English Scope and Sequence 7-9

Rationale
This document is one from a suite of exemplar documents developed to assist teachers to plan and program for English across years 7 – 9. Teachers may use the document as is and progressively adapt refine and
develop for their teaching context as they progress, or use it as a model for their own planning, or adapt it to their own purposes. This scope and sequence has already been used in some schools across three years in
the NT.

The 7-9 view allows teachers to see the scope of the course across the Middle Years and the sequence of learning within and across year levels. The horizontal coherence. also can assist in the development of
Multiyear level programs for those schools with combined classes.

The other exemplar documents that can be used as part of the planning process are:

1. A curriculum map (Appendix 1)

2. An overview of units and elaborations (Appendix 2)
3. The ongoing English program (ways of working) which accompanies the program (Appendix 3)
4. Examples of Units of work (Appendix 4) including
 Teaching and learning sequence
 Student and teacher materials
 Assessment tasks and rubrics
5. Annotated work samples (Appendix 5)

The Scope and Sequence

A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught (the scope) and the sequence in which it will be taught. This
document is an example of scope and sequence across Years 7-9 Australian Curriculum: English and is developed from the scope and sequence of knowledge, skills and understanding embedded in the curriculum.
Thus it is horizontally and vertically aligned. That is, there is development of understandings and skills through the 6 units within a year level (vertical coherence.) and there is development of understandings and skills
across the three years (horizontal coherence.). The general capabilities are represented in each unit and the cross-curriculum priorities are represented where applicable. Identified within each unit are the relevant
elements of the achievement standards, reporting focus area/modes, strands and sub strands.

Vertical coherence:

Each unit builds on ones before it in a number of ways.

For example in Unit 3, students study texts which develop visual knowledge through exploring static images, and in Unit 6, understandings of visual knowledge is expanded through studying moving images.
Another example in Year 7 is the development of direct speech for characters in realistic narratives in Unit 1, to creating a monologue in character as a pirate, using accents, styles of speech and idioms to create
personal and social identity of an imagined character in their pirate monologue.

Horizontal coherence:

Similar units across the year levels build on each other in a number of ways. For example all years study narrative texts in Unit 1, but skills and understandings of elements, purposes and text types of narrative are
developed across the years. In Year 7 the focus is self and using the first person and own world and they experiment with characterisation In Year 8, students create texts situated in an imaginary world and they
experiment with description and narrative structure. In Year 9 students create hybrid narratives and experiment with narrative viewpoint and perspective.

Another example is Unit 2, the speaking and listening unit. In Year 7 Students listen to and create persuasive speeches on a topic of personal importance, using a particular structure and specific rhetorical and
persuasive devices. In Year 8 students create and act scenes for drama and begin to explore ideas of imaginative ways to engage audiences’ interests and in the media unit, (Unit 5) they explore appeals used in
advertising. In Year 9, they use the ideas of audience appeals, and logos, ethos and pathos, to create a persuasive speech for a particular audience.

Cross curricular coherence:

Many of the units have been created to allow for cross curricular coherence.. The curriculum map developed at whole school level can highlight and align areas for connection/integration.

For example. When Year 7s are studying Water in the World for Geography and Earth and Space Sciences: water cycles in science they are writing poetry, studying film and graphic novels in English which have a water
focus. The intention is that students will develop a larger world view and broader vocabulary on the topic, while nevertheless keep the rigour of subject specific learning. Another example is when Year 8s are studying
key features of the medieval world in History, they are reading texts set in medieval times in English, and when Year 9s are studying aspects of World War 1 in history they are reading a graphic novel and reading and
viewing short texts set in World War 1 in English.

Selection of units, texts and assessment tasks

The year level descriptions in 7-9 describe the range of texts that students should be exposed to, including, spoken, written and multimodal texts, media and digital texts, novels, non-fiction, poetry and dramatic
performances, Australian literature, oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary world literature, including texts from and about
Asia; and literary texts that support and extend students as independent readers drawn from a range of realistic, fantasy, speculative fiction and historical genres which explore themes of interpersonal relationships
and ethical dilemmas. In Year 9 the range of texts should also have themes and issues involving levels of abstraction, higher order reasoning and intertextual references, challenging and unpredictable plot sequences
and hybrid structures and explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of
perspectives. Informative texts should represent a synthesis of technical and abstract information. Language features of texts in Year 9 should also include successive complex sentences with embedded clauses, a high
proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.

