YEAR 7 ENGLISH UNITS - AATE

Teacher Devised Materials – Elizabeth Mountford

1

YEAR 7 ENGLISH UNITS Unit 1 Autobiographical and biographical narratives Achievement standard elements

create texts showing how language features and images from other texts can be combined for effect. create structured and coherent texts for a range of purposes and audiences create and edit texts demonstrate understanding of grammar use a variety of more specialised vocabulary use accurate spelling and punctuation.

Reporting focus area/modes Reading and viewing Writing Speaking and listening

Strand Language Literature Literacy

Sub strand Creating literature sub-strand

General Capability Personal and social capability: Self-awareness - make realistic assessment of their abilities and achievements, and prioritise areas for improvement ICT capability: Creating with ICT element - independently or collaboratively create and modify creative outputs

Unit outline This is the first unit of the year and gives students new to high school opportunities to share information about themselves, analyse their learning styles and set goals. The ways of working, diagnostic tests and the ongoing reading, spelling and grammar program are embedded in this unit. Students read and view a number of autobiographical and biographical texts and creative texts by the authors of the autobiographies studied. They create short autobiographical texts modelled on autobiographies and texts where authors have used their own life experiences to write create “spin-offs.”

UNIT 2 Persuasion Listening to and creating spoken texts

Achievement standard elements

listen for and explain different perspectives in texts demonstrate understanding of how the choice of language features, images and vocabulary affects meaning make presentations


Strands Language Literature Literacy

Sub strand Interacting with others sub-strand

General Capability Literacy: Grammar knowledge element: use subjective, objective and evaluative language, and identify bias Critical and Creative Thinking: Reflecting on thinking and processes element - evaluate and justify the reasons behind choosing a particular problem solving strategy Information and Communication Technology Capability: Investigating with ICT element

Unit outline In this unit students study a range of spoken and written arguments and are given opportunities to interact with their classmates in formal and informal spoken argument activities and games. They will learn the techniques and structures of argument and compose their own text to deliver as a spoken argument. They will be exposed to NAPLAN persuasive tasks and will work together to brainstorm and write aspects of responses.

TEACHER DEVISED MATERIALS –Elizabeth Mountford

UNIT 3 Comparative texts

Achievement standard elements • demonstrate understanding of how the choice of language features, images and vocabulary affects meaning explain issues and ideas from a variety of sources • select specific details from texts to develop their own response • explain issues and ideas from a variety of sources • make presentations and contribute actively to class and group discussions

Reporting focus area/modes

Reading and viewing Writing Speaking and listening

Strands

Language Literature Literacy

Sub strand

Literature and context sub-strand

General Capability

Intercultural understanding: Recognising culture and developing respect element - explain ways that cultural groups and identities change over time and in different contexts Ethical understanding: Reasoning in decision making and actions element - evaluate the consequences of actions in familiar and hypothetical scenarios Literacy: Visual knowledge element - analyse the effects of different visual elements upon the reader/viewer

Cross-curricular priority Asia and Australia’s Engagement with Asia

Unit outline In this unit, students will study the anime film Spirited Away and read a range of Mangas. They will explore still and moving images They will work in small groups to analyse the themes and issues raised in the text. They will explore Australian or early Egyptian, Greek or Roman myths, legends (aligned with Year 7 History curriculum) and will create a manga text of their own, modelled on some of the elements of Spirited Away.

UNIT 4 Poetry Achievement standard elements

understand how the selection of a variety of language features can influence an audience understand how text structures can influence the complexity of a text create structured and coherent texts for a range of purposes and audiences They create texts showing how language features and images from other texts can be combined for effect When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation



Sub strand Examining literature sub-strand

General Capability Literacy: Text knowledge element -use knowledge of how cohesive links can be made in texts through omitting and replacing words Literacy: Text knowledge element - use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

Cross-curricular priority Sustainability: systems - The biosphere is a dynamic system providing conditions that sustain life on Earth

Unit outline Understand, interpret and discuss how language is compressed to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels

Cross-curricular priority Sustainability: World views World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Unit outline

In this unit students will study a range of poetry based on the topic Water. (aligned with Year 7 Geography and Science curriculum) They will study different types of poetry and a variety of poetic devices (such as rhythm, rhyme, simile, metaphor, imagery), and a range of poetic forms and structures. Along with this they will explore a variety of ways water influences our lives and the world around us. They will create an

anthology of poems that relate to water.

UNIT 5 Visual language/pirates

Achievement standard elements understand how the selection of a variety of language features can influence an audience. understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view create texts showing how language features and images from other texts can be combined for effect. use language features to engage the audience.




Sub strand Expressing and developing ideas sub-strand Language for interaction sub-strand

General Capability Literacy: Comprehending texts through listening, reading and viewing element - navigate, read and view subject-specific texts with some challenging features and a range of graphic representations Personal and social capability : Social awareness element- possible problems in relationships in a range of social and work related situations

Unit outline In this unit, students will study the graphic novel Robinson Crusoe or Treasure Island. They will study the characters in the texts and learn the “lingo” of pirates through the texts and other visual and spoken texts. They will use their understandings of how accents, styles of speech and idioms express and create personal and social identities and of the characters to create and deliver a pirate monologue.

