (William Bison, 1999) Missing (Costa-Gavras, 1982) My Left Foot (Jim Sheridan, 1989) Nostradamas Kid (Bob Ellis, 1993) Not Without My Daughter (Brian Gilbert, 1991) Paradise Road (Bruce Beresford, 1997) The Aviator (Martin Scorcese, 2004) The Day After ( TV, Nicholas Meyer, 1983) 45 The Devil’s Own (Allan J. Pakula, 1997) The Dirty Dozen (Robert Aldrich, 1967) The Great Escape (John Sturgen, 1963) The Guns of Navarone (J. Lee Thompson, 1961) The Hurricane (Norman Jewison, 1999) The Killing Fields (Roland Joffe, 1984) The Power of One (John G. Avildsen, 1992) Saving Private Ryan (Steven Spielberg, 1998) Schindler’s List (Steven Spielberg, 1995) Shadowlands (Richard Attenborough, 1993) Shine (Scott Hicks, 1996) Sword of Honour (Mini-series, Bill Anderson, 2001) Veronica Guerin (Joel Schumacher, 2003) We Were Soldiers (Randall Wallace, 2002) Websites An Average Australian’s Diary http://www.toxiccustaard.com/diary/ The Secret Diary of Bill Gates http://www.tiac.net/users/billg40/ Civil War Era Diary http://pages.prodigy.com/GA//daddyof3/diary.html Australian War Memorial (on line), 2005 http://www.awm.gov.au National Museum of Australia (on line), 2005 http://www.nma.gov.au Screensound Australia (on line), 2005 http://www.screensound.gov.au Imperial War Museum (on line), 2005 http://www.iwm.org.uk Songs Redgum I Was only Nineteen (A Walk in the Light Green) Cold Chisel Khe San Eric Bogle And The Band Played Waltzing Matilda These were accurate at the time of publication. 46 Advertising and Gender Issues Value 1.0 This unit combines Advertising 0.5 with Understanding Gender Issues 0.5 Specific Unit Goals This unit should enable students to: identify a variety of advertising media examine the purpose and techniques of advertising analyse the techniques of persuasion used by advertisers create their own advertisements read, view, listen to and analyse a variety of texts dealing with gender stereotypes and roles in our society demonstrate their awareness of a range of roles in the Australian context, including cross-cultural perspectives in our society and others investigate and analyse gender images and role models in the media respond critically and imaginatively to the issues raised Content Students study: a variety of advertising media the development of marketing techniques the major features of advertising, both linguistic and visual the appropriate technologies to create visual texts the images of men and women created by different groups and individuals in our society, such as stereotyping in ads, bias in sport and focus on body image the myths and realities of such images at least one novel or one play, and a selection from films, short stories, documentaries, music, video clips and articles and advertising relevant web sites the role of men and women in military conflict gender images in sport Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: access and analyse advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film work in groups to compile a list of advertising techniques that can be shared with the class view videos about advertising and develop advertising campaigns using a variety of skills and equipment compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements and drawings of design possibilities visit to the Canberra Times educational programme listen to guest speaker from an advertising agency 47 participate in Talkback Classroom at Australian National Museum view videos about advertising and complete class tasks to develop advertisements class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia, people and culture research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg War Memorial, National Museum of Australia guest speakers from organizations reflecting the different interests in the local community written responses including creative writing conferencing, drafting debate, Australia versus The Rest of the World regular and meaningful feedback (formal and informal) collaborative group work research report writing oral presentation class and small group discussion creative responses role play using information technology Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the construction of racial stereotyping in tourism advertising as well as through an examination of gender issues specific to Indigenous communities. Australian Education through an examination of the use of Australian iconic imagery in television advertising as well as through an examination of gender issues explored in Australian film and written texts. Environment Education through an examination of the use of the environment to sell products that are in themselves damaging to the environment as well as through an exploration of women in the media who speak for environmental programmes. Gender Equity through an examination of the construction of gender stereotyping as well as through an examination of the roles of men and women in Australian society and the world. Information Access through the creation of advertisements for real and imagined products and services as well as through the development of electronic research skills. Language for understanding through an investigation of the language of persuasion used in advertisements aimed at young people as well as a discussion of the language of gender politics. 48 Multicultural Education through an examination of the construction of racial stereotyping in government advertising as well as an examination of gender issues specific to Australian minority communities. Special needs Education through the modification of work for special needs students and through an examination of the absence of people with special needs in print advertising as well as an investigation of how conversation about gender sidelines those with special needs. Work Education through an investigation of the way in which the world of work is represented in both a positive and negative manner in advertisements well as an investigation of genderappropriate language for the work place. Specific Unit Resources Advertising Books Crump, Durand and Hooke, Viewing and Presenting in Context 1, Thomson Nelson, 2003. Crump, Durand and Hooke, Viewing and Presenting in Context 2, Thomson Nelson. 2003. Sadler & Sadler, Into English, Macmillan, 2004. Heintz & Evans, Insight Outcomes English Year 11, Insight Publications, 2002. Huggard, Keaney and Brewer, Insight Outcomes Year 12, Insight Publications, 2002. Windschuttle, Keith, The Media: A New Analysis of the Press, Television, Radio and Advertising in Australia , Penguin, 1984. Hopkinson, Simon, The Crazy World of Advertising, Aust. Theatre Workshop, Packard, Vance, The Hidden Persuaders, Penguin, 1984. Wake,Susan, Advertising, Jun N/F Morgan, Sally and Adrian, Colour in Art and Advertising , Evans, 1994. Hewett, Robert, The Adman: “ The dog-Eat-Dog World of Modern Advertising Current Theatre Series Magazines Vibe - Indigenous Education Magazine ( see the ASSPA Officer in your college) Open Road Sports Magazines Women’s Magazines Newspapers Koori Mail The Sydney Morning Herald The Canberra Times The Age The Australian Audio visual Material Deconstructing Advertising, Video Education Australia, 1993. Advertising Strategies, Video Education Australia, 1992. A Case Study, 1988 The Art of Persuasion, from the series ‘The Investigators.’ 1996 The Image Makers, 49 Advertising, from the series, “Words Fail Me.” Advertising Layout Part 1 Advertising Layout Part 2 Other suggestions: Excursions to; Screensound Australia WIN News studios Canberra Times (and the Canberra Times Education Booklet) Radio Stations Websites http://www.teachingonline.org/ADVERTISING.html http://www.teachit.co.uk/index.asp?A=14&M=18&S=26 http://www.mediachannel.org/teach/ These were correct at the time of publication Gender issues Teacher References: Martino, W. & Cook, C., Gender and Texts, 1988, AATE Martino, W. & Mellor, B., Gendered Fictions, 1995, Chalkface Press, Cottesloe, W.A. Books Charlwood, D., All The Green Year Charlwood, D., No Moon Tonight Chichester, F., The Lonely Sea and the Sky Connor, D., My Race for the America’s Cup Courtenay, B., The Power of One Courtenay, B., April Fool’s Day Walker, S., Camphor Laurel Davis, J., A Boy’s Life Earls, N., Bachelor Kisses Enright, N. Blackrock Forsyth, F., No Comebacks Francis, D., Dead Cert Geldoff, B., Is That It? Gwynne, P., Deadly, Unna Hornby, N., A Long Way Down Hudson, C., The Killing Fields Kureshi, H., Surfacing Lillee, D., My Life in Cricket Mahmoody, B., Not Without My Daughter Marsh, R., Over and Out 50 McCarthy, M., Dirt Bikes McCarthy, M., Ganglands McCarthy, M., Cross My Heart Roy, A., The God of Small Things Sasson, J.P., Princess Tan, A.., The Hundred Secret Things Tannen, J., You Just Don’t Understand: Men and Women in Conversation Williamson, D., The Perfectionist Williamson, D., The Removalist Williamson, D., Brilliant Lies Williamson, D., The Club Zindel, P., The Big Man and Me Television Programs Attitude Baywatch Beverley Hills 90210 The Panel Degrassi High Heartbeat Judge Judy, The Simpsons, Heartbreak High, The Footy Show Blue Heelers Friends Police Rescue Films Bend It Like Beckham (Gurinder Chadha, 2002) Bride and Prejudice (Gurinder Chadha, 2004) Dirty Harry (Director: Don Siegel, 1971) In the Line of Fire (Wolfgang Petersen, 1993) Kindergarten Cop (Ivan Reitman, 1990) Mrs Doubtfire (Chris Columbus, 1993) Muriel’s Wedding (P.J. Hogan, 1994) My Big Fat Greek Wedding (Joel Zwick, 2002) My Life as a Dog (TV series, Norma Bailey & Neil Fearnley, 1996) Philadelphia (Jonathan Demme, 1993) Regarding Henry (Mike Nichols, 1991) Sea Change (Michael Bray, 1998) Shame (Steve Jodrell, 1987) The Accused (Jonathan Kaplan, 1988) 51 The Adventures of Priscilla: Queen of the Desert (Stephan Elliott, 1994) The Castle (Rob Sitch, 1997) The Prince and Me (Martha Coolidge, 2004) The Sum of Us (Geoff Burton & Kevin Dowling, 1994) The Wog Boy (Aleksi Vellis, 2000) Three Men and a Baby (Leonard Nimoy, 1987) Tootsie (Sydney Pollack, 1982) Wake in Fright (Ted Kotcheff, 1971) Whalerider (Niki Caro, 2002) Mona Lisa Smile (Newell, M., 2003) Magazines Inside Sport, Sports Illustrated, Cleo, Ralph, Dolly, New Woman Current newspaper articles and advertisements Short Stories Hathorn, L., The Blue Dress Weller, A., Going Home Poets Geoff Goodfellow Stephen Herrick Adam Ford Stephen Kelen John Foulcher Websites http://members.cox.net/academia/vivien.html http://www.kidsource.com/education/gender.issues.L.A.html These were accurate at the time of publication. 52 Communication & Contemporary Issues Value 1.0 Specific Unit Goals This unit should enable students to: recognize that oral communication involves speaking, listening and body language develop appropriate communication skills to meet a variety of real life and constructed situations analyse the techniques of effective communication develop oral, listening and written skills and awareness of the effect of body language read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. Content Students study: a variety of texts to identify effective communication techniques effective speaking, listening, non-verbal and written communication methods of gathering, structuring and modifying information for delivery to a specific audience / purpose the effects of positive and negative communication in everyday interactions and social situations such as a speech for a formal occasion, a job interview, meeting new people, presenting to a large audience at a College assembly, dealing with complaints, conflict resolution, acting as open day guides, mentoring younger students, etc. a variety of communication types. a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: role play, group work and discussion of communication techniques view visual texts to analyse body language, listening skills and verbal communication examine the role and effect of accents, pronunciation and voice production listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages 53 personal response and reflective writing (journals) proof reading and editing an on-line document interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the speaking conventions and the uses of gestures in different cultures. Australian Education through an investigation of famous Australian speeches. Environment Education through the preparation of “soap box” speeches. Gender Equity through the preparation of “soap box” speeches. Information Access through the creation of worthwhile Power Point presentations. Language for understanding through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes. Multicultural Education through an examination of the speaking conventions and the uses of gestures in different cultures. Special needs Education through an exploration of the ways in which oral language can be made easier to understand for those with special needs. Work Education through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes in a workplace environment. Specific Unit Resources Books Covey, S., The 7 Habits of Highly Effective Teens Hollier, F., Conflict Resolution Trainers’ Manual Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 54 Pease A., Body Language Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. Audio visual Material Assertive Issues, Pease Training Corporation Blah, blah, blah: The Art of Public Speaking, Bendigo, Victoria, Video Education Australasia, 1999 Body Language, Pease Training Corporation Effective Communications Meridan, Education Corporation, 1992 Getting Along on the Job, Bendigo, Victoria, Video Education Australasia Making Your Presentation, Malvern Victoria Australia Learning Essentials On Golden Pond, Mark Rydell The Breakfast Club, John Hughes Whose Life is it Anyway, John Badham Websites http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/88 http://www.iam.unibe.ch/~scg/Teaching/VariousMaterial/talkHowTo.html Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a Time-Capsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) 55 Goodfellow, G., Poem for Annie, etc) Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People (Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument These were correct at the time of publication 56 Science Fiction & Film and Television Value 1.0 Specific Unit Goals This unit should enable students to: read and critically respond to a range of science fiction texts analyse the common themes and issues of science fiction analyse the reasons for the popularity of this genre view critically a range of popular films and television programs analyse the techniques of film and television respond analytically and creatively to issues which arise Content Students study: a variety of texts in their historical and social context common themes and issues in science fiction elements of film, particularly special effects techniques to enable them to respond critically and creatively to texts at least two films and a range of the different types of television programs, film techniques the distinctive features of the various genres concerns and issues raised, and identify bias characters, settings, social issues and underlying ideologies. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discuss their experiences of texts in the science fiction genre research the features of this genre view and discuss both current and early films contrast written and visual texts presenting the same story research the historical development of science fiction research areas where science fiction has become scientific fact e.g. cloning, robotics consider the concerns and issues associated with such developments create a science fiction world maintain a reading / viewing journal create posters, collages, mobiles and board games access science fiction games and relevant internet sites research the language of film and television write scripts, suggest and write alternative endings, compile storyboards explore the elements of film composition, research the various roles in the film/TV making process analyse viewing habits 57 view a variety of films from the past including early black and white and compare to recent movies visit the cinema and Screensound Australia script and produce a short film read reviews on line and explore film and television website. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of Indigenous writing that asks the question, “What if?” Australian Education through reading Australian science fiction authors. Environment Education through an exploration of the strong thread of environmentalism in Science Fiction literature and film. Gender Equity through an exploration of the themes of gender equity in Science Fiction literature and film. Information Access through the use of ICT to develop students’ own web texts. Language for understanding through an analysis of the language of Science Fiction writing. Multicultural Education through an exploration of multicultural themes in Science Fiction literature and film. Special needs Education through an exploration of the themes of special needs in Science Fiction literature and film. Work Education through an exploration of how Science Fiction influences developments which take place in industry. Specific Unit Resources Novels (or extracts from Novels) such as: Adams, D Hitchhiker’s Guide to the Galaxy Asimov, I Foundation Bradbury, R Fahrenheit 451 Bradbury, R The Martian Chronicles Burroughs, Edgar R. The Princess of Mars Burroughs, Edgar R. Tarzan of the Apes Clarke, Arthur C. 2001: A Space Odyssey Dick, Philip K. Do Androids Dream of Electric Sheep? Gibson, William, Neuromancer Heinlein, Robert A. Starship Troopers Heinlein, Robert A. Stranger in a Strange Land Herbert, Frank Dune Huxley, Aldous Brave New World 58 Le Guin, Ursula The Left Hand of Darkness Lieber, Fritz Gather, Darkness Mieville, China Perfido Street Station Miller, Walter M. A Canticle for Leibowitz Niven, Larry Ringworld Orwell, George 1984 Russ, The Female Man Simmons, Dan Hyperion Verne, Jules 2000 Leagues Under the Sea Wells, H. G. War of the Worlds Wells, H. G. The Time Machine Wyndham, John The Chrysalids Wyndham, John The Midwich Cuckoos Zamyatin, Yevgeny We Graphic Novels Briggs, Raymond When the Wind Blows Various Judge Dredd Short Stories Asimov, Isaac I, Robot (et al.) Borges, George L. Bradbury, Ray Le Guin, Ursula Keyes, Daniel “Flowers for Algernon” King, Stephen “The Running Man” Gibson, William Burning Chrome Magazines Metro Screen TV Week Who Newspapers The Canberra Times (The Guide, Panorama, Relax magazine) 59 Films such as: 2001: A Space Odyssey (Kubrick, Stanley 1968) A.i (Spielberg, Steven 2001) A Clockwork Orange (Kubrick, Stanley 1971) Alien (Scott, Ridley 1979) Alien Nation (Baker, Graham 1988) American Beauty (Mendes, Sam 1999) Billy Eliott (Daldry, Stephen 2000) Bladerunner (Scott, Ridley 1982) Casablanca, (Curtiz, Michael 1942) Close Encounters of the Third Kind (Spielberg, Steven 1977) Cocoon (Howard, Ron 1985) Coffee & Cigarettes (Jarmusch, Jim 2003) Delicatessen (Jeunet, Jean-Pierre 1991) Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (Kubrick, Stanley 1964) E.T. (Spielberg, Steven 1982) ET- The Extra Terrestrial (Spielberg, Steven, 1980) eXistenZ (Cronenberg, David 1999) Flash Gordon (Hodges, Mike 1980) Gattaca (Niccol, Andrew 1997) Hellboy (Del Toro, Guillermo 2004) High Noon, (Zimmerman, Fred 1952) Independence Day (Emmerich, Roland 1996) I, Robot (Proyas, Alex 2004) Logan’s Run (Anderson, Michael 1975) Mars Attacks (Burton, Tim 1996) Matrix Trilogy, The (Wachowski, Andy and Larry, 1999, 2003) Metropolis (Lang, Fritz 1927) Minority Report (Spielberg, Steven 2002) Pitch Black (Toohy, David 2000) Predator (McTiernan, John 1987) Psycho (Hitchcock, Alfred 1960) Run Lola Run (Tykwer, Tom 1998) Soilent Green (Fleischer, Richard 1966) Star Wars (Lucas, George 1977) Star Wars- Episode 1 (Lucas, George 1942) Terminator, Terminator 2: Judgement Day (Cameron, James 1984, 1991) 60 The Best of Tropfest (Various, SMH, 2004, 2005) The Chronicles of Riddick (Toohy, David 2004) The Fifth Element (Beson, Luc 1997) The Fly (Cronenberg, David 1986) The Fly (Neumann, Kurt 1958) The Matrix (Wachowski, Andy & Wachowski, Larry 1999) The Navigator (Ward, Vincent 1988) The Planet of the Apes (Schaffner, Franklin J 1967) The Shining ( Kubrick, Stanley 1982) The Third Man (Reid, Carol 1949) The Truman Show (Weir, Peter 1998) The War of the Worlds (Spielberg, Steven 2005) Total Recall (Veerhoven, Paul 1990) Twelve Monkeys (Gilliam, Terry 1995) Witness (Weir, Peter 1982) Television V Doctor Who Battlestar Galactica Star Trek Babylon 5 Farscape Red Dwarf The X-Files Lost X-men Medium Lost in Space At the Movies A Current Affair Better Homes and Gardens CSI Four Corners GMA Home and Away Infomercials Kath and Kim 61 Media Watch Neighbours The Bold and the Beautiful The Footy Show The Oprah Winfrey Show The Panel The Price is Right The Simpsons The Sketch Show Survivor Who Wants to be a Millionaire And other contemporary television shows and infotainment such as: documentaries, drama, comedies, soaps, sitcoms, TV news, current affairs, satirical shows, chat shows, advertisements, sport, cartoons. Audio Resources Hitchhiker’s Guide to the Galaxy War of the Worlds Atlanta Radio Theatre Company (www.artc.org) Alien Worlds (www.alienworlds.com) Sci Fi Audio (www.scifiaudio.com) Virtually American (www.virtuallyamerican.com) Bowen in Space (www.live365.com/index.live) Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html) Teacher Reference Arnold, J. S., Reading Television Books 1 & 2, OUP, Melbourne, 1997 Callow, J. Image Matters:Visual texts in the Classroom, 1999, Newtown, NSW Clothier, E & Dohohoe, L., Switched On! Longman, Melbourne, 1998 Clute,J. Clute, J. Cohen,D., The Encyclopedia of Science Fiction, Butler and Tanner, London, 1999 Science Fiction: The Illustrated Encyclopedia ,Reed Business Information, USA, 1995 Horror Movies, London 1984 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 Corrigan ,T& White,P. The Film Experience: An introduction, 2004. Macmillan Costanzo, W., Reading the Movies: Twelve great films on video and how to teach them,1992, AATE, South Australia Cox, P. & Goldsworthy, F., Featuring Film, OUP, Melbourne, 1996 DiFate,V. & Summers, I., Catalog of Science Fiction Hardware, Worman, USA,1980 Dyer, R., Stars, BFI, London, 1986 62 Films for Women, BFI, London, 1986 Frank, A., The Science Fiction and Fantasy Film Handbook, BT Batsford, 1982 Fraser, G. M., The Hollywood History of the World. Penguin, London 1988 Glasson, T. & Carroll, J., Exploring Film as Text, Heineman Educational, Melbourne 1992 Hamilton, P. & Matthews, S., American Dreams: Australian Movies, Currency Press, Sydney, 1986 MacFarland, C., Classics on Film, Longman Cheshire, 1987 MacFarland, C., Masterpieces on Film, Longman Cheshire, 1985 McFarlane, B. Words and Images - Australian Novels into Film, Heinemann,1983. McGregor, R., Teaching Film as Text series English Club, Prahran, 1996 – 1999 Monaco, J., How to read a Film: the World of Movies, Media &Multi-Media, 2000, 3rd edition, OUP Partridge, D. & Hughes,P., Flicks: Studying Film as Text, Oxford Uni. Press, Melbourne, 1992 Pirie, D., Anatomy of the Movies, Macmillan, London, 1981 Shaw, E., Viewing, ACTATE, 1996 Viewing for Learning, Curriculum Corporation, Victoria, 1995 Winokur, M. & Holsinger,B. , The Complete Idiot’s Guide to Movies, Flicks and Films, 2001 Websites Science Fiction Literature http://linuxfinances.info/info/sf.html Science Fiction Literature http://www.questia.com/library/literature/fiction/science-fiction-and-fantasy/science-fictionliterature.jsp Science Fiction World http://www.sffworld.com/ Sci-Fi Lists http://home.austarnet.com.au/petersykes/topscifi/index.html These were accurate at the time of publication. 63 Children’s Literature and Heroes Value 1.0 Specific Unit Goals This unit should enable students to: read, view and respond with understanding to a range of texts for children and adolescents examine why particular books and television programs appeal to children analyse the role of children's texts in transmitting, maintaining or breaking down social stereotypes and cultural values. read, view, listen to and understand a range of texts which deal with heroes respond to a variety of real or imagined heroes critically analyse the values and heroic natures of characters in texts Content Students study: a variety of texts written for children and adolescents such as nursery rhymes, picture books, novels, short stories, television programmes, films, internet sites, games, traditional and contemporary texts and texts from a variety of cultures and time periods issues and themes in contemporary texts for children and adolescents the extent to which the materials meet children's developmental needs a range of written and oral tasks the appropriateness and quality of such things as illustrations, layout, sequencing and tone in children’s texts. a variety of types of heroes such as sporting, national, religious or personal heroes, those who have overcome adversity or achieved greatness how we construct the notion of a hero in different times and cultures a variety of texts involving different types of heroes heroic and anti-heroic characters in a variety of texts myths and legends from a variety of cultures gender differences in the creation of heroes and heroines Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: recall students' childhood experiences visit a local primary or pre-school where students present their original material listen and respond to professional story tellers engage with a writer who speaks about their experiences in the writing process evaluate picture books in small groups maintain a journal create an original children's text perform stories, read poetry and dramatic texts view children’s television, films, internet sites, software for children and games discussion of students’ perception of heroes 64 consider the changes in the depiction of heroes in films over time compare screen and literary heroes/antiheroes interviews and biographies giving a character profile of a hero wide reading and viewing to introduce students to heroes such as biblical, mythological, historical and contemporary figures write a creative piece depicting a hero discussion of the invention of the ‘superhero’ and the stereotypes associated with this character Assessment Refer to pages 15 and 16. The tasks suggested in the columns are examples and are not exhaustive. Criteria /Sample Task Analytical Creative Analytical Write a comparison picture book of television for children. programmes for children. Oral Perform a story for an audience of children. An ability to respond critically to texts and logically justify viewpoint Effective and competent use of language for a range of purposes and audiences Imagination and originality Ability to locate, synthesise and reference material from various sources Control of appropriate medium 40 - 60% 20 - 30% 20 - 40% Weighting OR 50% 50% For A courses the weightings are provided to guide teachers about the relative importance of the tasks, not to provide a unit or course score. For 1.0 units students must complete a minimum of four assessment tasks and a maximum of five, at least one from the analytical response, creative response and oral columns. For a 0.5 unit, students must complete a minimum of two and a maximum of three assessment tasks. It is recommended that where two half standard units are offered in sequence an oral is in one and a creative is in the other. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading Indigenous myths and legends. Australian Education through reading classic Australian texts such as Seven Little Australians. Environment Education through reading works such as Window. Gender Equity through writing texts that focus on the construction of gender for children. Information Access through the use of word processing software to create stories for children. 65 Language for understanding through an examination of how language builds meaning in children’s books. Multicultural Education through reading adolescent fiction that looks at the experiences of people from other cultures such as No Guns For Asmir. Special needs Education through sharing stories with younger children who have special needs. Work Education through an examination of the importance of storytelling to a variety of childcare careers. Specific Unit Resources Books Baillie, A., Heroes: Australians at their Best Baker, J., Belonging Baker, J., Where the Forest Meets the Sea Baker, J., Windows Bane, M., Who’s Who in Rock Bennett, W., Australian Story Blyton, E., Be Brave Little Noddy Blyton, E., The Island of Adventure Blyton, E., The Sea of Adventure Campese, D., On a Wing and a Prayer Cassidy, G., Greats of Australian Surf Colfer, E., Artemis Fowl Crew, G., Creating Adam West: Contemporary Biographies and Autobiographies Crew, G., Strange Objects Crossley-Holland, K., Arthur: The Seeing Stone Dahl, R., Fantastic Mr Fox Dahl, R., The Magic Finger de Saint Exupery, A., The Little Prince Diver, S., The Stuart Diver Story Dr. Seuss, Fox in Sox Fox, M., Possum Magic Gibson, M., Gods, Heroes and Monsters from the Greek Myths Graham, K., Wind in the Willows Gutman, B., Magic: More than a Legend Hearn, L., The Otori Trilogy Hill, A., Soldier Boy Horowitz, A, The Falcon’s Malteser Horowitz, A., Ark Angel Innocenti, R., Rose Blanche 66 Jennings, P., Uncanny Jennings, P., Unreal and others Kelleher, V., Taronga Kellerher, V., Slow Burn Klein, R., Hating Alison Ashley Le Guin, U., A Wizard of Earthsea Lehane, B., The Enchanted world; Legends of Valour Marsden, J., The Rabbits Marsden, J., Tomorrow when the War Began Mattingly, C., No Gun For Asmir McCarthy, M., Ganglands Metzenthen, D., Johnny Harts Heroes Milne, A.A., Winnie the Pooh Morrden, E., Movie Star-A Look at the Women Who Made Hollywood O’Brien, R.C., Mrs. Frisby and the Rats of Nimh Reed, A.W., Aboriginal Myths, Legends and Fables Ridden, B., Whistleman Rowling, J. K., Harry Potter (series) Sachar, L., Holes Shepherd, J., Never Tell me Never Snickett, L., A Series of Unfortunate Events Stine, R.L., Goosebumps Series White, E.B., Charlotte’s Web Wild, M., Let the Celebrations Begin Winton, T., Lockie Leonard (series) Yen Mah, A., Chinese Cinderella Films Braveheart (Gibson, M., 1995) Charlotte’s Web (Nichols, Charles A. and Takamoto, Iwao, 1973) Disney Cartoons Dragonslayer (Robbins, M., 1981) Erin Brockovich (Soderberg, S., 2000) Ever After (Tennant, A., 1998) Fantastic Four (Story, T., 2005) Gladiator (Scott, R., 2000) Harry Potter Series (Columbus, Chris, 2001 and 2002 and Cuaron, Alfonso, 2004) Matilda (De Vito, Danny, 1996) Pirates of the Caribbean: The Curse of the Black Opal (Verbinski, G., 2003) 67 RobRoy, (Caton-Jones M., 1995) Spiderman (Raimi, S., 2002) The Aviator (Scorsese, M., 2004) The Hurricane (Jewison, N., 1999) The Princess Bride (Reiner, R., 1987) The Secret of Nimh (Bluth, Don, 1982) Troy (Peterson, W., 2004) Veronica Guerin (Schumacher, J., 2003) Wind in the Willows (Hall, Mark, 1983) Winnie the Pooh (Lounsbery, John, and Reithmann, Wolfgang, 1977) Whale Rider (Caro, N., 2002) Assorted Comics Batman Superman Spiderman The Phantom TV Programs Tele Tubbies Bananas in Pyjamas Sesame Street Playschool Round the Twist Rugrats. Teacher Resources Saxby, M. (Ed.) Give Them Wings, Macmillan, Melbourne, 1987. Children’s Book Council of Australia, Notable Australian Children’s Books, Annual Publication Children’s Book Council of Australia, Kids best: Australian books for Children and Young Adults 1996 – 2000 compiled by the Primary English Teachers Association Also ACT Storytellers’ Guild College Miniatures Clubs Games on network Games sites Get Real – UC The May Gibbs Writer in residence at UC 68 Websites http://www.carolhurst.com/ http://www.english.efl/edu/comics/teaching/bill.shtml http://www.ucalgary.ca/~dkbrown/ http://www.webenglishteacher.com/childlit.html www.filmeducation.org/secondary www.teachit.com.uk www.webenglishteacher.com/beowulf/html www.webenglishteacher.com/classmyth/html These were correct at the time of publication 69 Images of Australia & Advertising Value 1.0 Specific Unit Goals This unit should enable students to: critically analyse a variety of Australian texts demonstrate an understanding of the distinctive features of a range of Australian texts analyse their own experiences of Australian society through writing, speaking, listening and viewing analyse aspects of Australian culture and society past and present through the images in literature, the arts and media. identify a variety of advertising media examine the purpose and techniques of advertising analyse the techniques of persuasion used by advertisers create their own advertisements Content Students study: Australian culture and identity and a range of cultural groups which contribute to Australian society issues such as sport, Aborigines, reconciliation, multicultural, poverty-wealth, the bush. works of non-fiction, including magazines, historical documents and biographies some of the following: a novel or play, a selection from films, short stories, non fiction texts, documentaries, music, video clips, articles, comics. a variety of advertising media the development of marketing techniques the major features of advertising, both linguistic and visual the appropriate technologies to create visual texts Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia, people and culture research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg War Memorial, National Museum of Australia guest speakers from organizations reflecting the different interests in the local community written responses including creative writing conferencing, drafting debate, Australia versus The Rest of the World regular and meaningful feedback (formal and informal) collaborative group work 70 access and analyse advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film work in groups to compile a list of advertising techniques that can be shared with the class view videos about advertising and develop advertising campaigns using a variety of skills and equipment compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements and drawings of design possibilities visit to the Canberra Times educational programme listen to guest speaker from an advertising agency participate in Talkback Classroom at Australian National Museum view videos about advertising and complete class tasks to develop advertisements Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the exploration of Indigenous characterisation in film. Australian Education through the examination of Australian settings in film and on television. Environment Education through an understanding of the role played by the environment in Australian poetry. Gender Equity through an examination of the construction of gender in Australian texts. Information Access through the use of Power Point to create virtual tours of Australian icons. Language for understanding through a close reading of Australian registers of speech. Multicultural Education through an investigation of multi-cultural themes in Australian novels and short stories. Special needs Education through the modification of work to suit those with Special needs. Work Education through an examination of the written language of the Australian work place. Specific Unit Resources Books Benaud, R., Anything but an Autobiography Beynon, R., The Shifting Heart Burke, M., Matthew Burke Crump, Durand and Hooke, Viewing and Presenting in Context 1, Thomson Nelson, 2003. Crump, Durand and Hooke, Viewing and Presenting in Context 2, Thomson Nelson. 