This course thus exposes students to a range of modes and types of texts that have been selected with year level descriptions and the age and interests of middle years students in mind. The texts were also selected
in response to the students’ results in learning styles questionnaires conducted by the course developers and student voice surveys conducted in the years of development: most students (particularly most indigenous
students) identified most strongly as visual learners. Differentiation will need to be built into the program pedagogy and for students with identified learning needs by teachers when delivering and refining the
programs for individual use. The assessment tasks have been designed to provide multiple opportunities for students to demonstrate their learning in different modes. The course aims to provide students with the
competence to effectively exercise knowledge, skills, and work habits necessary for successfully undertaking further studies in English and for the literacy requirements of courses in the senior years.

Start with the end in mind

This scope and sequence encourages teachers to consider the reporting focus when delivering the English courses in Years 7 – 9. The triangulation of SAIS, PAT-R and NAPLAN data from schools (2014.2015, 2016)
suggests that teachers need to review the way they collect evidence of student achievement for reporting. The NAPLAN and PAT data suggests that students are capable of better grades than they are being
allocated in SAIS.

Why is this the case? Possibly because there are many misunderstandings around reporting and allocating grades. There is a common misconception that for a student to get an A they have to be working at a ‘C’ the
year above, so for example a Year 7 student needs to be working at a Year 8 ‘C’ to get an A. This is absolutely not the case. The NT Board of Studies Curriculum Assessment and Reporting Policy and Guidelines state
that “Teachers will determine an A–E grade or equivalent five point scale that shows the depth and breadth of learning against the student’s current year level achievement standard.”
Further, “When reporting to parents, teachers will provide information about a student’s actual progress against the Learning Area Achievement Standards.” The policy states that the Semester 1 “report will reflect
student achievement demonstrated against the specific parts of the standard that have been taught to that point in time.” In “Semester Two, the report will reflect student achievement across the entire year level
achievement standard.”

So a student in a Year 7 class will be given an A–E grade against the Year 7 achievement standard (not the Year 6 or Year 9 achievement standard), and will be assessed against what has been taught.

Aligning the course against achievement standards and modes reported on (Writing, Speaking and Listening, Reading and Viewing) each semester, and providing multiple opportunities for different types of assessment
(self, peer, teacher, formal, diagnostic, observational, summative) ensures that teachers can make an on balance judgement of student achievement for a particular mode at end of a unit of work, semester and end of
year, and ensure they will not be relying on a one-off assessment task for the report result.

Each unit has one or 2 a main focuses for reporting. For example the semester one units cover the three modes, as do the Semester 2 units. The focus for Unit 1 is Writing, Unit 2, Speaking and Listening. Unit 3
Reading and Viewing. The second semester units (4.5.6) have 2 foci for reporting. As Reading and Viewing is the largest part of the curriculum, this has the most opportunities for assessment.

All assessment items in the unit outlines tie the curriculum content, skills and understandings to the achievement standards and to a 5 point scale for reporting. The Achievement Standards elements indicate to
teachers the scope and sequence of achievement and can be used to inform progress or the different learning focusses for each year, especially in Multiyear Level classes.

Teacher Devised materials – Elizabeth Mountford

 Year 7 Achievement Standard Year 8 Achievement Standard Year 9 Achievement Standard

