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How to Plan and Implement the 2018 English Stage 6 Curriculum and Survive Auditing Part IV

June 12, 2017

Last week we decided to talk about the Year 11 Modules; so, let’s do it.

 

 

 

Standard English – Module A: Contemporary Possibilities

Brief Summary:

  • Focuses on different communication technologies: “film, television, online news services and specific social media platforms.”

  • Consider how these technologies shape how our students “read, navigate, understand and respond to digital, multimedia, multi-modal and nonlinear texts.”

  • A detailed study of one complex multi-modal or digital text (film, media or interactive narratives).

  • Students need to “appreciate the active roles of both composer…and responder.”

  • Analyse and interpret aural, language and visual devices.

  • Explore notions of hybridity and intertextuality.

  • Design and create their own multimodal or digital texts.

  • Understand the importance of a digital footprint.

  • Plan, draft and refine their own responses to texts.

     

     

All notes taken from: N.S.W Syllabus for the Australian Curriculum. English Standard: Stage 6 Syllabus.

 

 

Some of you might be thinking, what is the difference between multimedia, multimodal and nonlinear texts?

 

Well, let’s go through it…

 

Nonlinear Texts

Nonlinear texts are most often electronic, where readers can choose their own reading pathway. Content is normally organised in a network structure, where a reader can access information as required.

 

Multi-modal Texts

Incorporates two or more communicate modes to create meaning. Different modes could include: visual images, written language, sounds and spoken text. Multimodal texts are not always digital; they could be: books, posters, reviews, graphic novels and comics. Electronic texts might include: websites, blogs, social media sites, video games, eBooks, film, stop motion and animation.

 

Multimedia Texts

These texts combine two or more forms of medium or communication, such as audio, interactive, visual images or film. It is most often the integration of written text and sound.

Multimedia texts are all processed digitally.

 

Your next question might be, what are some interactive narratives that are suited to senior students?

 

Well I’ve got to tell you, this one threw me too. Upon investigation, I found:

 

1. “The Boat” SBS

http://www.sbs.com.au/theboat/

 

2. “Cronulla Riots: The Day that Rocked the Nation”

http://www.sbs.com.au/cronullariots/documentary#chapters/reflections-on-cronulla

 

3. “After the Storm” WP

http://www.pbs.org/independentlens/interactive/after-the-storm/#/something-was-different

 

4. “Seven Deadly Sins” The Guardian

http://digital-deadly-sins.theguardian.com/#/Pride/21

 

5. “The Fallen of World War II” Neil Halloran

http://www.fallen.io/ww2/

 

6. “Killing Kennedy” National Geographic Channel

http://kennedyandoswald.com/#!/rendezvous-with-death-title-screen

 

7. “Walking New York” The New York Times

http://dragons.org/creators/chris-milk/work/the-new-york-times-walking-new-york/

 

8. Interactive stories/games that require purchase

http://www.inklestudios.com/

 

 

Advanced English – Module A: Narratives that Shape our World

Brief Summary:

  • Narratives from the past and contemporary era are studied.

  • Connecting people within and across cultures.

  • Communities and historical eras.

  • Change and stability.

  • Collective or individual experiences.

  • Analyse and evaluate ONE or MORE print, digital and/or multimodal texts to see how narratives are shaped by context and values of composers.

  • Investigate appropriations, reimagines and reconceptualised texts.

  • Students OWN compositions are included.

  • Students investigate author’s use of textual structures, language devices and craft.

  • Conventions of narrative studied: plot, characterisation, voice, point of view, imagery.

  • Evaluate and refine their OWN narrative devices to express complex ideas about their world in a variety of modes.

I don’t know about you but I can see a lot of similarities between the ‘Reading to Write’ Module and this one. Just to pick a few phrases: “imaginative re-creation,” “voice and image,” “purpose, audience and context shape meaning,” “investigate various language forms and features” and the list goes on.

 

So, it seems we need to be very careful when we represent the two different units in our programming. Whereas the Common Module has a selection of “critical and creative texts”, Module A just focuses on the narrative.

 

All notes taken from: N.S.W Syllabus for the Australian Curriculum. English Advanced: Stage 6 Syllabus.

 

Be aware of the overlap and make sure that you don’t mix up your texts when teaching the units.

 

Let’s move our Module B discussion into next week. I’m sure you already have enough to think about.

 

May your students sit quietly and absorb your wisdom,

 

Or at least look like they are,

 

Have a great week,

 

Mil 😊
 

 

 

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