2003. Cunxin, L., Mao’s Last Dancer Davis, J., No Sugar Ellis, L., Playing the Game Facey,.A.B., A Fortunate Life 71 Gare, N., The Fringe Dwellers Giles, J., Moving Out Haran, P., and Kearney, Robert, Flashback Heintz & Evans, Insight Outcomes English Year 11, Insight Publications, 2002. Hewett, Robert, The Adman: “ The Dog-Eat-Dog World of Modern Advertising Current Theatre Series Hilde, J., The Place at the Coast Hopkinson, Simon, The Crazy World of Advertising, Aust. Theatre Workshop, Huggard, Keaney and Brewer, Insight Outcomes Year 12, Insight Publications, 2002. Knight, J., Mark Waugh Lehmann, D., Worth the Wait Lindquist, U-C., Rowing Without Oars Lunn, H., Over the Top with Jim Marchetta, M., Looking for Alibrandi Matthews, G., Australian Son Mienthzen, D., Johnny Hart’s Heroes Morgan, S., My Place Morgan, Sally and Adrian, Colour in Art and Advertising , Evans, 1994. Newcombe, J., No-one’s Indestructible Oswald, D., Dags Packard, Vance, The Hidden Persuaders, Penguin, 1984. Pilkington, D., Follow the Rabbit Proof Fence Pryor, B. & McDonald, M., Maybe Tomorrow Sadler & Sadler, Into English, Macmillan, 2004. Savage, L., My Story Scaife, M., Diary of a Champion Seymour, A., The One Day of the Year Shea, A., Petria Thomas: Swimming against the Tide Wake,Susan, Advertising, Jun N/F Wharton, H., Yumba Days Wheatley, N., The Blooding Whitlock, G. (Ed), Autographs; Contemporary Australian Autobiography Windschuttle, Keith, The Media: A New Analysis of the Press, Television, Radio and Advertising in Australia , Penguin, 1984. Films Wake in Fright (Kotchett, T., 1971) The Fringe Dwellers (Beresford, B., 1986) The Shiralee (Norman, L., 1957) Gallipoli (Weir, P., 1981) 72 The Year My Voice Broke (Dugan, J., 1987) Crocodile Dundee (Faiman, P., 1986) Malcolm (Tass, N., 1986) Sunday Too Far Away (Hannam, K., 1975) The Castle (Sitch, R., 1997) Two Hands (Jordan, G., 1999) The Wog Boy (Vellis, A., 2000) Rabbit Proof Fence (Noyce, P., 2002) Yolngu Boy (Johnson, S., 2001) Poetry Dawe, B., Lifecycle, Planning a Time Capsule, Enter Without so Much as Knocking Magazines Vibe – Indigenous Education Magazine (see the ASSPA Officer in your college) Open Road Sports Magazines Women’s Magazines Newspapers Koori Mail The Sydney Morning Herald The Canberra Times The Age The Australian Music Selection of music from artists such as John Williams, Peter Allen and Red Gum eg. True Blue, Give Me a Home Among the Gum Trees, I Still Call Australia Home, The Tenterfield Saddler, I Come From a Land Downunder. Waltzing Matilda, Advance Australia Fair Sensitive New Age Cowboys: The New National Anthem TV Programs such as: Australian Story (ABC) Enough Rope with Andrew Denton (ABC) Message Stick Kath and Kim Outback Jack National Museum short films 73 Audio visual Material Deconstructing Advertising, Video Education Australia, 1993. Advertising Strategies, Video Education Australia, 1992. A Case Study, 1988 The Art of Persuasion, from the series ‘The Investigators.’ 1996 The Image Makers, Advertising, from the series, “Words Fail Me.” Advertising Layout Part 1 Advertising Layout Part 2 Other suggestions: Excursions to: Screensound Australia WIN News studios Canberra Times (and the Canberra Times Education Booklet) Radio Stations Websites National Library of Australia http://www.nla,gov.au http://www.musicaustralia.au http://www.pictureaustralia.org National Screen and Sound Archive http://www.screensound.gov.au National War Memorial http://www.nwm.gov.au Australian Film Commission http://www.afc.gov.au http://www.teachingonline.org/ADVERTISING.html http://www.teachit.co.uk/index.asp?A=14&M=18&S=26 http://www.mediachannel.org/teach/ These were correct at the time of publication. 74 Communicate, Print & Multimedia Texts Value 1.0 Specific Unit Goals This unit should enable students to: recognize that oral communication involves speaking, listening and body language develop appropriate communication skills to meet a variety of real life and constructed situations analyse the techniques of effective communication develop oral, listening and written skills and awareness of the effect of body language identify the characteristics of a variety of print media analyse the features of electronic and other multi-media texts review and evaluate a range of print and multi-media texts develop reading and comprehension skills develop and refine their writing skills including writing for the media Content Students study: a variety of texts to identify effective communication techniques effective speaking, listening, non-verbal and written communication methods of gathering, structuring and modifying information for delivery to a specific audience / purpose the effects of positive and negative communication in everyday interactions and social situations such as a speech for a formal occasion, a job interview, meeting new people, presenting to a large audience at a College assembly, dealing with complaints, conflict resolution, acting as open day guides, mentoring younger students, etc. a variety of communication types. a variety of print media including broadsheet, community newspapers and magazines. They will also access a range of multi media texts. some of the following: bias and sensationalism in the media the development and construction of letters, editorials and feature articles the role of advertising in print and multi-media journalistic styles how the media both shapes and responds to changes in society the variety of different multi-media texts the reliability of information on the internet 75 Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: role play, group work and discussion of communication techniques view visual texts to analyse body language, listening skills and verbal communication examine the role and effect of accents, pronunciation and voice production listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages personal response and reflective writing (journals) proof reading and editing an on-line document visits to newspaper or magazine publishers the comparison of styles used in different publications comparing the presentation of a text across a range of media individual and small group presentations of current news items writing editorials, letters or articles appropriate to specific publications and sites multi-media web collecting and comparing women’s, men’s and teenage magazines discussing and writing about specific interest magazines and web sites discussing the use and experience of multi-media evaluating websites or other multi multi-media texts. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the speaking conventions and the uses of gestures in different cultures. Australian Education through an investigation of famous Australian speeches. Environment Education through the preparation of “soap box” speeches. Gender Equity through the preparation of “soap box” speeches. Information Access through the creation of worthwhile Power Point presentations. Language for understanding through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes. Multicultural Education through an examination of the speaking conventions and the uses of gestures in different cultures. 76 Special needs Education through an exploration of the ways in which oral language can be made easier to understand for those with special needs. Work Education through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes in a workplace environment. Specific Unit Resources Primary Resources Current newspapers and magazines – The Canberra Times is provided as a class set weekly, and other newspapers are readily available. Students will bring magazines as appropriate. Various internet sites Books Blake Education, Glebe, NSW. 2000 Covey, S., The 7 Habits of Highly Effective Teens Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 1, Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 2, De Kantzow, M., Stubbs, S., Targeting Media: newspapers and magazines, Dorney Short, R., Dickenson, B., The Newspaper, an Alternative Textbook. Grover, P., Visual Texts, Heinemann, Harcourt Education. Port Melbourne, Victoria. 2004 Hollier, F., Conflict Resolution Trainers’ Manual Kennedy, M., Lee-Ack, M., Net Texts: Exploring Electronic English, Heinemann, Melbourne, Victoria. 2004 Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 McCarthy, J., English Workbook 2, Pascal Press, Glebe, NSW. 2004 McGregor, R., www.english. Student Projects for the Internet, English Club. 2001 McRoberts, R., Media Workshop. Vol 2. Images, Macmillan Company of Australia, Crows Nest, NSW. 1987 Pease A., Body Language Perine, G, Lopez, A., Targeting Media radio and multimedia, Blake Education, Glebe, NSW. 2000 Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Stewart, C., Colin, Kowalski, Media New Ways and Meanings, Jacaranda Wiley Ltd. 1990 Thompson Nelson, Southbank, Victoria, 2003 Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. 77 Audio visual Material Assertive Issues, Pease Training Corporation Blah, blah, blah: The Art of Public Speaking, Bendigo, Victoria, Video Education Australasia, 1999 Body Language, Pease Training Corporation Effective Communications Meridan, Education Corporation, 1992 Frontline Getting Along on the Job, Bendigo, Victoria, Video Education Australasia Making Your Presentation, Malvern Victoria Australia Learning Essentials On Golden Pond, Mark Rydell The Breakfast Club, John Hughes The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit Whose Life is it Anyway, John Badham Writing for Media Websites Australian war Memorial Website http://www.awm.gov.au Evaluating Websites http://servercc.oakton.edu/~wittman/find/eval.htm http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/88 http://www.iam.unibe.ch/~scg/Teaching/VariousMaterial/talkHowTo.html Targeting Media (Radio and Multi Media) http://www.atsic.gov.au http://www.Englishwebteacher (includes Romeo and Juliet in text messages). http://www.eserver.com These were correct at the time of publication 78 Print, Multimedia, Film & Write Your Way Value 1.0 Specific Unit Goals This unit should enable students to: identify the characteristics of a variety of print media analyse the features of electronic and other multi-media texts review and evaluate a range of print and multi-media texts develop reading and comprehension skills develop and refine their writing skills including writing for the media become aware of and value their own experience as writers develop and demonstrate a range of writing styles analyse the writing process Content Students study: a variety of print media including broadsheet, community newspapers and magazines. They will also access a range of multi media texts. some of the following: bias and sensationalism in the media the development and construction of letters, editorials and feature articles the role of advertising in print and multi-media journalistic styles how the media both shapes and responds to changes in society the variety of different multi-media texts the reliability of information on the internet their own experiences and write about these in appropriate forms such as descriptions, reflections, scripts, diaries, letters, anecdotes and poetry. genres such as short stories, newspaper/magazine articles or essays. techniques to assist them to produce a sustained piece of writing models of each form and genre and investigate other forms of written expression as meets the needs of individuals in this unit. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: visits to newspaper or magazine publishers the comparison of styles used in different publications comparing the presentation of a text across a range of media individual and small group presentations of current news items writing editorials, letters or articles appropriate to specific publications and sites multi-media web collecting and comparing women’s, men’s and teenage magazines discussing and writing about specific interest magazines and web sites 79 discussing the use and experience of multi-media evaluating websites or other multi multi-media texts. a variety of observation and reflection exercises models and videos may be used as stimulus for writing excursions to provide new experiences and give students the opportunity to search for ideas writing journals to reflect on class work and the writing process and to record ideas for further writing pair, small group and class discussions to encourage and give feedback to the group a writing folder to encourage development of the writing folder use of word processing and desk top publishing software to present finished work publication in College, class or virtual magazines participation in appropriate competitions Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading current media articles about Indigenous issues. Australian Education through an investigation of international perceptions of Australia through the internet research. Environment Education through the investigation of the presence of environmental groups on the web. Gender Equity through the writing of articles about the roles of men and women in our society. Information Access through the use of word processing software to write articles. Language for understanding Multicultural Education through reading current media articles about ethnic communities in Australia. Special needs Education through reading current media articles about people with special needs in our local community. Work Education through the discussion of workplace opportunities that are connected with journalism and writing professionally. 80 Specific Unit Resources Primary Resources Current newspapers and magazines – The Canberra Times is provided as a class set weekly, and other newspapers are readily available. Students will bring magazines as appropriate. Various internet sites Books Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 1, Thompson Nelson, Southbank, Victoria, 2003. Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 2, Thompson Nelson, Southbank, Victoria, 2003 De Kantzow, M., Stubbs, S., Targeting Media: newspapers and magazines, Blake Education, Glebe, NSW. 2000 Dorney Short, R., Dickenson, B., The Newspaper, an Alternative Textbook. Grover, P., Visual Texts, Heinemann, Harcourt Education. Port Melbourne, Victoria. Kennedy, M., Lee-Ack, M., Net Texts: Exploring Electronic English, Heinemann, 2004 Melbourne, Victoria. 2004 McCarthy, J., English Workbook 2, Pascal Press, Glebe, NSW. 2004 McGregor, R., www.english. Student Projects for the Internet, English Club. 2001 McRoberts, R., Media Workshop. Vol 2. Images, Macmillan Company of Australia, 1987 Crows Nest, NSW. Perine, G, Lopez, A., Targeting Media radio and multimedia, Blake Education, Glebe, NSW. 2000 Stewart, C., Colin, Kowalski, Media New Ways and Meanings, Jacaranda Wiley Ltd. 1990 Audio visual Material Frontline Writing for Media The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit Prose Marquez, G.G. One Hundred Years of Solitude Goldsworthy, P. Maestro Malouf, D. Steinbeck, J. McLeod, A. Fly Away Peter The Moon is Down The Lost Salt Gift Of Blood Winton, T. Scission Allende, I. The Stories of Eva Luna Garner, H. Postcards From Surfers Farmer, B. Hometime 81 Teacher Resources Bailey, R.F., A Survival Kit for Writing English, Longman Cheshire, Melbourne, 1984. Goodfellow, G., Triggers. Turning Experiences into Poetry, Wakefield Press, South Australia, 1992. Mallick, D., The Writing of Poetry, Thomas Nelson Australia, Melbourne 1986. McRoberts, R. A., Writing Workshop, Macmillan, Melbourne, 1981. Prain, V., Left to Write, Oxford Universty Press, Melbourne, 1990. Woolfe, S. and Grenville, K. Making Stories, Sydney, 1993. Websites Evaluating Websites http://servercc.oakton.edu/~wittman/find/eval.htm Australian war Memorial Website http://www.awm.gov.au Targeting Media (Radio and Multi Media) http://www.atsic.gov.au http://www.Englishwebteacher.com (includes Romeo and Juliet in text messages). http://www.eserver.com http://www.sasked.gov.sk.ca/docs/ela20/teach4.html http://teacher2b.com/creative/createwr.htm These were accurate at the time of publication. 82 Contemporary Issues & Communication Value 1.0 Specific Unit Goals This unit should enable students to: read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. recognize that oral communication involves speaking, listening and body language develop appropriate communication skills to meet a variety of real life and constructed situations analyse the techniques of effective communication develop oral, listening and written skills and awareness of the effect of body language Content Students study: a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. a variety of texts to identify effective communication techniques effective speaking, listening, non-verbal and written communication methods of gathering, structuring and modifying information for delivery to a specific audience / purpose the effects of positive and negative communication in everyday interactions and social situations such as a speech for a formal occasion, a job interview, meeting new people, presenting to a large audience at a College assembly, dealing with complaints, conflict resolution, acting as open day guides, mentoring younger students, etc. a variety of communication types. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues role play, group work and discussion of communication techniques 83 view visual texts to analyse body language, listening skills and verbal communication examine the role and effect of accents, pronunciation and voice production listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages personal response and reflective writing (journals) proof reading and editing an on-line document Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of Indigenous issues in the mainstream press. Australian Education through an investigation of local issues. Environment Education through an investigation of environmental issues, both here and abroad. Gender Equity through an investigation of how the media represents issues pertinent to both men and women. Information Access through the development of skills in electronic research. Language for understanding through an examination of the use of emotive language to create interest in an issue. Multicultural Education through the writing of letters to the editor regarding the issues surrounding refugees. Special needs Education through the writing of articles about the particular requirements of people with special needs in our College. Work Education through an examination of how workplace issues need to be understood and explored by both employers and employees. Specific Unit Resources Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me 84 Wheatley, N., The Blooding Books Covey, S., The 7 Habits of Highly Effective Teens Hollier, F., Conflict Resolution Trainers’ Manual Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 Pease A., Body Language Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. Audio visual Material Assertive Issues, Pease Training Corporation Blah, blah, blah: The Art of Public Speaking, Bendigo, Victoria, Video Education Australasia, 1999 Body Language, Pease Training Corporation Effective Communications Meridan, Education Corporation, 1992 Getting Along on the Job, Bendigo, Victoria, Video Education Australasia Making Your Presentation, Malvern Victoria Australia Learning Essentials On Golden Pond, Mark Rydell The Breakfast Club, John Hughes Whose Life is it Anyway, John Badham Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a Time-Capsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live 85 Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People (Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other: Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/88 http://www.iam.unibe.ch/~scg/Teaching/VariousMaterial/talkHowTo.html These were correct at the time of publication 86 Reading for Enjoyment and Write Your Way Value 1.0 Specific Unit Goals This unit should enable students to: read and analyse a range of fictional texts develop skills in reading comprehension create their own texts in a variety of modes respond orally and in writing to texts become aware of and value their own experience as writers develop and demonstrate a range of writing styles analyse the writing process Content Students study: a selection of text both fiction and non-fiction which could include poetry and plays techniques to respond to the texts in a variety of written and oral modes. techniques to develop confidence in reading aloud literary analysis and techniques used in the creation of visual, electronic and written texts their own experiences and write about these in appropriate forms such as descriptions, reflections, scripts, diaries, letters, anecdotes and poetry. genres such as short stories, newspaper/magazine articles or essays. techniques to assist them to produce a sustained piece of writing models of each form and genre and investigate other forms of written expression as meets the needs of individuals in this unit. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: regular silent sustained reading discussion in small and class groups reading aloud, dramatization, role play, discussion of issues, journal writing to develop shared responses extended written responses including the processes of drafting, conferencing and editing keeping a reading journal to record responses including critical and reflective responses oral responses including small group discussion and perhaps “selling” a work to the whole class written responses including at least one sustained piece of writing use the library to assist them in making their own choices of reading materials. a variety of observation and reflection exercises models and videos may be used as stimulus for writing excursions to provide new experiences and give students the opportunity to search for ideas writing journals to reflect on class work and the writing process and to record ideas for further writing pair, small group and class discussions to encourage and give feedback to the group 87 a writing folder to encourage development of the writing folder use of word processing and desk top publishing software to present finished work publication in College, class or virtual magazines participation in appropriate competitions Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading of the lives of Indigenous Australians. Australian Education through writing about the lives of significant Australians. Environment Education through the close reading of poetry that is set in the natural world. Gender Equity through the analysis of films that explore relationships between men and women. Information Access through the use of word processing software to write fictional narratives. Language for understanding through the development of close reading skills. Multicultural Education through an analysis of fiction and non-fiction which explores the migrant experience. Special needs Education through the exploration of literature and non-fiction that explores the experiences of people with special needs. Work Education through an investigation of the importance of reading skills for the workplace. Specific Unit Resources Books such as: Allende, I., The Stories of Eva Luna Binchy, M., Circle of Friends Clark, M., Back on Track Earls, N., 48 Shades of Brown Farmer, B., Hometime Ford, N., Not Quite the Man for the Job Garner, H., Postcards From Surfers Goldsworthy, P., Maestro Kelleher, V., Veranda, and Slow Burn King, S., Needful Things Lowry, B., Guitar Highway Rose Malouf, D., Fly Away Peter Marchetta, M., Looking for Alibrandi Marquez, G.G., One Hundred Years of Solitude McCarthy, M., Queen Kat Carmel and St. Jude, Cross My Heart, and In Between McLeod, A., The Lost Salt Gift Of Blood Metzenthen, D., Falling Forward 88 Monk, S., Boyz ‘R’ Us Nilsson, E., Outside Permission Orr, W., Peeling the Onion Ottley, T., Roadies Parry, G., Sad Boys Steinbeck, J., The Moon is Down Winton, T., Scission Newspapers and magazines From Inside Sport, Jill Collier (Editor) The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Selected non-fiction texts. Teacher Resources Bailey, R.F. , A Survival Kit for Writing English, Longman Cheshire, Melbourne, 1984. Goodfellow, G., Triggers. Turning Experiences into Poetry, Wakefield Press, South Australia, 1992. Mallick, D., The Writing of Poetry, Thomas Nelson Australia, Melbourne 1986. McRoberts, R. A., Writing Workshop, Macmillan, Melbourne, 1981. Prain, V., Left to Write, Oxford Universty Press, Melbourne, 1990. Woolfe, S. and Grenville, K. Making Stories, Sydney, 1993. Websites Evaluating Websites http://www.shortstorygroup.com/storytips.htm http://ok.essortment.com/writingshortst_rrmi.htm http://www.eastoftheweb.com/short-stories/teacher.html http://www.sasked.gov.sk.ca/docs/ela20/teach4.html http://teacher2b.com/creative/createwr.htm These were accurate at the time of publication. 89 North American Texts Value 1.0 Prerequisites Nil Specific Unit Goals This unit should enable students to: read, view and respond to a wide range of texts from North America; examine the social and cultural and historical contexts of the texts; explore the diversity of cultures reflected in North American texts; and identify the distinctiveness of the literature of the North American people. Content Students will study: at least one novel, one play and a selection of short stories, poetry and film; social, political and cultural trends in North American society as reflected in the texts; Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: reading, researching and responding individually identifying distinctive features of North American literature discussing and presenting responses with emphasis on exploring similarities and differences in texts identifying of social, historical and cultural elements within the societies from which the literature comes and analysing their relationship to the texts dramatising play scripts and performing poetry conducting seminars attending theatres, poetry and prose readings where available inviting guest speakers to talk about their culture viewing of films and film material as primary texts to reinforce, enhance and extend knowledge of the literary texts responding to the texts through own writing, speaking and acting and through journal responses as an avenue to learning and self-evaluation Assessment Refer to pages 15 and 16. Across Curriculum Perspectives The following Across Curriculum Perspectives will be specifically addressed in this unit: Gender Equity Through the selection of novels, plays and poems by male and female authors and by highlighting how particular texts describe the experience of both sexes in their social contexts in particular in texts such as The Colour Purple and Who’s Afraid of Virginia Woolf? 90 Information Access Students will use information technology by researching through the Internet, literature databases and CDROMS and in the presentation and communication of their work. Language for Understanding Teacher and students examine how language is used in the literature to describe the world of the writers and how the members of the class can use language to develop new understandings, build relation ships, create confidence and build up self esteem. Multicultural Education This perspective has a prominent place in this unit as teacher and students explore the works by ethnic and indigenous writers from North America such as ethnic and indigenous writers from North America such as Alice Walker. Environment Education Students should be made more aware of the way in which landscape and environment influences a writer and how this is often reflected in their work, such as Death of a Salesman. Special Needs Texts may be chosen that encourage students to explore North American culture and to reach a heightened awareness of the need to value and respect people of different cultures. Work Education This perspective will be addressed in all units because students will have the opportunity to think critically, analyse and interpret; write in different registers and speak appropriately for different audiences in all units. Students are also given the strategies to develop skills such as group work, time management and research skills. Specific Unit Resources Bradbury, M. (1996). Women of the Beat Generation: the Artists, Writers and Muses at the Heart of a Revolution. London : Fontana. Gustafson, (ed.). The Penguin Book of Canadian Short Stories. Hart, J. (1983). The Oxford Companion to American Literature. New York : OUP. Kirkpatrick, D. (ed.). (1987). Reference to American Literature. Chicago : St. James. Magill, F. (1991). Magill’s Survey of American Literature. Vol. 1-8. New York : Marshall. Ondaatje, M (ed) (1995). From Ink Lake. Toronto: Vintage Canada. Geddes, G. (ed) (2001). 15 Canadian Poets x 3. Toronto: OUP. Novels and prose Angelou, M. I Know Why the Caged Bird Sings. Atwood. Catseye. Baldwin, J. Go Tell it on the Mountain. Buckler, E. The Mountain and the Valley. Coupland, D. Hey Nostradamus/ Shampoo Planet Faulkner,W. As I Lay Dying. 91 Fitzgerald, F. S. The Great Gatsby. Grove, F.P. Settlers of the Marsh Hawthorne, N. The Scarlet Letter. McCarthy, M. The Road Miller, A. Death of a Salesman. Munroe, A. Short Stories. Oondaatje, M. Anil’s Ghost. Proulx, E. A. Close Range/ Wyoming Stories Richler, M. The Apprenticeship of Duddy Kravitz. Salinger, J.D. The Catcher in the Rye. Shields, C. The Stone Diaries/ Collected Stories. Steinbeck. Cannery Row/East of Eden/The Grapes of Wrath. Twain, M. Huckleberry Finn. Tyler, A. The Accidental Tourist. Vanderhaege, G. The Englishman’s Boy. Walker, A. The Color Purple. Poets Aiken, C. Layton, I. Ransom, J.C. Ashberry, J. Levertov, D. Reaney, J. Burney, E. Livesay, D. Roethke, T. Cummins, c.c. Longfellow, H.W. Sandberg, C. Cohen, I. Lowell, R. Shapiro, K. Dickinson, E. Lowry, M. Simpson, L. Dylan, B. Masters, E.L. Smith, A.J.M. Frost, R. Nash, O. Oliver, M. Ginsberg, A. O’Hara, F. Oondaatje, M. Hine, D. Olds, S. Stevens, W. Hughes, L. Plath, S. Whitman, W. Kinnell, G. Pound, E. Williams, W.C. Klein, A.M. Pratt, E.J. Plays and Filmscripts Albee. W. Miller, A. Allen, W. O’Neill, E. Alby, E. Reney, J. Burney, E. Simon, N. Macliesh, A. Wilder, T. Mamet, D. Williams, T. 92 Films American Beauty Norma Rae Born on the Fourth of July One Flew over the Cuckoo’s Nest Brokeback Mountain Platoon Crimes and Misdemeanours Postcards from the Edge Easy Rider Short Cuts Erin Brockovich Silkwood Forrest Gump The Color Purple Glory The Graduate Hannah and Her Sisters The Purple Rose of Cairo Hurricane The Scarlet Letter JFK The Sweet Hereafter L.A. Confidential The Truman Show Les Invasions Barbares They Shoot Horses Don’t They? Men with Brooms Who’s Afraid of Virginia Wolf? Mississippi Burning My Life Without Me Nashville 93 Film, Television and Popular Music Value 1.0 Specific Unit Goals This unit will enable students to: view critically a range of popular films and television programs analyse the techniques of film and television respond analytically and creatively to issues which arise critically analyse a variety of popular songs recorded over the last fifty years critically analyse in speech and writing the presentation of popular music on film and video read critically a selection of extracts from books and magazines concerned with popular music and respond to these texts in speech and writing relate trends in popular music to wider social, political and cultural issues. Content Students study: at least two films and a range of the different types of television programs, film techniques the distinctive features of the various genres concerns and issues raised, and identify bias characters, settings, social issues and underlying ideologies a range of popular music from the 1950s to the present a number of video presentations of popular music and at least one full length film with popular music as a central focus and consider the artistic and commercial objectives of these presentations, and the techniques employed in these films a number of texts on popular music in both book and magazine form and produce a review of their own on an aspect of popular music in written and/or spoken form the relationship between social history and musical movements and the nature of the pop “industry”, with particular reference to audience, marketing and social influence. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: research the language of film and television write scripts, suggest and write alternative endings, compile storyboards explore the elements of film composition, research the various roles in the film/TV making process analyse viewing habits view a variety of films from the past including early black and white and compare to recent movies visit the cinema and Screensound Australia script and produce a short film read reviews on line and explore film and television website. spoken and/or written reviews of specific musical pieces, musicians, writers and musical styles 94 spoken and/or written analyses of the techniques employed and the objectives sought in the video presentation of popular music personal writing, either as a prose response to popular musical pieces and/or themes, or taking the form of song lyrics production of a marketing campaign to promote a fictitious musical performer and/or album to display student awareness of advertising techniques employed in the pop industry extended research project in writing and/or speech and/or graphics of a particular historical period and its relationship to the music produced during it internet research surveying skills, canvassing the viewing and reading habits of a range of individuals with regard to popular music and the music and the media used to access this material. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of The Bush Mechanics. Australian Education through an examination of the development of Australian Television. Environment Education through an examination of the ways in which film and TV explore environmental themes. Gender Equity through an exploration of the way in which men and women are stereotyped in soap operas. Information Access through the development of electronic research skills. Language for understanding through writing television scripts. Multicultural Education through an examination of a foreign film. Special needs Education through the examination of the representation of people with special needs in film and on television. Work Education through an examination of film that has been made for the workplace. 95 Specific Unit Resources Books Brokenmouth, R., Nick Cave: Bad Seed Dalton, D., Daly, S. and Wise N., The Rolling Stones Alternative Culture Doyle, R., Hardy, P. and Laing, D., The Commitments The Faber Companion to Twentieth Century Pop Music Hilburn, R., Bruce Springsteen Howitt, B., Rock Through History Marcus, G., The Invisible Republic: Bob Dylan’s Basement Tapes Marsh, D. and Marcus G., No One Gets Out of Here Alive Ricks, C., Dylan’s visions of Sin. Scuduto, A., Bob Dylan Magazines Students will be encouraged to read articles related to issues in popular music both from the mainstream press and from such specialist magazines as Rolling Stone and New Musical Express. Metro Screen TV Week Who Newspapers The Canberra Times (The Guide, Panorama, Relax magazine) Films A Clockwork Orange (Kubrick, Stanley 1971) American Beauty (Mendes, Sam 1999) Billy Eliott (Daldry, Stephen 2000) Casablanca, (Curtiz, Michael 1942) Coffee & Cigarettes (Jarmusch, Jim 2003) ET- The Extra Terrestrial (Spielberg, Steven, 1980) High Noon, (Zimmerman, Fred 1952) Psycho (Hitchcock, Alfred 1960) Run Lola Run (Tykwer, Tom 1998) Star Wars- Episode 1 (Lucas, George 1942) The Matrix (Wachowski, Andy & Wachowski, Larry 1999) The Third Man (Reid, Carol 1949) The Shining ( Kubrick, Stanley 1982) The Truman Show (Weir, Peter 1998) The War of the Worlds (Spielberg, Steven, 2005) 96 Witness (Weir, Peter 1982) The Best of Tropfest (Various, SMH, 2004, 2005) Audio visual Material Audio and video selections of popular music will be studied from a range of musicians/writers from the 1950s to the present. Significant figures might include: John Lee Hooker, Bo Diddley, Bill Haley, Elvis Presley, Buddy Holly, Bob Dylan, The Beatles, The Rolling Stones, The Beach Boys, Otis Redding, The Supremes, Aretha Franklin, The Doors, Leonard Cohen, Carly Simon, Carol King, Simon and Garfunkel, David Bowie, Elton John, Led Zeppelin, The Sex Pistols, The Clash, U2, Midnight Oil, INXS, Michael Jackson, Bob Marley, Bruce Springsteen, Eric Clapton, Madonna, Yothu Yindi, Snoop Doggy Dog, Tupac, Spice Girls, Euphoria. Film and Extended Television Features The Blues Brothers (Landis, J., 1980) Bring On the Night (Apted, M., 1985) Buena Vista Social Club (Wenders, W., 1999) Classic Albums The Commitments (Parker, A., 1991) Dancing in the Streets Gimme Shelter (Maysles, A and D., 1970) A Hard Day’s Night (Lester, R., 1964) La Bamba (Valdez, L., 1987) The Last Waltz (Scorcese, M., 1978) Purple Rain (Magnoli, A., 1984) Rattle and Hum (Joanou, P., 1988) The Rose (Rydell, M., 1986) Sid and Nancy (Cox, A., 1986) Sounds of the Sixties This Is Spinal Tap (Reiner, R., 1984) Tommy (Russell, K., 1975) The Wall (Parker, A., 1982) Woodstock (Wadleigh, M., 1970) At the Movies A Current Affair Better Homes and Gardens CSI Four Corners GMA Home and Away Infomercials Kath and Kim 97 Media Watch Neighbours The Bold and the Beautiful The Footy Show The Oprah Winfrey Show The Panel The Price is Right The Simpsons The Sketch Show Survivor Who Wants to be a Millionaire And other contemporary television shows and infotainment such as: documentaries, drama, comedies, soaps, sitcoms, TV news, current affairs, satirical shows, chat shows, advertisements, sport, cartoons. Teacher References such as: Arnold, J. S., Reading Television Books 1 & 2, OUP, Melbourne, 1997 Callow, J. Image Matters:Visual texts in the Classroom, 1999, Newtown, NSW Clothier, E & Dohohoe, L., Switched On! Longman, Melbourne, 1998 Cohen,D., Horror Movies, London 1984 Corrigan ,T& White,P. The Film Experience: An introduction, 2004. Macmillan Costanzo, W., AATE, South Australia Reading the Movies: Twelve great films on video and how to teach them,1992, Cox, P. & Goldsworthy, F., Featuring Film, OUP, Melbourne, 1996 Dyer, R., Stars, BFI, London, 1986 Films for Women, BFI, London, 1986 Frank, A., The Science Fiction and Fantasy Film Handbook, BT Batsford, 1982 Fraser, G. M., The Hollywood History of the World. Penguin, London 1988 Glasson, T. & Carroll, J., Exploring Film as Text, Heineman Educational, Melbourne 1992 Hamilton, P. & Matthews, S., American Dreams: Australian Movies, Currency Press, Sydney, 1986 MacFarland, C.,Classics on Film, Longman Cheshire, 1987 MacFarland, C., Masterpieces on Film, Longman Cheshire, 1985 McFarlane, B. Words and Images - Australian Novels into Film, Heinemann,1983. McGregor, R., Teaching Film as Text series English Club, Prahran, 1996 – 1999 Monaco, J., OUP How to read a Film: the World of Movies, Media &Multi-Media, 2000, 3rd edition, Partridge, D. & Hughes,P., Flicks: Studying Film as Text, Oxford Uni. Press, Melbourne, 1992 Pirie, D., Anatomy of the Movies, Macmillan, London, 1981 98 Shaw, E., Viewing, ACTATE, 1996 Viewing for Learning, Curriculum Corporation, Victoria, 1995 Winokur, M. & Holsinger,B. , The Complete Idiot’s Guide to Movies, Flicks and Films, 2001 Websites ScreenSound Australia http://www.nfsa.gov.au/screensound/screenso.nsf Australian Film Commission http://www.afc.gov.au/ Office of Film and Literature Classification http://www.oflc.gov.au/ Film Reviews http://www.suntimes.com/ebert/ebert_reviews/ http://www.rottentomatoes.com/ and also: http://www.abc.net.au/ http://www.filmaust.com.au/ http://www.theeducationshop.com.au/ www.allaboutmovies.com http://popmusic.mtsu.edu/ http://www.iaspm.net/rpm/ http://www.liswa.wa.gov.au/poprock.html These were accurate at the time of publication. 99 Suspense and Short Stories Value 1.0 Specific Unit Goals This unit should enable students to: read, view, listen to and analyse a range of suspense novels, short stories, plays and films identify and analyse the elements of suspense create a ‘suspenseful’ piece of writing analyse and critically respond to a variety of short stories demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: the theme of suspense in popular print and film texts techniques and types of suspense through a range of material which may include spy fiction, detective stories, ‘thrillers’, horror, short stories, and film techniques to help them write range of written tasks which should include critical and creative responses to texts a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discussion of students’ own experience of horror films and stories and their understanding of ‘suspense’ and ‘thriller’ literature and film analysis of the writers’ and film makers’ techniques historical study, comparing classic with contemporary suspense films study of short mystery stories of the ‘Who dun it?’, ‘You solve the murder’ types to encourage students to reason effectively written creative response oral response and presentation role play e.g. How to Host a Murder reading/viewing log class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories Assessment Refer to pages 15 and 16. 100 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an analysis of how suspense is used as a teaching tool in oral traditions. Australian Education through an analysis of Australian novels that used suspense as their main device. Environment Education through an analysis of the use of setting to develop suspense in film. Gender Equity through an understanding of how gender stereotypes are used to create suspense in film. Information Access through the use of ICT to create original suspense stories. Language for understanding through a close reading of the language used to develop suspense in short stories. Multicultural Education through an understanding of how cultural stereotypes are used to create suspense in film. Special needs Education through an understanding of how stereotypes are used to create suspense in film. Work Education through the development of predictive skills which are useful in the workplace. Specific Unit Resources Books AATE Publications, The Girl Who Married a Fly Archer, J., A Twist in the Tale Baillie, A., Dream Catcher and Other Stories Baillie, A., Mates and Other Stories Bennett, B Cowan, & Brickhill, P Escape or Die Burns, C. and McNamara, M., Eclipsed: Two centuries of Australian Women’s Fiction. Chatfield, H. & Williamson, J., Crime Busters: A Collection of Stories Christie, A., Murder on the Orient Express Corris, P., Heroin Annie Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Crew, G., Crew’s 13 Classic Tales of the Macabre & Fantastic Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Du Maurier, D., The Birds and other Stories Edwards, E., (Ed.) Thirty Stories Francis, D., Bolt Firkin, H., (Ed.) Australian Short Stories (available on the Net)http://austshortstories.com/index.htm 101 Gleeson, L., Love Me, Love Me Not Greenwood, K & Pausacker, J., Recipes for Crime Grisham, J., Time to Kill Hay, J., (Eds) Perspectives 1: Short Stories Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories King, S., Cat’s Eye King, S., Needful Things Larkin, J., Bite Me Lasagan, M. Black Juice McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Reidy, Englishworks 4 McRobbie, D., Gumshoe Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Paretsky., S. (Ed) A Woman’s Eye Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic Sheehan, D., Skrzynecki, P., (Ed.) Joseph’s Coat Thomas,C., Firefox Van Than,H., Macabre Stories Williams, E., The Escapers Also Students’ writing from the SMH Writing Competition Audio visual Material Psycho (Hitchcock, A., 1960) The Birds (Hitchcock, A., 1963) Psycho (Van Sant, G., 1998) Murder on the Orient Express (Lumet, S., 1974) Death on the Nile (Guillermin, J., 1978) The Firm (Pollack, S., 1993) Cape Fear (Scorsese, M., 1991) Secret Window (Koeppe, D., 2004) The Usual Suspects (Singer, B., 1995) The Sixth Sense (Night Shyamalan, M., 1999) The Others (Amenabar, A., 2001) Websites http://www.teachit.co.uk/index.asp?M=4&A=1&S=241&Z=1#S241 102 http://www.filmsite.org/thrillerfilms.html Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html These were accurate at the time of publication 103 Contemporary Issues and Short Stories Value 1.0 This unit combines Contemporary Issues 0.5 with Short Stories 0.5. Specific Unit Goals This unit should enable students to: read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. analyse and critically respond to a variety of short stories demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories 104 Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of Indigenous issues in the mainstream press. Australian Education through an investigation of local issues. Environment Education through an investigation of environmental issues, both here and abroad. Gender Equity through an investigation of how the media represents issues pertinent to both men and women. Information Access through the development of skills in electronic research. Language for understanding through an examination of the use of emotive language to create interest in an issue. Multicultural Education through the writing of letters to the editor regarding the issues surrounding refugees. Special needs Education through the writing of articles about the particular requirements of people with special needs in our College. Work Education through an examination of how workplace issues need to be understood and explored by both employers and employees. Specific Unit Resources Books AATE Publications, The Girl Who Married a Fly Archer,J A Twist in the Tale-twelve short stories Baillie, A., Dream Catcher and Other Stories Baillie, A., Mates and Other Stories Bennett, B Cowan, & Hay, J., (Eds) Perspectives 1: Short Stories Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Edwards, E., (Ed.) Thirty Stories Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Gleeson, L., Love Me, Love Me Not Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories King, S., Cat’s Eye Larkin, J., Bite Me 105 McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Reidy, Englishworks 4 Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic Skrzynecki, P., (Ed.) Joseph’s Coat Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a TimeCapsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines 106 Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People (Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other: Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument Short stories contained at http://eserver.org including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html These were correct at the time of publication 107 Short Stories and Science Fiction Value 1.0 This unit combines Short Stories 0.5 and Science Fiction 0.5 Specific Unit Goals This unit should enable students to: read and critically respond to a range of science fiction texts analyse the common themes and issues of science fiction analyse the reasons for the popularity of this genre analyse and critically respond to a variety of short stories demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: a variety of texts in their historical and social context common themes and issues in science fiction elements of film, particularly special effects techniques to enable them to respond critically and creatively to texts. a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discuss their experiences of texts in the science fiction genre research the features of this genre view and discuss both current and early films contrast written and visual texts presenting the same story research the historical development of science fiction research areas where science fiction has become scientific fact e.g. cloning, robotics consider the concerns and issues associated with such developments create a science fiction world maintain a reading / viewing journal create posters, collages, mobiles and board games access science fiction games and relevant internet sites class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories 108 Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of Indigenous writing that asks the question, “What if?” Australian Education through reading Australian science fiction authors. Environment Education through an exploration of the strong thread of environmentalism in Science Fiction literature and film. Gender Equity through an exploration of the themes of gender equity in Science Fiction literature and film. Information Access through the use of ICT to develop students’ own web texts. Language for understanding through an analysis of the language of Science Fiction writing. Multicultural Education through an exploration of multicultural themes in Science Fiction literature and film. Special needs Education through an exploration of the themes of special needs in Science Fiction literature and film. Work Education through an exploration of how Science Fiction influences developments which take place in industry. Aboriginal and Torres Strait Islander Education through the reading of Indigenous short stories. Australian Education through the close analysis of Australian short stories. Environment Education through an investigation of how the environment in represented in short stories. Gender Equity through an investigation of how men and women have used the short story form in order to explore issues of gender construction. Information Access through the investigation of how short stories are developed for films. Language for understanding through a discussion of the differences between the language used in various forms including short stories. Multicultural Education through the analysis of the stories that focus on the needs of migrants in our communities. Special needs Education through an analysis of how the short story form is used to explore the issues surrounding people with special needs. Work Education through an analysis of how work place relations are constructed in short stories. Specific Unit Resources Novels (or extracts from Novels) AATE Publications, The Girl Who Married a Fly Adams, D Hitchhiker’s Guide to the Galaxy Archer,J A Twist in the Tale-twelve short stories Asimov, I Foundation Baillie, A., Dream Catcher and Other Stories 109 Baillie, A., Mates and Other Stories Bennett, B Cowan, & Bradbury, R Fahrenheit 451 Bradbury, R The Martian Chronicles Burroughs, Edgar R. The Princess of Mars Burroughs, Edgar R. Tarzan of the Apes Clarke, Arthur C. 2001: A Space Odyssey Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Dick, Philip K. Do Androids Dream of Electric Sheep? Edwards, E., (Ed.) Thirty Stories Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Gibson, William, Neuromancer Gleeson, L., Love Me, Love Me Not Hay, J., (Eds) Perspectives 1: Short Stories Heinlein, Robert A. Starship Troopers Heinlein, Robert A. Stranger in a Strange Land Herbert, Frank Dune Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories Huxley, Aldous Brave New World King, S., Cat’s Eye Larkin, J., Bite Me Le Guin, Ursula The Left Hand of Darkness Lieber, Fritz Gather, Darkness McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Mieville, China Perfido Street Station Miller, Walter M. A Canticle for Leibowitz Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Niven, Larry Ringworld Orwell, George 1984 Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic 110 Reidy, Englishworks 4 Russ, The Female Man Skrzynecki, P., (Ed.) Joseph’s Coat Simmons, Dan Hyperion Verne, Jules 2000 Leagues Under the Sea Wells, H. G. War of the Worlds Wells, H. G. The Time Machine Wyndham, John The Chrysalids Wyndham, John The Midwich Cuckoos Zamyatin, Yevgeny We Graphic Novels Briggs, Raymond When the Wind Blows Various Judge Dredd Short Stories Asimov, Isaac I, Robot (et al.) Borges, George L. Bradbury, Ray Le Guin, Ursula Keyes, Daniel “Flowers for Algernon” King, Stephen “The Running Man” Gibson, William Burning Chrome Films 2001: A Space Odyssey (Kubrick, Stanley 1968) A.i (Spielberg, Steven 2001) Alien (Scott, Ridley 1979) Alien Nation (Baker, Graham 1988) Bladerunner (Scott, Ridley 1982) Close Encounters of the Third Kind (Spielberg, Steven 1977) Cocoon (Howard, Ron 1985) Delicatessen (Jeunet, Jean-Pierre 1991) Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (Kubrick, Stanley 1964) E.T. (Spielberg, Steven 1982) eXistenZ (Cronenberg, David 1999) Flash Gordon (Hodges, Mike 1980) Gattaca (Niccol, Andrew 1997) Hellboy (Del Toro, Guillermo 2004) Independence Day (Emmerich, Roland 1996) 111 I, Robot (Proyas, Alex 2004) Logan’s Run (Anderson, Michael 1975) Mars Attacks (Burton, Tim 1996) Matrix Trilogy, The (Wachowski, Andy and Larry, 1999, 2003) Metropolis (Lang, Fritz 1927) Minority Report (Spielberg, Steven 2002) Pitch Black (Toohy, David 2000) Predator (McTiernan, John 1987) Soilent Green (Fleischer, Richard 1966) Star Wars (Lucas, George 1977) Terminator, Terminator 2: Judgement Day (Cameron, James 1984, 1991) The Chronicles of Riddick (Toohy, David 2004) The Fifth Element (Beson, Luc 1997) The Fly (Cronenberg, David 1986) The Fly (Neumann, Kurt 1958) The Navigator (Ward, Vincent 1988) The Planet of the Apes (Schaffner, Franklin J 1967) The War of the Worlds (Spielberg, Steven 2005) Total Recall (Veerhoven, Paul 1990) Twelve Monkeys (Gilliam, Terry 1995) Television such as: V Doctor Who Battlestar Galactica Star Trek Babylon 5 Farscape Red Dwarf The X-Files Lost X-men Medium Lost in Space Audio Resources such as: Hitchhiker’s Guide to the Galaxy War of the Worlds Atlanta Radio Theatre Company (www.artc.org) 112 Alien Worlds (www.alienworlds.com) Sci Fi Audio (www.scifiaudio.com) Virtually American (www.virtuallyamerican.com) Bowen in Space (www.live365.com/index.live) Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html) Teacher Reference Clute,J. The Encyclopedia of Science Fiction, Butler and Tanner, London, 1999 Clute, J. Science Fiction: The Illustrated Encyclopedia ,Reed Business Information, USA, 1995 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 DiFate,V. & Summers, I., Catalog of Science Fiction Hardware, Worman, USA,1980 Websites Science Fiction Literature http://linuxfinances.info/info/sf.html Science Fiction Literature http://www.questia.com/library/literature/fiction/science-fiction-and-fantasy/science-fictionliterature.jsp Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html Science Fiction World http://www.sffworld.com/ Sci-Fi Lists http://home.austarnet.com.au/petersykes/topscifi/index.html These were accurate at the time of publication. 113 The Journey and Reading for Enjoyment Value 1.0 This unit combines The Journey 0.5 with Reading for Enjoyment 0.5. Specific Unit Goals This unit should enable students to: analyse the theme of the journey as a metaphor for life critically analyse and compare their own experiences of life in relation to common human experience critically read and view texts which investigate journeys real and imagined read and analyse a range of fictional texts develop skills in reading comprehension create their own texts in a variety of modes respond orally and in writing to texts. Content Students study: stories, both traditional and modern, which incorporate the theme ‘the journey’. These could include a novel and a selection of other forms ranging from myths to current films and computer games the common experiences which people [e.g. people from different cultures and walks of life] have when operating outside their usual environments and the personal growth which results their experiences and relate the learning to the literature studied a selection of text both fiction and non-fiction which could include poetry and plays techniques to respond to the texts in a variety of written and oral modes. techniques to develop confidence in reading aloud literary analysis and techniques used in the creation of visual, electronic and written texts Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: personal response and reflective writing examining visual texts listening to and note making from guest speakers and members of the community individual or group oral presentations of personal research or reading and viewing excursion / individual projects modeled in class work. These might involve developing questionnaires and doing oral and written reports on new experiences discussion (individual, group and whole class) regular silent sustained reading discussion in small and class groups reading aloud, dramatization, role play, discussion of issues, journal writing to develop shared responses extended written responses including the processes of drafting, conferencing and editing keeping a reading journal to record responses including critical and reflective responses oral responses including small group discussion and perhaps “selling” a work to the whole class 114 written responses including at least one sustained piece of writing use the library to assist them in making their own choices of reading materials. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the analysis of Indigenous myths and legends that explore the theme of the journey. Australian Education through an investigation of Australian films that use the structure of the journey as a plot device. Environment Education through a discussion of the use of the environment to develop setting in texts that are based on the concept of the journey. Gender Equity through an analysis of the use of gender stereotypes to develop the theme of the journey. Information Access through the use of ICT to write stories of real or imagined stories that use the device of the journey. Language for understanding through close reading of the language of “journey” literature and nonfiction. Multicultural Education through an analysis of non-fiction that explores the experiences of the journey to a new life. Special needs Education through reading the stories of those who have journeyed through life with special needs. Work Education through exploring the idea of career as journey. Specific Unit Resources Books Adams, D., Hitchhikers’ guide to the galaxy Gardner, S., The Legend of Kevin the Plumber Homer, The Odyssey (extracts) Marsden, J., The Journey Tolkien, J.R.R., The Hobbit Voight, C., Homecoming Binchy, M., Circle of Friends Clark, M., Back on Track Earls, N., 48 Shades of Brown Ford, N., Not Quite the Man for the Job Kelleher, V., Veranda, and Slow Burn King, S., Needful Things Lowry, B., Guitar Highway Rose Marchetta, M., Looking for Alibrandi Metzenthen, D., Falling Forward 115 McCarthy, M., Queen Kat Carmel and St. Jude, Cross My Heart, and In Between Monk, S., Boyz ‘R’ Us Nilsson, E., Outside Permission Orr, W., Peeling the Onion Ottley, T., Roadies Parry, G., Sad Boys Audio visual Material Beneath Clouds (Ivan Sen, 2002) Lord of the Rings (Peter Jackson, 2001, 2002, 2003) Rabbit Proof Fence (Phillip Noyce, 2002) Rain Man (Barry Levinson, 1998) The Navigator (Vincent Ward, 1988) The Princess Bride (Rob Reiner, 1987) Whale Rider (Niki Caro, 2002) Yolgnu Boy (Stephen Johnson, 2001) Newspapers and magazines From Inside Sport, Jill Collier (Editor) The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Selected non-fiction texts. Websites http://www.aate.org.au/ follow the prompts to catalogue. www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/annotations_texts_04_07.doc www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/hsc_english_poster_04_07.pdf www.boardofstudies.nsw.edu.au/ syllabus_hsc/pdf_doc/journey_stimulus_04_07.pdf Evaluating Websites http://www.shortstorygroup.com/storytips.htm http://ok.essortment.com/writingshortst_rrmi.htm http://www.eastoftheweb.com/short-stories/teacher.html These were accurate at the time of publication 116 Advertising Value 0.5 Specific Unit Goals This unit should enable students to: identify a variety of advertising media examine the purpose and techniques of advertising analyse the techniques of persuasion used by advertisers create their own advertisements Content Students study: a variety of advertising media the development of marketing techniques the major features of advertising, both linguistic and visual the appropriate technologies to create visual texts Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: access and analyse advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film work in groups to compile a list of advertising techniques that can be shared with the class view videos about advertising and develop advertising campaigns using a variety of skills and equipment compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements and drawings of design possibilities visit to the Canberra Times educational programme listen to guest speaker from an advertising agency participate in Talkback Classroom at Australian National Museum view videos about advertising and complete class tasks to develop advertisements Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the construction of racial stereotyping in tourism advertising. Australian Education through an examination of the use of Australian iconic imagery in television advertising. Environment Education through an examination of the use of the environment to sell products that are in themselves damaging to the environment. Gender Equity through an examination of the construction of gender stereotyping. 117 Information Access through the creation of advertisements for real and imagined products and services. Language for understanding through an investigation of the language of persuasion used in advertisements aimed at young people. Multicultural Education through an examination of the construction of racial stereotyping in government advertising Special needs Education through the modification of work for special needs students and through an examination of the absence of people with special needs in print advertising. Work Education through an investigation of the way in which the world of work is represented in both a positive and negative manner in advertisements. Specific Unit Resources Books Crump, Durand and Hooke, Viewing and Presenting in Context 1, Thomson Nelson, 2003. Crump, Durand and Hooke, Viewing and Presenting in Context 2, Thomson Nelson. 2003. Sadler & Sadler, Into English, Macmillan, 2004. Heintz & Evans, Insight Outcomes English Year 11, Insight Publications, 2002. Huggard, Keaney and Brewer, Insight Outcomes Year 12, Insight Publications, 2002. Windschuttle, Keith, Australia , Penguin, 1984. The Media: A New Analysis of the Press, Television, Radio and Advertising in Hopkinson, Simon, The Crazy World of Advertising, Aust. Theatre Workshop, Packard, Vance, The Hidden Persuaders, Penguin, 1984. Wake,Susan, Advertising, Jun N/F Morgan, Sally and Adrian, Colour in Art and Advertising , Evans, 1994. Hewett, Robert, Theatre Series The Adman: “ The Dog-Eat-Dog World of Modern Advertising Current Magazines Vibe - Indigenous Education Magazine ( see the ASSPA Officer in your college) Open Road Sports Magazines Women’s Magazines Newspapers Koori Mail The Sydney Morning Herald The Canberra Times The Age The Australian Audio visual Material Deconstructing Advertising, Video Education Australia, 1993. Advertising Strategies, Video Education Australia, 1992. A Case Study, 1988 The Art of Persuasion, from the series ‘The Investigators.’ 1996 118 The Image Makers, Advertising, from the series, “Words Fail Me.” Advertising Layout Part 1 Advertising Layout Part 2 Other suggestions: Excursions to; Screensound Australia WIN News studios Canberra Times (and the Canberra Times Education Booklet) Radio Stations Websites http://www.teachingonline.org/ADVERTISING.html http://www.teachit.co.uk/index.asp?A=14&M=18&S=26 http://www.mediachannel.org/teach/ These were correct at the time of publication 119 Children’s Literature Value 0.5 Specific Unit Goals This unit should enable students to: read, view and respond with understanding to a range of texts for children and adolescents examine why particular books and television programs appeal to children analyse the role of children's texts in transmitting, maintaining or breaking down social stereotypes and cultural values. Content Students study: a variety of texts written for children and adolescents such as nursery rhymes, picture books, novels, short stories, television programmes, films, internet sites, games, traditional and contemporary texts and texts from a variety of cultures and time periods issues and themes in contemporary texts for children and adolescents the extent to which the materials meet children's developmental needs a range of written and oral tasks the appropriateness and quality of such things as illustrations, layout, sequencing and tone in children’s texts. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: recall students' childhood experiences visit a local primary or pre-school where students present their original material listen and respond to professional story tellers engage with a writer who speaks about their experiences in the writing process evaluate picture books in small groups maintain a journal create an original children's text perform stories, read poetry and dramatic texts view children’s television, films, internet sites, software for children and games Assessment Refer to pages 15 and 16. 