Receptive modes (listening, reading and viewing) Receptive modes (listening, reading and viewing) Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can By the end of Year 8, students understand how the selection of text By the end of Year 9, students analyse the ways that text structures can be
influence the complexity of a text and are dependent on audience, purpose structures is influenced by the selection of language mode and how this manipulated for effect. They analyse and explain how images, vocabulary
and context. They demonstrate understanding of how the choice of varies for different purposes and audiences. Students explain how language choices and language features distinguish the work of individual authors.
language features, images and vocabulary affects meaning. features, images and vocabulary are used to represent different ideas and
issues in texts. They evaluate and integrate ideas and information from texts to form their
Students explain issues and ideas from a variety of sources, analysing own interpretations. They select evidence from texts to analyse and explain
supporting evidence and implied meaning. They select specific details from Students interpret texts, questioning the reliability of sources of ideas and how language choices and conventions are used to influence an audience.
texts to develop their own response, recognising that texts reflect different information. They select evidence from the text to show how events, They listen for ways texts position an audience.
viewpoints. They listen for and explain different perspectives in texts. situations and people can be represented from different viewpoints. They
listen for and identify different emphases in texts, using that understanding Productive modes (speaking, writing and creating)
Productive modes (speaking, writing and creating) to elaborate on discussions.
Students understand how to use a variety of language features to create
Students understand how the selection of a variety of language features Productive modes (speaking, writing and creating) different levels of meaning. They understand how interpretations can vary
can influence an audience. They understand how to draw on personal by comparing their responses to texts to the responses of others. In
knowledge, textual analysis and other sources to express or challenge a Students understand how the selection of language features can be used creating texts, students demonstrate how manipulating language features
point of view. They create texts showing how language features and images for particular purposes and effects. They explain the effectiveness of and images can create innovative texts.
from other texts can be combined for effect. language choices they make to influence the audience. Through combining
ideas, images and language features from other texts, students show how Students create texts that respond to issues, interpreting and integrating
Students create structured and coherent texts for a range of purposes and ideas can be expressed in new ways. ideas from other texts. They make presentations and contribute actively to
audiences. They make presentations and contribute actively to class and class and group discussions, comparing and evaluating responses to ideas
group discussions, using language features to engage the audience. When Students create texts for different purposes, selecting language to influence and issues. They edit for effect, selecting vocabulary and grammar that
creating and editing texts they demonstrate understanding of grammar, use audience response. They make presentations and contribute actively to contribute to the precision and persuasiveness of texts and using accurate
a variety of more specialised vocabulary and accurate spelling and class and group discussions, using language patterns for effect. When spelling and punctuation.
punctuation. creating and editing texts to create specific effects, they take into account
intended purposes and the needs and interests of audiences. They
demonstrate understanding of grammar, select vocabulary for effect and
use accurate spelling and punctuation.

Scope and sequence of elements of the achievement standards

Unpacking the elements can show the shared focuses (underlined) across the scope of 7-9 English achievement, and demonstrates the scope and sequence of achievement: the growing cognitive challenges (red) and the increasing
achievement demands for students within the focus as they progress through the middle years.

Receptive modes (listening, reading and viewing)

Year 7 Year 8 Year 9

understand how text structures can influence the complexity of a text and understand how the selection of text structures is influenced by the analyse the ways that text structures can be manipulated for effect.
are dependent on audience, purpose and context selection of language mode and how this varies for different purposes and
audiences

demonstrate understanding of how the choice of language features, images explain how language features, images and vocabulary are used to represent They analyse and explain how images, vocabulary choices and language
and vocabulary affects meaning different ideas and issues in texts. features distinguish the work of individual authors.

explain issues and ideas from a variety of sources, analysing supporting interpret texts, questioning the reliability of sources of ideas and evaluate and integrate ideas and information from texts to form their own
evidence and implied meaning. information. interpretations.

Teacher Devised materials – Elizabeth Mountford

 select specific details from texts to develop their own response, recognising select evidence from the text to show how events, situations and people select evidence from texts to analyse and explain how language choices and
that texts reflect different viewpoints. can be represented from different viewpoints. conventions are used to influence an audience.

listen for and explain different perspectives in texts. listen for and identify different emphases in texts, using that understanding They listen for ways texts position an audience
to elaborate on discussions.

Productive modes (speaking, writing and creating)

understand how the selection of a variety of language features can understand how the selection of language features can be used for understand how to use a variety of language features to create different
influence an audience. particular purposes and effects. levels of meaning

understand how to draw on personal knowledge, textual analysis and other explain the effectiveness of language choices they make to influence the understand how interpretations can vary by comparing their responses to
sources to express or challenge a point of view. audience. texts to the responses of others.

create texts showing how language features and images from other texts Through combining ideas, images and language features from other texts, In creating texts, students demonstrate how manipulating language features
can be combined for effect students show how ideas can be expressed in new ways. and images can create innovative texts.

create structured and coherent texts for a range of purposes and audiences. create texts for different purposes, selecting language to influence audience create texts that respond to issues, interpreting and integrating ideas from
response. other texts.

make presentations and contribute actively to class and group discussions , make presentations and contribute actively to class and group discussions, make presentations and contribute actively to class and group discussions ,
using language features to engage the audience. using language patterns for effect, take into account intended purposes and comparing and evaluating responses to ideas and issues.
the needs and interests of audiences.

