2. 1. A student demonstrates understanding of how relationships between composer, responder,
English ESL Syllabus
text and context shape meaning.
Stage 5 Outcomes
2. A student identifies and describes relationships among texts.
3. A student demonstrates understanding of cultural reference in texts.
(Focus outcomes for
this unit are in bold 4. A student develops language relevant to the study of English.
type)
5. A student demonstrates understanding of how audience and purpose affect the language and
structure of texts.
6. A student interprets texts using key language patterns and structural features.
7. A student analyses the effect of technology on meaning.
8. A student uses a variety of textual forms appropriately, for different purposes, audiences and
contexts, in all modes.
9. A student engages with a wide range of texts to develop a considered and informed
personal response.
10. A student assesses the appropriateness of a range of processes and technologies in the
investigation and organisation of information and ideas.
11. A student analyses and synthesises information and ideas from a range of texts in a range
of modes and media.
12. A student draws upon the imagination to transform experience and ideas into texts,
demonstrating control of language.
13. A student reflects on own processes of responding and composing.
14. A student reflects on own processes of learning, especially on the effects of their expanding
knowledge and skills in English

3. The dimensions and elements of the NSW model of pedagogy
Intellectual Quality Quality Learning Environment Significance
Deep Knowledge (DK) Explicit Quality Criteria (EQC) Background Knowledge (BK)
Deep Understanding (DU) Engagement (E) Cultural Knowledge (CK)
Problematic Knowledge (PK) High Expectations (HE) Knowledge Integration (KI)
Higher-Order Thinking (HOT) Social Support (SS) Inclusivity (I)
Metalanguage (M) Students’ Self-Regulation (SS-R) Connectedness (C)
Substantive Communication (SC) Student Direction (SD) Narrative (N)
SYLLABUS QUALITY LANGUAGE TEACHING AND LEARNING ACTIVITIES EVIDENCE OF RESOURCES
CONTENT TEACHING FOCUS LEARNING
Outcome 3: BK Comprehension WEEK 1 Attaining at least ¾ “Dreams and aspirations”
Developing CK skills  Students complete a questions right in the assignment on Edmodo.
cultural HE Oral language questionnaire designed to written component.
knowledge in E skills assess their reading and Considered competent
texts. writing skills. A short interview in ¾ questions in the
will also be held to assess their speaking component.
listening and speaking skills.

4. Students will post their
HE Listening skills  Introducing the unit: Use the ideas on Australia on “Distinctly Australian”
BK Visual literacy unit overview to discuss with Edmodo group. mindmap.
the class the aims of the unit, Posting and responding
the focus outcomes to be to the teacher’s and
addressed and the nature of other students posts is
the teaching and learning one of the course
activities in which they will be requirements.
involved as well as the mode
and requirements of the end of
unit assessment task.
WEEK 2
 Tch will use a mindmap &
brainstorm on the concept of
Australian visions. Ss will
brainstorm relevant vocabulary
and make connections with
previous knowledge. They will
start a word bank with relevant
words concerning Australian
Visions.
 Students will look at a picture
online on the “100 australian
icons of all time” to help them
develop the concept further.

5. Outcome 9: BK Speaking skills  Students will be analyzing  “Visions” worksheet
Students KI Negotiating an related texts on the idea of  Related texts
engage in a C opinion Australian visions. worksheet
variety of  Ss will explore the idea of  Texts: VB commercial
texts. “visions” using a mind map. Ss  http://www.youtube.c
and Tch will negotiate some om/watch?v=WA1h9h
Outcome 11. answers on what the concept 7-_Z4
A student is about.  “Down under “book
analyses and  Work on related texts. cover by Bill Bryson.
synthesizes Students will analyze 3 texts  “Sheilas, wogs and
information related to the AOS concept of poofters” book cover
and ideas Australian Visions.
from a range
of texts in a
range of
modes and
media.
Outcome 7. A C Visual literacy WEEK 3 There will be ongoing  Strictly ballroom DVD
student N Writing in an  Introduction to blogging using formative assessment cover
analyses the CK electronic Kidblog. Students will sign in to of each student’s work  Wikipedia article (Baz
effect of platform kidblog and customize their on their blog. Luhrmann)
technology own blog. They will be writing
on meaning. blog posts related to the Unit
of work.
 Students will write a journal
entry (blog post) on what it
means to live in Australia and
their experiences living here.
They can include pictures and
videos in their blog posts as
well.