120 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading Indigenous myths and legends. Australian Education through reading classic Australian texts such as Seven Little Australians. Environment Education through reading works such as Window. Gender Equity through writing texts that focus on the construction of gender for children. Information Access through the use of word processing software to create stories for children. Language for understanding through an examination of how language builds meaning in children’s books. Multicultural Education through reading adolescent fiction that looks at the experiences of people from other cultures such as No Guns For Asmir. Special needs Education through sharing stories with younger children who have special needs. Work Education through an examination of the importance of storytelling to a variety of childcare careers. Specific Unit Resources Books Baker, J., Where the Forest Meets the Sea Baker, J., Windows Baker, J., Belonging Blyton, E., Be Brave Little Noddy Blyton, E., The Island of Adventure Blyton, E., The Sea of Adventure Colfer, E., Artemis Fowl Crew, G., Strange Objects Crossley-Holland, K., Arthur: The Seeing Stone Dahl, R., Fantastic Mr Fox Dahl, R., The Magic Finger de Saint Exupery, A., The Little Prince Dr. Seuss, Fox in Sox Fox, M., Possum Magic Graham, K., Wind in the Willows Hearn, L., The Otori Trilogy Hill, A., Soldier Boy Horowitz, A., Ark Angel Horowitz, A, The Falcon’s Malteser Innocenti, R., Rose Blanche Jennings, P., Uncanny 121 Jennings, P., Unreal and others Kelleher, V., Taronga Klein, R., Hating Alison Ashley Le Guin, U., A Wizard of Earthsea Marsden, J., The Rabbits Marsden, J., Tomorrow when the War Began Mattingly, C., No Gun For Asmir Milne, A.A., Winnie the Pooh O’Brien, R.C., Mrs. Frisby and the Rats of Nimh Ridden, B., Whistleman Rowling, J. K., Harry Potter (series) Sachar, L., Holes Snickett, L., A Series of Unfortunate Events Stine, R.L., Goosebumps Series White, E.B., Charlotte’s Web Wild, M., Let the Celebrations Begin Winton, T., Lockie Leonard (series) Yen Mah, A., Chinese Cinderella Films Charlotte’s Web (Nichols, Charles A. and Takamoto, Iwao, 1973) The Secret of Nimh (Bluth, Don, 1982) Disney Cartoons Wind in the Willows (Hall, Mark, 1983) Winnie the Pooh (Lounsbery, John, and Reithmann, Wolfgang, 1977) Harry Potter Series (Columbus, Chris, 2001 and 2002 and Cuaron, Alfonso, 2004) Matilda (De Vito, Danny, 1996) TV Programs Tele Tubbies Bananas in Pyjamas Sesame Street Playschool Round the Twist Rugrats. Teacher Resources Saxby, M. (Ed.) Give Them Wings, Macmillan, Melbourne, 1987. Children’s Book Council of Australia, Notable Australian Children’s Books, Annual Publication Children’s Book Council of Australia, Kids best: Australian books for Children and Young Adults 1996 – 2000 compiled by the Primary English Teachers Association 122 Also: ACT Storytellers’ Guild The May Gibbs Writer in residence at UC Get Real – UC Websites http://www.webenglishteacher.com/childlit.html http://www.carolhurst.com/ http://www.ucalgary.ca/~dkbrown/ These were correct at the time of publication 123 Communicate with Confidence Value 0.5 Specific Unit Goals This unit should enable students to: recognize that oral communication involves speaking, listening and body language develop appropriate communication skills to meet a variety of real life and constructed situations analyse the techniques of effective communication develop oral, listening and written skills and awareness of the effect of body language Content Students study: a variety of texts to identify effective communication techniques effective speaking, listening, non-verbal and written communication methods of gathering, structuring and modifying information for delivery to a specific audience / purpose the effects of positive and negative communication in everyday interactions and social situations such as a speech for a formal occasion, a job interview, meeting new people, presenting to a large audience at a College assembly, dealing with complaints, conflict resolution, acting as open day guides, mentoring younger students, etc. a variety of communication types. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: role play, group work and discussion of communication techniques view visual texts to analyse body language, listening skills and verbal communication examine the role and effect of accents, pronunciation and voice production listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages personal response and reflective writing (journals) proof reading and editing an on-line document Assessment Refer to pages 15 and 16. 124 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the speaking conventions and the uses of gestures in different cultures. Australian Education through an investigation of famous Australian speeches. Environment Education through the preparation of “soap box” speeches. Gender Equity through the preparation of “soap box” speeches. Information Access through the creation of worthwhile Power Point presentations. Language for understanding through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes. Multicultural Education through an examination of the speaking conventions and the uses of gestures in different cultures. Special needs Education through an exploration of the ways in which oral language can be made easier to understand for those with special needs. Work Education through an exploration of the differences needed in tone and vocabulary when speaking for different audiences and purposes in a workplace environment. Specific Unit Resources Books Covey, S., The 7 Habits of Highly Effective Teens Hollier, F., Conflict Resolution Trainers’ Manual Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 Pease A., Body Language Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. Audio visual Material Assertive Issues, Pease Training Corporation Blah, blah, blah: The Art of Public Speaking, Bendigo, Victoria, Video Education Australasia, 1999 Body Language, Pease Training Corporation Effective Communications Meridan, Education Corporation, 1992 Getting Along on the Job, Bendigo, Victoria, Video Education Australasia Making Your Presentation, Malvern Victoria Australia Learning Essentials On Golden Pond, Mark Rydell The Breakfast Club, John Hughes Whose Life is it Anyway, John Badham 125 Websites http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/88 http://www.iam.unibe.ch/~scg/Teaching/VariousMaterial/talkHowTo.html These were correct at the time of publication 126 Contemporary Issues & Fantastical Worlds Value 1.0 This unit combines Contemporary Issues 0.5 and Fantasy 0.5. Specific Unit Goals This unit should enable students to: read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives study and respond to a range of fantasy texts such as novels, poetry, short stories, plays and films develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. examine and explore common themes and issues in fantasy texts analyse reasons for the popularity of the genre Content Students study: a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. a variety of fantasy texts themes and issues in fantasy elements of fantasy films, particularly special effects techniques to respond critically and creatively to texts. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups explore the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article use information technology to investigate responses to global issues discuss their experiences of texts in the fantasy genre research the features of the genre discuss both recent and early films contrast a written and visual text presenting the same story create a fantasy world maintain a reading and /or viewing journal create posters, collages, mobiles and board games 127 Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of Dreamtime mythology and Indigenous issues in the mainstream press. Australian Education through an investigation of local issues. Environment Education through an investigation of environmental issues, both here and abroad. Gender Equity through an investigation of how the media represents issues pertinent to both men and women and through writing short stories in which traditional gender roles in fantasy stories are explored. Information Access through the development of skills in electronic research. Language for understanding through an examination of the use of emotive language to create interest in an issue and through an exploration of the language of the fantasy genre. Multicultural Education through an exploration of how “the other” is constructed in the fantasy genre. Specific Unit Resources Novels (or extracts from novels) Stiefvater, Maggie., The Scorpio Races Rowling, J.K., Harry Potter and the Order of the Phoenix Tolkien, J.R.R., The Lord of the Rings Silvey, Craig., Jasper Jones Picoult, Jodie., My Sister’s Keeper Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a TimeCapsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Tennyson The Lady of Shalott Films Avatar (Cameron, James 2009) Bicentennial Man (Smith, Kevin 1999) Snow White and the Huntsman (Sanders, Rupert 2012) The Lord of the Rings Trilogy (Jackson, Peter 2001, 2002, 2003) The Princess Bride, (Reiner, Rob 1987) 128 Teacher’s Reference Barron, N., Fantasy Literature: A Reader’s Guide, Garland, 1990 Clute, J., The Encyclopedia of Fantasy, St Martin’s Press, 1997 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 Day, D., Tolkein: The Illustrated Encyclopedia, 1992 Peg, M. & Ingpen, R., Out of this World:The Complete Book of Fantasy, 1986 Schaffer, E.D., Exploring Harry Potter, 2000 Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites Victorian Times – Art Literature and fiction http://www.victorianweb.org/genre/fantov.html Science Fiction and Fantasy – Research Database www.magicdragon.com ABC NEWS http://www.abc.net.au/news/ 129 Contemporary Issues Value 0.5 Specific Unit Goals This unit should enable students to: read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. Content Students study: a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of Indigenous issues in the mainstream press. Australian Education through an investigation of local issues. Environment Education through an investigation of environmental issues, both here and abroad. Gender Equity through an investigation of how the media represents issues pertinent to both men and women. Information Access through the development of skills in electronic research. 130 Language for understanding through an examination of the use of emotive language to create interest in an issue. Multicultural Education through the writing of letters to the editor regarding the issues surrounding refugees. Special needs Education through the writing of articles about the particular requirements of people with special needs in our College. Work Education through an examination of how workplace issues need to be understood and explored by both employers and employees. Specific Unit Resources Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a TimeCapsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live 131 Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People (Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other: Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites such as: http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument These were correct at the time of publication 132 Fantasy Value 0.5 Specific Unit Goals This unit should enable students to study and respond to a range of fantasy texts such as novels, poetry, short stories, plays and films examine and explore common themes and issues in fantasy texts analyse reasons for the popularity of the genre Content Students study: a variety of fantasy texts themes and issues in fantasy elements of fantasy films, particularly special effects techniques to respond critically and creatively to texts. Teaching and Learning Strategies Teaching and learning strategies are negotiated as much as possible. The following strategies are suggested: discuss their experiences of texts in the fantasy genre research the features of the genre view and discuss of both recent and early films contrast a written and visual text presenting the same story create a fantasy world maintain a reading and /or viewing journal create posters, collages, mobiles and board games access fantasy games and relevant internet sites. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an exploration of Dreamtime mythology. Australian Education through an examination of the development of Australian mythology since white settlement. Environment Education through writing short stories which are set in the natural environment. Gender Equity through writing short stories in which traditional gender roles in fantasy stories are explored. Information Access through the use of word processing software to write book reviews. Language for understanding through an exploration of the language of the fantasy genre through textual study. 133 Multicultural Education through an exploration of how “the other” is constructed in the fantasy genre. Special needs Education through the investigation of the theme of “specialness” in the fantasy genre. Work Education through an examination of the importance of creativity in our working lives. Specific Unit Resources Novels (or extracts from novels) Brown, D, The Da Vinci Code Carmody, I., The Gathering Carroll,L., Alice in Wonderland Colfer, E., Artemis Fowl: The Eternity Code Donaldson, S., The Runes of the Earth Douglas, S., The Axis Trilogy Forsyth, K., The Witches of Eileanan Kelleher, V., Taronga King, S., Nightmares and Dreamscapes King, S., The Dark Tower La Guin, U., Gifts La Guin, U., The Wizard of Earthsea Masson, S., Cold Iron McRobbie, D., The Fourth Caution Nix, G. , Mister Monday Poe , E.A., Short Stories Pratchett,T., Discworld Series Pratchett,T., Nightwatch Rowling, J.K., Harry Potter and the Order of the Phoenix Rubenstein, G., Beyond the Labyrinth Shelley, M., Frankenstein Tolkien, J.R.R., The Hobbit Tolkien, J.R.R., The Lord of the Rings Poetry Tennyson The Lady of Shalott Coleridge The Rime of the Ancient Mariner Coleridge Kublai Khan 134 Films A Life Less Ordinary (Boyle, David 1997) Batman and Robin (Schumacher,Joel 1997) Bicentennial Man (Smith, Kevin 1999) City of Angels (Silberling, B 1998) Dogma (Smith, Kevin 1999) Dragonheart, (Cohen, Rob 1996) Edward Scissorhands (Burton, Tim 1990) Frankenstein (Branagh, Kenneth 1994) Ghost (Zucker, Jerry 1990) Ghostbusters (Reitman, Ivan 1984) Harry Potter& the Philosopher’s Stone (Columbus, Chris 2001) Harry Potter & the Chamber of Secrets (Columbus, Chris 2001) Harry Potter & the Prisoner of Azkaban (Cuaron, Alfonso 2004) Harry Potter and the Goblet of Fire (Newell, Mike 2005) Heaven Can Wait (Beatty, Warren& Henry, Buck 1978) King Kong (Jackson, Peter 2005) Labyrinth (Henson, Jim 1986) Ladyhawk, (Donner, Richard 1985) Legend (Donner, Richard 1985) Raiders of the Lost Ark (Spielberg, Steven 1981) Spiderman (Raimi ,Sam 2002) Superman: The Movie (Donner, Richard 1978) The Lord of the Rings Trilogy (Jackson, Peter 2001, 2002, 2003) The Princess Bride, (Reiner, Rob 1987) The Secret of Roan Innish,, (Sayles, John 1994) The Time Machine (Pal, George 1960) The Truman Show (Weir, Peter 1998) The Wizard of Oz (Fleming, Victor 1939) What Dreams May Come (Ward, Vincent 1998) Who Framed Roger Rabbit (Zemeckis, Robert 1988) X-Men (Singe, Bryan 2000) Teacher’s Reference Barron, N., Fantasy Literature: A Reader’s Guide, Garland, 1990 Clute, J., The Encyclopedia of Fantasy, St Martin’s Press, 1997 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 Day, D., Tolkein: The Illustrated Encyclopedia, 1992 Peg, M. & Ingpen, R., Out of this World: The Complete Book of Fantasy, 1986 Schaffer, E.D., Exploring Harry Potter, 2000 135 Websites such as: Fantasy 100 http://home.austarnet.com.au/petersykes/fantasy100/history.html Victorian Times – Art Literature and fiction http://www.victorianweb.org/genre/fantov.html Science Fiction and Fantasy – Research Database http://lib-oldweb.tamu.edu/cushing/sffrd/ www.magicdragon.com These were correct at the time of publication 136 Film and Television Value 0.5 Specific Unit Goals This unit will enable students to: view critically a range of popular films and television programs analyse the techniques of film and television respond analytically and creatively to issues which arise Content Students study: at least two films and a range of the different types of television programs, film techniques the distinctive features of the various genres concerns and issues raised, and identify bias characters, settings, social issues and underlying ideologies Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: research the language of film and television write scripts, suggest and write alternative endings, compile storyboards explore the elements of film composition, research the various roles in the film/TV making process analyse viewing habits view a variety of films from the past including early black and white and compare to recent movies visit the cinema and Screensound Australia script and produce a short film read reviews on line and explore film and television website. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of The Bush Mechanics. Australian Education through an examination of the development of Australian Television. Environment Education through an examination of the ways in which film and TV explore environmental themes. Gender Equity through an exploration of the way in which men and women are stereotyped in soap operas. Information Access through the development of electronic research skills. Language for understanding through writing television scripts. 137 Multicultural Education through an examination of a foreign film. Special needs Education through the examination of the representation of people with special needs in film and on television. Work Education through an examination of film that has been made for the workplace. Specific Unit Resources Magazines Metro Screen TV Week Who Newspapers The Canberra Times (The Guide, Panorama, Relax magazine) Films A Clockwork Orange (Kubrick, Stanley 1971) American Beauty (Mendes, Sam 1999) Billy Eliott (Daldry, Stephen 2000) Casablanca, (Curtiz, Michael 1942) Coffee & Cigarettes (Jarmusch, Jim 2003) ET- The ExtraTerrestrial (Spielberg, Steven, 1980) High Noon, (Zimmerman, Fred 1952) Psycho (Hitchcock, Alfred 1960) Run Lola Run (Tykwer, Tom 1998) Star Wars- Episode 1 (Lucas, George 1942) The Matrix (Wachowski, Andy & Wachowski, Larry 1999) The Third Man (Reid, Carol 1949) The Shining ( Kubrick, Stanley 1982) The Truman Show (Weir, Peter 1998) The War of the Worlds (Spielberg, Steven, 2005) Witness (Weir, Peter 1982) The Best of Tropfest (Various, SMH, 2004, 2005) Television such as: At the Movies A Current Affair Better Homes and Gardens CSI Four Corners GMA 138 Home and Away Infomercials Kath and Kim Media Watch Neighbours The Bold and the Beautiful The Footy Show The Oprah Winfrey Show The Panel The Price is Right The Simpsons The Sketch Show Survivor Who Wants to be a Millionaire And other contemporary television shows and infotainment such as: documentaries, drama, comedies, soaps, sitcoms, TV news, current affairs, satirical shows, chat shows, advertisements, sport, cartoons. Teacher References Arnold, J. S., Reading Television Books 1 & 2, OUP, Melbourne, 1997 Callow, J. Image Matters:Visual texts in the Classroom, 1999, Newtown, NSW Clothier, E & Dohohoe, L., Switched On! Longman, Melbourne, 1998 Cohen,D., Horror Movies, London 1984 Corrigan ,T& White,P. The Film Experience: An introduction, 2004. Macmillan Costanzo, W., AATE, South Australia Reading the Movies: Twelve great films on video and how to teach them,1992, Cox, P. & Goldsworthy, F., Featuring Film, OUP, Melbourne, 1996 Dyer, R., Stars, BFI, London, 1986 Films for Women, BFI, London, 1986 Frank, A., The Science Fiction and Fantasy Film Handbook, BT Batsford, 1982 Fraser, G. M., The Hollywood History of the World. Penguin, London 1988 Glasson, T. & Carroll, J., Exploring Film as Text, Heineman Educational, Melbourne 1992 Hamilton, P. & Matthews, S., American Dreams: Australian Movies, Currency Press, Sydney, 1986 MacFarland, C., Classics on Film, Longman Cheshire, 1987 MacFarland, C. ,Masterpieces on Film, Longman Cheshire, 1985 McFarlane, B. Words and Images - Australian Novels into Film, Heinemann,1983. McGregor, R., Teaching Film as Text series English Club, Prahran, 1996 – 1999 139 Monaco, J., OUP How to read a Film: the World of Movies, Media &Multi-Media, 2000, 3rd edition, Partridge, D. & Hughes,P., Flicks: Studying Film as Text, Oxford Uni. Press, Melbourne, 1992 Pirie, D., Anatomy of the Movies, Macmillan, London, 1981 Shaw, E., Viewing, ACTATE, 1996 Viewing for Learning, Curriculum Corporation, Victoria, 1995 Winokur, M. & Holsinger,B. , The Complete Idiot’s Guide to Movies, Flicks and Films, 2001 Websites ScreenSound Australia http://www.nfsa.gov.au/screensound/screenso.nsf Australian Film Commission http://www.afc.gov.au/ Office of Film and Literature Classification http://www.oflc.gov.au/ Film Reviews http://www.suntimes.com/ebert/ebert_reviews/ http://www.rottentomatoes.com/ and also: http://www.abc.net.au/ http://www.filmaust.com.au/ http://www.theeducationshop.com.au/ www.allaboutmovies.com These were accurate at the time of publication. 140 Heroes Value 0.5 Specific Unit Goals This unit should enable students to: read, view, listen to and understand a range of texts which deal with heroes respond to a variety of real or imagined heroes critically analyse the values and heroic natures of characters in texts Content Students study: a variety of types of heroes such as sporting, national, religious or personal heroes, those who have overcome adversity or achieved greatness how we construct the notion of a hero in different times and cultures a variety of texts involving different types of heroes heroic and anti-heroic characters in a variety of texts myths and legends from a variety of cultures gender differences in the creation of heroes and heroines Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discussion of students’ perception of heroes consider the changes in the depiction of heroes in films over time compare screen and literary heroes/antiheroes interviews and biographies giving a character profile of a hero wide reading and viewing to introduce students to heroes such as biblical, mythological, historical and contemporary figures write a creative piece depicting a hero discussion of the invention of the ‘superhero’ and the stereotypes associated with this character Assessment Refer to pages 15 and 16. 141 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of the representation of Indigenous people in film. Australian Education through an investigation of Australian war time heroes. Environment Education through an investigation of people who have fought to save or live with the natural world. Gender Equity through writing scripts about men and women in heroic roles. Information Access through using software to create cartoon narratives. Language for understanding through looking at the language used to create heroic character in film and written texts. Multicultural Education through looking at foreign action and hero films. Special needs Education through the creation of a hero who explores some special needs. Work Education through the exploration of cultural understandings of heroism to develop interpersonal skills. Specific Unit Resources Books Baillie, A., Heroes: Australians at their Best Bane, M., Who’s Who in Rock Bennett, W., Australian Story Campese, D., On a Wing and a Prayer Cassidy, G., Greats of Australian Surf Crew, G., Creating Adam West: Contemporary Biographies and Autobiographies Diver, S., The Stuart Diver Story Gibson, M., Gods, Heroes and Monsters from the Greek Myths Gutman, B., Magic: More than a Legend Kellerher, V., Slow Burn Lehane, B., The Enchanted world; Legends of Valour Metzenthen, D., Johnny Harts Heroes McCarthy, M., Ganglands Morrden, E., Movie Star-A Look at the Women Who Made Hollywood Reed, A.W., Aboriginal Myths, Legends and Fables Shepherd, J., Never Tell me Never Audio Visual Material The Aviator (Scorsese, M., 2004) Braveheart (Gibson, M., 1995) Dragonslayer (Robbins, M., 1981) Erin Brockovich (Soderberg, S., 2000) 142 Ever After (Tennant, A., 1998) Fantastic Four (Story, T., 2005) Gladiator (Scott, R., 2000) The Hurricane (Jewison, N., 1999) Pirates of the Caribbean: The Curse of the Black Opal (Verbinski, G., 2003) The Princess Bride (Reiner, R., 1987) RobRoy, (Caton-Jones M., 1995) Spiderman (Raimi, S., 2002) Troy (Peterson, W., 2004) Veronica Guerin (Schumacher, J., 2003) Whale Rider (Caro, N., 2002) Assorted Comics Batman Superman Spiderman The Phantom Also: Games sites Games on network College Miniatures Clubs Websites www.teachit.com.uk www.filmeducation.org/secondary www.webenglishteacher.com/beowulf/html www.webenglishteacher.com/classmyth/html http://www.english.efl/edu/comics/teaching/bill.shtml These were accurate at the time of publication. 143 Images of Australia Value 0.5 Specific Unit Goals This unit should enable students to: critically analyse a variety of Australian texts demonstrate an understanding of the distinctive features of a range of Australian texts analyse their own experiences of Australian society through writing, speaking, listening and viewing analyse aspects of Australian culture and society past and present through the images in literature, the arts and media. Content Students study: Australian culture and identity and a range of cultural groups which contribute to Australian society issues such as sport, Aborigines, reconciliation, multicultural, poverty-wealth, the bush. works of non-fiction, including magazines, historical documents and biographies some of the following: a novel or play, a selection from films, short stories, non fiction texts, documentaries, music, video clips, articles, comics. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia, people and culture research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg War Memorial, National Museum of Australia guest speakers from organizations reflecting the different interests in the local community written responses including creative writing conferencing, drafting debate, Australia versus The Rest of the World regular and meaningful feedback (formal and informal) collaborative group work Assessment Refer to pages 15 and 16. 144 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the exploration of Indigenous characterisation in film. Australian Education through the examination of Australian settings in film and on television. Environment Education through an understanding of the role played by the environment in Australian poetry. Gender Equity through an examination of the construction of gender in Australian texts. Information Access through the use of Power Point to create virtual tours of Australian icons. Language for understanding through a close reading of Australian registers of speech. Multicultural Education through an investigation of multi-cultural themes in Australian novels and short stories. Special needs Education through the modification of work to suit those with Special needs. Work Education through an examination of the written language of the Australian work place. Specific Unit Resources Books Benaud, R., Anything but an Autobiography Beynon, R., The Shifting Heart Burke, M., Matthew Burke Cunxin, L., Mao’s Last Dancer Ellis, L., Playing the Game Davis, J., No Sugar Facey,.A.B., A Fortunate Life Gare, N., The Fringe Dwellers Giles, J., Moving Out Haran, P., and Kearney, Robert, Flashback Hilde, J., The Place at the Coast Lehmann, D., Worth the Wait Knight, J., Mark Waugh Lindquist, U-C., Rowing Without Oars Lunn, H., Over the Top with Jim Marchetta, M., Looking for Alibrandi Matthews, G., Australian Son Mienthzen, D., Johnny Hart’s Heroes Morgan, S., My Place Newcombe, J., No-one’s Indestructible Oswald, D., Dags 145 Pilkington, D., Follow the Rabbit Proof Fence Pryor, B. & McDonald, M., Maybe Tomorrow Savage, L., My Story Scaife, M., Diary of a Champion Seymour, A., The One Day of the Year Shea, A., Petria Thomas: Swimming against the Tide Wharton, H., Yumba Days Wheatley, N., The Blooding Whitlock, G. (Ed), Autographs; Contemporary Australian Autobiography Films Wake in Fright (Kotchett, T., 1971) The Fringe Dwellers (Beresford, B., 1986) The Shiralee (Norman, L., 1957) Gallipoli (Weir, P., 1981) The Year My Voice Broke (Dugan, J., 1987) Crocodile Dundee (Faiman, P., 1986) Malcolm (Tass, N., 1986) Sunday Too Far Away (Hannam, K., 1975) The Castle (Sitch, R., 1997) Two Hands (Jordan, G., 1999) The Wog Boy (Vellis, A., 2000) Rabbit Proof Fence (Noyce, P., 2002) Yolngu Boy (Johnson, S., 2001) Poetry Dawe, B., Lifecycle, Planning a Time Capsule, Enter Without so Much as Knocking Music Selection of music from artists such as John Williams, Peter Allen and Red Gum eg. True Blue, Give Me a Home Among the Gum Trees, I Still Call Australia Home, The Tenterfield Saddler, I Come From a Land Downunder. Waltzing Matilda, Advance Australia Fair Sensitive New Age Cowboys: The New National Anthem TV Programs Australian Story (ABC) Enough Rope with Andrew Denton (ABC) Message Stick Kath and Kim Outback Jack National Museum short films 146 Websites National Library of Australia www.nla,gov.au www.musicaustralia.au www.pictureaustralia.org National Screen and Sound Archive www.screensound.gov.au National War Memorial www.nwm.gov.au Australian Film Commission www.afc.gov.au These were correct at the time of publication 147 Images of Sport Value 0.5 Specific Unit Goals This unit should enable students to: analyse texts which are sport-related in theme and plot examine dichotomies in sport such as young and old, male and female, amateur and professional explore the role of the media in sport examine the particular significance of sport to Australians. Content Students study: a variety of fiction and non-fiction texts which may include novels, plays, poetry, television productions, short stories, print and documentary journalism, biography, autobiography and film issues related to sport such as racism, sexism, drugs, advertising, professionalism, and the individual the way the media chooses to discuss sport and sports related issues the success of films based on sports and sporting contests. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discussing in class and in small groups writing reviews for films and documentaries writing feature articles and match reports presenting their own sports show creating web pages for fans of sports and sports people inviting visiting speakers, and going on excursions (e.g. to the AIS) creating texts based on their own experiences with sport. Assessment Refer to pages 15 and 16. 148 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the treatment of Indigenous sports people in the media. Australian Education through an investigation of the power of sport in the Australian community. Environment Education through an investigation of the impact of sport on the environment. Gender Equity through an exploration of the treatment by the media of men and women prominent in sport. Information Access through the use of word processing to write articles about sport and sports events. Language for understanding through the development of a glossary for sports colloquialisms. Multicultural Education through an investigation of articles on a variety of popular sports and sports events, particularly those popular with ethnic communities. Special needs Education to investigate disabled sports people who have achieved at a high level. Work Education to explore sport as an employment option. Specific Unit Resources Books Adams, G. The Games of the Strong Armstrong, L., It’s Not About the Bike Blucher, M. Perfect Union Courtney, B. The Power of One Evans, N. The Horse Whisperer Foster, J. (ed) Sport Hemingway, E. Death in the Afternoon The Old Man and the Sea The Snows of Kilimanjaro Hornby, N. Fever Pitch Keillor, G. Lake Wobegon Days Lawson, H. Short Stories MacLean, N. A River Runs Through It Sillitoe, A. The Loneliness of the Long Distance Runner Thompson, Hunter S. Fear and Loathing in Las Vegas Plays Hopgood, A. The Big Men Fly Williamson, D. The Club 149 Films and videos The Dream (Roy and H.G.) Chariots of Fire (Hudson, H., 1981) The Games The Hurricane (Jewison, N., 1999) When We Were Kings (Gast, L., 1996) Hoop Dreams (James, S., 1994) Gladiator (Scott, R., 2000) Rocky (Avildsen, J.G., 1976) Remember the Titans (Yakin, B., 2000) Field of Dreams (Robinson. P.A., 1989) Ali (Mann, M., 2001) Happy Gilmore (Dugan, D., 1996) Cool Runnings (Turtleaub, A., 1993) The Legend of Bagger Vance (Redford, R., 2000) Blue Crush (Stockwell, J, 2002) Victory (Huston, J., 1981) Days of Thunder (Scott, T., 1990) Bend It Like Beckham (Chader, G., 2002) Also: Magazines and Newspapers Radio Radio National, The Sports Factor and Background briefing Websites www.abc.net.au/rn – The Sport Report http://www.mediaawareness.ca/english/resources/educational/teaching_backgrounders/alcohol/alcohol_ads_and_sports.cf m http://www.mediaawareness.ca/english/issues/stereotyping/men_and_masculinity/masculinity_sports.cfm These were correct at the time of publication 150 Images of War Value 0.5 Specific Unit Goals This unit should enable students to: critically examine a range of texts depicting the experience of war analyse some of the common war themes and issues and identify their social and historical contexts demonstrate an understanding of interpretations and images of war presented by the print media, film and television Content Students study: a variety of visual texts that deal with the experience of war a variety of texts such as novels, poems, autobiographies, oral histories, diaries and letters in which men and women from different walks of life have recorded their experiences of war a range of materials published in war time including books, poems, newspapers, posters, documents, photographs, artwork, speeches and popular songs interpretations of modern warfare in popular novels, popular history, film, television, war games on CD-ROM and the Internet Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of warfare and especially of bias and propaganda explicit teaching of the historical, social and cultural contexts of the texts studied an introduction to the reality of war through visits to such places as the Australian War Memorial, ADFA, the National Archives, the National Library guest speakers from these institutions and other groups such as refugee associations, Amnesty International and students’ own family and acquaintances who have had experiences of war comparison of the texts inspired by war journal writing reading/viewing log oral presentations, taped interviews, dramatizations and reports written responses including creative writing analysis of the coverage of a war event by different television networks analysis of the images of war in popular songs about war, past and present engage in a range of written and oral tasks which should include critical and creative responses to texts Assessment Refer to pages 15 and 16. 