when creating and editing texts they demonstrate understanding of when creating and editing texts to create specific effects, they demonstrate edit for effect, selecting vocabulary and grammar that contribute to the
grammar, use a variety of more specialised vocabulary and accurate spelling understanding of grammar, select vocabulary for effect and use accurate precision and persuasiveness of texts and using accurate spelling and
and punctuation. spelling and punctuation. punctuation

Teacher Devised materials – Elizabeth Mountford

 English Scope and Sequence

Year Year 7 Year 8 Year 9

Unit 1 Autobiographical and biographical narratives Imaginative descriptive narrative Point of view/perspectives narrative

Achievement standard elements Achievement standard elements Achievement standard elements

 create texts showing how language features and images  express ideas in new ways through combining specific  use a variety of language features to create different levels
from other texts can be combined for effect. effects, Image, language features from other texts of meaning
 create structured and coherent texts for a range of  take into account intended purposes and the needs and  create texts that respond to issues, interpreting and
purposes and audiences interests of audiences. integrating
 create and edit texts  demonstrate understanding of grammar, select vocabulary  ideas from other texts
 demonstrate understanding of grammar for effect  edit for effect, selecting vocabulary and grammar that
 use a variety of more specialised vocabulary  use accurate spelling and punctuation. contribute to the precision of texts a
 use accurate spelling and punctuation.  use accurate spelling and punctuation.

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
area/modes

Strand Language Literature Literacy Language Literature Literacy Language Literature Literacy

Sub strand Creating literature sub-strand Creating literature sub-strand Creating literature sub-strand

General Personal and social capability: Self-awareness Literacy: Composing texts through speaking, writing and creating Ethical Understanding: Exploring values, rights and responsibilities
Capability element element
ICT capability: Creating with ICT element
Information and Communication Technology Capability Literacy: Text knowledge element

Unit outline This is the first unit of the year and gives students new to high This unit builds on the understandings of narrative texts and ways In this unit, students will read and view a number of narrative
school opportunities to share information about themselves, to combine specific features from other texts that were texts, of different contexts and forms, which entertain the reader.
analyse their learning styles and set goals. The ways of working, developed in the Year 7 Autobiography unit. Students will build They will create a short story or short hybrid narrative which
diagnostic tests and the ongoing reading, spelling and grammar their vocabulary which appeals to the senses and will create a demonstrates their understandings the narrative genres and how
program are embedded in this unit. Students read and view a literary text that combines specific effects, image, language to write from a range of viewpoints; they will create a genre
number of autobiographical and biographical texts and creative features from other texts. Students will select an audience and (mystery, romance, coming of age, descriptive narrative), or cross-
texts by the authors of the autobiographies studied. They create create a narrative with visual elements taking into account genre story –eg fantasy/adventure.
short autobiographical texts modelled on autobiographies and intended purposes and the needs and interests of audiences.
texts where authors have used their own life experiences to This unit will build on the Years 7 and 8 narrative units with
write create “spin-offs.” students showing more understandings of viewpoint and genre.

UNIT 2 Persuasion Listening to and creating spoken texts Listening to and creating spoken texts Persuasion Listening to and creating spoken texts

Achievement standard elements Achievement standard elements Achievement standard elements

 understand how the selection of language features can be  listen for ways texts position an audience
 listen for and explain different perspectives in texts
used for particular purposes and effects  select evidence from texts to analyse and explain how
 demonstrate understanding of how the choice of
 create texts for different purposes, selecting language to language choices and conventions are used to influence an
language features, images and vocabulary affects
influence audience response/needs and interests of audience.
meaning
Teacher Devised materials – Elizabeth Mountford
  make presentations audiences.  understand how to use a variety of language features to
create different levels of meaning.
 create texts that respond to issues,
 make presentations selecting vocabulary and grammar
that contribute to the precision and persuasiveness of
texts

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
area/modes

Strands Language Literature Literacy Language Literature Literacy Language Literature Literacy

Sub strand Interacting with others sub-strand Interacting with others sub-strand Interacting with others sub-strand

Language for interaction sub-strand

General Literacy: Grammar knowledge element Personal and social capability: Social management element Literacy: Grammar knowledge element
Capability
Critical and Creative Thinking: Reflecting on thinking and Literacy: Composing texts through speaking, writing and creating Ethical Understanding: Exploring values, rights and responsibilities
processes element element element
Information and Communication Technology Capability:
Investigating with ICT element

