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Bridging Unit 2 English as an Additional Language or Dialect

Bridging Unit 2 is aimed at students in the late Emerging phase of the EAL/D Foundation to Year 10 learning progression. It focuses on consolidating communication skills in a range of contexts across the language modes of SAE. Through explicit teaching, …

Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum

Structure of English as an Additional Language or Dialect English as an Additional Language or Dialect

Units 1–4 Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. The relationship …

Structure of English as an Additional Language or Dialect | English as an Additional Language or Dialect | English | Senior secondary curriculum

Unit 1 English

In Unit 1, students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended and the …

Unit 1 | English | English | Senior secondary curriculum

Representation of Cross-curriculum priorities

The senior secondary English curriculum values the histories, cultures, traditions and languages of Aboriginal and Torres Strait Islander Peoples, and their central place in contemporary Australian society and culture. Through the study of texts, students …

Representation of Cross-curriculum priorities | English | Senior secondary curriculum

Rationale English

Rationale English focuses on developing students’ analytical, creative and critical thinking and communication skills in all language modes. It encourages students to engage with texts from their contemporary world, with texts from the past and with texts …

Rationale | English | English | Senior secondary curriculum

Unit 1 Literature

Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, …

Unit 1 | Literature | English | Senior secondary curriculum

Language table English as an Additional Language or Dialect

Key language skills for EAL/D The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop …

Language table | English as an Additional Language or Dialect | English | Senior secondary curriculum

ACEEE005

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

ACEEE047

the representation of community, local or global issues in social, community, workplace or literary texts

ACEEA026

using research skills and strategies, for example, note-taking and note-making, summaries, paraphrasing and graphic organisers to collect and collate information, quoting and referencing appropriately

Unit 1 Essential English

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …

Unit 1 | Essential English | English | Senior secondary curriculum

Structure of Essential English Essential English

Units Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …

Structure of Essential English | Essential English | English | Senior secondary curriculum

Rationale/Aims Literature

Rationale Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, evaluate perspectives and evidence, and challenge ideas and interpretations. …

Rationale/Aims | Literature | English | Senior secondary curriculum

ACEEA054

using research skills and strategies, for example, notes, summaries and graphic organisers to collect, collate and evaluate information, appropriate paraphrasing, quotation, in-text citation and end-of-text referencing

ACEEA094

analysing how audiences are positioned in texts and how texts present different perspectives on personal, social and historical issues

ACEEE011

using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts

ACEEE019

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

ACEEE033

the relationships between context, purpose, and audience, and the impact on meaning in social, community and workplace texts

Structure of English English

Units In Unit 1 students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended and …

Structure of English | English | English | Senior secondary curriculum

Texts English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | English | English | Senior secondary curriculum

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