1. 2009
–
2012
HSC
English
Prescriptions
Unit
of
Work
ESL
Module
B:
Texts
and
Society
Elective
1:
Living
and
working
in
the
community

2. Rubric
from
Prescriptions
Electives
in
the
English
(ESL)
Course
must
be
considered
in
the
context
of
the
module
descriptions,
course
objectives,
content
and
outcomes.
(Reread
English
Stage
6
Syllabus,
pp
73-­‐78.)
Module
B:
Texts
and
Society
This
module
requires
students
to
explore
and
analyse
texts
used
in
a
specific
situation.
It
assists
students’
understanding
of
the
ways
that
texts
communicate
information,
ideas,
bodies
of
knowledge,
attitudes
and
belief
systems
in
ways
particular
to
specific
areas
of
society.
(Re-­‐read
English
Stage
6
Syllabus,
p
74.)
Elective
1:
Living
and
Working
in
the
Community
In
this
elective
students
explore
the
kinds
of
texts
that
are
widely
used
in
the
workplace
and
the
community.
They
respond
to
and
compose
texts
appropriate
to
specific
situations
designed
to
meet
students’
needs
and
interests.
They
consider
what
these
texts
imply
about
the
nature
of
the
workplace
or
the
community
in
which
they
are
used.
Students
are
required
to
read
and
respond
to
a
range
of
types
of
texts,
including:
job
advertisements;
applications
and
other
forms;
information
brochures
and
technical
manuals;
news
reports
and
editorials;
feature
articles;
advertisements;
web
pages;
speeches
and
interviews;
and
other
relevant
texts.
They
are
required
to
compose
a
range
of
types
of
texts,
including:
job
application
letters
and
personal
résumés;
work
and
accident
reports;
letters
to
the
editor;
letters
of
complaint,
appreciation
and
request;
advertisements
and
information
brochures;
feature
articles;
web
pages;
speeches
and
interviews;
and
other
relevant
texts.
Students
are
also
required
to
identify
and
explain
the
purposes
and
language
techniques
used
in
these
types
of
texts.
Students
are
to
supplement
this
study
with
texts
of
their
own
choosing
related
to
the
elective.
The
support
document,
Workplace
and
Community
Texts
(see
www.boardofstudies.nsw.edu.au),
provides
exemplars
of
types
of
texts
and
may
further
supplement
students’
study
of
this
elective.

3.
Assessment
Assessment
related
to
this
unit
includes:
1.
Paper
2,
Section
II
of
the
HSC
English
exam
for
English
(ESL)
• Extended
response
(20
marks)
2.
School-­‐based
assessment
tasks
• PowerPoint
presentation
as
part
of
a
games-­‐based
activity
• Response
to
text
(Weighting:
15%)-­‐
Addressing
outcomes:
4, 5, 8, 11, 14
• Trial
HSC
–
Paper
2
–
Section
II
(not
included
in
this
unit)
3.
A
variety
of
opportunities
for
formal
and
informal
classroom
assessment
including
class
discussion,
group
activities
and
responding
and
composing
tasks.
One
example
of
a
formal
classroom
task,
the
PowerPoint
presentation,
is
included
in
this
unit.
Support
Documents
ü Workplace
and
Community
Texts
2009-­‐2012
and
Handouts
from
the
Curriculum
support
website
(http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-­‐workplace-­‐community-­‐texts-­‐09-­‐14.pdf)
ü Extra
resources
are
written
in
RED.
Rationale
for
approach
used
in
this
teaching
program
This
unit
draws
on
an
ESL
based
sequence
of
teaching
and
learning
that
focuses
on
analysing
the
purpose,
audience,
structure
and
language
features
of
workplace
and
community
texts.
Using
explicit
teaching
and
modelling,
it
guides
students
in
the
composition
of
their
own
texts.
Students
will
also
be
involved
in
a
games-­‐based
learning
activity
designed
to
assist
them
to
become
more
independent
in
their
learning
and
to
learn
from
each
other
(social
dimension
to
learning).