151 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the exploration of the role of Indigenous Australians in war time. Australian Education through an investigation of the power of the theme of war in the everyday life of Australians. Environment Education through the study of the destruction of the natural world through war. Gender Equity through an investigation of the roles of women and men in war time. Information Access through the use of software to write about the experience of war in a creative manner. Language for understanding through close readings of media texts relating to war. Multicultural Education through an investigation of the literature of wars in which our ethnic communities have participated. Special needs Education through a discussion of the trauma of war. Work Education through an investigation of military work places. Specific Unit Resources Teacher References Callow, J., (ed), Image Matters: visual texts in the classroom, 1999, Newtown, NSW Books Baillie, A., Little Brother Caswell, B., & Phu An Chiem, David, Only the Heart Disher, G., The Divine Wind Filipovic, Z., Zlata’s Diary Follett, K., The Eye of the Needle Frank, A., The Diary of Anne Frank Gleeson, L., Refuge Greene, B., Summer of My German Soldier Marsden, J., Tomorrow When the War Began Mattingly, C., Escape From Sarajevo May, S., Cambodian Witness McKay, G., In Good Company Misto, M., The Shoe Horn Sonata Reilly, M., Ice Station Reilly, M., Temple Shute, N., A Town Like Alice 152 Poets Dawe, B., Owen, W., Page, G. War Comics Audio Visual Material Documentaries such as: Foyle’s War (ABC TV) How Hollywood Made the War (SBS) Dear America (Couturie, B., 1987) Films such as: 1915 (mini series, Directors: Di Drew and Chris Thomson, 1982) All Quiet on the Western Front (TV version, Delbert Mann, 1979) Anzacs (Pino Armenta & John Dixon, 1985) Apocalypse Now (Francis Ford Coppola, 1979) Black Hawk Down (Ridley Scott,2001) Born on the Fourth of July (Oliver Stone, 1989) Braveheart (Mel Gibson, 1995) Breaker Morant (Bruce Beresford, 1980) Carve Her Name with Pride (Lewis Gilbert, 1958) Cold Mountain (Anthony Minghella, 2003) Gallipoli (Peter Weir, 1981) Good Morning Vietnam (Barry Levinson, 1987) Hamburger Hill (John Irvin, 1987) Heaven and Earth (Oliver Stone, 1993) Hope and Glory (John Boorman, 1987) Hotel Rwanda (Terry George, 2004) Medal of Honour (William Bison, 1999) Missing (Costa-Gavras, 1982) Paradise Road (Bruce Beresford, 1997) Saving Private Ryan (Steven Spielberg, 1998) Schindler’s List (Steven Spielberg, 1995) Sword of Honour (Mini-series, Bill Anderson, 2001) The Day After ( TV, Nicholas Meyer, 1983) The Devil’s Own (Allan J. Pakula, 1997) The Dirty Dozen (Robert Aldrich, 1967) The Great Escape (John Sturgen, 1963) 153 The Guns of Navarone (J. Lee Thompson, 1961) The Killing Fields (Roland Joffe, 1984) Life is Beautiful (Fazil, 2000) We Were Soldiers (Randall Wallace, 2002) Songs Redgum, I Was only Nineteen (A Walk in the Light Green) Cold Chisel Khe San Eric Bogle And The Band Played Waltzing Matilda Websites Australian War Memorial (on line), 2005 http://www.awm.gov.au National Museum of Australia (on line), 2005 http://www.nma.gov.au Screensound Australia (on line), 2005 http://www.screensound.gov.au Imperial War Museum (on line), 2005 http://www.iwm.org.uk These were correct at the time of publication 154 Popular Music Value 0.5 Specific Unit Goals This unit should enable students to: critically analyse a variety of popular songs recorded over the last fifty years critically analyse in speech and writing the presentation of popular music on film and video read critically a selection of extracts from books and magazines concerned with popular music and respond to these texts in speech and writing relate trends in popular music to wider social, political and cultural issues. Content Students study: a range of popular music from the 1950s to the present a number of video presentations of popular music and at least one full length film with popular music as a central focus and consider the artistic and commercial objectives of these presentations, and the techniques employed in these films a number of texts on popular music in both book and magazine form and produce a review of their own on an aspect of popular music in written and/or spoken form the relationship between social history and musical movements and the nature of the pop “industry”, with particular reference to audience, marketing and social influence. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: spoken and/or written reviews of specific musical pieces, musicians, writers and musical styles spoken and/or written analyses of the techniques employed and the objectives sought in the video presentation of popular music personal writing, either as a prose response to popular musical pieces and/or themes, or taking the form of song lyrics production of a marketing campaign to promote a fictitious musical performer and/or album to display student awareness of advertising techniques employed in the pop industry extended research project in writing and/or speech and/or graphics of a particular historical period and its relationship to the music produced during it internet research surveying skills, canvassing the viewing and reading habits of a range of individuals with regard to popular music and the music and the media used to access this material. Assessment Refer to pages 15 and 16. 155 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of the lyrics of Indigenous song writers. Australian Education through an exploration of Australian musical history. Environment Education through an investigation of representations of the natural world in Australian music. Gender Equity through an exploration of the roles of women and men in popular music. Information Access through the development of skills in electronic research. Language for understanding through the close reading and creative writing of song lyrics to suit different time periods. Multicultural Education through an exploration of how other nations have contributed to popular Australian music. Special needs Education through the modification of work to suit those with special needs. Work Education through an investigation of the options for work in the music industry. Specific Unit Resources Books Brokenmouth, R., Nick Cave: Bad Seed Dalton, D., Daly, S. and Wise N., The Rolling Stones Alternative Culture Doyle, R., Hardy, P. and Laing, D., The Commitments The Faber Companion to Twentieth Century Pop Music Hilburn, R., Bruce Springsteen Howitt, B., Rock Through History Marcus, G., The Invisible Republic: Bob Dylan’s Basement Tapes Marsh, D. and Marcus G., No One Gets Out of Here Alive Ricks, C., Dylan’s visions of Sin. Scuduto, A., Bob Dylan Magazines Students will be encouraged to read articles related to issues in popular music both from the mainstream press and from such specialist magazines as Rolling Stone and New Musical Express. Audio visual Material Audio and video selections of popular music will be studied from a range of musicians/writers from the 1950s to the present. Significant figures might include: John Lee Hooker, Bo Diddley, Bill Haley, Elvis Presley, Buddy Holly, Bob Dylan, The Beatles, The Rolling Stones, The Beach Boys, Otis Redding, The Supremes, Aretha Franklin, The Doors, Leonard Cohen, Carly Simon, Carol King, Simon and Garfunkel, David Bowie, Elton John, Led Zeppelin, The Sex Pistols, The Clash, U2, Midnight Oil, INXS, Michael Jackson, Bob Marley, Bruce Springsteen, Eric Clapton, Madonna, Yothu Yindi, Snoop Doggy Dog, Tupac, Spice Girls, Euphoria. 156 Film and Extended Television Features The Blues Brothers (Landis, J., 1980) Bring On the Night (Apted, M., 1985) Buena Vista Social Club (Wenders, W., 1999) Classic Albums The Commitments (Parker, A., 1991) Dancing in the Streets Gimme Shelter (Maysles, A and D., 1970) A Hard Day’s Night (Lester, R., 1964) La Bamba (Valdez, L., 1987) The Last Waltz (Scorcese, M., 1978) Purple Rain (Magnoli, A., 1984) Rattle and Hum (Joanou, P., 1988) The Rose (Rydell, M., 1986) Sid and Nancy (Cox, A., 1986) Sounds of the Sixties This Is Spinal Tap (Reiner, R., 1984) Tommy (Russell, K., 1975) The Wall (Parker, A., 1982) Woodstock (Wadleigh, M., 1970) Websites http://popmusic.mtsu.edu/ http://www.iaspm.net/rpm/ http://www.liswa.wa.gov.au/poprock.html These were correct at the time of publication 157 P-Plate English Value 0.5 Specific Unit Goals This unit should enable students to: identify, analyse and use the different language forms relevant to obtaining a licence, driving and owning a vehicle read and analyse the legal rights and responsibilities of a licensed driver analyse the issues and concerns of drivers, particularly the effects that attitudes and emotions have on driving skills and decisions Content Students study: a variety of texts e.g. pamphlets, articles, news reports, short stories, T V programs and films with a focus upon driving and owning a vehicle the issues and expectations of being a responsible driver and driving safely e.g. alcohol, curfews the legal aspects of buying, owning and driving a car the language of formal documents and texts e.g. ‘L’ application form, speeding fines, road rules and regulations Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: analysis of articles and news reports research and report on insurance, buying a vehicle, road safety class and group discussion on driver issues collaborative work for a road safety campaign Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading about Indigenous interactions with driving and other transport options. Australian Education through writing about driving experiences. Environment Education through an analysis of how our dependence on the car impacts on the environment. Gender Equity through an investigation of gender stereotyping when discussing driving behaviour in the media. Information Access through the use of the internet to access information about driving and transport options. Language for understanding through a close reading of the language of transport. Multicultural Education through an investigation of racial stereotyping when discussing driving behaviour in the media. 158 Special needs Education through a discussion of transport options for people with special needs. Work Education through an exploration of the value of a driver’s licence for work opportunities. Specific Unit Resources ACT Roads Pamphlets Motor Registry Handbooks Mentoring Road Safety Kit: A Resource for Teachers, ACT Department of Education & Community Services Newspaper Reports and Articles National Road Transport Authority Books Tolcher, E., Folk Hero Goldsworthy, P., The Car Keys Gallico, P., To My Daughter On Acquiring Her Driver’s Licence Maloney J., Black Taxi Audio visual Material Gone in 60 Seconds (Dominic Sena, 2000) Road Rage and Aggressive Driving, Bendigo Victoria Video Education Australasia 1998 Thelma and Louise (Ridley Scott, 1991) The Italian Job (F. Gary Gray, 2003) The Fast and The Furious (Rob Cohen, 2001) Websites Canberra Connect – Driver Licence Information, 2004 www.canberraconnect.act.gov.au/transroadstraffic/transport/roadtransport/roadrules/driverissues.html National Roads and Motoring Services, 2004 www.mynrma.com.au The Open Road, 2004 www.theopenroad.com.au These were accurate at the time of publication. 159 Print and Multimedia Texts Value 0.5 Specific Unit Goals This unit should enable students to: identify the characteristics of a variety of print media analyse the features of electronic and other multi-media texts review and evaluate a range of print and multi-media texts develop reading and comprehension skills develop and refine their writing skills including writing for the media Content Students study: a variety of print media including broadsheet, community newspapers and magazines. They will also access a range of multi media texts. some of the following: bias and sensationalism in the media the development and construction of letters, editorials and feature articles the role of advertising in print and multi-media journalistic styles how the media both shapes and responds to changes in society the variety of different multi-media texts the reliability of information on the internet Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: visits to newspaper or magazine publishers the comparison of styles used in different publications comparing the presentation of a text across a range of media individual and small group presentations of current news items writing editorials, letters or articles appropriate to specific publications and sites multi-media web collecting and comparing women’s, men’s and teenage magazines discussing and writing about specific interest magazines and web sites discussing the use and experience of multi-media evaluating websites or other multi multi-media texts. Assessment Refer to pages 15 and 16. 160 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading current media articles about Indigenous issues. Australian Education through an investigation of international perceptions of Australia through the internet research. Environment Education through the investigation of the presence of environmental groups on the web. Gender Equity through the writing of articles about the roles of men and women in our society. Information Access through the use of word processing software to write articles. Language for understanding Multicultural Education through reading current media articles about ethnic communities in Australia. Special needs Education through reading current media articles about people with special needs in our local community. Work Education through the discussion of workplace opportunities that are connected with journalism and writing professionally. Specific Unit Resources Primary Resources Current newspapers and magazines – The Canberra Times is provided as a class set weekly, and other newspapers are readily available. Students will bring magazines as appropriate. Various internet sites Books Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 1, Thompson Nelson, Southbank, Victoria, 2003. Crump, C., Durand, P., Hooke, C., Viewing and Representing in Context Book 2, Thompson Nelson, Southbank, Victoria, 2003 De Kantzow, M., Stubbs, S., Targeting Media: newspapers and magazines, Blake Education, Glebe, NSW. 2000 Dorney Short, R., Dickenson, B., The Newspaper, an Alternative Textbook. Grover, P., Visual Texts, Heinemann, Harcourt Education. Port Melbourne, Victoria. Kennedy, M., Lee-Ack, M., Net Texts: Exploring Electronic English, Heinemann, 2004 Melbourne, Victoria. 2004 McCarthy, J., English Workbook 2, Pascal Press, Glebe, NSW. 2004 McGregor, R., www.english. Student Projects for the Internet, English Club. 2001 McRoberts, R., Media Workshop. Vol 2. Images, Macmillan Company of Australia, 1987 Crows Nest, NSW. Perine, G, Lopez, A., Targeting Media radio and multimedia, Blake Education, Glebe, NSW. 2000 Stewart, C., Colin, Kowalski, Media New Ways and Meanings, Jacaranda Wiley Ltd. 1990 161 Audio visual Material Frontline Writing for Media The Revolution in Genetics (video), 1998 Quantum, ABC Science Unit Websites Evaluating Websites http://servercc.oakton.edu/~wittman/find/eval.htm Australian war Memorial Website www.awm.gov.au Targeting Media (Radio and Multi Media) www.atsic.gov.au www.Englishwebteacher. (includes Romeo and Juliet in text messages). www.eserver. These were accurate at the time of publication. 162 A Study of Short Texts Value 1.0 This unit combines Short Stories 0.5 and Real Life Stories 0.5. Specific Unit Goals This unit should enable students to: analyse critically and creatively respond to a variety of short stories and personal stories in a variety of text types research the influences that shape people’s lives respond critically to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: a variety of biographical and autobiographical texts text types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives techniques to enable them to write their own life story a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: collaborative work, interviews and oral presentations which may include role play and discussions research and gather information to report on a local or famous person – could include guest speakers use of ICT where appropriate personal response and reflective writing class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories Assessment Refer to pages 15 and 16. 163 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Australian Education through reading the life stories and short stories of Australians from rural and urban areas. Aboriginal and Torres Strait Islander Education through the reading of Indigenous short stories. Language for understanding through the development of a critical language to talk about non-fiction and short stories Multicultural Education through watching films that explore the experiences of different cultures. Environment Education through an investigation of how the environment in represented in short stories. Gender Equity through an investigation of how men and women have used the short story form and real life story form in order to explore issues of gender construction. Information Access through the investigation of how short stories are developed for films. Specific Unit Resources Books Angelou, M. I Know Why the Caged Bird Sings Archer,J A Twist in the Tale-twelve short stories Baillie, A., Dream Catcher and Other Stories Blakers, G. A Useless Young Man? Caswell B. & Chiem D. Only the Heart Dahl, R., Kiss, Kiss Dahl, R., Boy Going Solo Delaney Sisters Having our Say: The Delaney Sisters First 100 Years Edwards, E., (Ed.) Thirty Stories Facey, A. A Fortunate Life Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Frame, J. An Angel at my Table Gleeson, L., Love Me, Love Me Not Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories Larkin, J., Bite Me McBride, J. The Color of Water MacDowell, R Inside Story Morgan, S. My Place Mortimer, J. Clinging to the Wreckage Park, R. A Fence Around the Cuckoo Park, R. Fishing in the Styx Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic 164 Prejean, H. Dead Man Walking Reimer, A. Inside, Outside Stewart, M. Autobiography of My Mother Wharton, H. Murrie Drovers Yen Mah, A. Falling Leaves Audio visual Material A Beautiful Mind (Ron Howard, 2001) Australian Story, ABC Bran Nue Day Cry Freedom (Richard Attenborough, 1987) Dead Man Walking (Tim Robbins, 1995) Fabulous Women (ABC Series) Janis Joplin (BBC) My Left Foot (Jim Sheridan, 1989) Nostradamas Kid (Bob Ellis, 1993) Not Without My Daughter (Brian Gilbert, 1991) The Aviator (Martin Scorcese, 2004) The Power of One (John G. Avildsen, 1992) Shine (Scott Hicks, 1996) Veronica Guerin (Joel Schumacher, 2003) Poetry Dawe, B. Murray, L. Plath, S. Websites Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html 165 Reading for Enjoyment Value 0.5 Specific Unit Goals This unit should enable students to: read and analyse a range of fictional texts develop skills in reading comprehension create their own texts in a variety of modes respond orally and in writing to texts. Content Students study: a selection of text both fiction and non-fiction which could include poetry and plays techniques to respond to the texts in a variety of written and oral modes. techniques to develop confidence in reading aloud literary analysis and techniques used in the creation of visual, electronic and written texts Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: regular silent sustained reading discussion in small and class groups reading aloud, dramatization, role play, discussion of issues, journal writing to develop shared responses extended written responses including the processes of drafting, conferencing and editing keeping a reading journal to record responses including critical and reflective responses oral responses including small group discussion and perhaps “selling” a work to the whole class written responses including at least one sustained piece of writing use the library to assist them in making their own choices of reading materials. Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading of the lives of Indigenous Australians. Australian Education through writing about the lives of significant Australians. Environment Education through the close reading of poetry that is set in the natural world. Gender Equity through the analysis of films that explore relationships between men and women. Information Access through the use of word processing software to write fictional narratives. Language for understanding through the development of close reading skills. Multicultural Education through an analysis of fiction and non-fiction which explores the migrant experience. 166 Special needs Education through the exploration of literature and non-fiction that explores the experiences of people with special needs. Work Education through an investigation of the importance of reading skills for the workplace. Specific Unit Resources Books Binchy, M., Circle of Friends Clark, M., Back on Track Earls, N., 48 Shades of Brown Ford, N., Not Quite the Man for the Job Kelleher, V., Veranda, and Slow Burn King, S., Needful Things Lowry, B., Guitar Highway Rose Marchetta, M., Looking for Alibrandi Metzenthen, D., Falling Forward McCarthy, M., Queen Kat Carmel and St. Jude, Cross My Heart, and In Between Monk, S., Boyz ‘R’ Us Nilsson, E., Outside Permission Orr, W., Peeling the Onion Ottley, T., Roadies Parry, G., Sad Boys Newspapers and magazines From Inside Sport, Jill Collier (Editor) The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Selected non-fiction texts. Websites Evaluating Websites http://www.shortstorygroup.com/storytips.htm http://ok.essortment.com/writingshortst_rrmi.htm http://www.eastoftheweb.com/short-stories/teacher.html These were accurate at the time of publication. 167 Real Life Stories Value 0.5 Specific Unit Goals This unit should enable students to: analyse critically and creatively personal stories in a variety of text types research the influences that shape peoples lives respond critically to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times Content Students study: a variety of biographical and autobiographical texts texts types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives techniques to enable them to write their own life story Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: collaborative work, interviews and oral presentations which may include role play and discussions research and gather information to report on a local or famous person – could include guest speakers use of ICT where appropriate personal response and reflective writing Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through listening to the experiences of Indigenous Australians. Australian Education through reading the life stories of Australians from rural areas. Environment Education through an exploration of how lives are shaped by the environment, either directly or indirectly. Gender Equity through reading the lives of women and men and discussing their differences. Information Access through the students’ use of ICT to tell their own life stories. Language for understanding through the development of a critical language to talk about non-fiction. Multicultural Education through watching films that explore the experiences of different cultures. Special needs Education through discussion and journaling about the experiences of those with special needs. Work Education through an exploration of how the development of empathy can be a useful skill in the workplace. 168 Specific Unit Resources Books Allende, P. Paula Angelou, M. I Know Why the Caged Bird Sings Blakers, G. Boswell, J. A Useless Young Man? Life of Johnson Caswell B. & Chiem D. Only the Heart Dahl, R., Boy Going Solo Delaney Sisters Having our Say: The Delaney Sisters First 100 Years Dunlop, E. War Diaries Facey, A. A Fortunate Life Frame, J. An Angel at my Table McBride, J. The Color of Water MacDowell, R. Inside Story Metcalf, P. War in the Shadows Morgan, S. My Place Mortimer, J. Clinging to the Wreckage Park, R. A Fence Around the Cuckoo Park, R. Fishing in the Styx Pepys Diaries Prejean, H. Dead Man Walking Reimer, A. Inside, Outside Stewart, M. Autobiography of My Mother Weisel, E. Night Wharton, H. Murrie Drovers Yen Mah, A. Falling Leaves Poets Dawe, B. Murray, L. Plath, S. Audio visual Material A Beautiful Mind (Ron Howard, 2001) Australian Story, ABC Bran Nue Day Cry Freedom (Richard Attenborough, 1987) Dead Man Walking (Tim Robbins, 1995) Fabulous Women (ABC Series) 169 In the Name of the Father (Jim Sheridan, 1993) Janis Joplin (BBC) My Left Foot (Jim Sheridan, 1989) Nostradamas Kid (Bob Ellis, 1993) Not Without My Daughter (Brian Gilbert, 1991) The Aviator (Martin Scorcese, 2004) The Hurricane (Norman Jewison, 1999) The Power of One (John G. Avildsen, 1992) Shadowlands (Richard Attenborough, 1993) Shine (Scott Hicks, 1996) Veronica Guerin (Joel Schumacher, 2003) Websites An Average Australian’s Diary http://www. toxiccustaard.com/diary/ The Secret Diary of Bill Gates http://www.tiac.net/users/billg40/ Civil War Era Diary http://pages.prodigy.com/GA//daddyof3/diary.html These were accurate at the time of publication. 170 Australian Literature Value 1.0 This Unit combines Images of Australia 0.5 and Understanding Gender Issues 0.5 Specific Unit Goals This unit should enable students to: critically analyse a variety of Australian texts which deal with gender stereotypes and roles in our society demonstrate their awareness of a range of roles in the Australian context, including cross-cultural perspectives in our society and others analyse their own experiences of Australian society through writing, speaking, listening and viewing analyse aspects of Australian culture and society past and present through the images in literature, the arts and media. respond critically and imaginatively to the issues raised Content Students study: Australian culture and identity and a range of cultural groups which contribute to Australian society the images of men and women created by different groups and individuals in our society, such as stereotyping in ads, bias in sport and focus on body image issues such as sport, Aborigines, reconciliation, multicultural, poverty-wealth, the bush. works of non-fiction, including magazines, historical documents and biographies some of the following: a novel or play, a selection from films, short stories, non-fiction texts, documentaries, music, video clips, articles, comics. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia and gender research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg War Memorial, National Museum of Australia guest speakers from organizations reflecting the different interests in the local community conferencing, drafting talking, writing and responding creatively regular and meaningful feedback (formal and informal) collaborative group work Assessment Refer to pages 15 and 16. Across Curriculum Perspectives 171 This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the exploration of Indigenous characterisation in film and examination of gender issues specific to Indigenous communities. Australian Education through an examination of gender issues explored in Australian film and written texts. Environment Education through an understanding of the role played by the environment in Australian poetry. Gender Equity through an examination of the construction of gender in Australian texts. Information Access through the development of electronic research skills. Language for understanding through a discussion of the language of gender politics and Australian registers of speech. Multicultural Education through an examination of gender issues specific to Australian minority communities. Special needs Education through an investigation of how conversation about gender sidelines those with special needs. Work Education through an investigation of gender-appropriate language for the Australian work place. Specific Unit Resources Books Beynon, R., The Shifting Heart Davis, J., No Sugar Davis, J., A Boy’s Life Earls, N., Bachelor Kisses Enright, N., Blackrock Facey,.A.B., A Fortunate Life Gare, N., The Fringe Dwellers Giles, J., Moving Out Gwynne, P., Deadly, Unna Haran, P., and Kearney, Robert, Flashback Hilde, J., The Place at the Coast Marchetta, M., Looking for Alibrandi Morgan, S., My Place Oswald, D., Dags Pilkington, D., Follow the Rabbit Proof Fence Pryor, B. & McDonald, M., Maybe Tomorrow Savage, L., My Story Seymour, A., The One Day of the Year Tannen, J., You Just Don’t Understand: Men and Women in Conversation Williamson, D., The Perfectionist 172 Williamson, D., The Removalist Williamson, D., Brilliant Lies Williamson, D., The Club Wharton, H., Yumba Days Wheatley, N., The Blooding Whitlock, G. (Ed), Autographs; Contemporary Australian Autobiography Films Bebeath Clouds (Sen 2002) Wake in Fright (Kotchett, T., 1971) The Fringe Dwellers (Beresford, B., 1986) The Shiralee (Norman, L., 1957) The Year My Voice Broke (Dugan, J., 1987) Crocodile Dundee (Faiman, P., 1986) The Adventures of Priscilla: Queen of the Desert (Stephan Elliott, 1994) The Castle (Sitch, R., 1997) Two Hands (Jordan, G., 1999) The Wog Boy (Vellis, A., 2000) Rabbit Proof Fence (Noyce, P., 2002) Yolngu Boy (Johnson, S., 2001) Poets Bruce Dawe Gwen Harwood Geoff Goodfellow Stephen Herrick Adam Ford Stephen Kelen John Foulcher Duglas Stewart Music Selection of music from artists such as John Williams, Peter Allen and Red Gum eg. True Blue, Give Me a Home Among the Gum Trees, I Still Call Australia Home, The Tenterfield Saddler, I Come From a Land Downunder. Waltzing Matilda, Advance Australia Fair TV Programs Australian Story (ABC) National Museum short films 173 Websites National Library of Australia www.nla,gov.au www.musicaustralia.au www.pictureaustralia.org National Screen and Sound Archive www.screensound.gov.au National War Memorial www.nwm.gov.au Australian Film Commission www.afc.gov.au http://members.cox.net/academia/vivien.html http://www.kidsource.com/education/gender.issues.L.A.html These were correct at the time of publication 174 Short Stories and Science Fiction Value 1.0 This unit combines Short Stories 0.5 and Science Fiction 0.5 Specific Unit Goals This unit should enable students to: read and critically respond to a range of science fiction texts analyse the common themes and issues of science fiction analyse the reasons for the popularity of this genre analyse and critically respond to a variety of short stories demonstrate the skill of story telling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: a variety of texts in their historical and social context common themes and issues in science fiction elements of film, particularly special effects techniques to enable them to respond critically and creatively to texts. a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discuss their experiences of texts in the science fiction genre research the features of this genre view and discuss both current and early films contrast written and visual texts presenting the same story research the historical development of science fiction research areas where science fiction has become scientific fact e.g. cloning, robotics consider the concerns and issues associated with such developments create a science fiction world maintain a reading / viewing journal create posters, collages, mobiles and board games access science fiction games and relevant internet sites class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories 175 Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of Indigenous writing that asks the question, “What if?” Australian Education through reading Australian science fiction authors. Environment Education through an exploration of the strong thread of environmentalism in Science Fiction literature and film. Gender Equity through an exploration of the themes of gender equity in Science Fiction literature and film. Information Access through the use of ICT to develop students’ own web texts. Language for understanding through an analysis of the language of Science Fiction writing. Multicultural Education through an exploration of multicultural themes in Science Fiction literature and film. Special needs Education through an exploration of the themes of special needs in Science Fiction literature and film. Work Education through an exploration of how Science Fiction influences developments which take place in industry. Aboriginal and Torres Strait Islander Education through the reading of Indigenous short stories. Australian Education through the close analysis of Australian short stories. Environment Education through an investigation of how the environment in represented in short stories. Gender Equity through an investigation of how men and women have used the short story form in order to explore issues of gender construction. Information Access through the investigation of how short stories are developed for films. Language for understanding through a discussion of the differences between the language used in various forms including short stories. Multicultural Education through the analysis of the stories that focus on the needs of migrants in our communities. Special needs Education through an analysis of how the short story form is used to explore the issues surrounding people with special needs. Work Education through an analysis of how work place relations are constructed in short stories. 