How language can have inclusive and exclusive social effects, and...
understand how language can have inclusive and exclusive social effects, and can empower or disempower people
Year 10 English
Choose a unit below. Every green Live label marks a complete learning path with the same eight questions used in Worksheet, Practice and Test.
Elaborations are curriculum teaching examples. Coverage points show how many curriculum ideas guide the unit.
understand how language can have inclusive and exclusive social effects, and can empower or disempower people
understand that language used to evaluate, implicitly or explicitly reveals an individual's values
analyse text structures and language features and evaluate their effectiveness in achieving their purpose
understand how paragraph structure can be varied to create cohesion, and paragraphs and images can be integrated for different purposes
analyse and evaluate the effectiveness of particular sentence structures to express and craft ideas
analyse how meaning and style are achieved through syntax
evaluate the features of still and moving images, and the effects of those choices on representations
use an expanded technical and academic vocabulary for precision when writing academic texts
understand how authors use and experiment with punctuation
analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors
reflect on and extend others’ interpretations of and responses to literature
analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response
evaluate the social, moral or ethical positions represented in literature
analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts
compare and evaluate how “voice” as a literary device is used in different types of texts, such as poetry, novels and film, to evoke emotional responses
analyse and evaluate the aesthetic qualities of texts
create and edit literary texts with a sustained “voice”, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences
analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts
listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts
analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes
analyse and evaluate how authors organise ideas in texts to achieve a purpose
integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas
plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
plan, create, rehearse and deliver spoken and multimodal presentations by experimenting with rhetorical devices, and the organisation and development of ideas, to engage audiences for different purposes in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
use knowledge of the spelling system to spell words and to manipulate standard spelling for particular effects