Teaching and Learning Sequence: Reading to Write Sydney 10 Weeks (40 hrs)
Outcomes Syllabus Teaching and Evidence of Feedback
Content Learning strategies learning/assess ment EA11-1 - appreciate Phase 1 responds to, the Introduce and explain Students write Spoken composes aesthetic the module and its brief reflection on and and qualities of rationale understanding of written evaluates texts and Students participate in place and a feedback complex the power several activities creative response affirming texts for of language designed to make them to site-specific and understandi to express reflect on their (Sydney) poetry. clarifying, ng, personal understanding of place promptin interpretatio ideas and and Sydney as they see Students show g students n, critical experiences it before challenging collaborative to build analysis, - develop their concepts of place work through on imaginative independen through several written, spoken knowledg expression t stimuli: music, short and peer- e. and pleasure interpretati film, photography, assessed informal ons of texts poetry and prose. formative Self- and EA11-5 supported Students complete I assessment peer- thinks by see, I think, I wonder within their evaluation imaginativel informed task, discussing in learning pods. , class y, creatively, observation small groups. discussion interpretivel and close Students work in Students will and y and textual learning pods to share their teacher critically to analysis critically investigate collective spoken respond to, - texts. topography of feedback. evaluate and investigate Class works together to Sydney, complete compose a wide create a collective with places, texts that range of topography of Sydney. synthesise texts, memories and complex including dreams. information, those by ideas and and about arguments Aboriginal and/or Torres Strait Islander people/s, in order to think broadly, deeply and flexibly in imaginative , creative, interpretive and analytical ways
EA11-2 uses - examine Phase 2
and the ways Use heuristics A collection of Spoken evaluates composers approach to main text, three site-specific and processes, (authors, using learning pods poems with written skills and poets, with students evidence of feedback knowledge playwrights completing different collaboration, on poetry, required to , directors, activities depending on process, self- and process, effectively designers their level of peer-editing. language respond to and so on) understanding of the forms and and apply text (The Secret River). features. compose textual Students focus on the Workshopped Peer- and texts in convention forms of texts, how series of short self- different s to shape language choice shapes critical responses evaluation modes, meaning in meaning and creates on The Secret . media and different context, investigating River, with technologies modes, through constraints analysis of EA11-3 media and principle activities, language forms Spoken analyses and technologie building imaginatively and features and feedback uses s rich compositions with links to context. (formativ language - examine a focus on reflection e) and forms, the and editing. written features and relationshi Students are to work feedback structures of ps between independently and (summati texts emerging within small groups to ve). considering textual form meaning around appropriate forms and the text with ness for their social, intellectual incursions specific cultural and made by teacher purposes, historical (within the groups and audiences contexts directed to the class). and contexts - explain and the effect of evaluates language their effects choices in on meaning different personal, social and cultural contexts and how these choices influence meaning - use appropriate linguistic, stylistic, critical and creative terminolog y to compose and respond to texts EA11-4 - Phase 3 strategically understand Students build a Students Written uses that conceptual framework critically analyse feedback, knowledge, significant for understanding and texts through the spoken skills and language viewing texts. Students conceptual feedback: understandi concepts uncover concepts of framework of the concept ng of may the city and the flneur flneur, building mapping. language operate through modern on their previous concepts across literary theory, conceptions of and literary different connecting these city-dwellers. devices in textual concepts to their own Students new and forms, for critical and creative compose short Written different example texts. creative pieces feedback contexts narrative Students embark on a (homework and focused and point of cross-cultural/cross- in class) that on EA11-5 view in temporal sojourn, could be process, thinks speeches, navigating Brett envisaged as form and imaginativel documenta Leavys Immersive flnerie where style. y, creatively, ries and Heritage resource students reflect interpretivel poems (ICT). on their city- y and - Students meditate on wanderings. critically to investigate historical contexts to respond to, and shape their own evaluate and experiment personal compose with understandings of The texts that combinatio Secret River and Stories synthesise ns of of Sydney. complex specific information, language ideas and concepts, arguments aspects of style and form to achieve deliberate effects in sustained compositio ns - examine different points of view represente d in texts, for example those of characters, narrators and the implied author, and the ways in which these points of view are created EA11-6 - reflect on Phase 4 investigates the ways in Students critically Students build on Written and which engage and analyse their critical and feedback, evaluates particular site-specific texts analytical class the texts are segments of Secret responses, discussion relationship influenced River, Stories of Sydney focusing on of terms s between by other and Harbour City relationships. and texts texts and Poems. Students work technique contexts individually and Students build on s. - analyse collaboratively to their creative the create, synthesise and responses, relationshi scrutinise the experimenting ps between meanings created by further with convention comparing these texts. form, style and Spoken s of genre, Teacher runs language feedback audience workshops in the techniques to directed expectation language behind create at process s and critical analysis with a intertextual and and interpretati focus on meditating on relational texts. progress. ons of texts, textual and intertextual and the relationships. ways texts may conform or subvert these convention s EA11-7 - appreciate Phase 5 evaluates the Students begin to Students reflect Written the diverse different workshop their on assessment, feedback ways texts ways in assessment with signposting their aimed at can which a teacher leading class in own strengths, causal link represent text can be communication/prese weaknesses, between personal and valued, for ntation skills and the goals and strengths public example for form of a rationale. challenges. and goals, worlds and its themes, Students see several Students reflect employing recognises aesthetic examples and on the form of the strategies how they are qualities or exemplars of speeches speech and the of how to valued representat and rationales within rationale. overcome ion of an arts-based setting. or cultures Students focus on embrace - modal skills. weakness understand es and and analyse confront the effect of challenges language . and Written structural and choices on general shaping spoken own and (to class) others clarificati perspective on of s, for parameter example s and figurative form of language or rationale. narrative point of view - evaluate how language choices confirm or challenge personal, social and cultural identity, and recognise how they influence how a text is valued EA11-8 - explain Phase 6 explains and and Students focus on how Students General evaluates evaluate they can synthesise demonstrate written cultural whether their textual and site- their (individua assumptions their own specific knowledge understanding of l) and and values perspective into an artful and well- the studied texts spoken in texts and s and considered by building their (class) their effects values align presentation. presentations, feedback, on meaning with the Students consider and examining and reiteratio perspective scrutinise their own experimenting n of s and assumptions of Sydney with the forms content values and weigh them and features of knowledg against what they have the assessment e. expressed learned through their task(s) by making in texts textual analyses to meaningful - examine assist them with the connections in the ways in composition of their their which presentations. presentations to authors the studied texts. represent Students submit Australian their rationales culture, which should Written place and contain a critical summativ identity evaluation of e both to texts and feedback. Australians describes how and the their perspectives wider shape meaning world within a specific - explore context. how literature reflects cultural change EA11-9 - identify Phase 7 reflects on, and Students present and Students give Written evaluates articulate reflect on their presentations. (individua and how their newfound and honed l), spoken monitors own knowledge of Sydney (class), own processes as an intersecting site peer learning and of response of memory, history, (informal) adjusts and culture. Students write and individual compositio and discuss personal and n are the collaborativ same or Students meditate on reflections within (informal) e processes different to the process of reading class. feedback. to develop others to write, discussing as an - articulate what they enjoyed, Student to independent and discuss what they didnt and teacher, learner the lending any teacher to pleasures suggestions for the student, and continuation of this student to difficulties, module. student successes (spoken and and challenges written). experience d in independen t and collaborativ e work, and establish improved practices