UNIT 6 Film study Achievement standard elements

demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. select specific details from texts to develop their own response, recognising that texts reflect different viewpoints listen for and explain different perspectives in texts



Sub strand Examining literature sub-strand Interpreting, analysing, evaluation sub-strand

General Capability Ethical understanding: Reasoning in decision making and actions element - articulate a range of ethical responses to situations in various social contexts

Literacy: Comprehending texts through listening, reading and viewing element- interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

Cross-curricular priority Sustainability: futures - Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments

Unit outline In this unit students will use the range of comprehension strategies to explore a range of short texts on the Great Barrier Reef (aligned with geography curriculum: Place and liveability – environments quality) and the film Finding Nemo, including its context, creation and purpose. They will study literary features of the texts and will use the 6 thinking hats to explore issues and ideas presented in the texts. They will write a report on ONE of the characters in the film, using the correct vocabulary for the different parts of the report. They will model their report presentation on one given by the teacher which will have written and visual elements. The film study moves student understandings on from the study of static images and the understandings of “shot types” developed in the graphic novel, and finding Nemo units.


TEACHING AND LEARNING PROGRAM

Time Focus Content Pedagogy Resources Achievement standards Assessment

Weeks 1-2 Getting to know ourselves, each other and other people’s stories

describe the influence that personal qualities and strengths have on their learning outcomes Understand themselves as learners identify preferred learning styles and work habits Make and respond to introductions, build on the ideas of others in discussions, offer and accept constructive criticism demonstrate steps of a conflict resolution process such as listen, express feelings, discuss solutions, make amends volunteering to lead diagnostic testing, .goal setting

Complete some icebreaker activities, some pre-learning activities, some introductory activities and some setting up classroom and rule-writing activities. Introduce students to the 7 habits of mind for healthy kids. Set up ongoing program Literacy Spelling Reading

Learning styles Growth mindset Habits of mind Personal and social capability Literacy diagnostics tests Greek and Latin roots PPT

Formative diagnostics Hattie grid Goal setting Literacy interventions

Quiz learning styles Pre test literacy Literacy self assessed worksheets Post test literacy

Weeks 3-7 UNIT 1: Autobiography/ Biography Reporting Focus: WRITING

WORKBOOK WRITING: Language Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539 Literacy Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Gradual release of responsibility model

Demonstration Whole class Pairs and peer to peer

work Independent work

High effect size strategies

Daily learning intentions and success criteria

Worked examples Vocabulary programs

ENGLISH WORKBOOK Unit 1 Writing: Autobiography Roald Dahl’s Boy chapters 3-6 Animated Hero Classics

Helen Keller Pocahontas Anne Frank Roald Dahl Charles

Dickens The witches

Students use a variety of more specialised vocabulary and accurate spelling and punctuation. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. Students create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.

RUBRICS Create a poster which shows an understanding of a Greek or Latin root word and 4 of the words and their definitions that originated from the root word. Learn to how to spell the words with the Greek and Latin roots. Recognise which words use a prefix and which a suffix and common prefixes and suffixes. Learn to spell the NAPLAN common and difficult and challenging words. Set a spelling goal.

Literature Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, contrast and juxtaposition (ACELT1625) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Literacy Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Use software program/s of your choice to create, edit and publish an autobiographical poster for classroom display. You can use Publisher, Word, PowerPoint, Paint, Photoshop or any other software of your choice. Use narrative viewpoint, contrast and juxtaposition to create an exaggerated description of a character. You could describe a character that is extremely admirable, feared, loathed or loved. Draft and refine your work


Weeks 8-10 Ongoing program Intensive literacy worksheets Tests and diagnostics Spelling Independent reading

MID SEMESTER BREAK


Week 11 UNIT 2: Persuasion Listening to and creating spoken texts Reporting Focus: SPEAKING AND LISTENING

Literacy Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

Listen to two spoken arguments and read the transcripts to discuss points of view and to analyse strength of argument

SPEAKING &LISTENING Argument and Persuasion WORKBOOK TED talk arguments The girl who silenced the world for 5 minutes, Birke Baere – MP4 and transcripts

Students recognise that texts reflect different viewpoints. They listen for and explain different perspectives in texts. Students understand how the selection of a variety of language features can influence an audience. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience

Complete analysis in work books

Week 12 Language Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) Literacy Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

Understand a widening range of persuasive language techniques eg rhetorical questions, repetition, figurative language, emotive language. Compare written and spoken argument and persuasion devices: use of images. Visit the website and complete the exercises in modality

SPEAKING &LISTENING Argument and Persuasion WORKBOOK http://www.perfect-english-grammar.com/modal-verbs-exercises.html

Complete modality worksheets

Week 13 Literacy Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Create a written argument in response to a stimulus, draft on computer and select appropriate visual features

SPEAKING &LISTENING Argument and Persuasion WORKBOOK

Choose a serious or humourous topic for a persuasive speech - Develop it using 5 steps from Monroe's Motivated Sequence.

WEEK 14 Literacy Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Rehearse and perform presentations

SPEAKING &LISTENING Argument and Persuasion WORKBOOK PAST NAPLAN PAPERS

Rehearse refine practice and choose persuasive visuals to accompany it.