4. This
unit
provides
support
to
develop
an
understanding
of
how
our
perceptions
of
and
relationships
with
others
and
the
world
are
shaped
in
written,
spoken
and
visual
language
by:
• the
use
of
real
texts
to
closely
connect
students
with
the
concept
of
Living
and
Working
in
the
Community;
• developing
an
understanding
of
the
cultural
values
and
the
language
implications
within
texts
that
exist
within
the
Australian
community
• a
PowerPoint
presentation
as
an
assessment
tool
within
a
games-­‐based
learning
activity,
which
appropriately
combines
the
use
of
ICT
with
the
concept
of
Living
and
Working
in
the
Community.
It
will
also
allow
students
to
engage
personally
with
texts
and
synthesize
study
material
into
a
relevant
presentation.
The
unit
is
divided
into
three
sections:
1. developing
an
understanding
of
the
elective
and
the
range
of
texts
used
in
the
workplace
and
community.
This
includes
the
use
of
teacher-­‐directed
presentations
and
modelled
practice
of
various
community
text
types.
2. reading
and
responding
to
a
range
of
texts
used
in
the
workplace
and
community
3. Students
presenting
various
text
types
to
their
classmates.
This
is
a
rich
activity
which
covers
various
outcomes.
The
teaching
and
learning
activities
in
section
one
introduce
students
to
the
concepts
and
requirements
of
the
module
by
exploring
the
rubrics
in
the
English
Stage
6
Prescriptions
2009-­‐2012
p.
28.
The
sequencing
of
subsequent
activities
in
sections
two
and
three
provides
the
opportunity
to
recycle
and
recast
new
vocabulary
and
language
structures,
builds
literacy
skills
and
develops
the
ideas
needed
to
complete
the
Response
to
Text
Assessment
Task
later
in
the
unit.

5.
Week
1:
Developing
an
understanding
of
the
elective
and
the
range
of
texts
used
in
the
workplace
and
community
Content
Quality
Language
Teaching
and
learning
activities
Evidence
of
learning
Teaching
focus
LESSON
1
4.2
Engagement
Develop
oral
Introduction
to
the
module:
skills
through
4.3
sharing
ideas
Students
are
presented
with
a
series
of
cut-­‐outs
of
Teacher
to
compile
a
list
Social
support
texts
used
in
the
local
community.
They
will
include
of
types
of
texts
used
in
Understand
• feature
articles
the
local
community
and
Background
that
texts
fall
• editorials
students
to
acknowledge
knowledge
into
different
• brochures
differences
in
texts.
categories
• advertisements
Students
will
recognize
• letters
to
the
editor
various
types
and
how
• statutory
declarations
they
look
different.
• instructions
• blogs
Students
will
form
groups
to
brainstorm
the
term
‘Texts
Students
contribute
to
and
Society’.
As
a
class
develop
a
mind
map
the
construction
of
a
summarising
their
understanding
of
the
terms
using
mind
map
Handout
1.
4.1
Deep
Understand
Students
will
be
introduced
to
the
terminology
and
knowledge
key
requirements
of
the
module
and
elective
by
exploring
Students
define
key
4.2
terminology
the
description
in
the
English
Stage
6
Prescriptions
terms:

6. Content
Quality
Language
Teaching
and
learning
activities
Evidence
of
learning
Teaching
focus
Metalanguage
2009-­‐2012,
p.28.
Tch
to
explain
to
students
that
past
• workplace
4.3
HSC
questions
often
draw
on
these
descriptions
so
it
is
• community
important
that
they
understand
them.
Identify
types
of
texts
for
Students
to
work
in
pairs
to
complete
Handout
2
which
Students
categorise
study
in
this
asks
them
to
summarise
these
descriptions
and
then
types
of
texts
into
focus
elective
classify
the
types
of
texts
into
three
focus
areas:
areas:
• working
lives
• working
lives
• community
living
• community
living
Justify
• having
a
voice
• having
a
voice.
Social
support
decisions
about
types
of
texts
Students
are
encouraged
to
share
their
ideas
with
the
class,
asking
them
to
explain
their
choices
under
each
heading.
Explicit
quality
criteria
I
will
provide
students
with
a
general
overview
of
the
module
and
my
expectations,
including
the
requirements
of
the
assessment
task
(Response
to
text)
LESSON
2
4.3
Social
support
Identify
types
of
texts
used
in
Revisiting
various
text
types:
It
will
be
pointed
out
that
5.1
Background
the
community
each
of
these
texts
has
different
purposes,
audiences
Students
will
jointly
Knowledge
and
structural
and
language
features.
construct
knowledge
of
various
language
forms/features
and
Students
will
do
a
“treasure
hunt”
and
matching
attach
them
to
wall
activity
finding
various
language
forms
and
its
examples
posters
for
future
with
explanations
on
what
the
effect
of
these
are.
reference.