Unit outline In this unit students study a range of spoken and written In this unit, students study drama scripts, script writing In this unit, student will return to the study of argument and
arguments and are given opportunities to interact with their conventions, punctuation and devices. They work in groups persuasion. They will study powerful speeches, such as I have a
classmates in formal and informal spoken argument activities of 2-3 to create, rehearse and perform two scenes for a Dream, Chief Seattle’s speech and amusing texts such as Monty
and games. They will learn the techniques and structures of play, with 2-3 characters. Python’s argument clinic. They will develop understandings of
argument and compose their own text to deliver as a spoken Ethos, Logos and Pathos and how to use these appeals to
argument. They will be exposed to NAPLAN persuasive tasks This unit build on speaking and listening skills developed in Year persuade. Students will engage with NAPLAN persuasive tasks.
and will work together to brainstorm and write aspects of 7, using an imaginative vehicle. Students will create a persuasive speech on a serious or
responses. humorous topic, and a writer’s statement on the rhetorical and
persuasive devices used.

Unit 3 Comparative texts Comparative texts Comparative texts

Achievement standard elements Achievement standard elements Achievement standard elements

 demonstrate understanding of how the choice of  understand how the selection of text structures is  analyse and explain how images, vocabulary choices and
language features, images and vocabulary affects influenced by the selection of language mode language features distinguish the work of individual
meaning explain issues and ideas from a variety of  explain how language features, images and vocabulary are authors
sources used to represent different ideas and issues in texts  select evidence from texts to analyse and explain how
 select specific details from texts to develop their own  interpret texts, questioning the reliability of sources of language choices and conventions are used to influence an
response ideas and information audience
 explain issues and ideas from a variety of sources
 make presentations and contribute actively to class and
group discussions

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
Teacher Devised materials – Elizabeth Mountford
 area/modes

Strands Language Literature Literacy Language Literature Literacy Language Literature Literacy

Sub strand Literature and context sub-strand Literature and context sub-strand Literature and context sub-strand

General Intercultural understanding: Recognising culture and developing Literacy: Visual knowledge element Intercultural understanding: Interacting and empathising with
Capability respect element others element
Literacy: Comprehending texts through listening, reading and
Ethical understanding: Reasoning in decision making and actions viewing element ICT capability: Managing and operating ICT
element Literacy: Visual knowledge element
Literacy: Comprehending texts through listening, reading and
Sustainability: World views viewing element

Cross- Asia and Australia’s Engagement with Asia

curricular
priority

Unit outline In this unit, students will study the anime film Spirited Away and In this unit students study a number of short film and other texts, Students will study the novel Nightjohn by Gary Paulsen and the
read a range of Mangas. They will explore still and moving and a novel set in medieval times (aligning with Year 8 History film Cool Runnings I directed by Jon Turteltaub. They will interpret
images They will work in small groups to analyse the themes and unit) They Came in Viking Ships by Jackie French or Company of and compare how representations of people and culture in
issues raised in the text. They will explore Australian or early Fools, by Deborah Ellis (set in France at time of the Black Death) literary texts are drawn from different historical, social and
Egyptian, Greek or Roman myths, legends (aligned with Year 7 allows students to explore the ways that ideas and viewpoints in cultural contexts.
History curriculum) and will create a manga text of their own, literary texts drawn from different historical, social and cultural
modelled on some of the elements of Spirited Away. contexts. They will develop comprehension strategies, read and They will use comprehension strategies to interpret and analyse
view a range of texts and reflect on how contexts can shape the the texts, comparing and evaluating representations of an event,
values of individuals and groups. Students will create a issue, situation or character, selecting evidence to support their
continuation of the story they studied or a “missing scene”, but in comparative response in answer to a literary analysis question.
a different mode/voice. This unit builds on skills developed in comparative text units in
Years 7 and 8. In this unit students will be making specific,
supported and analytical comparisons.

