Irene McCormack Catholic CollegeYear 11 English Foundation/General

Course Outline 2020Semester One : Term One

Lesson 1: Introduce the course putting emphisis on the relevance and importance of General English in terms of real life expectations, career pathways and options. Go through scheme of assessment and explain the course content. Go through the Assessment Policy and Feedback Policy.

Week Teaching Content/ Focus English syllabus Assessment

1-5 The Evolution of Gender Revise visual conventions with character visual techniques

w/sheet (shot type and angles, colours, props, body language, facial expression etcwritten codes, headlines and captions, persuasive language etc) and test knowledge with Kahoot.

Complete “Evolution of Gender” w/sheet with corresponding PPT. Students will learn: the difference between sex and gender; common gender roles relevant to men and women; links between sterotypes and sexism and how gender sterotypes limit the potential of men and women.

Sign onto ClickView Exchange start watching “Back in time for Dinner” Season 1 Episode 1 (1950s). Answer comprehension questions. Teacher answers provided. Video explores society’s expectations of each gender in the 1950s. Women were to be well presented, submissive, family orientated and domestic workers etc. Men were authority figures in the workplace and in the home. They were not required to care of the home unless something

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening and analysing behaviours to different contexts

Consider the ways in which texts communicate ideas, attitudes and values, including: how social, community and workplace texts are constructed for

TASK ONE: (Responding) 12%The Evolution of Gender

(Assessment Week 5)

Students sit over two periods. First period given to annotate visual sources. Second period to respond to two unseen questions in paragraph form.

needed fixing. Fathers barely had the time to interact with his family. As the sole breadwinner of the family, his job is to provide enough money for his family to survive on.

Teacher leads visual annotations of Mr Leggs 1950s advertisement and helps students construct paragraph on whiteboard in response to representation of gender related question. Students copy down.

In small groups, students annotate own 1950s image and complete individual paragraphs with guidance from teacher.

Summarise 1950s gender stereotypes on whiteboard. Students create an advertisement, selling bread, washing powder or lawnmower, making sure to reinforce 1950s gender stereotypes.

Sign onto ClickView Exchange start watching “Back in time for Dinner” Season 1 Episode 4 (1980s).

Teacher lead visual annotations of 1980s gender related image. Help students construct paragraph on whiteboard in response to representation of gender related question. Students copy down.

In pairs, students attempt to annotate own 1980s image. Summarise 1980s gender stereotypes on whiteboard.

Students create an advertisement selling a pilot brand pen or Nescafe coffee , making sure to reinforce 1980s gender stereotypes.

Take notes on traditional gender roles of women and men in contemporary context. Teacher lead visual annotations of gender in contemporary context. Individually, students attempt to annotate own contemporary image.

particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using text structures and language features to communicate ideas and information in a range of media and digital technologies

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

6-8 Making an Inforgraphic Why do infographics matter? Conventions: focused, factual and relevant data;

simple graphics; simple colour palette; hierarchy of information; sharable story etc.

The 7 types of infographic. Marketing an Infographic. Building, structuring and designing an infographic Students annotate infographics provided by teacher

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

Consider the ways in which texts communicate ideas, attitudes and

TASK TWO: (Creating) 10%Making an Infographic

(Due Week 8)Students submitinfographic raising

and comment on effectiveness of each. Students explore The Australian Bureau of Statistics

website and shortlist potential topics of interest from available statistics on economy, people, industry, labour, environment, health etc.

Select final infographic area of focus and print relevant statistical study from The Australian Bureau of Statistics website.

Read information from statistical study and highlight key points.

Consider highlighted points and formulate clear intention to be communicated in infographic.

Share ideas with two other random people in class and receive feedback on how to improve infographic.

Use IT programmes like canva.com.au to complete task.

values, including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

using text structures and language features to communicate ideas and information in a range of media and digital technologies

using strategies for planning, recording sources of information and proofreading.

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening and analysing behaviours to different contexts

working collaboratively and cooperatively

awareness of an issue of their choice.

9-10 Functional English Test 1 Use strategies and skills for comprehending texts, including: TASK THREE:

Students complete diagnostic test on Education Perfect

As a result of diagnostic test, students address specific areas of concern by completing suggested activities on Education Perfect.

