ICT Plan & Mini-Unit

Year 7 English Level Description

Classroom use of Book Creator allows students to be able to;

• Communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments.

• Experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

• Engage with a variety of texts for enjoyment.

• Listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade (including various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances).

• Develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

*The mini-unit will cover multiple content descriptors across language, literature and literacy.

Achievement Standard

Receptive Modes (Listening, Reading & Viewing)

By the end of Year 7, students:

• understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.

• demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

• explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning.

• select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.

• listen for and explain different perspectives in texts.

Productive Modes (Speaking, Writing & Creating)

By the end of Year 7, students:

• understand how the selection of a variety of language features can influence an audience.

• understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view.

• create texts showing how language features and images from other texts can be combined for effect.

• create structured and coherent texts for a range of purposes and audiences.

• make presentations and contribute actively to class and group discussions, using language features to engage the audience.

• demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation, when creating and editing texts.

By the end of the Shakespeare mini-unit, students will have completed a summative assessment that asked them to create an analytical text in the form of a multimodal magazine article that will be included in the class magazine called "Speare & Shake" using the 'Book Creator' software.

An analytical text assesses students’ abilities to:

• describe and explain objects, events or processes in an objective manner

• select and synthesise evidence to support contentions

• interpret, explain, analyse and evaluate

• present a cohesive and logical argument.