7. Content
Quality
Language
Teaching
and
learning
activities
Evidence
of
learning
Teaching
focus
(Teacher
will
use
Handout
3
to
construct
Treasure
Hunt
cards).
Understand
Metalanguage
the
range
of
Students
record
the
language
forms
Distribute
Handout
4
which
asks
students
to
find
audience,
purpose,
and
features
in
examples
of
a
range
of
texts
used
in
the
workplace
and
contexts
and
language
texts.
Identify
community
and
identify
the
audience,
purpose,
context
features
of
a
range
of
and
articulate
and
language
features.
This
handout
can
be
added
to
texts
in
a
table
(over
the
the
audience,
throughout
the
unit.
whole
unit
of
work)
purpose,
context
and
language
features
of
range
of
texts
LESSON
3
1.1
Deep
Identify
a
Teacher
to
remind
students
that
many
of
the
texts
to
Students
are
able
to
understanding
range
of
visual
be
studied
use
visual
features
to
convey
meaning.
explain
to
each
other
the
5.1
features
used
Guided
modelling
on
Analyzing
visual
features
in
purpose
and
audience
of
Engagement
in
texts
and
texts:
Teacher
to
go
through
Handout
5
ensuring
the
leaflets.
8.1
explain
their
students
understand
each
technique
of
layout
and
Social
support
purpose
graphics
and
its
definition.
Students
to
look
at
examples
from
a
range
of
brochures,
pamphlets
and
flyers
we
have
used
previously.
Students
to
work
in
pairs
to
find
relevant
visual
features
and
share
with
the
class
as
a
whole
when
they
find
it.
Teacher
to
draw
a
table
on
the
board
with
following
headings:
Text
type/Text
type

8. Content
Quality
Language
Teaching
and
learning
activities
Evidence
of
learning
Teaching
focus
purpose
and
audience/Example
of
visual
feature/Effect
Students
make
use
of
the
(which
should
go
hand
in
hand
with
the
purpose
of
the
guided
modelling
to
help
text)
them
complete
worksheets
analysing
Pair-­‐work:
Pairs
are
allocated
each
a
selection
of
these
language,
layout
and
texts.
They
complete
Handout
6
graphics
used
in
community
texts.
Students
will
analyze
a
number
of
images
and
they
will
submit
this
work
for
marking.
Weeks
2-­‐3:
Reading
and
responding
to
a
range
of
texts
used
in
the
workplace
and
community
Conten Quality
Language
focus
Teaching
and
learning
activities
Evidence
of
t
teaching
learning
LESSON
1
6.1
Expand
Community
Living
Students
complete
a
Metalanguage
vocabulary
table,
categorising
the
6.2
through
Feature
article:
P-­‐platers
put
on
right
road
(Support
features
of
a
feature
Deep
identifying
and
document
pp.
26-­‐28)
article-­‐
Students
will
knowledge
defining
new
(Classwork
file:
start
adding
all
texts
words
using
a
https://www.dropbox.com/s/brzgd3bv3fj29hj/community worked
on
in
class
in
Engagement
dictionary
%20texts.notebook
)
their
portfolios
for
future
reference
and
as