Students may be required to revise punctuation, parts of speech, independent and dependent clauses, tenses, prefixes and suffixes etc.

Students practise reading and comprehending narrative extracts, expository extracts and other texts from everyday contexts

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

Consider the ways in which texts communicate ideas, attitudes and values, including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how written and visual language features shape audience response

the use of narrative techniques, for example, characterisation and narrative point of view.

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

understanding how texts are structured to organise and communicate information

(Responding) 3.5% Functional English Test 1

(Assessment Week 10)Students to sit assessment, on Education Perfect, which tests fundamental English skills relating to spelling, grammar and comprehension

Term Two

Week 1-4

Film study – The Pursuit of Happyness Revise film conventions, SWAT codes. Contextual knowledge of film. Understand how film codes and conventions shapes

our viewing of a film. Understand how themes can be represented through

film codes to make pass comment on an issue. Recognise and identify film genre and language. SWAT codes and narrative codes and conventions. First viewing of film. Complete comprehension activities of film and

activities. Deconstruction of certain scenes. Look at portrayal of characters and issues. Revision of paragraph structure. Scaffolded examples of paragraph writing, and

practice responses done as a class on the board

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

posing and answering questions that clarify meaning and promote deeper understanding of the text.

Consider the ways in which texts communicate ideas, attitudes and values, including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

the use of narrative techniques, for example, characterisation and narrative point of view.

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

using strategies and tools for collecting and processing information, for example, informational organisers

TASK FOUR: (Responding) 12%

Week 4: Students respond to three unseen questions

NO CLASSES WEEKS FIVE AND SIXWhilst Year 11 General students will not sit an English exam, students are expected to begin composing their Infamous Person Biographical Presentation.Distribute task sheet before exam break.

Week 7-8

Biographical Infamous Person Oral Presentation

What is a biography? Students learn about the purpose of a biography and the skills needed to write about another’s experiences in an engaging and interesting manner.

Students define “infamous” and brainstorm all the infamous people they know who have made a significant impact on society.

Students learn about values and attitudes (short PPT available)

Students view sample teacher PPT on the infamous Martin Bryant. Students take notes on infamous nature, impact on society and values and attitudes.

Students present their 5 – 10-minute biographical presentation to class.

Students work on tasks: research controversial person, plan PPT structure, write palm cards etc.

Discuss ways to source and extract relevant information from online sources

Students rehearse in front of a partner and work collaboratively to fill in the feedback sheet, looking for areas of strength and areas that need improvement in terms of delivery

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

understanding how texts are structured to organise and communicate information

using strategies and tools for collecting and processing information, for example, informational organisers.

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

using text structures and language features to communicate ideas and information in a range of media and digital technologies

using strategies for planning, recording sources of information and proofreading.

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening behaviours to different contexts working collaboratively and cooperatively.

TASK FIVE: (Responding - Oral) 10%Week 8

Students will deliver a 5-10-minute biographical presentation on an infamous person who has made a significant impact on society.

Week 9-10

Functional English Test 2 Students complete diagnostic test on Education

Perfect As a result of diagnostic test, students address

specific areas of concern by completing suggested activities on Education Perfect.

Students may be required to revise punctuation, parts of speech, independent and dependent clauses,

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

TASK SIX (Responding) 3.5% Functional English Test 2

(Week 10)Students to sit assessment which tests fundamental

tenses, prefixes and suffixes etc. Students practise reading and comprehending

narrative extracts, expository extracts and other texts from everyday contexts

Consider the ways in which texts communicate ideas, attitudes and values, including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how written and visual language features shape audience response

the use of narrative techniques, for example, characterisation and narrative point of view.

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

understanding how texts are structured to organise and communicate information

English skills relating to spelling, grammar and comprehension

Semester TwoTerm Three

1-4 Horrific Short Stories (Genre Study) Students revise narrative conventions and

characteristics of a short story Students learn generic features of the horror genre Students read and annotate three teacher selected

stories. Students also answer comprehension questions.

Distribute task sheet and deconstruct essay question. Revise essay structure Start drafting and note taking

Use strategies and skills for comprehending texts, including:

• consolidating comprehension strategies • making inferences from content, text structures and language features• summarising ideas and information presented in texts• identifying similarities and differences between own response to texts and responses of others. Consider the ways in which context, purpose and audience influence meaning, including:

• the use of language features, such as tone, register and style to influence responses.