Unit 4 Poetry Poetry Poetry

Achievement standard elements Achievement standard elements Achievement standard elements

 understand how the selection of a variety of language  understand how the selection of text structures is  understand how to use a variety of language features to
features can influence an audience influenced by the selection of language mode and how this create
 understand how text structures can influence the varies for different purposes and audiences  different levels of meaning
complexity of a text create structured and coherent texts  explain how language features, images and vocabulary are  create texts that respond to issues
for a range of purposes and audiences used to represent different ideas and issues in texts.  analyse and explain how images, vocabulary choices and
 They create texts showing how language features and  Create and edit texts to create specific effects language features can be manipulated for effect
images from other texts can be combined for effect  demonstrate understanding of grammar, select vocabulary  analyse and explain how language choices and conventions
 When creating and editing texts they demonstrate for effect and use accurate spelling and punctuation are used to influence an audience.
understanding of grammar, use a variety of more
specialised vocabulary and accurate spelling and
punctuation

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
area/modes

Strands Language Literature Literacy Language Literature Literacy Language Literature Literacy

Teacher Devised materials – Elizabeth Mountford

 Sub strand Examining literature sub-strand Examining literature sub-strand Examining literature sub-strand

Literature and context sub-strand

Intercultural understanding: Reflecting on intercultural
General Literacy: Text knowledge element experiences & taking responsibility Critical and creative thinking: Generating ideas, possibilities and
Capability actions
Literacy: Text knowledge element
Literacy: Text knowledge element

Cross- Sustainability: systems Aboriginal and Torres Strait Islander Histories and culture: Culture
curricular
priority

Unit outline In this unit students will study a range of poetry based on the In this unit students study a range of Australian poems, lyrics, and Investigate and experiment with the use and effect of extended
topic Water. (aligned with Year 7 Geography and Science songs including songs and poems from indigenous poets. They
curriculum) They will study different types of poetry and a will explore the spiritual, aesthetic and cultural value of metaphor, metonymy, allegory, icons, myths and symbolism in
variety of poetic devices (such as rhythm, rhyme, simile, landscapes for people 9aligned with the geography curriculum). texts, for example poetry, short films, graphic novels, and plays
metaphor, imagery), and a range of poetic forms and structures. They will complete a poetry atlas task, where they choose a They will complete a poetry atlas task, where they choose a
Along with this they will explore a variety of ways water country from the poetry atlas, and complete a poster for country from the poetry atlas, and complete a poster for
influences our lives and the world around us. They will create classroom display which includes details about the country, one classroom display which includes details about the country, one
an anthology of poems that relate to water. or two of its poems that they liked, and their own poem or song or two of its poems that they liked, and their own poem or song
about their chosen country. about their chosen country (aligned with Year 9 Geography
(geographies of interconnection).

Unit 5 Visual language/pirates Visual language media Visual language/ethics

Achievement standard elements Achievement standard elements Achievement standard elements

 understand how the selection of a variety of language  understand how the selection of text structures is  evaluate and integrate ideas and information from texts to
features can influence an audience. influenced by the selection of language mode and how this form their own interpretations
 understand how to draw on personal knowledge, textual varies for different purposes and audiences.  understand how interpretations can vary by comparing
analysis  explain how language features, images and vocabulary are their responses to texts to the responses of others
 and other sources to express or challenge a point of view used to represent different ideas and issues in texts  create texts that respond to issues, interpreting and
 create texts showing how language features and images  explain the effectiveness of language choices they make to integrating ideas from other texts.
from other texts can be combined for effect. influence the audience.  contribute actively to class and group discussions,
 use language features to engage the audience.  select evidence from the text to show how events, comparing and evaluating responses to ideas and issues.
situations and people can be represented from different
viewpoints
 contribute actively to class and group discussions

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
area/modes

Strands Language Literature Literacy Language Literature Literacy Language Literature Literacy

Sub strand Expressing and developing ideas sub-strand Interpreting, analysing, evaluation sub-strand Interpreting, analysing, evaluation sub-strand

Language for interaction sub-strand Expressing and developing ideas sub-strand

General Personal and Social Capability: Social awareness element- Literacy: Visual knowledge element Ethical Understanding: Exploring values, rights and responsibilities
Capability possible problems in relationships in a range of social and work element
Teacher Devised materials – Elizabeth Mountford
 related situations Ethical Understanding: Understanding ethical concepts and issues Literacy: Comprehending texts through listening, reading and
element viewing element
Literacy: Comprehending texts through listening, reading and
viewing element

