Week 3 Essential Learnings

Breaking down English Essential Learnings:

When looking into the Essential Learnings and adapting them into lessons and units a teacher must pull apart each section to gain understanding of the outcomes their students need to complete by the end of a year. In this blog I will be looking at year 9 English Essential Learnings and breaking them down so I understand them fully for my assessments for this course.

Learning and Assessment focus :

• Students will use their imagination and world views to interpret and construct English texts that hold their ideas, persuade and audience and address issues that are in their own lives and that they can draw upon.
• They will analyse, evaluate how texts can position an audiences view on people, characters, places, events, things, issues and ideas and how they create implications and what implications they may have.
• They will evaluate a variety of texts which represent various cultures, people and events. These will include Aboriginal knowledge's and Torres Strait Islander knowledge's on the people, culture and events.

Knowledge and Understanding:

This area in English has 5 sections and is broken down into points that need to be completed by the end of year 9. I will place some of these up, but not all as there is a lot and other students may put up different ones.

1. Speaking and listening: Involves using oral, aural and gestural elements to interpret and construct texts that achieve purposes across local, national and global contexts.
   

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others and managing relationships and transactions. e.g: presenting a persuasive speech.
  
• Words and phrasing, pronunciation, pause, pitch, pace and intonation express meaning, establish mood, signal relationships and are monitored by listeners.
  
• Nonverbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

2. Reading and viewing: Involves using a range of strategies to interpret, analyse and appreciate written, visual and multimodal texts across local, national and global contexts.

• Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understanding when engaging in texts. e.g. a student who may have experienced loss might emphathise with a character in a poem or novel and draw on this experience.
• Words and their meanings are decoded by using the cueing systems together (grapho-phonic, semantic, syntactic), and by using word origins.

3. Writing and designing: Involves using language elements to construct literary and non-literary texts for audiences across local, national and global contexts.

• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience. e.g. PowerPoint presentation using audio techniques to enhance presentation and gain audience interest.
• The purpose of writing and designing includes parodying, analysing and arguing. e.g. writing a film review.

4. Language elements: Constructing texts involve manipulating grammar, punctuation, vocab, audio and visual elements, in print-based, electronic and face-to-face modes. Speaking, listening, reading, viewing and writing and designing across local, national.........

• Paragraphs build and sustain cohesion and develop central ideas.
• Adjectives and adverbs are used to express attitudes and make judgments and/or evoke emotions.
  
• Vocab is chosen t establish roles and rel;relationships with an audience including the demonstration of personal authority and credibility.

5. Literary and non-literary texts: Manipulating literary and non-literary texts involves analysing the purpose, audience, subject matter and text structure.

• Texts can reflect and author's view, beliefs and cultural understandings. e.g. a novel that discusses a current theme in a new way.
• Literary texts entertain, evoke emotion, create suspense, parody and develop themes.
• Dialogue constructs relationships between characters and furthers a narrative.

Ways of Working: Things a student must be able to do by the end of year 9. Links closely to DOL (Dimensions of Learning) and Blooms Taxonomy.

• demonstrate and analyse the relationships between audience, subject matter, purpose and text type.
• identify main ideas and sequence events.
• make judgments and justify outcomes.
• reflect on and analyse how language choices position a reader.
• reflect on learning
• apply new understandings and justify future applications.

Students need to be able to look at a text and know by being able to justifying what the plot, characters and outcome is. Can speak to an audience and use various methods of delivery to influence them during a presentation. Students have to reflect on outcomes to gain knowledge which will be applied in later years in education or life in general.

English is very comprehensive with outcomes and students must gain each one to allow full understanding of the English language to occur.

I have not posted all of the elements but ones I have seen applied on my pracs and ones I can use in my assessments.