TASK SEVEN: (Responding) 12%

Week 4Students select a short story studied in class and respond to a seen question in essay form.

5-7 Creative Writing Horror

Students recall narrative conventions, characteristics of a short story and generic features of the horror genre.

Teacher presents students with a practice prompt, and students attempt to create tension and suspense.

Distribute task sheet. With the aim of creating tension and suspense,

discuss potential stimuli on task sheet with individual students in regards to plot structure, point-of-view, setting, characters etc.

Students decide on one idea for their story. Short story draft Submitted short story is to be typed.

Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling, punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range of modes and media

selecting text structures, including introductions and conclusions, paragraphs, topic sentences, connectives, and logical sequencing of ideas and events to communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for particular purposes and audiences.

TASK EIGHT (Creating) 15%

Creative Writing- (Week 7)

Students aim to create tension and suspense in their own original horrific short story.

600 - 800 word short story

8-9 Functional English Test 3 Students complete diagnostic test on Education

Perfect As a result of diagnostic test, students address

specific areas of concern by completing suggested activities on Education Perfect.

Students may be required to revise punctuation, parts of speech, independent and dependent clauses, tenses, prefixes and suffixes etc.

Students practise reading and comprehending visual images, narrative extracts, expository extracts and other texts from everyday contexts

Use strategies and skills for comprehending texts, including:

• consolidating comprehension strategies

• identifying facts, opinions, supporting evidence and bias

• making inferences from content, text structures and language features

• summarising ideas and information presented in texts

• identifying similarities and differences between own response to texts and responses of others.

Consider the ways in which context, purpose and audience influence meaning:

• the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

• the effects of media, types of texts and text structures on audiences

• the use of language features, such as tone, register and style to influence responses.

TASK NINE(Responding) 3.5% Functional English Test 3

(Week 9)Students to sit assessment which tests fundamental English skills relating to spelling, grammar and comprehension

10 Documentary Presentation. Viewing of documentary (TBC) with comprehension

questions that demonstrate their understanding of the documentary’s purpose and intended audience, the different characters and their roles, film codes and conventions and the themes within the text.

Term Four

1-3 Documentary Presentation cont. Revise documentary conventions. Discuss the purpose of the documentary Scaffold the format for an oral documentary ‘pitch’ –

students must devise and research their topic and create a pitch to sell the idea of their documentary to a producer.

Show an emaple of a sales pitch on “Shark Tank”. Students rehearse in front of a partner and provide

constructive feedback to each other

Use strategies and skills for comprehending texts, including:

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

identifying similarities and differences between own response to texts and responses of others.

Consider the ways in which context, purpose and audience influence meaning, including:

the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

the effects of media, types of texts and text structures on audiences

Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

identifying the relevance and usefulness of each source depending on the context in which used

using a range of strategies for finding information.

Create a range of texts:

planning, organising, drafting and presenting information or arguments for particular purposes and audiences.

Communicating and interacting with others by:

speaking coherently and with confidence for different audiences and purposes

being receptive to others’ ways of thinking and learning

evaluating the effectiveness of their own contribution to group tasks

TASK TEN: (Creating - oral) 15%

Documentary Presentation(Week 3)

and activities

interacting confidently with others.

4-5 Functional English Test 4 Students complete diagnostic test on Education

Perfect As a result of diagnostic test, students address

specific areas of concern by completing suggested activities on Education Perfect.

Students may be required to revise punctuation, parts of speech, independent and dependent clauses, tenses, prefixes and suffixes etc.

Students practise reading and comprehending visual images, narrative extracts, expository extracts and other texts from everyday contexts

Use strategies and skills for comprehending texts, including:

• consolidating comprehension strategies

• identifying facts, opinions, supporting evidence and bias

• making inferences from content, text structures and language features

• summarising ideas and information presented in texts

• identifying similarities and differences between own response to texts and responses of others.

Consider the ways in which context, purpose and audience influence meaning:

• the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

• the effects of media, types of texts and text structures on audiencethe use of language features, such as tone, register and style to influence responses.

TASK ELEVEN(Responding) 3.5% Functional English Test 4

(Week 5)Students to sit assessment which tests fundamental English skills relating to spelling, grammar and comprehension