176 Specific Unit Resources Novels (or extracts from Novels) AATE Publications, The Girl Who Married a Fly Adams, D Hitchhiker’s Guide to the Galaxy Archer,J A Twist in the Tale-twelve short stories Asimov, I Foundation Baillie, A., Dream Catcher and Other Stories Baillie, A., Mates and Other Stories Bennett, B Cowan, & Bradbury, R Fahrenheit 451 Bradbury, R The Martian Chronicles Burroughs, Edgar R. The Princess of Mars Burroughs, Edgar R. Tarzan of the Apes Clarke, Arthur C. 2001: A Space Odyssey Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Dick, Philip K. Do Androids Dream of Electric Sheep? Edwards, E., (Ed.) Thirty Stories Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Gibson, William, Neuromancer Gleeson, L., Love Me, Love Me Not Hay, J., (Eds) Perspectives 1: Short Stories Heinlein, Robert A. Starship Troopers Heinlein, Robert A. Stranger in a Strange Land Herbert, Frank Dune Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories Huxley, Aldous Brave New World King, S., Cat’s Eye Larkin, J., Bite Me Le Guin, Ursula The Left Hand of Darkness Lieber, Fritz Gather, Darkness McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Mieville, China Perfido Street Station 177 Miller, Walter M. A Canticle for Leibowitz Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Niven, Larry Ringworld Orwell, George 1984 Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic Reidy, Englishworks 4 Russ, The Female Man Skrzynecki, P., (Ed.) Joseph’s Coat Simmons, Dan Hyperion Verne, Jules 2000 Leagues Under the Sea Wells, H. G. War of the Worlds Wells, H. G. The Time Machine Wyndham, John The Chrysalids Wyndham, John The Midwich Cuckoos Zamyatin, Yevgeny We Graphic Novels Briggs, Raymond When the Wind Blows Various Judge Dredd Short Stories Asimov, Isaac I, Robot (et al.) Borges, George L. Bradbury, Ray Le Guin, Ursula Keyes, Daniel “Flowers for Algernon” King, Stephen “The Running Man” Gibson, William Burning Chrome Films 2001: A Space Odyssey (Kubrick, Stanley 1968) A.i (Spielberg, Steven 2001) Alien (Scott, Ridley 1979) Alien Nation (Baker, Graham 1988) Bladerunner (Scott, Ridley 1982) Close Encounters of the Third Kind (Spielberg, Steven 1977) Cocoon (Howard, Ron 1985) Delicatessen (Jeunet, Jean-Pierre 1991) 178 Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (Kubrick, Stanley 1964) E.T. (Spielberg, Steven 1982) eXistenZ (Cronenberg, David 1999) Flash Gordon (Hodges, Mike 1980) Gattaca (Niccol, Andrew 1997) Hellboy (Del Toro, Guillermo 2004) Independence Day (Emmerich, Roland 1996) I, Robot (Proyas, Alex 2004) Logan’s Run (Anderson, Michael 1975) Mars Attacks (Burton, Tim 1996) Matrix Trilogy, The (Wachowski, Andy and Larry, 1999, 2003) Metropolis (Lang, Fritz 1927) Minority Report (Spielberg, Steven 2002) Pitch Black (Toohy, David 2000) Predator (McTiernan, John 1987) Soilent Green (Fleischer, Richard 1966) Star Wars (Lucas, George 1977) Terminator, Terminator 2: Judgement Day (Cameron, James 1984, 1991) The Chronicles of Riddick (Toohy, David 2004) The Fifth Element (Beson, Luc 1997) The Fly (Cronenberg, David 1986) The Fly (Neumann, Kurt 1958) The Navigator (Ward, Vincent 1988) The Planet of the Apes (Schaffner, Franklin J 1967) The War of the Worlds (Spielberg, Steven 2005) Total Recall (Veerhoven, Paul 1990) Twelve Monkeys (Gilliam, Terry 1995) Television V Doctor Who Battlestar Galactica Star Trek Babylon 5 Farscape Red Dwarf The X-Files Lost 179 X-men Medium Lost in Space Audio Resources Hitchhiker’s Guide to the Galaxy War of the Worlds Atlanta Radio Theatre Company (www.artc.org) Alien Worlds (www.alienworlds.com) Sci Fi Audio (www.scifiaudio.com) Virtually American (www.virtuallyamerican.com) Bowen in Space (www.live365.com/index.live) Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html) Teacher Reference Clute,J. The Encyclopedia of Science Fiction, Butler and Tanner, London, 1999 Clute, J. Science Fiction: The Illustrated Encyclopedia ,Reed Business Information, USA, 1995 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 DiFate,V. & Summers, I., Catalog of Science Fiction Hardware, Worman, USA,1980 1 Websites Science Fiction Literature http://linuxfinances.info/info/sf.html Science Fiction Literature http://www.questia.com/library/literature/fiction/science-fiction-and-fantasy/science-fiction-literature.jsp Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html Science Fiction World http://www.sffworld.com/ Sci-Fi Lists http://home.austarnet.com.au/petersykes/topscifi/index.html These were accurate at the time of publication. 180 Science Fiction Value 0.5 Specific Unit Goals This unit should enable students to: read and critically respond to a range of science fiction texts analyse the common themes and issues of science fiction analyse the reasons for the popularity of this genre Content Students study: a variety of texts in their historical and social context common themes and issues in science fiction elements of film, particularly special effects techniques to enable them to respond critically and creatively to texts. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discuss their experiences of texts in the science fiction genre research the features of this genre view and discuss both current and early films contrast written and visual texts presenting the same story research the historical development of science fiction research areas where science fiction has become scientific fact e.g. cloning, robotics consider the concerns and issues associated with such developments create a science fiction world maintain a reading / viewing journal create posters, collages, mobiles and board games access science fiction games and relevant internet sites Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of Indigenous writing that asks the question, “What if?” Australian Education through reading Australian science fiction authors. Environment Education through an exploration of the strong thread of environmentalism in Science Fiction literature and film. Gender Equity through an exploration of the themes of gender equity in Science Fiction literature and film. 181 Information Access through the use of ICT to develop students’ own web texts. Language for understanding through an analysis of the language of Science Fiction writing. Multicultural Education through an exploration of multicultural themes in Science Fiction literature and film. Special needs Education through an exploration of the themes of special needs in Science Fiction literature and film. Work Education through an exploration of how Science Fiction influences developments which take place in industry. Specific Unit Resources Novels (or extracts from Novels) Adams, D Hitchhiker’s Guide to the Galaxy Asimov, I Foundation Bradbury, R Fahrenheit 451 Bradbury, R The Martian Chronicles Burroughs, Edgar R. The Princess of Mars Burroughs, Edgar R. Tarzan of the Apes Clarke, Arthur C. 2001: A Space Odyssey Dick, Philip K. Do Androids Dream of Electric Sheep? Gibson, William, Neuromancer Heinlein, Robert A. Starship Troopers Heinlein, Robert A. Stranger in a Strange Land Herbert, Frank Dune Huxley, Aldous Brave New World Le Guin, Ursula The Left Hand of Darkness Lieber, Fritz Gather, Darkness Mieville, China Perfido Street Station Miller, Walter M. A Canticle for Leibowitz Niven, Larry Ringworld Orwell, George 1984 Russ, The Female Man Simmons, Dan Hyperion Verne, Jules 2000 Leagues Under the Sea Wells, H. G. War of the Worlds Wells, H. G. The Time Machine Wyndham, John The Chrysalids Wyndham, John The Midwich Cuckoos Zamyatin, Yevgeny We 182 Graphic Novels Briggs, Raymond When the Wind Blows Various Judge Dredd Short Stories Asimov, Isaac I, Robot (et al.) Borges, George L. Bradbury, Ray Le Guin, Ursula Keyes, Daniel “Flowers for Algernon” King, Stephen “The Running Man” Gibson, William Burning Chrome Films 2001: A Space Odyssey (Kubrick, Stanley 1968) A.i (Spielberg, Steven 2001) Alien (Scott, Ridley 1979) Alien Nation (Baker, Graham 1988) Bladerunner (Scott, Ridley 1982) Close Encounters of the Third Kind (Spielberg, Steven 1977) Cocoon (Howard, Ron 1985) Delicatessen (Jeunet, Jean-Pierre 1991) Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (Kubrick, Stanley 1964) E.T. (Spielberg, Steven 1982) eXistenZ (Cronenberg, David 1999) Flash Gordon (Hodges, Mike 1980) Gattaca (Niccol, Andrew 1997) Hellboy (Del Toro, Guillermo 2004) Independence Day (Emmerich, Roland 1996) I, Robot (Proyas, Alex 2004) Logan’s Run (Anderson, Michael 1975) Mars Attacks (Burton, Tim 1996) Matrix Trilogy, The (Wachowski, Andy and Larry, 1999, 2003) Metropolis (Lang, Fritz 1927) Minority Report (Spielberg, Steven 2002) Pitch Black (Toohy, David 2000) Predator (McTiernan, John 1987) Soilent Green (Fleischer, Richard 1966) Star Wars (Lucas, George 1977) 183 Terminator, Terminator 2: Judgement Day (Cameron, James 1984, 1991) The Chronicles of Riddick (Toohy, David 2004) The Fifth Element (Beson, Luc 1997) The Fly (Cronenberg, David 1986) The Fly (Neumann, Kurt 1958) The Navigator (Ward, Vincent 1988) The Planet of the Apes (Schaffner, Franklin J 1967) The War of the Worlds (Spielberg, Steven 2005) Total Recall (Veerhoven, Paul 1990) Twelve Monkeys (Gilliam, Terry 1995) Television V Doctor Who Battlestar Galactica Star Trek Babylon 5 Farscape Red Dwarf The X-Files Lost X-men Medium Lost in Space Audio Resources Hitchhiker’s Guide to the Galaxy War of the Worlds Atlanta Radio Theatre Company (www.artc.org) Alien Worlds (www.alienworlds.com) Sci Fi Audio (www.scifiaudio.com) Virtually American (www.virtuallyamerican.com) Bowen in Space (www.live365.com/index.live) Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html) Teacher Reference Clute,J. The Encyclopedia of Science Fiction, Butler and Tanner, London, 1999 Clute, J. Science Fiction: The Illustrated Encyclopedia , Reed Business Information, USA, 1995 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 DiFate,V. & Summers, I., Catalog of Science Fiction Hardware, Worman, USA,1980- 1 184 Websites Science Fiction Literature http://linuxfinances.info/info/sf.html http://www.questia.com/library/literature/fiction/science-fiction-and-fantasy/science-fiction-literature.jsp Science Fiction World http://www.sffworld.com/ Sci-Fi Lists http://home.austarnet.com.au/petersykes/topscifi/index.html These were accurate at the time of publication. 185 Short Stories Value 0.5 Specific Unit Goals This unit should enable students to: analyse and critically respond to a variety of short stories demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story Content Students study: a selection of appropriate and relevant short stories appropriate film adaptations techniques to undertake the writing of at least one short story presentation skills relevant to the genre Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the reading of Indigenous short stories. Australian Education through the close analysis of Australian short stories. Environment Education through an investigation of how the environment in represented in short stories. Gender Equity through an investigation of how men and women have used the short story form in order to explore issues of gender construction. Information Access through the investigation of how short stories are developed for films. Language for understanding through a discussion of the differences between the language used in various forms including short stories. Multicultural Education through the analysis of the stories that focus on the needs of migrants in our communities. Special needs Education through an analysis of how the short story form is used to explore the issues surrounding people with special needs. Work Education through an analysis of how work place relations are constructed in short stories. 186 Specific Unit Resources Books AATE Publications, The Girl Who Married a Fly Archer,J A Twist in the Tale-twelve short stories Baillie, A., Dream Catcher and Other Stories Baillie, A., Mates and Other Stories Bennett, B Cowan, & Hay, J., (Eds) Perspectives 1: Short Stories Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Edwards, E., (Ed.) Thirty Stories Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Gleeson, L., Love Me, Love Me Not Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories King, S., Cat’s Eye Larkin, J., Bite Me McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Reidy, Englishworks 4 Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic Skrzynecki, P., (Ed.) Joseph’s Coat Web sites Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html These were accurate at the time of publication. 187 Suspense Value 0.5 Specific Unit Goals This unit should enable students to: read, view, listen to and analyse a range of suspense novels, short stories, plays and films identify and analyse the elements of suspense create a ‘suspenseful’ piece of writing Content Students study: the theme of suspense in popular print and film texts techniques and types of suspense through a range of material which may include spy fiction, detective stories, ‘thrillers’, horror, short stories, and film techniques to help them write range of written tasks which should include critical and creative responses to texts Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: discussion of students’ own experience of horror films and stories and their understanding of ‘suspense’ and ‘thriller’ literature and film analysis of the writers’ and film makers’ techniques historical study, comparing classic with contemporary suspense films study of short mystery stories of the ‘Who dun it?’, ‘You solve the murder’ types to encourage students to reason effectively written creative response oral response and presentation role play e.g. How to Host a Murder reading/viewing log Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an analysis of how suspense is used as a teaching tool in oral traditions. Australian Education through an analysis of Australian novels that used suspense as their main device. Environment Education through an analysis of the use of setting to develop suspense in film. Gender Equity through an understanding of how gender stereotypes are used to create suspense in film. Information Access through the use of ICT to create original suspense stories. 188 Language for understanding through a close reading of the language used to develop suspense in short stories. Multicultural Education through an understanding of how cultural stereotypes are used to create suspense in film. Special needs Education through an understanding of how stereotypes are used to create suspense in film. Work Education through the development of predictive skills which are useful in the workplace. Specific Unit Resources Books Archer, J., A Twist in the Tale Brickhill, P., Escape or Die Burns, C. and McNamara, M., Eclipsed: Two centuries of Australian Women’s Fiction. Chatfield, H. & Williamson, J., Crime Busters: A Collection of Stories Christie, A., Murder on the Orient Express Corris, P., Heroin Annie Crew, G., Crew’s 13 Classic Tales of the Macabre & Fantastic Dahl, R., Tales of the Unexpected Du Maurier, D., The Birds and other Stories Francis, D., Bolt Greenwood, K & Pausacker, J., Recipes for Crime Grisham, J., Time to Kill King, S., Needful Things Lasagan, M. Black Juice McRobbie, D Gumshoe Paretsky., S. (Ed), A Woman’s Eye Sheehan, D., Thomas,C., Firefox Van Than,H., Macabre Stories Williams, E., The Escapers Also Students’ writing from the SMH Writing Competition Audio visual Material such as: Psycho (Hitchcock, A., 1960) The Birds (Hitchcock, A., 1963) Psycho (Van Sant, G., 1998) Murder on the Orient Express (Lumet, S., 1974) Death on the Nile (Guillermin, J., 1978) The Firm (Pollack, S., 1993) 189 Cape Fear (Scorsese, M., 1991) Secret Window (Koeppe, D., 2004) The Usual Suspects (Singer, B., 1995) The Sixth Sense (Night Shyamalan, M., 1999) The Others (Amenabar, A., 2001) Websites http://www.teachit.co.uk/index.asp?M=4&A=1&S=241&Z=1#S241 http://www.filmsite.org/thrillerfilms.html These were accurate at the time of publication 190 The Journey Value 0.5 Specific Unit Goals This unit should enable students to: analyse the theme of the journey as a metaphor for life critically analyse and compare their own experiences of life in relation to common human experience critically read and view texts which investigate journeys real and imagined Content Students study: stories, both traditional and modern, which incorporate the theme ‘the journey’. These could include a novel and a selection of other forms ranging from myths to current films and computer games the common experiences which people [e.g. people from different cultures and walks of life] have when operating outside their usual environments and the personal growth which results their experiences and relate the learning to the literature studied Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: personal response and reflective writing examining visual texts listening to and note making from guest speakers and members of the community individual or group oral presentations of personal research or reading and viewing excursion / individual projects modeled in class work. These might involve developing questionnaires and doing oral and written reports on new experiences discussion (individual, group and whole class) Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the analysis of Indigenous myths and legends that explore the theme of the journey. Australian Education through an investigation of Australian films that use the structure of the journey as a plot device. Environment Education through a discussion of the use of the environment to develop setting in texts that are based on the concept of the journey. Gender Equity through an analysis of the use of gender stereotypes to develop the theme of the journey. Information Access through the use of ICT to write stories of real or imagined stories that use the device of the journey. 191 Language for understanding through close reading of the language of “journey” literature and nonfiction. Multicultural Education through an analysis of non-fiction that explores the experiences of the journey to a new life. Special needs Education through reading the stories of those who have journeyed through life with special needs. Work Education through exploring the idea of career as journey. Specific Unit Resources Books Adams, D., Hitchhikers’ guide to the galaxy Gardner, S., The Legend of Kevin the Plumber Homer, The Odyssey (extracts) Marsden, J., The Journey Tolkien, J.R.R., The Hobbit Voight, C., Homecoming Audio visual Material Beneath Clouds (Ivan Sen, 2002) Lord of the Rings (Peter Jackson, 2001, 2002, 2003) Rabbit Proof Fence (Phillip Noyce, 2002) Rain Man (Barry Levinson, 1998) The Navigator (Vincent Ward, 1988) The Princess Bride (Rob Reiner, 1987) Whale Rider (Niki Caro, 2002) Yolgnu Boy (Stephen Johnson, 2001) Websites http://www.aate.org.au/ follow the prompts to catalogue. www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/annotations_texts_04_07.doc www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/hsc_english_poster_04_07.pdf www.boardofstudies.nsw.edu.au/ syllabus_hsc/pdf_doc/journey_stimulus_04_07.pdf – These were accurate at the time of publication. 192 Understanding Gender Issues Value 0.5 Specific Unit Goals This unit should enable students to: read, view, listen to and analyse a variety of texts dealing with gender stereotypes and roles in our society demonstrate their awareness of a range of roles in the Australian context, including cross-cultural perspectives in our society and others investigate and analyse gender images and role models in the media respond critically and imaginatively to the issues raised Content Students study: the images of men and women created by different groups and individuals in our society, such as stereotyping in ads, bias in sport and focus on body image the myths and realities of such images at least one novel or one play, and a selection from films, short stories, documentaries, music, video clips and articles and advertising relevant web sites the role of men and women in military conflict gender images in sport Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: research report writing oral presentation class and small group discussion creative responses role play listening to guest speakers excursions maintaining a journal in which students reflect on texts talking, writing and responding creatively using information technology Assessment Refer to pages 15 and 16. 193 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of gender issues specific to Indigenous communities. Australian Education through an examination of gender issues explored in Australian film and written texts. Environment Education through an exploration of women in the media who speak for environmental programmes. Gender Equity through an examination of the roles of men and women in Australian society and the world. Information Access through the development of electronic research skills. Language for understanding through a discussion of the language of gender politics. Multicultural Education through an examination of gender issues specific to Australian minority communities. Special needs Education through an investigation of how conversation about gender sidelines those with special needs. Work Education through an investigation of gender-appropriate language for the work place. Specific Unit Resources Teacher References: Martino, W. & Cook, C., Gender and Texts, 1988, AATE Martino, W. & Mellor, B., Gendered Fictions, 1995, Chalkface Press, Cottesloe, W.A. Books Charlwood, D., All The Green Year Charlwood, D., No Moon Tonight Chichester, F., The Lonely Sea and the Sky Connor, D., My Race for the America’s Cup Courtenay, B., The Power of One Courtenay, B., April Fool’s Day Walker, S., Camphor Laurel Davis, J., A Boy’s Life Earls, N., Bachelor Kisses Enright, N., Blackrock Forsyth, F., No Comebacks Francis, D., Dead Cert Geldoff, B., Is That It? Gwynne, P., Deadly, Unna Hornby, N., A Long Way Down Hudson, C., The Killing Fields Kureshi, H., Surfacing Lillee, D., My Life in Cricket 194 Mahmoody, B., Not Without My Daughter Marsh, R., Over and Out McCarthy, M., Dirt Bikes McCarthy, M., Ganglands McCarthy, M., Cross My Heart Roy, A., The God of Small Things Sasson, J.P., Princess Tan, A.., The Hundred Secret Things Tannen, J., You Just Don’t Understand: Men and Women in Conversation Williamson, D., The Perfectionist Williamson, D., The Removalist Williamson, D., Brilliant Lies Williamson, D., The Club Zindel, P., The Big Man and Me Television Programs Attitude Baywatch Beverley Hills 90210 The Panel Degrassi High Heartbeat Judge Judy, The Simpsons, Heartbreak High, The Footy Show Blue Heelers Friends Police Rescue Films Bend It Like Beckham (Gurinder Chadha, 2002) Bride and Prejudice (Gurinder Chadha, 2004) Dirty Harry (Director: Don Siegel, 1971) In the Line of Fire (Wolfgang Petersen, 1993) Kindergarten Cop (Ivan Reitman, 1990) Mrs Doubtfire (Chris Columbus, 1993) Muriel’s Wedding (P.J. Hogan, 1994) My Big Fat Greek Wedding (Joel Zwick, 2002) My Life as a Dog (TV series, Norma Bailey & Neil Fearnley, 1996) Philadelphia (Jonathan Demme, 1993) 195 Regarding Henry (Mike Nichols, 1991) Sea Change (Michael Bray, 1998) Shame (Steve Jodrell, 1987) The Accused (Jonathan Kaplan, 1988) The Adventures of Priscilla: Queen of the Desert (Stephan Elliott, 1994) The Castle (Rob Sitch, 1997) The Prince and Me (Martha Coolidge, 2004) The Sum of Us (Geoff Burton & Kevin Dowling, 1994) The Wog Boy (Aleksi Vellis, 2000) Three Men and a Baby (Leonard Nimoy, 1987) Tootsie (Sydney Pollack, 1982) Wake in Fright (Ted Kotcheff, 1971) Whalerider (Niki Caro, 2002) Mona Lisa Smile (Newell, M., 2003) Magazines Inside Sport, Sports Illustrated, Cleo, Ralph, Dolly, New Woman Current newspaper articles and advertisements Short Stories Hathorn, L., The Blue Dress Weller, A., Going Home Poets Geoff Goodfellow Stephen Herrick Adam Ford Stephen Kelen John Foulcher Websites http://members.cox.net/academia/vivien.html http://www.kidsource.com/education/gender.issues.L.A.html These were accurate at the time of publication. 196 Write Your Way Value 0.5 Specific Unit Goals This unit should enable students to: become aware of and value their own experience as writers develop and demonstrate a range of writing styles analyse the writing process Content Students study: their own experiences and write about these in appropriate forms such as descriptions, reflections, scripts, diaries, letters, anecdotes and poetry. genres such as short stories, newspaper/magazine articles or essays. techniques to assist them to produce a sustained piece of writing models of each form and genre and investigate other forms of written expression as meets the needs of individuals in this unit. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: a variety of observation and reflection exercises models and videos may be used as stimulus for writing excursions to provide new experiences and give students the opportunity to search for ideas writing journals to reflect on class work and the writing process and to record ideas for further writing pair, small group and class discussions to encourage and give feedback to the group a writing folder to encourage development of the writing folder use of word processing and desk top publishing software to present finished work publication in College, class or virtual magazines participation in appropriate competitions Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through the reading of Indigenous life stories. Australian Education through writing the life stories of members of the family. Environment Education through writing advertising campaigns to protect local woodlands. Gender Equity through the examination of the lives of men and women through letters and diaries. Information Access through the use word processing to write to a variety of audiences. Language for understanding 197 Multicultural Education through writing poetry about the life stories of refugees. Special needs Education through the modification of work for those with special needs. Work Education through the exploration of appropriate writing forms for work places. Specific Unit Resources Prose Marquez, G.G. One Hundred Years of Solitude Goldsworthy, P. Maestro Malouf, D. Fly Away Peter Steinbeck, J. The Moon is Down McLeod, A. The Lost Salt Gift Of Blood Winton, T. Allende, I. Scission The Stories of Eva Luna Garner, H. Postcards From Surfers Farmer, B. Hometime Teacher Resources Bailey, R.F. , A Survival Kit for Writing English, Longman Cheshire, Melbourne, 1984. Goodfellow, G., Triggers. Turning Experiences into Poetry, Wakefield Press, South Australia, 1992. Mallick, D., The Writing of Poetry, Thomas Nelson Australia, Melbourne 1986. McRoberts, R. A., Writing Workshop, Macmillan, Melbourne, 1981. Prain, V., Left to Write, Oxford Universty Press, Melbourne, 1990. Woolfe, S. and Grenville, K. Making Stories, Sydney, 1993. Websites http://www.sasked.gov.sk.ca/docs/ela20/teach4.html http://teacher2b.com/creative/createwr.htm These were accurate at the time of publication. 198 The Poet’s World – From Chaucer to Hopkins Value 0.5 Prerequisites Nil Specific Unit Goals A Course This unit should enable students to: Read and discuss a range of poems from the time of Chaucer to the 19th century Discuss and write about some key poems from those selected for study Consider the social and historical contexts in which the poet lived Discuss and write about some of the issues and themes of the period Content A Course A range of poems that fall within this period Something of the history of the literary movements of the time and such groups as the “Augustans” the “Romantic” poets, the “Victorian” poets A variety of poetic forms and techniques The use of imagery Techniques to undertake the writing of two/three poems Common themes and issues in the poems read Biographies of poets Teaching and Learning Strategies A Course Compare and contrast poetry and other art forms (eg. Class 11 Romanticism Main Lesson) Read and perform selected works Experiment with the writing of poetry individually and in groups Examine the life and works of a particular poet Maintain a journal – reflections on poems read Discussion - individual/whole class Listen to recorded readings of poems Writing/oral responses to poems 199 Assessment Refer to pages 15 and 16. Specific Unit Resources Anthologies Oxford Book of English Verse 1250 -1900 Oxford Period Poetry Anthology Shakespeare’s Sonnets The Norton Anthology of Verse Poets and Poetry Untamed verse Seven Centuries of Poetry in English Poets Chaucer G Marrell A Keats J Coleridge S T Blake W Browning E B Donne J Wordsworth W Tennyson A Herbert G Milton J Byron G G Shelley P B Rossetti C Whitman W Dikinson E Hardy Hopkins G M Websites http://www.luminarium.org/medlit/chaucer.htm www.poetseers.org/the_romantics www.victorianweb.org/authors/tennyson/index.html www.bulb.ac.uk/link/e/englishpoetry.htm www.routledge.com www.oundleschool.org.uk/english_poetry www.universalteacher.org.uk/lit These were accurate at the time of publication. 200 A Shakespearean Study Value 0.5 Prerequisites Nil Specific Unit Goals A Course This unit should enable students to: Read, listen to and view extracts from some of the plays of Shakespeare Identify and discuss the element of tragedy and comedy in Shakespearean plays Explore and discuss the cultural and social context in which the plays were written Content A Course Read, listen to and view extracts and scenes from a comedy, a tragedy and an historical Shakespearean play The life and times of Shakespeare The Elizabethan world and the significance of the Globe Teaching and Learning Strategies A Course View live performances Group work/individual work - Perform scenes from the plays View and discuss film versions of various scenes from selected plays Close textual study of chosen speeches and scenes Spoken and written reviews of live performances and film versions Research projects – writing/graphics of the Elizabethan Period Assessment Please see page 14 for additional assessment advice. Specific Unit Resources Plays All’s Well That Ends Well As You Like It Comedy of Errors Hamlet Julius Caesar Macbeth Midsummer Night’s Dream Much Ado About Nothing 201 Romeo and Juliet The Tempest Films Brannah K As You Like It (2006) Hamlet (1969) Much Ado About Nothing ((1993) Love’s Labor’s Lost (2000) Blessed B King Lear (1999) Luhrmann B Romeo and Juliet (1996) Zeffirelli F Hamlet (1990) Romeo and Juliet (1968) Teachers’ Resources Brown JR Shakespeare: The Tragedies (2001) McEvoy S Shakespeare: The Basics (2000) Marsh L Starting Shakespeare – First Encounters with Shakespeare’s plays Bennell M Shakespeare’s Flowering of the Spirit (2000) Websites Absolute Shakespeare http://absoluteshakespeare.com/ Shakespeare Study Note, Texts, Background http://www.shakespeare.com/ Sher’s Shakespeare Index http://www.websher.net/shakespeare/ Internet Shakespeare Editions http://ise.uvic.ca/index.html The Language of Shakespeare http://www.bardweb.net/words.html Mr William Shakespeare http://shakespeare.palomar.edu/ The Globe Theatre http://www.shakespeare.globe.org Shakespeare Workshop Series http://www.stclairpress.com.au These were accurate at the time of publication. 202 Advertising and Issues Value 1.0 This unit combines Advertising 0.5 and Contemporary Issues 0.5. Specific Unit Goals This unit should enable students to: identify a variety of advertising media examine the purpose and techniques of advertising analyse the techniques of persuasion used by advertisers create their own advertisements read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues respond imaginatively and critically to the ideas and values raised in the texts. Content Students may study: a variety of advertising media the development of marketing techniques the major features of advertising, both linguistic and visual the appropriate technologies to create visual texts a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture. Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: access and analyse advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film work in groups to compile a list of advertising techniques that can be shared with the class view videos about advertising and develop advertising campaigns using a variety of skills and equipment compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements and drawings of design possibilities visit to the Canberra Times educational programme listen to guest speaker from an advertising agency participate in Talkback Classroom at Australian National Museum view videos about advertising and complete class tasks to develop advertisements 203 interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an examination of the construction of racial stereotyping in tourism advertising. Australian Education through an examination of the use of Australian iconic imagery in television advertising. Environment Education through an examination of the use of the environment to sell products that are in themselves damaging to the environment. Gender Equity through an examination of the construction of gender stereotyping. Information Access through the creation of advertisements for real and imagined products and services. Language for understanding through an investigation of the language of persuasion used in advertisements aimed at young people. Multicultural Education through an examination of the construction of racial stereotyping in government advertising Special needs Education through the modification of work for special needs students and through an examination of the absence of people with special needs in print advertising. Work Education through an investigation of the way in which the world of work is represented in both a positive and negative manner in advertisements. Specific Unit Resources Prose such as: Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me 204 Wheatley, N., The Blooding Books such as: Covey, S., The 7 Habits of Highly Effective Teens Crump, Durand and Hooke, Viewing and Presenting in Context 1, Thomson Nelson, 2003. Crump, Durand and Hooke, Viewing and Presenting in Context 2, Thomson Nelson. 2003. Heintz & Evans, Insight Outcomes English Year 11, Insight Publications, 2002. Hewett, Robert, The Adman: “ The Dog-Eat-Dog World of Modern Advertising Current Theatre Series Hollier, F., Conflict Resolution Trainers’ Manual Hopkinson, Simon, The Crazy World of Advertising, Aust. Theatre Workshop, Huggard, Keaney and Brewer, Insight Outcomes Year 12, Insight Publications, 2002. Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 Morgan, Sally and Adrian, Colour in Art and Advertising , Evans, 1994. Packard, Vance, The Hidden Persuaders, Penguin, 1984. Pease A., Body Language Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Sadler & Sadler, Into English, Macmillan, 2004. Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. Wake,Susan, Advertising, Jun N/F Windschuttle, Keith, The Media: A New Analysis of the Press, Television, Radio and Advertising in Australia , Penguin, 1984. Magazines such as: Vibe - Indigenous Education Magazine ( see the ASSPA Officer in your college) Open Road Women’s Magazines ‘Who’ Magazine Special interest magazines such as sporting magazines Newspapers such as: Koori Mail The Sydney Morning Herald The Canberra Times The Age The Australian 205 Plays such as: Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography such as: Hurley, J., How Far is it to London Bridge? Poetry such as: Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a Time-Capsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Films such as: The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People(Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Audio visual Material such as: A Case Study, 1988 Advertising, from the series, “Words Fail Me.” Advertising Layout Part 1 Advertising Layout Part 2 Advertising Strategies, Video Education Australia, 1992. Assertive Issues, Pease Training Corporation Blah, blah, blah: The Art of Public Speaking, Bendigo, Victoria, Video Education Australasia, 1999 206 Body Language, Pease Training Corporation Deconstructing Advertising, Video Education Australia, 1993. Effective Communications Meridan, Education Corporation, 1992 Getting Along on the Job, Bendigo, Victoria, Video Education Australasia Making Your Presentation, Malvern Victoria Australia Learning Essentials On Golden Pond, Mark Rydell The Art of Persuasion, from the series ‘The Investigators.’ 1996 The Breakfast Club, John Hughes The Image Makers, Whose Life is it Anyway, John Badham Other suggestions: Excursions to; Screensound Australia WIN News studios Canberra Times (and the Canberra Times Education Booklet) Radio Stations Websites such as: http://www.teachingonline.org/ADVERTISING.html http://www.teachit.co.uk/index.asp?A=14&M=18&S=26 http://www.mediachannel.org/teach/ http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/88 http://www.iam.unibe.ch/~scg/Teaching/VariousMaterial/talkHowTo.html These were correct at the time of publication 207 Images of Australia through Real Stories Value 1.0 This unit combines Images of Australia 0.5 and Real Life Stories 0.5. Specific Unit Goals This unit should enable students to: critically analyse a variety of Australian texts analyse their own experiences of Australian society through writing, speaking, listening and viewing analyse aspects of Australian culture and society past and present through the images in literature, the arts and media. analyse critically and creatively personal stories in a variety of text types research the influences that shape people’s lives respond critically to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times Content Students may study: Australian culture and identity and a range of cultural groups which contribute to Australian society issues such as sport, Aborigines, reconciliation, multicultural, poverty-wealth, the bush. works of non-fiction, including magazines, historical documents, portraits, documentaries, music, video clips, articles and biographies. a variety of biographical and autobiographical texts texts types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives techniques to enable them to write their own life story Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: class and small group reading, discussion and presentation of responses to texts with emphasis on recognition of different interpretations and images of Australia, people and culture research, including online, of the historical, political and social contexts of the texts studied evaluation of online resources personal response and reflective writing (journals) stimulus material excursions to places of interest, eg National Museum of Australia, National Portrait Gallery written responses including creative writing conferencing, drafting debate, Australian identity versus other cultural identities regular and meaningful feedback (formal and informal) collaborative group work research and gather information to report on a local or famous Australian person respond critically to texts that develop understanding of the experiences of men and women from different cultural back grounds and time 208 Assessment Refer to pages 15 and 16. Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through listening to the experiences of Indigenous Australians. Australian Education through reading the life stories of Australians from rural areas. Environment Education through an exploration of how lives are shaped by the environment, either directly or indirectly. Gender Equity through reading the lives of women and men and discussing their differences. Information Access through the students’ use of ICT to tell their own life stories. Language for understanding through the development of a critical language to talk about non-fiction. Multicultural Education through watching films that explore the experiences of different cultures. Special needs Education through discussion and journaling about the experiences of those with special needs. Work Education through an exploration of how the development of empathy can be a useful skill in the workplace. Specific Unit Resources Books Sarah Turnbull Almost French Lucy Frost No Place for a Nervous Lady Audio visual Material Australian Story, ABC Bran Nue Day First Love (Claire Gorman 2011) Web sites An Average Australian’s Diary http://www. toxiccustaard.com/diary/ National Library of Australia www.nla,gov.au www.musicaustralia.au www.pictureaustralia.org National Screen and Sound Archive www.screensound.gov.au National War Memorial www.nwm.gov.au Australian Film Commission www.afc.gov.au 209 Contemporary Issues and Communication M Value 1.0 This unit combines Communicate with Confidence 0.5 and Contemporary Issues 0.5. Student Profile Students with a mild to moderate intellectual disability Prerequisites Nil Specific Unit Goals A unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: Contemporary Issues Contemporary Issues Read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives Read, view, listen to and comprehend a variety of texts dealing with issues in society that are relevant to their lives Develop an understanding of broader contemporary issues Identify broader contemporary issues Develop an understanding of broader contemporary issues Describe the ideas and values raised in the texts Communicate with Confidence Communicate with Confidence Recognize that oral communication involves speaking, listening and body language Recognize that oral communication involves speaking, listening and body language Develop appropriate communication skills to meet a variety of real life and constructed situations Develop appropriate communication skills to meet a variety of real life and constructed situations Analyse the techniques of effective communication Identify techniques of effective communication Develop oral, listening and written skills and awareness of the effect of body language Develop oral, listening and written skills and awareness of the effect of body language Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. Teaching strategies that are particularly relevant and effective for students with disabilities include: Keeping students ‘on task’ Questioning Regular reviews (weekly) Adapting/modifying resources Using simple plans or maps to show the steps in completing tasks, i.e. metacognitive strategies frequent repetition Direct teaching. 210 Content A unit before Modification M unit after Modification Contemporary Issues Contemporary Issues interview and survey on an issue to prepare a written report interview and survey on an issue to prepare a written report prepare and present an oral presentation comparing the treatment of an issue in a variety of media prepare and present an oral presentation discussing an issue discussion of current issues in class and small groups discussion of current issues in class and small groups role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking listen to Talkback Classroom or soapbox speaking maintain a media scrapbook on an emerging issue in the news maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues Communicate with Confidence use information technology to investigate responses to global issues Communicate with Confidence role play, group work and discussion of communication techniques view visual texts to analyse body language, listening skills and verbal communication examine the role and effect of accents, pronunciation and voice production listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages personal response and reflective writing (journals) proof reading and editing an on-line document view visual texts to analyse body language, listening skills and verbal communication listen to a variety of aural communication models, including their own, to examine tone, use of voice for emphasis, volume, pauses, sound effects, etc. plan and present an oral item eg wedding / funeral speech, a job interview, teaching a skill, motivational talk, comedy routine write an application letter and develop a CV write letters for a number of purposes such as a letter to the editor, an apology, a thank you letter, a love letter, etc. write and send e-mails and sms messages proof reading and editing an on-line document 211 Assessment Refer to pages 15 and 16. Capabilities Evidence could be in: Student Capabilities Goals Content Teaching Assessment independent and self-managing learners collaborative team members creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Specific Unit Resources Contemporary Issues Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a TimeCapsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) 212 Goodfellow, G., Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Poem for Annie, etc) Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People(Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other: Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument 213 Communicate With Confidence Books Covey, S., The 7 Habits of Highly Effective Teens Hollier, F., Conflict Resolution Trainers’ Manual Loughton, J., Listening and Language, User Friendly Resource, 1996 Loughton, J., Listening and Understanding, User Friendly Resource, 1996 Loughton, J., Speaking and Power, User Friendly Resource, 1995 Loughton, J., Speaking and Structure, User Friendly Resource, 1995 Malouf, M., How to Create and Deliver a Dynamic Presentation, Melbourne, 1988 Pease A., Body Language Quattrini, J., Speaking by Doing, National Textbook Company, 1996 Toovey, C., Speak Up, Oxford, 1992 Travers, M., Talking with confidence. New York, Melbourne, Cambridge University Press, 1995. These were correct at the time of publication 214 Advertising and Short Stories M Value 1.0 This unit combines Short Stories 0.5 and Advertising 0.5. Student Profile Students with a mild to moderate intellectual disability Prerequisites Nil Specific Unit Goals A unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: analyse and critically respond to a variety of short stories consider and respond to a variety of short stories demonstrate the skill of storytelling both written and oral demonstrate the skill of storytelling both written and oral investigate the cultural and historical influences on the form of the short story identify a variety of advertising media identify a variety of advertising media examine the purpose and techniques of advertising identify (with assistance) some techniques of advertising analyse the techniques of persuasion used by advertisers create (with assistance) their own advertisements create their own advertisements Content A or T unit before Modification M unit after Modification Students study: Students study: a selection of appropriate and relevant short stories a selection of appropriate and relevant short stories appropriate film adaptations appropriate film adaptations techniques to undertake the writing of at least one short story techniques to undertake the writing of one short story presentation skills relevant to the genre Students study: presentation skills relevant to the genre Students study: a variety of advertising media a variety of advertising media the development of marketing techniques the major features of advertising, both linguistic and visual the major features of advertising, both linguistic and visual the appropriate technologies to create visual texts the appropriate technologies to create visual texts 215 Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A or T unit before Modification M unit after Modification class and small group discussions about the structure and common features of short stories small group discussions about the structure and common features of short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories written (e.g. journal writing) and oral (e.g. oral presentations) responses to short stories listening to/viewing audio and visual adaptations of short stories listening to/viewing audio and visual adaptations of short stories access and analyse advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film access advertising media which could include websites, magazines, television, radio, shopfronts, pamphlets, newspapers, posters and film work in groups to compile a list of advertising techniques that can be shared with the class work in groups to identify advertising techniques, with assistance view videos about advertising and develop advertising campaigns using a variety of skills and equipment compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements compile scrapbook journals that consist of collections of advertisements, journal entries and advertisements and drawings of design possibilities view videos about advertising and complete class tasks to develop advertisements view videos about advertising view videos about advertising and complete class tasks to develop advertisements, (with assistance) keeping students ‘on task’ repetition questioning regular reviews Assessment Refer to pages 15 and 16. 216 Capabilities Evidence could be in: Student Capabilities Goals Content Teaching Assessment independent and self-managing learners collaborative team members creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading of the lives of Indigenous Australians. Australian Education through writing about the lives of significant Australians. Environment Education through the close reading of poetry that is set in the natural world. Gender Equity through the analysis of films that explore relationships between men and women. Information Access through the use of word processing software to write fictional narratives. Language for understanding through the development of close reading skills. Multicultural Education through an analysis of fiction and non-fiction which explores the migrant experience. Special needs Education through the exploration of literature and non-fiction that explores the experiences of people with special needs. Work Education through an investigation of the importance of reading skills for the workplace. Aboriginal and Torres Strait Islander Education through an examination of The Bush Mechanics. Australian Education through an examination of the development of Australian Television. Environment Education through an examination of the ways in which film and TV explore environmental themes. Gender Equity through an exploration of the way in which men and women are stereotyped in soap operas. Information Access through the development of electronic research skills. Language for understanding through writing television scripts. Multicultural Education through an examination of a foreign film. Special needs Education through the examination of the representation of people with special needs in film and on television. Work Education through an examination of film that has been made for the workplace. 217 Specific Unit Resources AATE Publications, The Girl Who Married a Fly Archer,J A Twist in the Tale-twelve short stories Baillie, A., Dream Catcher and Other Stories Baillie, A., Mates and Other Stories Bennett, B Cowan, & Hay, J., (Eds) Perspectives 1: Short Stories Collins, P., (Ed.) Dream Weaver (fantasy) Crew, G., Forces of Evil Dahl, R., Kiss, Kiss Dahl, R., Tales of the Unexpected Edwards, E., (Ed.) Thirty Stories Firkin, H., (Ed.) Australian Short Stories (available on the Net) http://austshortstories.com/index.htm Gleeson, L., Love Me, Love Me Not Heseltine, H., (Ed.) The Penguin Book of Australian Short Stories King, S., Cat’s Eye Larkin, J., Bite Me McKenzie, J & L., Stories from Three Worlds McLoughlin, McNamara & Reidy, Englishworks 4 Newton, B., Or Else: Stories of Conflict Nieuwenhuizen, A., Crossings Perrine, L., Literature: Structure, Sound and Sense Poe, E. A., Thirteen Classic Tales of the Macabre and Fantastic Skrzynecki, P., (Ed.) Joseph’s Coat Crump, Durand and Hooke, Viewing and Presenting in Context 1, Thomson Nelson, 2003. Crump, Durand and Hooke, Viewing and Presenting in Context 2, Thomson Nelson. 2003. Sadler & Sadler, Into English, Macmillan, 2004. Heintz & Evans, Insight Outcomes English Year 11, Insight Publications, 2002. Huggard, Keaney and Brewer, Insight Outcomes Year 12, Insight Publications, 2002. Windschuttle, Keith, Australia , Penguin, 1984. The Media: A New Analysis of the Press, Television, Radio and Advertising in Hopkinson, Simon, The Crazy World of Advertising, Aust. Theatre Workshop, Packard, Vance, The Hidden Persuaders, Penguin, 1984. Wake,Susan, Advertising, Jun N/F Morgan, Sally and Adrian, Colour in Art and Advertising , Evans, 1994. Hewett, Robert, The Adman: “ The dog-Eat-Dog World of Modern Advertising Current Theatre Series 218 Magazines Vibe - Indigenous Education Magazine ( see the ASSPA Officer in your college) Open Road Sports Magazines Women’s Magazines Newspapers Koori Mail The Sydney Morning Herald The Canberra Times The Age The Australian Audio visual Material Deconstructing Advertising, Video Education Australia, 1993. Advertising Strategies, Video Education Australia, 1992. A Case Study, 1988 The Art of Persuasion, from the series ‘The Investigators.’ 1996 The Image Makers, Advertising, from the series, “Words Fail Me.” Advertising Layout Part 1 Advertising Layout Part 2 Other suggestions: Excursions to: Screensound Australia WIN News studios Canberra Times (and the Canberra Times Education Booklet) Radio Stations Websites Short stories contained at http://eserver.org Including complete works of E.A.Poe http://www.eastoftheweb.com/short-stories/teacher.html http://www.teachingonline.org/ADVERTISING.html http://www.teachit.co.uk/index.asp?A=14&M=18&S=26 http://www.mediachannel.org/teach/ These were accurate at the time of publication. 219 Film, Television & Contemporary Issues M Value1.0 Student Profile Students with a mild to moderate intellectual disability. Prerequisites Nil Specific Unit Goals A unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives read, view, listen to and understand a variety of texts dealing with issues in society that are relevant to their lives develop an understanding of broader contemporary issues be exposed to broader contemporary issues through texts respond imaginatively and critically to the ideas and values raised in the texts. view critically a range of popular films and television programs view a range of popular films and television programs analyse the techniques of film and television learn and use the terminology of film and television respond analytically and creatively to issues which arise Content A unit before Modification M unit after Modification a variety of texts such as novels, stories, TV programs, lyrics, films, plays, poetry, newspaper and magazine articles to explore themes and issues a variety of texts such as stories, TV programs, lyrics, films, newspaper and magazine articles to explore issues issues affecting the broader community. These may include youth suicide, homeless youth, unemployment, multiculturalism, families, relationships, the environment, violence, authority and the individual, alcohol and drug abuse, sport, technology, euthanasia, body image, sexuality, consumerism, images of youth culture issues affecting the broader community. These may include, families, relationships, the environment, sport, technology, body image, images of youth culture at least two films and a range of the different types of television programs at least two films and a range of the different types of television programs, film techniques the distinctive features of the various genres characters, settings, social issues and underlying ideologies characters, settings 220 Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A or T unit before Modification M unit after Modification interview and survey on an issue to prepare a written report maintain a media scrapbook on an emerging issue in the news prepare and present an oral presentation comparing the treatment of an issue in a variety of media use information technology to investigate responses to global issues discussion of current issues in class and small groups complete language workbook to explore language features and improve grammar and spelling role play the response of people of different ages, cultures or authority roles to a variety of issues investigate an issue, listen to guest speakers and respond by asking questions and writing a short article contribute to Talkback Classroom or soap box speaking maintain a media scrapbook on an emerging issue in the news use information technology to investigate responses to global issues research the language of film and television write scripts, suggest and write alternative endings, compile storyboards analyse viewing habits read reviews on line and explore film and television website. explore the elements of film composition, research the various roles in the film/TV making process analyse viewing habits view a variety of films from the past including early black and white and compare to recent movies visit the cinema and Screensound Australia script and produce a short film read reviews on line and explore film and television website. Assessment Refer to pages 15 and 16. 221 Student Capabilities Evidence could be in: Student Capabilities Goals Content creative and critical thinkers enterprising problem-solvers Teaching skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Assessment Specific Unit Resources Prose Anon., Go Ask Alice Bowles, C., Going Off Clarke, I., Saving Jessie Clarke, J., The Night Train Cormier, R., After the First Death Donaghy, B., Anna’s Story Stewart, M., All of Me Wheatley, N., The Blooding Plays Clark, B., Whose Life is it Anyway? Keys, D., Flowers for Algemon Biography Hurley, J., How Far is it to London Bridge? Poetry Dawe, B., Doctor to Patient, In the New Landscape, The Not-So-Good Earth, Planning a Time-Capsule, Enter Without so Much as Knocking, The Family Man, Search and Destroy Ford, A., Not Quite the Man for the Job (“Isms”, Racial Reminisces, Velocipede, Largest in the Southern Hemisphere, Spellchecker, Reruns, Stop Me if You’ve Heard this One, etc) Foulcher, J., The Honeymoon Snaps Goldsworthy, P., This Goes With That (Alcohol, Act Six, etc) Goodfellow, G., Poem for Annie, etc) Bow Tie and Tails (Down the Drain, Epitaph for Robbie, The All-Blacks, Mattie, Guess, J., Leaving Maps (Private Nursing Home, Girl – Three Days in Car Wreck, Bike Death, A View from the Bridge etc) 222 Kelen, S. K., Dingo Kroll, Jeri (Ed.) & Westburg, Barry, Tuesday Night Live Newspapers and magazines The Canberra Times ‘Who’ Magazine Special interest magazines such as sporting magazines Films The Full Monty (Cattaneo, Peter, 1997) Brassed Off (Herman, Mark, 1996) Once were Warriors (Tamahori, Lee, 1995) Blackrock (Vidler, Steven, 1997) The Boys (Woods, Rowan, 1998) Ordinary People (Redford, Robert, 1980) Radiance (Perkins, Rachel, 1998) American Beauty (Menders, Sam, 1999) The Hurricane (Jewison, Norman, 2000) Philadelphia (Demme, Jonathan, 1993) Other: Laverty, M., (Ed.), What’s in an Issue? Perspectives on Contemporary Australian Concerns. Laverty, M., (Ed.), What’s at Issue Now? More Perspectives on Contemporary Australian Concerns. Websites http://www.chaser.com.au/ http://www.abc.net.au/news/ http://www.screensound.gov.au/ScreenSound/Screenso.nsf/0/43D327F3386DF902CA256B5D001B8829?O penDocument Magazines Metro Screen TV Week Who Newspapers The Canberra Times (The Guide, Panorama, Relax magazine) Films A Clockwork Orange (Kubrick, Stanley 1971) American Beauty (Mendes, Sam 1999) Billy Eliott (Daldry, Stephen 2000) Casablanca, (Curtiz, Michael 1942) 223 Coffee & Cigarettes (Jarmusch, Jim 2003) ET- The Extra Terrestrial (Spielberg, Steven, 1980) High Noon, (Zimmerman, Fred 1952) Psycho (Hitchcock, Alfred 1960) Run Lola Run (Tykwer, Tom 1998) Star Wars- Episode 1 (Lucas, George 1942) The Matrix (Wachowski, Andy & Wachowski, Larry 1999) The Third Man (Reid, Carol 1949) The Shining ( Kubrick, Stanley 1982) The Truman Show (Weir, Peter 1998) The War of the Worlds (Spielberg, Steven, 2005) Witness (Weir, Peter 1982) The Best of Tropfest (Various, SMH, 2004, 2005) Television At the Movies A Current Affair Better Homes and Gardens CSI Four Corners GMA Home and Away Infomercials Kath and Kim Media Watch Neighbours The Bold and the Beautiful The Footy Show The Oprah Winfrey Show The Panel The Price is Right The Simpsons The Sketch Show Survivor Who Wants to be a Millionaire And other contemporary television shows and infotainment such as: documentaries, drama, comedies, soaps, sitcoms, TV news, current affairs, satirical shows, chat shows, advertisements, sport, cartoons. 224 Teacher References Arnold, J. S., Reading Television Books 1 & 2, OUP, Melbourne, 1997 Callow, J. Image Matters:Visual texts in the Classroom, 1999, Newtown, NSW Clothier, E & Dohohoe, L., Switched On! Longman, Melbourne, 1998 Cohen,D., Horror Movies, London 1984 Corrigan ,T& White,P. The Film Experience: An introduction, 2004. Macmillan Costanzo, W., Reading the Movies: Twelve great films on video and how to teach them,1992, AATE, South Australia Cox, P. & Goldsworthy, F., Featuring Film, OUP, Melbourne, 1996 Dyer, R., Stars, BFI, London, 1986 Films for Women, BFI, London, 1986 Frank, A., The Science Fiction and Fantasy Film Handbook, BT Batsford, 1982 Fraser, G. M., The Hollywood History of the World. Penguin, London 1988 Glasson, T. & Carroll, J., Exploring Film as Text, Heineman Educational, Melbourne 1992 Hamilton, P. & Matthews, S., American Dreams: Australian Movies, Currency Press, Sydney, 1986 MacFarland, C., Classics on Film, Longman Cheshire, 1987 MacFarland, C., Masterpieces on Film, Longman Cheshire, 1985 McFarlane, B. Words and Images - Australian Novels into Film, Heinemann,1983. McGregor, R., Teaching Film as Text series English Club, Prahran, 1996 – 1999 Monaco, J., How to read a Film: the World of Movies, Media &Multi-Media, 2000, 3rd edition, OUP Partridge, D. & Hughes,P., Flicks: Studying Film as Text, Oxford Uni. Press, Melbourne, 1992 Pirie, D., Anatomy of the Movies, Macmillan, London, 1981 Shaw, E., Viewing, ACTATE, 1996 Viewing for Learning, Curriculum Corporation, Victoria, 1995 Winokur, M. & Holsinger,B. , The Complete Idiot’s Guide to Movies, Flicks and Films, 2001 Websites ScreenSound Australia http://www.nfsa.gov.au/screensound/screenso.nsf Australian Film Commission http://www.afc.gov.au/ Office of Film and Literature Classification http://www.oflc.gov.au/ Film Reviews http://www.suntimes.com/ebert/ebert_reviews/ http://www.rottentomatoes.com/ and also: http://www.abc.net.au/ 225 http://www.filmaust.com.au/ http://www.theeducationshop.com.au/ www.allaboutmovies.com 226 Real Life Stories and Fantasy M Value 1.0 This unit combines Real Life Stories 0.5 and Fantasy 0.5 units. Student Profile Students with a mild to moderate intellectual disability. Prerequisites Nil Specific Unit Goals A unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: Analyse critically and creatively personal stories in a variety of text types Read personal stories in a variety of text types Research the influences that shape people’s lives Identify the influences that shape people’s lives Respond critically to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times. Study and respond to a range of fantasy texts such as novels, poetry, short stories, plays and films Respond to texts that develop understanding of the experiences of men and women from different cultural backgrounds and times. Examine and explore common themes and issues in fantasy texts Identify the basic features of fantasy texts Analyse reasons for the popularity of the genre Study and respond to a range of simplified fantasy texts such as novels, poetry, short stories, plays and films Identify reasons for the popularity of fantasy texts 227 Content A or T unit before Modification M unit after Modification Students may study: Students may study: a variety of biographical and autobiographical texts a variety of biographical and autobiographical texts texts types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives texts types, such as magazine biographies, radio interviews, television documentaries e.g. Australian Story, and films, that reflect a wide range of cultural perspectives techniques to enable them to write their own life story Students may study: a variety of fantasy texts themes and issues in fantasy elements of fantasy films, particularly special effects techniques to respond critically and creatively to texts techniques to enable them to write their own life story Students may study: a variety of fantasy texts themes and issues in fantasy elements of fantasy films, particularly special effects techniques to respond to texts Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A or T unit before Modification M unit after Modification collaborative work, interviews and oral presentations which may include role play and discussions collaborative work and discussions research and gather information to report on a local or famous person – could include guest speakers use of ICT where appropriate research and gather information to report on a local or famous person personal response and reflective writing use of ICT where appropriate personal response and reflective writing discuss their experiences of texts in the fantasy genre discuss their experiences of texts in the fantasy genre research the features of the genre research the features of the genre view and discuss both recent and early films view and discuss both recent and early films contrast a written and visual text presenting the same story create a fantasy world maintain a reading and /or viewing journal create posters, collages, mobiles and board games access fantasy games and relevant internet sites. contrast a written and visual text presenting the same story create a fantasy world maintain a reading and /or viewing journal create posters, collages, mobiles and board games 228 Assessment Refer to pages 15 and 16. Capabilities Evidence could be in: Student Capabilities Goals Content Teaching Assessment independent and self-managing learners collaborative team members creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through reading of the lives of Indigenous Australians. Australian Education through writing about the lives of significant Australians. Environment Education through the close reading of poetry that is set in the natural world. Gender Equity through the analysis of films that explore relationships between men and women. Information Access through the use of word processing software to write fictional narratives. Language for understanding through the development of close reading skills. Multicultural Education through an analysis of fiction and non-fiction which explores the migrant experience. Special needs Education through the exploration of literature and non-fiction that explores the experiences of people with special needs. Work Education through an investigation of the importance of reading skills for the workplace. Aboriginal and Torres Strait Islander Education through an examination of The Bush Mechanics. Australian Education through an examination of the development of Australian Television. Environment Education through an examination of the ways in which film and TV explore environmental themes. Gender Equity through an exploration of the way in which men and women are stereotyped in soap operas. Information Access through the development of electronic research skills. Language for understanding through writing television scripts. Multicultural Education through an examination of a foreign film. Special needs Education through the examination of the representation of people with special needs in film and on television. Work Education through an examination of film that has been made for the workplace. 