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Unit Description, Specific Unit Goals and Content Descriptions
Unit Description, Specific Unit Goals and Content Descriptions
Please examine the Content Descriptions in Unit 2: Representation Through Texts
The Unit Description, Unit Specific Goals and Content Descriptions describe the student's learning entitlement. Through the course of the unit, students should engage with learning activities related to all of the content descriptions.
The level of engagement with the Content Description is indicated by the verb at the opening of the content description.
Teachers have flexibility to emphasise some Content Descriptions over others.
Teachers must deliver all Content Descriptions.
Teachers will illuminate or exemplify the Content Descriptions by choosing texts, contexts, case-studies etc. and explaining the links in their program of learning.
General Capabilities
General Capabilities
The course developers have attempted to integrate the General Capability with Content Descriptions where ever possible. Consider the opportunities to develop General Capabilities when teaching to the Content Descriptions.
Teachers are encouraged to:
• model the general capabilities within a variety of contexts
• identify connections between the learning area/subject and the general capabilities
• provide a variety of learning activities that support development of the general capabilities
• provide opportunities for students to practise the general capabilities as authentic elements of the learning area/subject
• provide feedback to students about their progress toward developing the general capabilities.
Activity 1.1
Take this Content Descriptions from Unit 2: Representation Through Texts
Compare texts in a variety of contexts, mediums and modes by:
evaluating similarities and differences between hybrid texts, for example, infotainment, product placement in movies, hypertext fiction. (ENGT03)
How would you teach this Content Description?
What texts would the students need to engage with?
To what extent would learning for this Content Description support students in successfully completing an assessment task like a literary essay
Cross-curriculum Priorities
The course developers have attempted to integrate the Cross-Curriculum Priorities with Content Descriptions and scope and sequences where ever possible. Consider the opportunities to develop Cross-Curriculum Priorities when teaching to the Content Descriptions.
provide students with the tools and language to engage with, and better understand, their world
provide national, regional and global dimensions
addressed through learning areas -not curriculum on their own
applied in content descriptions
considered and focused content that fits naturally within learning areas
G. Mütrel, "Various Cacaceae", Berlin, F.A. Brockhaus - Brockhaus' Konversations-Lexikon v. 2, 1892
Levels of Thinking
Levels of Thinking
Read these two webpages on levels of thinking by Vanderbilt University and the University of Wollongong.
Activity 1.3
Activity 1.3
BSSS Annotated Work Samples
BSSS Annotated Work Samples
Please read through and evaluate the BSSS Annotated Tasks and Work samples to be found here.
How might you use them in your school?
To what extent do the annotated tasks illustrate the grade standards?
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