Week 15 NAPLAN Rehearse and perform presentations



Week 16 Unit 3: Comparative texts – anime and manga Reporting Focus: READING AND VIEWING

Literature Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) Language Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

History of anime/manga Pre viewing learning objects and tasks Close study opening scene in Spirited Away- gaze, angle and social distance Watch opening sequence and complete page 4, questions 1,2,3 Watch gaze angle and social distance PPT Complete page 4 in WORKBOOK

Anime and Manga WORKBOOK Manga and anime PPT Gaze, angle and social distance PPT Film Spirited Away Range of manga comics for Wide Reading

Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Complete previewing exercises and discussions Complete close analysis of the opening scene

Week 17 Literature Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Literature Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) Language Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Finish watching film Complete character study on Chihiro page 5 in WORKBOOK and character chart page 6 Work in small groups, each group concentrating on a different theme– feedback from groups, complete pages 7 and 8 in WORKBOOK

Film WORKBOOK Poster paper etc Group rules etc

They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints

Complete character study Complete theme study group work

Week 18 Literature Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Manga drawing books or websites Create manage page

They create texts showing how language features and images from other texts can be combined for effect.

Weeks 19 - 20 Ongoing program Intensive literacy worksheets Tests and diagnostics Spelling Independent reading

SEMESTER BREAK



Weeks 21 7 22 Unit 4 Poetry Reporting focus: Reading and viewing & Writing

Literature Understand, interpret and discuss how language is compressed to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)

Read, recite, listen to, analyse and respond to a range of types of poetry: haiku, tankas, cinquains, poettweets, limericks with rhyming couplets, alliteration, simile, metaphor personification and onomatopoeic poems Play simile games and poetry relays

POETRY WOORKBOOK Range of poetry anthologies http://www.poetrysoup.com/poems/water http://www.mywordwizard.com/simile-poems.html http://www.creative-writing-now.com/how-to-write-a-haiku.html

Achievement standard elements • understand how the selection of a variety of language features can influence an audience • understand how text structures can influence the complexity of a text create structured and coherent texts for a range of purposes and audiences • They create texts showing how language features and images from other texts can be combined for effect • When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation

Create a variety of poetic devices (such as rhythm, rhyme, simile, metaphor, imagery), and a range of poetic forms and structures. Brainstorm water images and ideas

Week 23 Literature Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Play simile games and poetry relays Create onomatopoeia posters

http://www.creative-writing-now.com/how-to-write-a-limerick.html

Week 24 Literacy Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Use the rhyming dictionary to create couplets Work with writing partners

http://rhymezone.com/

Demonstrate your understanding of poetry devices and techniques by using your creative skills to produce a multimodal anthology of poems, based around the topic “Water”.


http://www.poetrysoup.com/poems/water



http://www.mywordwizard.com/simile-poems.html



http://www.creative-writing-now.com/how-to-write-a-haiku.html










Week 25 Unit 5 Visual language/pirates Reporting focus Reading and Viewing & Speaking and listening

Language Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA152) Literature Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

Immerse students in pirate stories , imagery and language. Read and analyse the graphic novel. Develop understandings of how images and words combine and techniques of the graphic novel. Make posters in groups of the pirate characters

Graphic novel WORKBOOK Graphic novels Robinson Crusoe and Treasure Island PPT Greek theatre masks Youtube talk like a pirate clips Swiss Family Robinson

Achievement standard elements • understand how the selection of a variety of language features can influence an audience. • understand how to draw on personal knowledge, textual analysis • and other sources to express or challenge a point of view • create texts showing how language features and images from other texts can be combined for effect. • use language features to engage the audience.

Complete character studies and graphic novel study in workbook

Week 28 Develop understandings of features of a monologue, study monologues

Pirate monologues

Week 29 -30 Write own monologue and make masks

1. You will choose a character to study from the graphic novel you have been studying. OR you may create your own pirate character. 2. You will create a 1-2 minute monologue based upon your chosen character. 3. You will design and create a mask for your character. 4. You will present your monologue to your class. 5. You will deliver a brief speech (30 seconds- 1 minute) to the class at the end of your monologue on how you created your mask to reflect an aspect of your character

MID SEMESTER BREAK


Week 31 and 32 Write own monologue and make masks and perform monologues

Greek masks PPT


Week 33 and 34 Unit 6 Film study Reporting focus Reading and viewing & Writing

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Language Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) Language Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)

Develop understandings of six comprehension strategies Work in groups and complete jigsaw activity using comprehension strategies and range of texts about the Great Barrier reef Use 6 thinking hats strategy to reflect on readings about the Great Barrier Reef

Comprehension materials And description of strategies Poster paper Six thinking hats

Achievement standard elements • demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. • explain issues and ideas from a variety of sources, analysing • supporting evidence and implied meaning. • select specific details • from texts to develop their own response, recognising that texts reflect different viewpoints • listen for and explain different perspectives in texts

Week 35 Literature Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Literacy Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)

Previewing – anthropomorphism Filmic techniques

Watch pixar Youtube clip re anthropomorphism in Nemo http://www.pixar.com/behind_the_scenes/Character-Design Finding Nemo

Week 36 Literature Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

PPT film techniques Complete analysis of characters and messages of the film

Week 37 - 40 Ongoing program Reflection and goal setting

http://www.pixar.com/behind_the_scenes/Character-Design





ASSESSMENT TASKS AND RUBRICS –Unit 1

Year 7 English: Unit 1 Writing - Greek and Latin roots - Student self-assessment

Achievement standards Content description indicator A B C D E

Students use a variety of more specialised vocabulary and accurate spelling and punctuation.

Language Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539

Create a poster which shows an understanding of a Greek or Latin root word and 4 of the words and their definitions that originated from the root word.

My poster is complete, accurate and visually pleasing, and shows connections between the root words and other derived words.

My poster is mostly complete and accurate and visually pleasing and shows connections between the root words and other derived words.

My poster is mostly complete and accurate and shows connections between the root words and other derived words.