Cross- Sustainability
curricular
priority
In this unit, students will study print and film advertising:
Unit outline In this unit, students will study the graphic novel Robinson advertising techniques, advertising appeals, language, persuasive In this unit students will study Mary Shelley’s Frankenstein, the
Crusoe or Treasure Island. They will study the characters in the techniques, imagery, metaphor, irony and parody and different graphic novel adapted by Lloyd S. Wagner. or World War One: a
texts and learn the “lingo” of pirates through the texts and other types of advertising. They will develop analytical skills, particularly graphic novel written by Alan Cowsill (aligned with Year 9
visual and spoken texts. understandings of persuasive devices used in advertising. They History). Students will analyse the combinations of language and
will demonstrate creative skills by using metaphor, irony and visual choices that the authors make to present information,
They will use their understandings of how accents, styles of opinions and perspectives in different texts. They will reflect on
speech and idioms express and create personal and social parody in the development and presentation of their own
advertisement. This unit will build on understandings of the personal understandings of life matters they have gained by
identities and of the characters to create and deliver a pirate reading and exploring the texts. This unit builds on
monologue. persuasive devices and visual texts from Year 7 units 2, 3, 5 and
6. understandings of ways authors use images and words to present
issues and ideas to audiences.

Unit 6 Film study Film study Film study

Achievement standard elements Achievement standard elements Achievement standard elements

 demonstrate understanding of how the choice of  explain how language features, images and vocabulary are  analyse the ways that text structures can be manipulated
language features, images and vocabulary affects used to represent different ideas and issues in texts. for effect
meaning.  interpret texts  analyse and explain how images, vocabulary choices and
 explain issues and ideas from a variety of sources,  select evidence from the text to show how events, language features distinguish different text types
analysing situations and  select evidence from texts to analyse and explain how
 supporting evidence and implied meaning.  people can be represented from different viewpoints. language choices and conventions influence an audience.
 select specific details  contribute actively to class and group discussions,
 from texts to develop their own response, recognising comparing and evaluating responses to ideas and issues
that texts reflect different viewpoints
 listen for and explain different perspectives in texts

Reporting Reading and Writing Speaking and Reading and viewing Writing Speaking and Reading and viewing Writing Speaking and
focus viewing listening listening listening
area/modes

Strands Language Literature Literacy Language Literature Literacy Language Literature Literacy

Sub strand Examining literature sub-strand Examining literature sub-strand Examining literature sub-strand

Interpreting, analysing, evaluation sub-strand Interpreting, analysing, evaluation sub-strand Interpreting, analysing, evaluation sub-strand
Literacy: Visual knowledge element
General Ethical understanding: Reasoning in decision making and actions Personal and social capability: Self-awareness
Capability element Personal and Social Capability: Social awareness element
Literacy: Visual knowledge element
Literacy: Comprehending texts through listening, reading and
viewing element

Cross- Sustainability: futures - Sustainable futures result from actions Sustainability

Teacher Devised materials – Elizabeth Mountford
 curricular designed to preserve and/or restore the quality and uniqueness
priority of environments

Unit outline In this unit students will use the range of comprehension In this unit students will study the film text Holes. They will In this unit, students will study the film texts The Blind Side
strategies to explore a range of short texts on the Great analyse the way film text structures, particularly shot types, directed by John lee Hancock. Student knowledge of shot types
Barrier Reef (aligned with geography curriculum: Place and flashbacks and recurring symbols, are manipulated for effect, how will be expanded to include over the shoulder shots, framing
liveability – environments quality) and the film Finding Nemo, images are used to explore the ideas of the author, and how shots, point of view shots, depth of field shots use of mis-en-
including its context, creation and purpose. They will study different perspectives of individuals and groups are constructed scene and colour for emotional and symbolic effect. Students will
literary features of the texts and will use the 6 thinking hats to present the author’s themes. Students will examine and select reflect on the autobiographical nature of the text and will
to explore issues and ideas presented in the texts. They will evidence from the film to explain how filmic conventions are used consider how the title is a metaphor for ideas in the text.
write a report on ONE of the characters in the film, using the to influence an audience.
correct vocabulary for the different parts of the report. They This unit builds on understandings of filmic techniques, use
will model their report presentation on one given by the This unit develops student understandings of filmic techniques evidence to support analysis and the range of ways texts express
teacher which will have written and visual elements. The film developed in Year 7 units, and in the media unit earlier in the ideas to an audience.
study moves student understandings on from the study of year. They will consider how the plot devices of written narrative
static images and the understandings of “shot types” are utilised in film texts.
developed in the graphic novel, and finding Nemo units.

Teacher Devised materials – Elizabeth Mountford

 Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Time Focus Content Pedagogy Resources Achievement standards Assessment

Teacher Devised materials – Elizabeth Mountford