229 Specific Unit Resources Books such as: Allende, P. Paula Angelou, M. I Know Why the Caged Bird Sings Blakers, G. A Useless Young Man? Boswell, J. Life of Johnson Caswell B. & Chiem D. Only the Heart Dahl, R., Boy Going Solo Delaney Sisters Having our Say: The Delaney Sisters First 100 Years Dunlop, E. War Diaries Facey, A. A Fortunate Life Frame, J. An Angel at my Table McBride, J. The Color of Water MacDowell, R. Inside Story Metcalf, P. War in the Shadows Morgan, S. My Place Mortimer, J. Clinging to the Wreckage Park, R. A Fence Around the Cuckoo Park, R. Fishing in the Styx Pepys Diaries Prejean, H. Dead Man Walking Reimer, A. Inside, Outside Stewart, M. Autobiography of My Mother Weisel, E. Night Wharton, H. Murrie Drovers Yen Mah, A. Falling Leaves Poets Dawe, B. Murray, L. Plath, S. Audio visual Material A Beautiful Mind (Ron Howard, 2001) Australian Story, ABC Bran Nue Day Cry Freedom (Richard Attenborough, 1987) Dead Man Walking (Tim Robbins, 1995) Fabulous Women (ABC Series) 230 In the Name of the Father (Jim Sheridan, 1993) Janis Joplin (BBC) My Left Foot (Jim Sheridan, 1989) Nostradamas Kid (Bob Ellis, 1993) Not Without My Daughter (Brian Gilbert, 1991) The Aviator (Martin Scorcese, 2004) The Hurricane (Norman Jewison, 1999) The Power of One (John G. Avildsen, 1992) Shadowlands (Richard Attenborough, 1993) Shine (Scott Hicks, 1996) Veronica Guerin (Joel Schumacher, 2003) Websites An Average Australian’s Diary http://www. toxiccustaard.com/diary/ The Secret Diary of Bill Gates http://www.tiac.net/users/billg40/ Civil War Era Diary http://pages.prodigy.com/GA//daddyof3/diary.html These were accurate at the time of publication. Novels (or extracts from novels) Brown, D, The Da Vinci Code Carmody, I., The Gathering Carroll,L., Alice in Wonderland Colfer, E., Artemis Fowl: The Eternity Code Donaldson, S., The Runes of the Earth Douglas, S., The Axis Trilogy Forsyth, K., The Witches of Eileanan Kelleher, V., Taronga King, S., Nightmares and Dreamscapes King, S., The Dark Tower La Guin, U., Gifts La Guin, U., The Wizard of Earthsea Masson, S., Cold Iron McRobbie, D., The Fourth Caution Nix, G. Mister Monday Poe , E.A., Short Stories Pratchett,T., Discworld Series Pratchett,T., Nightwatch Rowling, J.K., Harry Potter and the Order of the Phoenix 231 Rubenstein, G., Beyond the Labyrinth Shelley, M., Frankenstein Tolkien, J.R.R., The Hobbit Tolkien, J.R.R., The Lord of the Rings Poetry Tennyson The Lady of Shalott Coleridge The Rime of the Ancient Mariner Coleridge Kublai Khan Films A Life Less Ordinary (Boyle, David 1997) Batman and Robin (Schumacher,Joel 1997) Bicentennial Man (Smith, Kevin 1999) City of Angels (Silberling, B 1998) Dogma (Smith, Kevin 1999) Dragonheart, (Cohen, Rob 1996) Edward Scissorhands (Burton, Tim 1990) Frankenstein (Branagh, Kenneth 1994) Ghost (Zucker, Jerry 1990) Ghostbusters (Reitman, Ivan 1984) Harry Potter&The Philosopher’s Stone (Columbus, Chris 2001) Harry Potter &The Chamber of Secrets (Columbus, Chris 2001) Harry Potter & The Prisoner of Azkaban (Cuaron, Alfonso 2004) Harry Potter and the Goblet of Fire (Newell, Mike 2005) Heaven Can Wait (Beatty, Warren& Henry, Buck 1978) King Kong (Jackson, Peter 2005) Labyrinth (Henson, Jim 1986) Ladyhawk, (Donner, Richard 1985) Legend (Donner, Richard 1985) Raiders of the Lost Ark (Spielberg, Steven 1981) Spiderman (Raimi ,Sam 2002) Superman: The Movie (Donner, Richard 1978) The Lord of the Rings Trilogy (Jackson, Peter 2001, 2002, 2003) The Princess Bride, (Reiner, Rob 1987) The Secret of Roan Innish,, (Sayles, John 1994) The Time Machine (Pal, George 1960) The Truman Show (Weir, Peter 1998) The Wizard of Oz (Fleming, Victor 1939) What Dreams May Come (Ward, Vincent 1998) Who Framed Roger Rabbit (Zemeckis, Robert 1988) X-Men (Singe, Bryan 2000) 232 Teacher’s Reference Barron, N., Fantasy Literature: A Reader’s Guide, Garland, 1990 Clute, J., The Encyclopedia of Fantasy, St Martin’s Press, 1997 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 Day, D., Tolkein: The Illustrated Encyclopedia, 1992 Peg, M. & Ingpen, R., Out of this World:The Complete Book of Fantasy, 1986 Schaffer, E.D., Exploring Harry Potter, 2000 Websites Fantasy 100 http://home.austarnet.com.au/petersykes/fantasy100/history.html Victorian Times – Art Literature and fiction http://www.victorianweb.org/genre/fantov.html Science Fiction and Fantasy – Research Database http://lib-oldweb.tamu.edu/cushing/sffrd/ www.magicdragon.com These were correct at the time of publication. 233 Heroes & the Journey M Value 1.0 Student Profile Students with a mild to moderate intellectual disability. Prerequisites Nil Specific Unit Goals A or T unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: This unit will enable students to: This unit will enable students to: read, view, listen to and understand a range of texts which deal with heroes respond to a variety of real or imagined heroes critically analyse the values and heroic natures of characters in texts read, view and listen to a range of texts which deal with heroes with teacher assistance respond to a variety of real or imagined heroes learn about the values common to heroes analyse the theme of the journey as a metaphor for life review how the theme of the journey can relate to their life critically analyse and compare their own experiences of life in relation to common human experience critically read and view texts which investigate journeys real and imagined compare and discuss their own experiences of life with others read, view and listen to texts which investigate journeys real and imagined with teacher assistance 234 Content A or T unit before Modification M unit after Modification Students study: Students study: a variety of types of heroes such as sporting, national, religious or personal heroes, those who have overcome adversity or achieved greatness how we construct the notion of a hero in different times and cultures a variety of texts involving different types of heroes heroic and anti-heroic characters in a variety of texts myths and legends from a variety of cultures gender differences in the creation of heroes and heroines stories, both traditional and modern, which incorporate the theme ‘the journey’. These could include a novel and a selection of other forms ranging from myths to current films and computer games different types of heroes heroes from different countries and heroes from different points in history short stories, tv programs, movies, comics and pictures about or involving heroes villains and how a villain is different from a hero classic myths and legends the ways that male heroes are different from female heroes short stories, tv programs, movies, comics and pictures about or involving stories a journey what challenges you can face when on a journey personal experience on journeys the common experiences which people [e.g. people from different cultures and walks of life] have when operating outside their usual environments and the personal growth which results their experiences and relate the learning to the literature studied Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. Teaching strategies that are particularly relevant and effective for students with disabilities include: Keeping students ‘on task’ Questioning Regular reviews (weekly) Adapting/modifying resources Using simple plans or maps to show the steps in completing tasks, ie metacognitive strategies frequent repetition direct teaching. 235 A or T unit before Modification M unit after Modification Teaching strategies will be negotiated as much as possible. The following are suggestions: Teaching strategies will be negotiated as much as possible. The following are suggestions: discussion of students’ perception of heroes discuss what student’s already know about heroes and villains consider the changes in the depiction of heroes in films over time create word bank about heroes and villains compare screen and literary heroes/antiheroes reading and viewing comic books that include heroes and villains interviews and biographies giving a character profile of a hero dot point common points about heroes and villains (heroes are good and have super powers – villains are bad and sneaky) wide reading and viewing to introduce students to heroes such as biblical, mythological, historical and contemporary figures write a creative piece depicting a hero planning how to do assessment decide if student likes heroes or villains better and why discussion of the invention of the ‘superhero’ and the stereotypes associated with this character listen to popular music about heroes (Mariah Carey) personal response and reflective writing examining visual texts communicate understanding to teacher and peers listening to and note making from guest speakers and members of the community contribute to class discussion with guidance from teacher. learn basic features of a PowerPoint individual or group oral presentations of personal research or reading and viewing excursion / individual projects modeled in class work. These might involve developing questionnaires and doing oral and written reports on new experiences discussion (individual, group and whole class) Assessment Refer to pages 15 and 16. 236 Capabilities Evidence could be in: Student Capabilities Goals Content Teaching creative and critical thinkers enterprising problem-solvers Assessment skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Specific Unit Resources Books Adams, D., Hitchhikers’ guide to the galaxy Gardner, S., The Legend of Kevin the Plumber Homer, The Odyssey (extracts) Marsden, J., The Journey Tolkien, J.R.R., The Hobbit Voight, C., Homecoming Audio visual Material Beneath Clouds (Ivan Sen, 2002) Lord of the Rings (Peter Jackson, 2001, 2002, 2003) Rabbit Proof Fence (Phillip Noyce, 2002) Rain Man (Barry Levinson, 1998) The Navigator (Vincent Ward, 1988) The Princess Bride (Rob Reiner, 1987) Whale Rider (Niki Caro, 2002) Yolgnu Boy (Stephen Johnson, 2001) Websites http://www.aate.org.au/ follow the prompts to catalogue. www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/annotations_texts_04_07.doc www.boardofstudies.nsw.edu.au/syllabus_hsc/ pdf_doc/hsc_english_poster_04_07.pdf www.boardofstudies.nsw.edu.au/ syllabus_hsc/pdf_doc/journey_stimulus_04_07.pdf – These were accurate at the time of publication. 237 Books Baillie, A., Heroes: Australians at their Best Bane, M., Who’s Who in Rock Bennett, W., Australian Story Campese, D., On a Wing and a Prayer Cassidy, G., Greats of Australian Surf Crew, G., Creating Adam West: Contemporary Biographies and Autobiographies Diver, S., T The Stuart Diver Story Gibson, M., Gods, Heroes and Monsters from the Greek Myths Gutman, B., Magic: More than a Legend Kellerher, V., Slow Burn Lehane, B., The Enchanted world; Legends of Valour Metzenthen, D., Johnny Harts Heroes McCarthy, M., Ganglands Morrden, E., Movie Star-A Look at the Women Who Made Hollywood Reed, A.W., Aboriginal Myths, Legends and Fables Shepherd, J., Never Tell me Never Audio Visual Material The Aviator (Scorsese, M., 2004) Braveheart (Gibson, M., 1995) Dragonslayer (Robbins, M., 1981) Erin Brockovich (Soderberg, S., 2000) Ever After (Tennant, A., 1998) Fantastic Four (Story, T., 2005) Gladiator (Scott, R., 2000) The Hurricane (Jewison, N., 1999) Pirates of the Caribbean: The Curse of the Black Opal (Verbinski, G., 2003) The Princess Bride (Reiner, R., 1987) RobRoy, (Caton-Jones M., 1995) Spiderman (Raimi, S., 2002) Troy (Peterson, W., 2004) Veronica Guerin (Schumacher, J., 2003) Whale Rider (Caro, N., 2002) 238 Assorted Comics such as: Batman Superman Spiderman The Phantom Also: Games sites Games on network College Miniatures Clubs Web sites such as www.teachit.com.uk www.filmeducation.org/secondary www.webenglishteacher.com/beowulf/html www.webenglishteacher.com/classmyth/html http://www.english.efl/edu/comics/teaching/bill.shtml These were accurate at the time of publication. 239 Popular Music and Science Fiction M Value 1.0 Student Profile Student One – Prader Willi Syndrome; has worked on modified programs from Year 7-10 Student Two – Noonan’s Syndrome and a mild intellectual disability; has worked on modified programs from Year 7-10 Student Three – Mild intellectual disability; has worked on modified programs from Year 7-10 Student Four – Moderate intellectual disability; has worked on modified programs from Year 7-10 All students are of similar levels in their ability to process information and complete set tasks. Prerequisites Nil Specific Unit Goals A unit before Modification This unit should enable students to: M unit after Modification This unit should enable students to: critically analyse a variety of popular songs recorded over the last fifty years Consider a variety of popular songs recorded over the last fifty years critically analyse in speech and writing the presentation of popular music on film and video Read (with assistance) a selection of extracts from books and magazines concerned with popular music and respond to the texts in speech and writing. read critically a selection of extracts from books and magazines concerned with popular music and respond to these texts in speech and writing relate trends in popular music to wider social, political and cultural issues. read and critically respond to a range of science fiction texts view and respond to a range of science fiction visual texts analyse the common themes and issues of science fiction identify some characteristics of science fiction analyse the reasons for the popularity of this genre 240 Content A or T unit before Modification M unit after Modification a range of popular music from the 1950s to the present a range of popular music from the 1950s to the present a number of video presentations of popular music and at least one full length film with popular music as a central focus and consider the artistic and commercial objectives of these presentations, and the techniques employed in these films a number of documentaries with popular music as a central focus a number of texts on popular music in both book and magazine form and produce a review of their own on an aspect of popular music in written and/or spoken form popular music in magazine form and produce a review of their own on an aspect of popular music in written and/or spoken form the relationship between social history and musical movements and the nature of the pop “industry”, with particular reference to audience, marketing and social influence. a variety of texts in their historical and social context common themes and issues in science fiction common themes and issues in science fiction elements of film, particularly special effects elements of film, particularly special effects techniques to enable them to respond critically and creatively to texts. 241 Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A or T unit before Modification M unit after Modification spoken and/or written reviews of specific musical pieces, musicians, writers and musical styles spoken and/or written analyses of the techniques employed and the objectives sought in the video presentation of popular music personal writing, either as a prose response to popular musical pieces and/or themes, or taking the form of song lyrics production of a marketing campaign to promote a fictitious musical performer and/or album to display student awareness of advertising techniques employed in the pop industry spoken reviews of specific musical pieces, musicians, and musical styles personal writing taking the form of reviews internet research use of PowerPoint to communicate understanding of oral and visual presentation skills. Keeping students ‘on task’ Frequent repetition Questioning Regular reviews extended research project in writing and/or speech and/or graphics of a particular historical period and its relationship to the music produced during it internet research surveying skills, canvassing the viewing and reading habits of a range of individuals with regard to popular music and the music and the media used to access this material. discuss their experiences of texts in the science fiction genre discuss the features of this genre research the features of this genre research areas where science fiction has become scientific fact e.g. robotics view and discuss both current and early films contrast written and visual texts presenting the same story view and discuss current films maintain a reading / viewing journal research the historical development of science fiction research areas where science fiction has become scientific fact e.g. cloning, robotics consider the concerns and issues associated with such developments create a science fiction world maintain a reading / viewing journal create posters, collages, mobiles and board games access science fiction games and relevant internet sites 242 Assessment A or T unit before Modification: Criteria & Task Type Description Criteria /Sample Task Task 1 Task 2 Task 3 Task 4 Oral Creative Response Short story response In-class analytical response An ability to respond critically to texts and logically justify viewpoint Effective and competent use of language for a range of purposes and audiences Imagination and originality Ability to locate, synthesise and reference material from various sources Control of appropriate medium 25% 25% 25% 25% Weighting For A courses the weightings are provided to guide teachers about the relative importance of the tasks, not to provide a unit or course score. M unit after Modification: Criteria & Task Type Description Task 1 Task 2 Task 3 Task 4 Criteria /Sample Task Oral Creative response Short story response In-class written response Knowledge and understanding Application of skills 25% 25% 25% 25% Weighting Capabilities Evidence could be in: Student Capabilities Goals Content Teaching Assessment independent and self-managing learners collaborative team members creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies 243 Across Curriculum Perspectives This unit may address the following Across Curriculum Perspectives according to the content and texts chosen: Aboriginal and Torres Strait Islander Education through an investigation of the lyrics of Indigenous song writers. Australian Education through an exploration of Australian musical history. Environment Education through an investigation of representations of the natural world in Australian music. Gender Equity through an exploration of the roles of women and men in popular music. Information Access through the development of skills in electronic research. Language for understanding through the close reading and creative writing of song lyrics to suit different time periods. Multicultural Education through an exploration of how other nations have contributed to popular Australian music. Special needs Education through the modification of work to suit those with special needs. Work Education through an investigation of the options for work in the music industry. Aboriginal and Torres Strait Islander Education through an investigation of Indigenous writing that asks the question, “What if?” Australian Education through reading Australian science fiction authors. Environment Education through an exploration of the strong thread of environmentalism in Science Fiction literature and film. Gender Equity through an exploration of the themes of gender equity in Science Fiction literature and film. Information Access through the use of ICT to develop students’ own web texts. Language for understanding through an analysis of the language of Science Fiction writing. Multicultural Education through an exploration of multicultural themes in Science Fiction literature and film. Special needs Education through an exploration of the themes of special needs in Science Fiction literature and film. Work Education through an exploration of how Science Fiction influences developments which take place in industry. Specific Unit Resources Books Brokenmouth, R., Nick Cave: Bad Seed Dalton, D., Daly, S. and Wise N., The Rolling Stones Alternative Culture Doyle, R., Hardy, P. and Laing, D., The Commitments The Faber Companion to Twentieth Century Pop Music Hilburn, R., Bruce Springsteen Howitt, B., Rock Through History Marcus, G., The Invisible Republic: Bob Dylan’s Basement Tapes Marsh, D. and Marcus G., No One Gets Out of Here Alive 244 Ricks, C., Dylan’s visions of Sin. Scuduto, A., Bob Dylan Magazines Students will be encouraged to read articles related to issues in popular music both from the mainstream press and from such specialist magazines as Rolling Stone and New Musical Express. Audio visual Material Audio and video selections of popular music will be studied from a range of musicians/writers from the 1950s to the present. Significant figures might include: John Lee Hooker, Bo Diddley, Bill Haley, Elvis Presley, Buddy Holly, Bob Dylan, The Beatles, The Rolling Stones, The Beach Boys, Otis Redding, The Supremes, Aretha Franklin, The Doors, Leonard Cohen, Carly Simon, Carol King, Simon and Garfunkel, David Bowie, Elton John, Led Zeppelin, The Sex Pistols, The Clash, U2, Midnight Oil, INXS, Michael Jackson, Bob Marley, Bruce Springsteen, Eric Clapton, Madonna, Yothu Yindi, Snoop Doggy Dog, Tupac, Spice Girls, Euphoria. Film and Extended Television Features The Blues Brothers (Landis, J., 1980) Bring On the Night (Apted, M., 1985) Buena Vista Social Club (Wenders, W., 1999) Classic Albums The Commitments (Parker, A., 1991) Dancing in the Streets Gimme Shelter (Maysles, A and D., 1970) A Hard Day’s Night (Lester, R., 1964) La Bamba (Valdez, L., 1987) The Last Waltz (Scorcese, M., 1978) Purple Rain (Magnoli, A., 1984) Rattle and Hum (Joanou, P., 1988) The Rose (Rydell, M., 1986) Sid and Nancy (Cox, A., 1986) Sounds of the Sixties This Is Spinal Tap (Reiner, R., 1984) Tommy (Russell, K., 1975) The Wall (Parker, A., 1982) Woodstock (Wadleigh, M., 1970) Websites http://popmusic.mtsu.edu/ http://www.iaspm.net/rpm/ http://www.liswa.wa.gov.au/poprock.html These were correct at the time of publication 245 Specific Unit Resources Novels (or extracts from Novels) Adams, D Hitchhiker’s Guide to the Galaxy Asimov, I Foundation Bradbury, R Fahrenheit 451 Bradbury, R The Martian Chronicles Burroughs, Edgar R. The Princess of Mars Burroughs, Edgar R. Tarzan of the Apes Clarke, Arthur C. 2001: A Space Odyssey Dick, Philip K. Do Androids Dream of Electric Sheep? Gibson, William, Neuromancer Heinlein, Robert A. Starship Troopers Heinlein, Robert A. Stranger in a Strange Land Herbert, Frank Dune Huxley, Aldous Brave New World Le Guin, Ursula The Left Hand of Darkness Lieber, Fritz Gather, Darkness Mieville, China Perfido Street Station Miller, Walter M. A Canticle for Leibowitz Niven, Larry Ringworld Orwell, George 1984 Russ, The Female Man Simmons, Dan Hyperion Verne, Jules 20,000 Leagues Under the Sea Wells, H. G. War of the Worlds Wells, H. G. The Time Machine Wyndham, John The Chrysalids Wyndham, John The Midwich Cuckoos Zamyatin, Yevgeny We Graphic Novels Briggs, Raymond When the Wind Blows Various Judge Dredd 246 Short Stories Asimov, Isaac I, Robot (et al.) Borges, George L. Bradbury, Ray Le Guin, Ursula Keyes, Daniel “Flowers for Algernon” King, Stephen “The Running Man” Gibson, William Burning Chrome Films 2001: A Space Odyssey (Kubrick, Stanley 1968) A.i (Spielberg, Steven 2001) Alien (Scott, Ridley 1979) Alien Nation (Baker, Graham 1988) Bladerunner (Scott, Ridley 1982) Close Encounters of the Third Kind (Spielberg, Steven 1977) Cocoon (Howard, Ron 1985) Delicatessen (Jeunet, Jean-Pierre 1991) Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (Kubrick, Stanley 1964) E.T. (Spielberg, Steven 1982) eXistenZ (Cronenberg, David 1999) Flash Gordon (Hodges, Mike 1980) Gattaca (Niccol, Andrew 1997) Hellboy (Del Toro, Guillermo 2004) Independence Day (Emmerich, Roland 1996) I, Robot (Proyas, Alex 2004) Logan’s Run (Anderson, Michael 1975) Mars Attacks (Burton, Tim 1996) Matrix Trilogy, The (Wachowski, Andy and Larry, 1999, 2003) Metropolis (Lang, Fritz 1927) Minority Report (Spielberg, Steven 2002) Pitch Black (Toohy, David 2000) Predator (McTiernan, John 1987) Soilent Green (Fleischer, Richard 1966) Star Wars (Lucas, George 1977) Terminator, Terminator 2: Judgement Day (Cameron, James 1984, 1991) The Chronicles of Riddick (Toohy, David 2004) The Fifth Element (Beson, Luc 1997) 247 The Fly (Cronenberg, David 1986) The Fly (Neumann, Kurt 1958) The Navigator (Ward, Vincent 1988) The Planet of the Apes (Schaffner, Franklin J 1967) The War of the Worlds (Spielberg, Steven 2005) Total Recall (Veerhoven, Paul 1990) Twelve Monkeys (Gilliam, Terry 1995) WALL-E (Stanton, A., 2008) Meet the Robinsons (Anderson, S., 2007) Television V Doctor Who Battlestar Galactica Star Trek Babylon 5 Farscape Red Dwarf The X-Files Lost X-men Medium Lost in Space Audio Resources Hitchhiker’s Guide to the Galaxy War of the Worlds Atlanta Radio Theatre Company (www.artc.org) Alien Worlds (www.alienworlds.com) Sci Fi Audio (www.scifiaudio.com) Virtually American (www.virtuallyamerican.com) Bowen in Space (www.live365.com/index.live) Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html) 248 Teacher Reference Clute,J. The Encyclopedia of Science Fiction, Butler and Tanner, London, 1999 Clute, J. Science Fiction: The Illustrated Encyclopedia ,Reed Business Information, USA, 1995 Contento, W.G. &Brown, C.N. Science Fiction, Fantasy and Horror, Locus Press, USA 1986 DiFate,V. & Summers, I., Catalog of Science Fiction Hardware, Worman, USA,1980 Websites Science Fiction Literature http://linuxfinances.info/info/sf.html Science Fiction Literature http://www.questia.com/library/literature/fiction/science-fiction-and-fantasy/science-fictionliterature.jsp Science Fiction World http://www.sffworld.com/ Sci-Fi Lists http://home.austarnet.com.au/petersykes/topscifi/index.html These were accurate at the time of publication. 249 Board Endorsed December 2005 – Amended December 2013 Appendix B – Australian Curriculum Achievement Standards Creating oral, written and multimodal texts Responding to oral, written and multimodal texts Essential English (A) Units 1 and 2 A student who achieves an A grade typically A student who achieves a B grade typically analyses how medium, mode and text structure are integrated to achieve particular purposes and effects evaluates how effectively details and examples are used to support main ideas in texts analyses how medium, mode and text structure are used in texts to achieve particular purposes analyses how details and examples are used to support the main ideas in texts analyses how the context, purpose and audience of texts influence language choices analyses how different ideas and information are presented in texts to persuade audiences selects text structures and language features effectively for different contexts and purposes presents ideas and opinions effectively in different modes and types of texts selects and integrates relevant information from different sources communicates ideas using clear and controlled expression analyses the effectiveness of language choices for different contexts, purposes and audiences evaluates how effectively different ideas and information are presented in texts to persuade audiences integrates text structures and language features skilfully for different contexts and purposes presents ideas and opinions persuasively in different modes and types of texts selects and synthesises relevant information from different sources communicates ideas demonstrating fluency and consistent control of expression A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically explains the use of medium, mode and text structure in texts describes elements of medium, mode and text structure in familiar texts identifies some elements of medium, mode and text structure in familiar texts distinguishes between and explains the main ideas and supporting details in texts describes some main ideas and information in a text identifies some ideas or information in a text explains how the purpose and context of texts influence language use identifies the purpose and context of texts and describes some elements of language use identifies the purpose and context of some texts uses text structures and language features with some understanding of context and purpose presents some ideas and opinions appropriately uses some text structures and language features with limited understanding of context and purpose presents some ideas and opinions selects some information from different sources locates some information in texts communicates ideas demonstrating some control of expression communicates ideas demonstrating limited control of expression explains how ideas and information are presented in texts uses text structures and language features appropriately for different contexts and purposes presents ideas and opinions appropriately in different modes and types of texts selects relevant information from different sources communicates ideas demonstrating appropriate expression 250 Board Endorsed December 2005 – Amended December 2013 Creating oral, written and multimodal texts Responding to oral, written and multimodal texts Australian Curriculum Achievement Standards for Essential English (A) Units 3 and 4 A student who achieves an A grade typically A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically evaluates the effectiveness of text structures and language features used to achieve particular purposes and effects critically analyses underlying attitudes and values reflected in a text and analyses the effect of the text evaluates how effectively the purpose and point of view of texts combine to influence response evaluates how effectively perspectives and ideas are represented in texts to engage and persuade an audience creates sustained and wellargued texts for different contexts, purposes and audiences makes discerning selection of language features and text structures to influence and engage audiences in particular ways constructs a compelling and sustained argument comprehensively supported by relevant evidence and examples communicates ideas demonstrating fluency and sustained control of expression analyses how text structures and language features are used to achieve particular purposes and analyses their effects analyses underlying attitudes and values reflected in a text and explains the effect of the text explains how text structures and language features are used for particular purposes and explains their effect explains some attitudes and values reflected in a text and describes the effect of the text describes the use of text structures and language features identifies some text structures and language features describes some attitudes and values reflected in a text identifies some attitudes or values in a text analyses how the purpose and point of view of texts work together to influence response explains how the purpose and describes the purpose point of view of texts influence and point of view of texts response identifies some aspects of purpose or point of view of texts analyses how effectively perspectives and ideas are represented in texts to engage and persuade an audience creates effective and coherent texts for different contexts, purposes and audiences explains how perspectives and ideas are represented in texts to engage or persuade an audience creates texts appropriate for different contexts, purposes and audiences explains information and ideas in texts that engage an audience describes some information and ideas in texts creates texts for some contexts, purposes and audiences creates simple texts for a specified context, purpose or audience makes considered selection of language features and text structures effectively to influence and engage audiences selects language features and text structures to influence and engage audiences selects some language features and text structures to influence or engage audiences selects some language features and text structures constructs a coherent and logical argument consistently supported by relevant evidence and examples communicates ideas demonstrating clear and concise expression constructs an argument supported by relevant evidence and examples constructs an argument supported by some evidence and examples constructs a limited argument communicates ideas demonstrating control of expression communicates ideas demonstrating some control of expression communicates ideas demonstrating limited control of expression 251 Board Endorsed December 2005 – Amended December 2013 Achievement Standards for Modified Units 1 - 4 Creating oral, written and multimodal texts Responding to oral, written and multimodal texts A student who achieves an A grade typically A student who achieves a B grade typically describes how medium, mode and text structure achieve a particular purpose and effect A student who achieves a C grade typically A student who achieves a D grade typically A student who achieves an E grade typically identifies elements of medium, mode and text structure in familiar texts, with explicit and direct instruction identifies some main ideas and information in a text with explicit and direct instruction identifies some elements of medium, mode and text structure in familiar texts, with continuous and direct instruction identifies some ideas or information in a text, with continuous and direct instruction identifies the purpose of texts, with explicit instruction and regular assistance identifies the purpose with explicit and direct instruction identifies the purpose and context of some texts, with continuous and direct instruction identifies how medium, mode and text structure achieve a particular purpose, with explicit instruction and occasional assistance describes how examples are identifies how details and used to support ideas in a text examples are used to support the main ideas in texts, with explicit instruction and occasional assistance describes the use of identifies how the context, language choices for different purpose and audience of texts purposes and audiences influence language choices, with explicit instruction and occasional assistance presents opinions presents opinions appropriately in texts appropriately in texts, with explicit instruction and occasional assistance identifies medium, mode and text structure in texts , with explicit instruction and regular assistance presents opinions in texts, with explicit instruction and regular assistance presents some opinions, with explicit and direct instruction presents some opinions, with continuous and direct instruction selects relevant information from different sources selects relevant information from sources, with explicit instruction and regular assistance communicates ideas, with explicit instruction and regular assistance selects some information from different sources, presents some ideas, with explicit and direct instruction communicates some ideas, with explicit and direct instruction locates some information in texts, with continuous and direct instruction communicates ideas demonstrating clear expression selects relevant information from sources, with explicit instruction and occasional assistance communicates ideas using clear expression, with explicit instruction and occasional assistance identifies main ideas and supporting details in texts, with explicit instruction and regular assistance communicates ideas, with continuous and direct instruction 252