My poster shows inaccuracy and lack of detail.

My poster is incomplete and shows inaccuracy.

Learn to how to spell the words with the Greek and Latin roots. Recognise which words use a prefix and which a suffix and common prefixes and suffixes.

I have accurately defined prefix and suffix and accurately recognised all prefixes, suffixes and root words.

I have accurately defined prefix and suffix and accurately recognised most prefixes, suffixes and root words.

I have accurately defined prefix and suffix and accurately recognised prefixes, suffixes and root words.

I have accurately recognised some prefixes, suffixes and root words.

I have recognised a few prefixes, suffixes and root words.

Learn to spell the NAPLAN common and difficult and challenging words. Set a spelling goal.

I have used correct spelling of all common words and at least 10 difficult words

I have used correct spelling of all common words and at least 5 difficult words

I have used correct spelling of most common words and some difficult words

I have used correct spelling of some common words

I have errors evident in common words


Year 7 English: Unit 1 Writing- Autobiographical Poster - Peer assessment

Achievement standards Content description Indicator A B C D E

They create texts

showing how language

features and images from

other texts can be

combined for effect.

Literacy

Use a range of software,

including word

processing programs, to

confidently create, edit

and publish written and

multimodal texts

(ACELY1728)

Use software

program/s of your

choice to create, edit

and publish an

autobiographical poster

for classroom display.

You can use Publisher,

Word, PowerPoint,

Paint, Photoshop or

any other software of

your choice.

Use your own created

materials and other

appropriate materials

from the public domain

to create the story of

your life or the portrait

of who you are now.

Acknowledge other

people’s work (images,

sources/templates etc )

My peer’s poster is highly

original in design and in

materials used. She/he

has made excellent

choices in font, colour,

graphics, style and layout

to make the poster clear,

readable, informative and

interesting for his/her

audience.

My peer’s poster uses

mostly original materials

and she/he has

acknowledged other

people’s materials that I

have used. She/he has

made good use of font,

colour, graphics, and

layout to make his/her

poster interesting for the

audience.

My peer’s poster uses

some original materials

and I have acknowledged

other people’s materials

that She/he has used.

She/he has used font,


layout these do not

always enhance clarity,

readability and interest.

There is little evidence of

original material and my

peer has used other

people's ideas without

giving them credit.

His/her use of font,


layout occasionally

detract from the content.

My peer has mostly used

other people's ideas,

without giving them

credit. His/her use of

font, colour, graphics, and

layout often distract from

the content.


Year 7 English: Unit 1 Writing - AUTOBIOGRAPHY - Multimodal - Teacher assessment

Student Name Teacher Name

Issue date Draft deadline

FINAL Due date Word length

Achievement standard elements create texts showing how language features and images from other texts can be combined for effect. create structured and coherent texts for a range of purposes and audiences create and edit texts demonstrate understanding of grammar, use a variety of more specialised vocabulary use accurate spelling and punctuation.

Reporting focus area/mode

weighting

Writing

Strand Literature

Sub strand Creating literature sub-strand

Unit summary Students read and view a number of autobiographical texts and creative texts by the authors of the autobiographies studied. Task description: They will create some short autobiographical texts including: Use software program/s to create, edit and publish an autobiographical poster for classroom display. They will create an autobiographical text modelled of Dahl’s first day at school. They will use narrative viewpoint, contrast and juxtaposition to create an exaggerated description of a character. You could describe a character that is extremely admirable, feared, loathed or loved.

ACHIEVEMENT STANDARDS INDICATOR A B C D E Express ideas in new ways through combining specific effects, images, language features from other texts

You create an imaginative descriptive narrative which combines the ideas, images and language features of other texts in new ways.

You use the ideas from the texts you have chosen as stimulus in a highly imaginative and original way. All of your images enrich the ideas of the written text.

You use the ideas from the texts you have chosen as stimulus in an imaginative and original way. Your images are well chosen to enhance the written text.

You use the ideas from the texts imaginatively. Your images add to the written text.

You use the ideas from the texts at times imaginatively Your images suit the written text.

You use the ideas from the texts. You have used some images.

Take into account intended purposes and the needs and interests of audiences.

You use a form, style and layout appropriate to your chosen audience.

You use a form, style and layout that is consistently aware of the needs and interests of your chosen audience.

You use a form, style and layout that is mostly aware of the needs and interests of your chosen audience.

You use a form, style and layout that is at times aware of the needs and interests of your chosen audience.

You use a form, style and layout does not suit the needs and interests of your chosen audience.

You do not demonstrate an awareness of the need and interests of your chosen audience.

Demonstrate understanding of grammar, select vocabulary for effect.

You structure your text and choose vocabulary for effect

You use a wonderful range of highly evocative words that engage the reader’s senses. You use well-chosen and highly specific nouns, and adjectives, action verbs and clever, varied figurative language.

You use a range of evocative words that engage the reader’s senses. You use well-chosen and specific nouns, and adjectives, action verbs and varied figurative language.

You use a range of words to engage the reader’s senses. You use specific nouns, and adjectives, action verbs and some figurative language.

You use some specific nouns, and adjectives, action verbs but have struggled with figurative language.

Your text is mainly report style and does not engage your reader’s senses, nor use figurative language.

Use accurate spelling and punctuation. You draft and refine your text and use accurate spelling and punctuation

You have engaged very well with the drafting process and use highly accurate sentences, spelling and punctuation.

