Lachlan Access Program (Lap) 2012

Topics: TEXT, Brennan Family Restaurants, Text messaging Pages: 68 (23283 words) Published: August 16, 2012
Lachlan Access Program (LAP) 2012
HSC English
Unit of Work – Term 3, 2012

Area of Study: N/A
Module C: Texts and Society
Elective 2: Into the world
Prescribed Text: ‘The story of Tom Brennan’ J.C. Burke
Related Texts:
Looking for Alibrandi
Dead Poets Society
Bridal Train by The Waifs
Window by Jeanie Baker
Forrest Gump
Bend it like Beckham
Butterfly by John Tranter
Cinema Paradiso
Legally Blonde
Mao’s Last Dancer by Li Cunxin
The Arrival Shaun Tan
Lighthouse by the Waifs
Finding Forrester

Rubric from Prescriptions Module C: Texts and SocietyThis module requires students to explore and analyse texts around a specific social context. It assists in students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society.Students explore the role of textual features in the shaping of meaning in specific contents. They develop communication skills necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on analysing and experimenting with textual forms characteristic of the specific contexts. These compositions may be realised on a variety of forms and media.Elective 2: Into the WorldIn this elective, students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individual venturing into new experiences. |

AssessmentListening Task 15% Due Term 3 Week 2HSC Yearly Trial exams 5% Term 3 Week5-6|

Syllabus outcomes 1, 2, 3, 4, 6, 7, 10, 12, 13 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning 2. A student demonstrates understanding of the relationships among texts. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.10.A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.|

Rationale for approach used in this teaching program------------------------------------------------- -------------------------------------------------
It is assumed that students have completed a reading of the novel prior to the beginning of this study. As such, the module begins with a focus on the students’ initial and emotive responses to the text and their understanding of the issues that it raises. This then provides the reference point for a clearer understanding of the syllabus requirements for this module and elective.------------------------------------------------- -------------------------------------------------

A variety of individual and group tasks allow for deeper exploration of the relevant issues and a close analysis of the text is undertaken to look more carefully at the text’s form, features and structures and how these elements shape our knowledge, attitudes and beliefs about the responses of individuals to new experiences and to...
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