9. Distinguish
We
will
discuss
the
purpose
of
a
feature
article.
Read
the
study
notes.
between
language
article
together
and
list
any
unfamiliar
terms
on
the
board
and
structural
and
Ss
will
look
them
up.
Teacher
will
annotate
the
features
feature
article
using
a
smartnotebook
file.
Ask
students
to
complete
the
table
on
Handout
12,
identifying
the
language
and
stuctural
features
of
a
feature
article.
LESSON
2
1.1
Deep
Use
key
Brochure:
Lucky
winner
or
gullible
victim?
Ways
to
spot
a
knowledge
terminology
to
scam
(Support
Document,
pp.
30-­‐31)
4.1
identify
the
We
will
annotate
together
as
a
class
considering:
layout,
graphics
• Layout
5.1
and
language
- Headings
to
attract
attention
features
of
a
- Different
fonts
8.1
chosen
text
- Use
of
colour
• Graphics
8.2
- logos
to
add
authenticity
Metalanguage
- Clear
dot
points
to
locate
and
inform
easily
Students’
contributions
• Use
of
language
demonstrate
their
- to
elicit
a
relationship
with
the
reader
understanding
of
- use
of
imperative
persuasive
texts.
Engagement
- short
sentences
- persuasive
language
- factual
language
- rhetorical
question
to
grab
reader’s
attention

10. Distribute
Handout
8
which
asks
students
to
explain
the
effect
of
each
example
of
a
language
or
structural
feature
which
they
can
identify
in
this
text.
This
activity
may
be
completed
in
pairs.
Students
are
able
to
complete
the
table
Students
can
use
the
annotation
from
this
lesson
as
a
analysing
language
guide
to
help
them
annotate
the
Safe
Party
Pack
brochure
Features,
visual
(pp.32-­‐36
of
the
Support
Document)
as
a
homework
elements
and
layout
of
activity.
the
brochure.
LESSON
3
5.1
Background
Having
a
voice
Students
contribute
knowledge
Categorise
examples
of
interviews,
8.4
examples
of
Radio/
Television
Interview
transcript
–
drawing
on
their
Metalanguage
interviews
background
knowledge.
12.2
according
to
RADIO
INTERVIEW:
“Clare:
Cooperation
with
Indonesia
Connectednes medium
over
asylum
seekers
not
just
rhetoric”
Students
use
group
2.1
s
1-­‐ Class
will
identify
language
features
of
an
interview
discussion
to
help
them
Identify
structural
as
we
deconstruct
the
text
together.
annotate
a
radio
Social
support
and
language
2-­‐ Activity
point:
transcript.
features
of
a
radio
Ask
students
to
think
of
an
important
issue
that
is
transcript
affecting
senior
students
at
school.
This
might
be
a
new
rule
that
students
are
not
happy
about
or
an
old
rule
that
Write
the
they
would
like
to
change.
Working
in
groups,
students
Students
work
in
transcript
of
an
write
a
list
of
interview
questions
that
they
could
ask
the
groups
to
compose
an
interview
using
principal
regarding
the
issue.
Their
questions
should
interview
and
then
role
appropriate
encourage
the
principal
to
think
about
these
rules
and
play,
demonstrating
format
and
consider
their
relevance.
They
will
need
to
use
the
awareness
of
audience
register
appropriate
format
and
register
as
they
write
their
and
purpose.
transcripts.

11.
Students
then
role
play
the
scenario
using
Handout
13
as
a
guide.
Week
4:
Trials
Revision
week
Conte Quality
Language
Teaching
and
learning
activities
Evidence
of
nt
teaching
focus
learning
8.3
Lesson
1
9.3
Metalangu Organization
• HSC
trials
revision.
Participating
in
9.5
age
of
ideas.
We
will
look
through
Ms
Paring’s
scaffold
that
was
shared
with
us
during
class
.
Developing
her
visit
to
MHS.
File
here:
Deep
arguments.
https://www.dropbox.com/s/uto3a9jhbjohah2/Patricia%20Parings%20visi
knowledge
t.docx
and
discussed
how
to
construct
that
question.
Social
support
9.3
Lesson
2
13.1 Metalangu Focussing
•
We
analysed
together
Ellisa’s
essay
and
how
it
could
have
been
Participating
in
13.2 age language
constructed
better:
Notebook
file:
class.
13.3
response
to
https://www.dropbox.com/s/is4p32cx2jska0d/Ellisa%27s%20essay
Deep
what
is
being
%20analysis.notebook
knowledge asked.
Word
file:
https://www.dropbox.com/s/ef5f5imutur8g80/Ellisas_essay.docx
Engagemen • We
also
discussed
its
structure
and
how
she
failed
addressing
the
exam
t
question.
HSC
EXAM
STRUCTURE:
Teacher
to
show
students
the
structure
of
the

