all items listed Grammatical competence (using an increasing range of the following accurately and appropriately for audience and purpose) all items listed Semantic competence identify inferred meanings in texts understand the SAE classification systems used in academic environments Sociolinguistic competence identify the organisation of thoughts and ideas within SAE texts (rhetorical patterns) Sociocultural understandings and skills recognise some common cultural references recognise some irony, and how humour is created identify cultural variations in symbolism, classification and gender behaviours Texts: Unpolished Gem, Alice Pung Exam week Practice and revision for examinations. Tasks 6A and 6B: Examinations (written and oral) Semester 1 written and oral examinations. A representative sample of syllabus content in examinations reflecting the requirements of the Year 12 ATAR syllabus examination design brief. Unit 4 – Language and Empowerment Week Syllabus content Assessment tasks 1–3 Communication/Comprehension/Language and textual analysis/Creating texts compare and contrast texts, their purposes and effects, and the values, attitudes and biases reflected in these texts across different forms and media analyse connotations and figurative language, including metaphors, imagery and personification evaluate how rhetorical devices are designed to influence and persuade Task 7: Response a) Listen to and interpret the meaning of selected speeches. Evaluate how language has been used in the speeches to empower
7–8 Communication/Comprehension/Language and textual analysis/Creating texts reflect on and evaluate personal interpretations and those of others analyse and explain how changes in context create changes in meaning analyse how culturally based representations of concepts such as knowledge or authority are conveyed critique stereotyping modulate register and tone to achieve specific purposes and effects use a range of text types and digital, multimodal and print-based technologies use language appropriate to the context, including imaginative, persuasive and rhetorical forms and features use stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality in the past conditional, and language forms and features use culturally specific phrases, idioms, collocations and references use strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses Language competencies Orthographic competence all items listed Lexical competence all items listed Grammatical competence (using an increasing range of the following accurately and appropriately for audience and purpose) all items listed Sociolinguistic competence understand and use the language of persuasion experiment with the register of texts (tone, language, audience), develop appropriate use for audience and purpose initiate, sustain and end conversations in casual and formal contexts identify the organisation of thoughts and ideas within SAE texts (rhetorical patterns) Sociocultural understandings and skills identify register variations between familiar, semi-formal and some formal contexts use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: Print and visual texts, including books, documentaries, websites and newspaper articles. Task 9: Production (written) Explore the topic ‘Education is Power’. Write a persuasive speech to be given at a Year 12 graduation ceremony on this topic. Week Syllabus content Assessment tasks 9–10 Communication/Comprehension/Language and textual analysis/Creating texts participate in and manage collaborative discussions and presentations in a range of contexts, including multimedia presentations, debates and seminars use pause, stress, rhythm, pitch and intonation for particular effects Task 10: Production (oral) Explore the topic ‘Education is Power’. Deliver a persuasive