Week Syllabus content (drawn from unit content and the Language Table) Assessment tasks Context Three: Workplace discrimination 13–14 Communication/Comprehension/Language and textual analysis/Creating texts describe characters and settings presented in narrative texts and recount plot details identify and respond to the main ideas in a range of familiar texts use graphic organisers and retrieval charts to extract accurate information from a growing variety of texts use dictionaries, library and web resources to locate specific information understand cultural variations in the use of language in everyday activities and relationships, such as family, leisure activities or work use appropriate structure, content and language for a range of common purposes and use features of common genres, such as narratives, recounts, simple reports and short essays use conjunctions and simple cohesive devices at sentence and paragraph level, including basic s and referential pronouns use such as ‘will’, ‘would’, ‘can’, ‘should’, ‘might’ use some subject-specific vocabulary and synonyms spell everyday words accurately use common punctuation accurately use multimodal graphic organisers use simple, compound and some complex sentences employ commonly used technologies and media use teacher support for planning and refining work, including editing for correct simple tenses, common punctuation, and a variety of simple, compound and some complex grammatical structures Language competencies Orthographic competence all items listed Lexical competence as relevant to task Grammatical competence all items listed Semantic competence listen for gist, development of argument and specific content Texts: It’s Your Right: Your workplace rights in Australia (kit), Maggie Power, AMES Victoria; Getting to know the law in my new country (DVD with multilingual editions), Carmel Davies and Elsie Hill, AMES Victoria; Great Writing: Great Paragraphs, various authors, Heinle. Task 7: Production (informal written) Read and view Hayat’s story about workplace discrimination. Write a number of paragraphs to summarise Hayat’s experience, including what she did to resolve the conflict. Externally set task: A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school. Week Syllabus content (drawn from unit content and the Language Table) Assessment tasks
3–4 Communication/Comprehension/Language and textual analysis/Creating texts interact with others in oral, written and in a range of and use appropriate politeness conventions when required initiate, sustain and end communication in a range of familiar, some unfamiliar and some academic use intelligible , and of words and phrases use some common and colloquial expressions appropriately use effective forms of recording and collating information for a growing range of use appropriate genre, content and for a range of common, and some academic, purposes and use a range of common cohesive devices and conjunctions at , paragraph and whole-text level use the simple present, past and continuous tenses with growing accuracy use a range of common subject-specific vocabulary, synonyms, antonyms and use a range of simple adjectives and adverbs use simple, compound and complex sentences use a combination of technologies and media Language competencies Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features use culturally appropriate gestures and behaviours Lexical competence as relevant to task Grammatical competence as relevant to task Sociolinguistic competence experiment with the register of texts (tone, language, audience), developing appropriate use for audience and purpose develop and use anxiety reduction strategies Sociocultural understandings and skills use culturally accepted politeness conventions in listening, speaking and written protocols understand cultural differences in eye contact and personal space Texts: Students’ notes from Task 9. Task 10: Production (formal oral) Using the notes from your interview (Task 9), give a presentation to your peers about your family/community role model. Week Syllabus content (drawn from unit content and the Language Table) Assessment tasks Context Five: Health and lifestyle choices 5 Communication/Comprehension/Language and textual analysis/Creating texts seek assistance and clarification in a range of begin to draw inferences from simple texts identify and describe the main ideas and some supporting details in a range of familiar and some unfamiliar texts Task 11: Response (to formal aural texts) Listen to a talk given by someone from a health-related community group e.g. Alcoholics