6.  Ss will predict what will be
happening in the movie by
analyzing the DVD cover.
 Ss will read and analyze the
director’s biography and relate
it to how his life may have
influenced his work.
Outcome 7. A E Listening WEEK 4 Homework: Students Onenote files to record movie
student SC Reading  Ss watch the first part of the will complete analysis
analyses the SS (subtitles) movie (up to the Try-outs). additional activities to Word print-outs for Ss with no
effect of I Paraphrasing  Tch will discuss with the whole deepen understanding: computer
technology KI Summarizing group themes related to the Fakebook character Fakebook character profiles
on meaning. ideas AOS. profiles, Quotes (smart notebook file)
Predicting  Students will complete the stickers. Quotes stickers
Outcome 3. A character analysis in groups. Strictly Ballroom DVD
student  Notes will be shared on the Spelling activity:
demonstrate board so Ss can copy/save. http://www.spellingcity.com/
s view-spelling-
understandin list.html?listId=8753815&x=ec
g of cultural 64c
reference in
texts.
Outcome 7. A E Listening WEEK 5 Homework: Students Onenote files to record movie
student SC Reading  Ss watch the second part of will complete analysis
analyses the SS (subtitles) the movie (up to the Paso- additional activities to Word print-outs for Ss with no
effect of I Paraphrasing doble at Fran’s). deepen understanding: computer
technology KI Summarizing  Tch will discuss with the whole Reconstruct the plot Jumbled plot cards
on meaning. ideas group themes related to the using jumbled plot Quotes stickers
Predicting AOS. cards. Using quotes Strictly Ballroom DVD
Outcome 3. A  Students will complete the stickers
student character analysis in groups.
demonstrate  Notes will be shared on the
s board so Ss can copy/save.
understandin

7. g of cultural
reference in
texts.
Outcome 7. A E Listening WEEK 6 Homework: Students Onenote files to record movie
student SC Reading  Ss watch the second part of will complete analysis
analyses the SS (subtitles) the movie (up to the end). additional activities to Word print-outs for Ss with no
effect of I Paraphrasing  Tch will discuss with the whole deepen understanding: computer
technology KI Summarizing group themes related to the Reconstruct the plot Jumbled plot cards
on meaning. ideas AOS. using jumbled plot Quotes stickers
Predicting  Students will complete the cards. Using quotes Strictly Ballroom DVD
Outcome 3. A character analysis in groups. stickers
student  Notes will be shared on the
demonstrate board so Ss can copy/save.
s
understandin
g of cultural
reference in
texts.
Outcome 7. A DK Synthesizing WEEK 7 Homework: Ss will Sample essays from 2011
student DU ideas draft their essays on Essay structure worksheets
analyses the PK Writing an  Class will complete related relating the texts to Essay organization templates
effect of M essay. texts worksheet adding the Australian Visions. Online essay template
technology HE Vocabulary links to the film. (http://www.readwritethink.o
on meaning. SSR related to  Tch will introduce some rg/files/resources/interactives
comparison/co sample essays from last year’s /essaymap/)
Outcome 3. A ntrast and cohort.
student explaining the  Whole-class analysis of the
demonstrate author’s use of essays.
s techniques.  Ss will revisit an essay
understandin structure. Using related texts
g of cultural will also be highlighted.
reference in
texts.

8. 11. A student EQC
analyses and E Writing the final WEEK 8 Homework: Ss will Library booking for creation of
synthesises HE draft of an  Ss will continue working on continue working on vodcasts.
information DU essay. their drafts. They will self and their vodcasts at home Step-by-step guide on how to
and ideas DK Modifying the peer-assess their drafts using to present polished use Wevideo.
from a range SSR essay into a the Essay rubric. high-quality products Final product sample created
of texts in a C suitable script  Tch will also mark essays and to present to Year 7 by the teacher.
range of N to read it over give feedback. students to enlighten
modes and relevant  Introduction to using Wevideo. them in what Film
media. images.  Ss will start working on their studies entails.
vodcast.
 Vodcasts need to include the
essential filmic techniques
from their essays and include
relevant images of the movie
and images that represent
Australian Visions. The
narrative needs to accompany
the visual elements and be
relevant, coherent and clear.
11. A student EQC
analyses and E Scripting WEEK 9 Peer-assessment Library will again be used to
synthesises HE Speaking  Ss will continue working on Tch assesses vodcasts complete Vodcasts
information DU Using visual their vodcasts Uploading of digital product to
and ideas DK literacy to  Ss will peer-assess each other’s blogs will allow sharing with
from a range SSR portray work using Vodcast rubric the outside world.
of texts in a C meaning.  Tch will give final marks
range of N  Ss will upload vodcasts to their
modes and blogs and share it with their
media. friends/family.

9. 11. A student E WEEK 10 Peer-assessment when Projector/IWB at the Year 7
analyses and HE  Ss will present to Year 7 presenting to a real room.
synthesises SSR students who will also provide audience
information C feedback Teacher assessment
and ideas SS  Ss will receive their final marks
from a range
of texts in a
range of
modes and
media.