12. HSC
test
again
(as
we
have
gone
over
it
before
during
our
HSC
prep
lessons
on
Mondays).
4.1
Metalangu Understanding
Lesson 3 Getting
a
1.2
age.
that
spoken
• Features
of
spoken
language:
satisfactory
language
has
https://www.dropbox.com/s/g5uf05miv38jgjk/features%20of%20s mark
on
the
got
some
poken%20texts.notebook
Listening
Test.
distinctive
Practice
listening
test.
Orally,
we
went
over
the
answers
and
discussed
features.
possible
problems
that
students
might
encounter
in
the
test.
Week
5:
Trials
week
Week
6
&
7:
Powerpoint
presentations
Content
Quality
teaching
Language
focus
Teaching
and
learning
activities
Evidence
of
learning
1
Lesson
1
2
Metalanguage
Organization
of
ELLISA
&
AINTHET
presenting
on
Producing
a
quality
Powerpoint
4
ideas.
Advertisements
presentation
to
introduce
a
5
Deep
knowledge
Reading
for
particular
text
type
to
the
class.
6
understanding
Class
completing
1
task
related
to
7
Social
support
and
synthesizing
the
text
type.
8
information.
10
Problematic
knowledge
Writing
one
11
particular
text.
Higher
order
thinking
Students
self-­‐regulation
Knowledge
integration
1
Lesson
2

13. 2
Metalanguage
Organization
of
NYINE
and
KRISTINE
presenting
on
Producing
a
quality
Powerpoint
4
ideas.
Speeches
presentation
to
introduce
a
5
Deep
knowledge
Reading
for
particular
text
type
to
the
class.
6
understanding
Class
completing
1
task
related
to
7
Social
support
and
synthesizing
the
text
type.
8
information.
10
Problematic
knowledge
Writing
one
11
particular
text.
Higher
order
thinking
Students
self-­‐regulation
Knowledge
integration
1
Lesson
3
2
Metalanguage
Organization
of
OSAMA
and
GHULAM
presenting
Producing
a
quality
Powerpoint
4
ideas.
on
Cartoons
presentation
to
introduce
a
5
Deep
knowledge
Reading
for
particular
text
type
to
the
class.
6
understanding
Class
completing
1
task
related
to
7
Social
support
and
synthesizing
the
text
type.
8
information.
10
Problematic
knowledge
Writing
one
11
particular
text.
Higher
order
thinking
Students
self-­‐regulation
Knowledge
integration
1
Lesson
4
2
Metalanguage
Organization
of
MUJTABAH
&
ANDRE
presenting
Producing
a
quality
Powerpoint
4
ideas.
on
Letters
to
the
Editor
presentation
to
introduce
a
5
Deep
knowledge
Reading
for
particular
text
type
to
the
class.
6
understanding
Class
completing
1
task
related
to
7
Social
support
and
synthesizing
the
text
type.

14. 8
information.
10
Problematic
knowledge
Writing
one
11
particular
text.
Higher
order
thinking
Students
self-­‐regulation
Knowledge
integration
Week
8
&
10:
Assessment
Task
(Response
to
text)
and
Final
HSC
exams
revision.

15. APPENDIX
Games-based learning activity:
Instructions: https://www.dropbox.com/s/yqafaozytsyz97c/What%20do%20I%20need%20to%20do.docx
Overview of activity: https://www.dropbox.com/s/g37ka1erykmkl2n/Olympic%20games%20fancy.doc
Group 1 resources: https://www.dropbox.com/sh/vozhnrlb73cfr7u/riQpCt_pK4
Group 2 resources: https://www.dropbox.com/sh/qzk7tf4uu4l9wum/32oC85yYud
Group 3 resources: https://www.dropbox.com/sh/tl2iqh5hqyb65se/rpnptNIOGs
Group 4 resources: https://www.dropbox.com/sh/tw05ywsh7vb0lg0/A3Tkl5Mxmb
Handouts
Students handouts: https://www.dropbox.com/s/zgfuaqcyjrzeq20/Resources%20for%20students.docx
Vocabulary
Useful words for this elective: https://dl-
web.dropbox.com/get/Living%20and%20working%20in%20the%20community/VOCABULARY%20FOR%20ELECTIVE.pdf?w=8
0c08b87