from previous study Wiki – Past Papers Teaching Sequence Content Weeks 3 - 5 Student Learning Outcome: Students will understand the requirements of the examination and develop techniques for success. Skills: Extended Writing Writing in Timed Assessments Generic Conventions of Techniques for Reader Positioning Revise key concepts studied so far this year. Practice articulating concepts through extended pieces of writing. Review past examination papers and discuss techniques for success in examinations. Task Five Exam (Reading, Writing, Viewing): Length: 3 hours + 10 minutes Due: Week 4 - 5 Weighting: 10% TERM 2 Week 6 – TERM 3 Week 3 OVERVIEW: NARRATIVE FICTION Students will be introduced to the concepts of ‘literary value’ and ‘intertextuality’ through a study of two narrative fiction texts. Students will examine the texts individually and examine their place within literature, and they will then use the texts Core Knowledge Characterisation and Change Narration and Point of View Narrative Analysis Issues and Themes Genre: Bildungsroman Intertextuality Core Texts: To Kill A Mockingbird [Lee] (extended extracts) Jasper [Silvey] Essential reading: Readings and Responses Chapter 4 – Reading Intertextually
consider the context, audience and purpose, the persuasive and rhetorical devices used and their own personal response to both the content and effectiveness of the speech. As a class, share and feed back on the two final speeches and draw some conclusions about the successful use of a range of persuasive and rhetorical devices. TERM 3 Weeks 6-10 OVERVIEW: ADVERTISING During this unit students will examine several issues-based advertising campaigns to evaluate the tools that are used by global companies to raise awareness of prominent world issues. Students will debate the success of these campaigns and the power of advertising to effect social change. Core Knowledge Image Codes and Conventions Persuasive Conventions Context, Audience and Purpose Values, Beliefs and Attitudes Sociocultural and Environmental Issues Essential reading: Contexts and Conventions Chapter 6 – Visual Language Core Texts: Selected Advertisements and Campaigns (provided by the teacher) Teaching Sequence Content
Task: Students will be required to submit a recording of the speech they wrote for their Creative Transformations Task Eight B that demonstrates the ability to deliver a persuasive speech. Students will be marked on their eye contact, body language, tone, pace, clarity and the overall impression created by their delivery. Due: Week 1A, Term 4 Time: At Home Weighting: 5% TERM 4 Week 1 OVERVIEW: VISUAL/ORAL PRODUCTION Students will be given time in class during this week to work in their groups on the Visual Production/Oral Production task. Students are expected to have completed the specified planning components prior to this week. Core Knowledge Conventions of Image/Film Persuasive Language Techniques Context, Audience and Purpose Resources: Notes, research and any work already done towards production. Visual and Oral Production exemplars completed by previous 2AB students. Essential reading: Contexts and Conventions Chapter 3 – Journalism, News and Current Affairs: Constructing Reality Teaching Sequence Content