You have engaged well with the drafting process and use mostly accurate sentences, spelling and punctuation.

You submitted a partial draft of your work. Your sentences, spelling and punctuation and sometimes accurate.

You did not submit a draft of your work and your writing has many inaccuracies.

You work is still in draft stage and is incomplete.



Year 7 English: Unit 2 Listening to spoken texts - Rubric 1 –Student self-assessment - Birke Baehr’s speech Achievement standards

Content description Indicator A B C D E

Students listen for and explain different perspectives in texts.

Literacy Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument

Recognise stance or point of view in a spoken text Recognise how a speaker makes a direct appeal to an audience Find a quote for 3 different types of evidence. Choose one image and explain how it enhanced the speaker’s message.

I clearly and succinctly described the speaker’s main idea and viewpoint. I accurately identified 2 examples from the speech of direct address to the audience and the audience’s response I succinctly and accurately summarised his anecdotes. I found a relevant quote for and the range of types of evidence he used. I clearly explained how an image the speaker used and how it enhanced his message.

I described the speaker’s main idea and viewpoint. I identified 2 examples from the speech of direct address to the audience and the audience’s response I accurately summarised his anecdotes. I found a relevant quote for most of the types of evidence he used. I explained how an image the speaker used and how it enhanced his message.

I described the speaker’s main ideas. I identified 1 example from the speech of direct address to the audience and the audience’s response I summarised an anecdote and found a quote for some of the types of evidence he used. I described an image the speaker used and related it to a part of his speech.

I identified an idea in the speech. I did not demonstrate understandings of direct audience address. I partially retold an anecdote and did not choose a quote which demonstrated understandings of the types of evidence he used. I described an image the speaker used.

I did not demonstrate understandings of the main idea, direct audience address, anecdotes and did not choose a quote which demonstrated understandings of the types of evidence he used. I demonstrated limited understanding of the persuasive use of an image.

Listen for language features to engage the audience

Language Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns ACELA1536

Complete modality exercises Recognise language features of persuasive writing by selecting the appropriate quotes from the speech.

I demonstrated comprehensive understandings of modality through accurate completion of all modality exercises

I demonstrated good understandings of modality through mostly accurate completion of all modality exercises

I demonstrated understandings of modality through completion of all modality exercises.

I demonstrated some understandings of modality.

I demonstrated limited understandings of modality.


Year 7 English: Unit 2: Persuasive speech - Teacher assessment Student Name: Teacher Name

Issue date: Draft deadline

FINAL Due date: Word length Achievement standard elements

listen for and explain different perspectives in texts demonstrate understanding of how the choice of language features, images and vocabulary affects meaning make presentations

Reporting focus area/mode Speaking and listening

Strand Literacy

Sub strand Interacting with others sub-strand

Unit summary Identify and discuss main ideas, concepts and points of view in spoken texts.

Task description: Plan, rehearse and deliver presentations.

Achievement standard element

Content description A B C D E

Use language features to engage the audience

Literacy Use interaction skills when discussing and presenting ideas and information, images to add interest and meaning (ACELY1804)

You grab the audience's attention with an interesting persuasive device and clearly show them what the main idea and your stance is. You use vivid verbal imagery and well-chosen images to portray the problem, and the outcome of their action, or inaction. You use highly relevant, varied and convincing evidence and examples and you directly address your audience.

You begin with interesting persuasive device and clearly show your audience what the main idea is. You use verbal imagery and well-chosen images to portray the problem, and the outcome of their action, or inaction. You use relevant, varied and believable evidence and examples and you address your audience.

You begin with a clear expression of the main idea. You use imagery and images to portray the problem and mostly relevant evidence and examples and you address your audience.

Expression of the main idea and stance is unclear and examples and evidence is minimal. You use limited techniques to engage the audience.

Interaction skills are limited

selecting body language, voice qualities to add interest and meaning (ACELY1804)

Your stance, eye contact, use of modality, tonal range, pronunciation and enunciation ensure your audience is absorbed in and entertained throughout your speech.

Your stance, eye contact, use of modality, tonal range, pronunciation and enunciation ensure your audience is and entertained by your speech.

You use eye contact and effective body language at times. You use some variation in in tone and volume.

You show limited engagement with the audience through eye contact, voice or stance.

Body language, stance and voice qualities have not been utilised to add interest and meaning.

Make presentations

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Your argument is very well-structured and sequenced. All of the elements of your presentation coherently work together to present an individual perspective on the issue.

Your argument is, well-structured and sequenced. The elements of your presentation mostly work together to present an individual perspective on the issue.

Your argument has a clear beginning, middle and end and the images and ideas work well together.

The structure of your argument is unclear.

Presentation is incomplete or lacking coherence.



Year 7 English: Unit 3 Reading and viewing - comparative texts - Teacher assessment Student Name Teacher Name


FINAL Due date Word length Achievement standard elements

demonstrate understanding of how the choice of language features, images and vocabulary affects meaning explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning create texts showing how language features and images from other texts can be combined for effect.

Reporting focus/area/mode Reading and viewing

Strand Literature

Sub strand Literature and context sub-strand

Task description: CREATIVE RESPONSE TO TEXT 1. Watch the YouTube clips on drawing manga characters, and use the Manga basics drawing instructions to create and draw a Manga character of your own. Write some speech in a well-chosen speech bubble. Create and draw, manga

style an Australian spirit (like the spirits who visited the bathhouse). Be as imaginative as you like. This spirit has a message for your character. Write the message in a speech bubble. 2. Use these frames to create a scene where your character and your spirit meet, so the spirit can deliver its message. Don’t forget to use a range of angles and distances. Use speech too. 3. WRITE a brief (200 word) analysis explaining the choices you have made and how they relate to your purpose.

