|Language variation and change|
| Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing.
| Etymology and Origins of Words |
Greek, Latin, and Anglo-Saxon Roots and Affixes
|Language for interaction|
| Understand that roles and relationships are developed and challenged through language and interpersonal skills.
| Form Judgments About the Ideas Under Discussion |
| Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor.
| Deliver Reflective Presentations |
|Text structure and organisation|
| Understand that authors innovate with text structures and language for specific purposes and effects.
| Essay Structure |
Structure and Format of Functional Documents
| Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas.
| Informative and Explanatory Texts |
| Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes.
|Expressing and developing ideas|
| Explain how authors creatively use the structures of sentences and clauses for particular effects.
| Identify Correctly Used Clauses |
| Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text.
| Understand Sentence Construction |
Revise Text to Highlight the Individual Voice, Improve Sentence Variety and Style
| Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning
| How Language and Delivery Affect the Mood and Tone of Oral Communication |
| Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness.
| Deliver Expository Presentations |
| Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech.
| The Clarity, Quality, Effectiveness, and General Coherence of the Speaker’s Points |
|Literature and context|
| Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts.
| Characters Traits |
|Responding to literature|
| Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text.
| How to Present a Clear Thesis Statement |
| Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context.
| Evaluation of Aesthetic Qualities |
| Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts.
| Audience Analysis |
| Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style.
| Analyze Historically Significant Speeches |
| Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes.
| Ambiguities, Subtleties, Ironies |
| Analyse text structures and language features of literary texts, and make relevant comparisons with other texts.
| Literary Devices |
| Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation .
| Literal and Figurative Meaning of Words |
| Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink.
| Describe the Functions of Soliloquies, Asides |
|Texts in context|
| Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts.
| Using Context |
|Interacting with others|
| Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways .
| Respond to Persuasive Messages |
| Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects.
| Collaborate to Evaluate Presentations |
| Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes.
| Presentation of Knowledge and Ideas |
|Interpreting, analysing, evaluating|
| Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts.
| Analyze and Summarize Texts |
| Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension.
| Figurative, Connotative, and Technical Meanings |
| Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts.
| Analyze Themes and Literary Elements |
| Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts.
| Elements of Structure and Style |
| Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features.
| Write Persuasive Compositions |
Argument and Persuasion
| Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features
| Revise Writing to Improve the Logic and Coherence |
| Use a range of software, including word processing programs, flexibly and imaginatively to publish texts
| Production and Distribution of Writing |