Assessment Schedule

Task Number	Task 1	Task 2	Task 3
Unit	Seven Steps of Writign OR Area of Study: Journeys	Shakespearean Context and Appropriation	Novel Study
Nature of Task	Multimodal: One-Page Visual Annotation	Online Examination: Film and Drama Techniques	Extended Response
Date of Task	Term 1, Week 10	Term 2, Week 9	Term 3, Week 9

 

Term 1:

Course Content: Seven steps of writing - Non Fiction short texts: Teacher Choice to engage class and support learning

Learn about:

Narrative

Students understand that narrative provides structures for expressing ideas and values. 

They learn that 

• stories represent broad aspects of humanity, society and culture, made particular and personal to interest the responder 

• stories often revolve around complication or conflict (internal, between characters or of a character with society), which may rise to a climax before falling to a resolution 

• plot structures (chronological, flashback, in media res, circular etc) can control responses to the story 

• values are embedded in narratives through selection of details of events and characters and choice of language 

• through these implied values, narrative can be a vehicle for arguments.

Perspective

Students understand that perspective provides a frame through which we see the world.

They learn that:

• The world and the texts may be seen through particular frames

• Views of the world may be exploited for particular purposes

• Readers and viewers may be positioned to accept particular views.

Representation

Students understand that representation embeds attitudes, beliefs and values.

They learn that: 

• representation may be intentionally or unintentionally biased 

• representation is influenced by and in turn influences its context  

• representation favours or privileges a position by omitting or silencing the views or perspectives of particular groups.

Reflecting

• Students broaden their understanding and use of metacognitive processes to choose and develop certain strategies appropriate for particular situations. They extend their range of reflective practices to consider how their own context influences the ways they respond, compose and learn. 

   

Term 2

Course content: SHAKESPEAREAN CONTEXT AND APPROPRIATION

• Romeo and Juliet / Gnomeo and Juliet or West Side Story; The Twelfth Night / She’s the Man; Taming of the Shrew / 10 Things I Hate About You

Learn about:

Context

Students understand how the complexity of their own and other contexts shape composition and response to texts.

They learn that:

• Their perspectives of the world are filtered through their own context.

• Context shapes language, forms and features of texts.

• Language, forms and features of texts inscribe values and attitudes in their representations of people, information and ideas.

• Texts may be responded to and composed differently in different contexts.

Narrative

Students understand that narrative provides structures for expressing ideas and values.

They learn that: 

• Stories represent broad aspects of humanity, society and culture, made particular and personal to interest the responder.

• Stories often revolve around complication or conflict (internal, between characters or of a character with society), which may rise to a climax before falling to a resolution.

• Plot structures (chronological, flashback, in media res, circular etc) can control responses to the story.

• Values are embedded in narratives through selection of details of events and characters and choice of language.

Intertextuality

Students understand that intertextuality is intrinsic to composition and response.

They learn that:

• Texts are recontextualised for different times, modes, media and cultures.

• Texts are variations on, or borrow from, other texts.

• Intertextuality involves references gained through experience of a wide range of texts from the canon to popular culture.

   

Term 3

Course Content: CLOSE STUDY: NOVEL

Character

Students understand that characters can represent types of peoples, ideas and values.

They learn that:

• Characters may be a medium through which ideas and societal attitudes and values are conveyed.

• May operate as foils for each other.

• Representation and interpretation of character depends on personal and cultural values.

Literary Value

Students understand that texts are valued within personal and cultural value systems and these may change in different historical and cultural contexts.

They learn that:

• Texts have been valued for expressing views about the human condition.

• Textual patterning is aesthetically pleasing.

• Understanding of literary value may vary across time and culture.

• Texts that open up new ways of thinking about ideas and values are culturally significant.

   

Term 4

Course Content:  TEACHERS CHOICE - Example Units: Persuasion and Media; Comedy; Micro Fiction - Villains; Directorial Study - Tim Burton