Achievement standard element CONTENT DESCRIPTOR INDICATOR A B C D E

demonstrate understanding of how the choice of language features, images and vocabulary affects meaning

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance.

Your page has different “shots” and “angles” to indicate relationships and develops character viewpoint through gaze..

Your page clearly and creatively demonstrates the relationships between characters through at least 3 different angles and 3

Your page creatively demonstrates the relationships between characters through at least 2 different angles and 2

Your page has different “shots” and “angles” to indicate relationships and uses gaze to indicate character viewpoint.

You have attempted “shots” and “angles” although character viewpoint is unclear.

You have not attempted different shots and angles. No sense of viewpoint.

Year 7 English: Unit 3 Writing– READING AND VIEWING Theme study - Comparative texts - Peer assessment


contribute actively to class and

group discussions

Work collaboratively

contribute to groups and teams, suggesting improvements in methods used for group investigations and projects

Identify and explore ideas

and viewpoints about

events, issues and

characters represented in

texts drawn from different

historical, social and

cultural contexts

(ACELT1619)

You make an active

contribution to your

groups’ discussion and

output. You listen, speak,

write and present in a

collaboratively.

My peer was an excellent group member. He/she listened to others ideas, responded positively to the task and the discussion, came to group sessions prepared and knowledgeable and with necessary materials; took a leadership role and kept the team on schedule, worked to synthesise team ideas for presentation.

My peer was a very good group member. He/she listened to others, mostly without interrupting ideas, mostly responded positively to the task and came to group sessions prepared and with necessary materials; He/she often took a leadership role and kept the team on schedule.

My peer was a very fair

member. He/she listened

to others, but sometimes

interrupted others. He

/she was sometimes

positive about the task

and sometimes came to

group sessions prepared

and with necessary

materials; He/she

sometimes took a

leadership role.

My peer was readily

distracted; often talked

with others when another

team member was

speaking and sometime

made critical comments

about other people’s

ideas. He/she typically

came to team sessions

unprepared and without

necessary materials.

My peer never

contributed to the group

discussions or outputs

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1619


different shot types. Gaze is used most effectively to clearly show character viewpoint.

different shot types. Gaze is used to show character viewpoint.

create texts showing how language features and images from other texts can be combined for effect.

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts.

Your characters are Australian and with an Australian historical, social and cultural setting.

Your Australian characters are inspired. The setting is easily recognised as Australian due to some clever visual elements and speech.

Your Australian characters are engaging. The visual element and speech reveal the setting as Australian

Your characters are recognisably Australian and in an Australian setting.

Your characters and setting are not recognisably Australian.

You have not set a manga in an Australian context.

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches.

You have developed a number of frames that create a narrative and explore an issue that was also explored in Spirited Away.

You have developed a number of different frame styles and sizes to suggest timing and plot development. The narrative most clearly and creatively presents an issue that was also explored in Spirited Away.

You have developed some different frame styles to suggest plot development. The narrative creatively presents an issue that was also explored in Spirited Away.

You have developed a number of frames that create a narrative and explore an issue that was also explored in Spirited Away.

You have little variety and plot is suggested only. No real sense of the exploration of a theme.

You have not created a number of different frames that make a narrative.

explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour.

You have used the features of Manga, particularly layout, navigation and colour.

You have drawn in the style of Manga, demonstrating close and creative engagement with the workbook drafts and Youtube tutorials. Layout, navigation through the frames and colour used with control.

You have drawn in the style of Manga, demonstrating creative engagement with the workbook drafts and Youtube tutorials. Layout, navigation through the frames and colour used well.

You have used the features of Manga, particularly layout, navigation and colour.

You have not used the features of Manga in your page.

Your page demonstrates very little control of layout.

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas.

You have chosen your subject matter and visual features to convey your ideas. Your analysis conveys information and ideas.

Your choice of subject matter, the execution of your manga and the exploration of theme are at a very high level, and your information text demonstrates analytical awareness and control over all of the elements.

Your choice of subject matter, the drawing of your manga and the exploration of theme are very good and your information text demonstrates analytical awareness and control over most of the elements.

You have chosen your subject matter and visual features to convey your ideas. Your analysis conveys information and ideas.

Your analysis suggests a lack of clear understanding of the elements of your manga.

You have not submitted an analysis.




Year 7 English: Unit 4 – Poetry Writing –Teacher assessment Student Name Teacher Name



Achievement standard elements understand how the selection of a variety of language features can influence an audience understand how text structures can influence the complexity of a text create structured and coherent texts for a range of purposes and audiences create texts showing how language features and images from other texts can be combined for effect. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation

Reporting focus/area/mode Writing

Strand Literature

Sub strand Examining literature sub-strand

Task description: You are to create an anthology of poems that relate to water. Step one: Choose a focus for your anthology from the list below, or from your workbook activities or come up with one of your own (make sure you check with your teacher).

The creatures that lurk below Under the sea

Water, home to many Lack of water - drought/third world counties

Water we drink The way the water moves

Water pollution Global warming

Step two: Study three different types of poems that you have studied in class that you will use as models for your own poems. Step three: Research other texts to help you visualise what your poems will be about, and to select the images you will use in your presentation. Step four: Draft your poems: make sure they use forms and devices and techniques learnt in class. Make sure one of your poems use language carefully and in a compressed way. Make sure each poem has a title. Consult you teacher about your drafted work. Step five: Refine your draft, add in images that complement or enhance understandings of your poems. Step six: Present your anthology in an interesting and creative way. This might be on a poster, in booklet form, on a power point presentation or something else. Ensure the title of the anthology, a brief intro to the topic and the poet (you) are included.


Understand how text structures can influence the complexity of a text create structured and coherent texts for a range of purposes and audiences

Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)

Your poems show that you understand how language is compressed in poetry and that devices create layers of meaning, such as metaphoric and symbolic meaning.

Each of your poems demonstrate the ability to choose the most appropriate words to compress meaning and that you can use poetic devices to create layers of meaning, such as literal, metaphoric and symbolic meanings.

Your poems mostly demonstrate the ability to choose the most appropriate words to compress meaning. You can use poetic devices to create layers of meaning, such as literal, and metaphoric meanings.

Your poems at times demonstrate the ability to choose appropriate words to compress meaning. You can at times use poetic devices to create layers of meaning, such as literal, and metaphoric meanings.

You have made some attempt to compress meaning through the choice of appropriate words. Your poems work at the literal layer only.

You have not taken care to compress meaning through careful word choice. The meaning of your poems are unclear.

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1623


Understand how the selection of a variety of language features can influence an audience

Create literary texts that adapt stylistic features encountered in other texts, for example, structure of stanzas,

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, layout,

Your poems adapt the styles you have studied, including poetic forms, stanza types and structures.

Your anthology demonstrates excellent understandings of the stylistic features of the poetic forms you have chosen to write, including stanzas, rhyme, rhythm, syllables etc.

Your anthology demonstrates good understandings of the stylistic features of the poetic forms you have chosen to write, including stanzas, rhyme, rhythm, syllables etc.

Your anthology demonstrates some understandings of the stylistic features of the poetic forms you have chosen to write, including stanzas, rhyme, rhythm, syllables etc.

Your anthology demonstrates limited understandings of the stylistic features of the poetic forms you have chosen to write.

You have not demonstrated understandings of the stylistic features of poetic forms.

They create texts showing how language features and images from other texts can be combined for effect. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, features to convey information and ideas (ACELY1725)

Your poems use specific vocabulary about the aspect of water that you are writing about and you have chosen or created visual features to support the reading. You have edited for accuracy in spelling and punctuation.

Your anthology demonstrates an appropriate, extensive and accurately spelled vocabulary, highly effective visual features and accurate and innovative punctuation which assists with the rhythm and reading of the poems.

Your anthology demonstrates an appropriate, broad and mostly accurately spelled vocabulary, effective visual features and accurate punctuation which assists with the rhythm and reading of the poems.

Your anthology demonstrates a mostly relevant and mostly accurately spelled vocabulary, visual features to support the poems and some punctuation which assists with the rhythm and reading of the poems.

Your anthology demonstrates, some relevant and accurately spelled vocabulary, some visual features and some accurate punctuation which assists with the rhythm and reading of the poems.

Your anthology demonstrates a limited range of words, many inconsistencies in spelling and punctuation and limited use of visual features to support your poem’s meanings.



Year 7 English: Unit 5 – Visual language/pirates - MULTIMODAL –Teacher assessment

Student Name Teacher Name



Achievement standard elements understand how the selection of a variety of language features can influence an audience. understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view create texts showing how language features and images from other texts can be combined for effect. use language features to engage the audience.



Sub strand Expressing and developing ideas sub-strand Language for interaction sub-strand

Task description: 1. You will choose a character to study from the graphic novel you have been studying. OR you may create your own pirate character. 2. You will create a 1-2 minute monologue based upon your chosen character. 3. You will design and create a mask for your character. 4. You will present your monologue to your class. 5. You will deliver a brief speech (30 seconds- 1 minute) to the class at the end of your monologue on how you created your mask to reflect an aspect of your character.

Achievement standards element


Understand how the selection of a variety of language features can influence an audience.

Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama

You have created a dramatic monologue from a chosen character form the graphic novel texts.

You have created a highly believable dramatic scenario with a powerful beginning, believable middle and dramatic end, and you have sustained the first person voice throughout.

You have created a believable dramatic scenario with a beginning, middle and end, and you have sustained the first person voice.

You have created a dramatic monologue that shows some basic understanding of structure and voice.

You attempted to create a dramatic monologue but did not use the appropriate language features.

You did not attempt to create a monologue.

Understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view

Understand how accents, styles of speech and idioms express and create personal and social identities

In your dramatic monologue you have shown characterization through style of speech and accents to represent the identity of your character.

You have shown a strong understanding of your character by using highly appropriate details from the novel, pirate lingo, expressions and accent.

You have shown a good understanding of your character by using good details from the novel, appropriate lingo, expressions and accent.

Your monologue shows a basic understanding of the character you have chosen. At times you have used appropriate details from the novel, pirate lingo, expressions and accent to portray your character.

You attempted to create a monologue that shows understanding of your chosen character but did not use appropriate details, lingo, expressions or accent.


Use language features to engage the audience.

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning

You have presented your monologue to the class and used the elements of body language, voice and your character mask to add interest for the audience.

You performed your monologue to an audience. You used your voice, body language and mask excellently to entertain the audience.

You performed your monologue to an audience. You used your voice, body language and mask well to entertain the audience.

You performed your monologue to an audience. At times you used your voice, body and mask to gain the audience’s attention.

You performed a monologue but did not use your voice, body or mask to gain the audience’s attention.


Create texts showing how language features and images from other texts can

Plan, draft and publish imaginative, informative and persuasive texts, selecting

You have drafted your assignment in your workbook and made the appropriate

You submitted a draft of your assignment to your teacher and made changes

You submitted a draft of your assignment to your teacher and made some

You submitted a draft of your assignment to your teacher but did not make the

You did not submit a draft to your teacher. You have not provided any evidence that



be combined for effect. aspects of subject matter and particular language, visual, and audio features to convey information and ideas.

changes. You have planned and edited your mask before creating the final product.

based on feedback. Your work is well planned and has been edited.

changes based on feedback. Your work is planned and edited.

appropriate changes based on feedback. Your work show some planning and editing.

your work has been planned or edited.


Year 7 English: Unit 6 – Film Study - Teacher assessment Student Name Teacher Name Issue date Draft deadline FINAL Due date Word length Achievement standard elements

demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. create texts showing how language features and images from other texts can be combined for effect. create structured and coherent texts for a range of purposes and audiences



Sub strand Examining literature sub-strand Interpreting, analysing, evaluation sub-strand

General Capability Ethical understanding: Reasoning in decision making and actions element - articulate a range of ethical responses to situations in various social contexts

Literacy: Comprehending texts through listening, reading and viewing element- interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

Cross-curricular priority Sustainability: futures - Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments

Task description: You are to write a report on ONE of the characters in the film, using the correct vocabulary for the different parts of the report. Model your report presentation on one given by your teacher. Your report will have written and visual elements. Step one: Choose a character from the film as the focus of your report. Step two: Complete a report in any of the styles that you have been given as models. Your report must include the following details:

The name of the character and the name of the real animal it is based on. A description of the real animal: family, species, physical description, where it lives, what it feeds on, predators and threats. A description of the animal’s representation in the film: name, appearance, where it lives, its adventures, its antagonists and threats. A description of how the animal has been anthropomorphised for the film – face, body, voice, movements/actions, and an explanation of its own animal qualities that have been kept. A shot, with analyisis through annotation, describing these anthropomorphic and natural qualities and elements of cinematography (framing, angles, facial expression and gaze) and how these things affect the audience.

Achievement standard element


CCC ICT: Using online dictionaries, thesauri and search engines for research purposes. NUMERACY: Interpreting, analysing and creating texts involving quantitative and spatial information such as percentages and statistics,

You will show evidence of research about your chosen Marine animal, including being able to express populations and geographical locations using numeracy skills and language.

Your report uses highly relevant, accurate and summarised details. You have been able to express your own understandings of percentages, populations, threats, and geography using highly appropriate vocabulary.

Your report uses mostly relevant accurate details. Some more summary of information is needed in parts. You have been able to express understandings of percentages, populations, threats, and geography using appropriate vocabulary.

Your report uses some accurate details, mostly expressed with clarity and compression. You have been able to use some appropriate vocabulary.

Your report uses a limited number of details, mostly downloaded directly from the source. You have not demonstrated your own understandings of the numerical data.

No evidence of research or interpretation of numerical data.

http://www.australiancurriculum.edu.au/Glossary?a=E&t=subject


numbers, measurements and directions.

Explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning.

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of text.

You will show understandings of how and why animators create characters using human and animal features.

Your report clearly describes how the animators have anthropomorphised your character through voice, dialogue, facial and body features and movements. You describe the desired audience response lucidly.

Your report describes how the animators have anthropomorphised your character through most of the following: voice, dialogue, facial and body features and movements. You describe the desired audience response.

Your report describes how the animators have anthropomorphised your character through some of the following: voice, dialogue, facial and body features and movements. You attempt to describe the desired audience response.

You struggle to describe how the animators have anthropomorphised your character. You have not attempted to describe the desired audience response.

No evidence of understanding of anthropomorphism is provided in your report.

Demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose.

You will show understandings of how angles, framing and other filmic techniques are used to influence the audience’s response to an animal character in the film.

You have chosen your shot thoughtfully and your annotations demonstrate strong understandings of how framing, angles and other filmic techniques are used by animators to enhance the audience’s response to the character.

You have chosen your shot well and your annotations demonstrate good understandings of how framing, angles and other filmic techniques are used by animators to enhance the audience’s response to the character.

You have included a shot with some annotations that demonstrate some understandings of how framing, angles and other filmic techniques are used by animators.

You have included a shot with a few annotations that demonstrate limited understandings of how framing, angles and other filmic techniques are used by animators.

You have not included a shot and annotations in your report.

Create texts showing how language features and images from other texts can be combined for effect.

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas.

You will create a report that provides information on an animal character from the film. You will use language and visual features.

You have refined your report through drafting and the published copy presents the subject matter and language and visual elements in an outstanding way.

You have refined your report through drafting and the published copy presents the subject matter and language and visual elements in an effective way.

You have created more than one draft of your report. The published copy presents the subject matter and language and visual elements with clarity.

You have not drafted or refined your report. It is still in rough copy.

You have only partially completed a rough copy of your report.

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text

http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20features

http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience

http://www.australiancurriculum.edu.au/Glossary?a=E&t=subject

Documents

YEAR 7 ENGLISH UNITS - AATE