Australian Curriculum Horror Unit

Ausvels criteria for Horror Movie Unit

Peter's Notes

I think these are the parts of the curriculum that still need to be covered or would be appropriate for Horror
Year 7 Level Description
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.

Creating texts
1. 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)
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o http://www.acara.edu.au/vocabulary/mode/r

2. Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
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o http://vocabulary.curriculum.edu.au/generalCapability/4
o http://www.acara.edu.au/vocabulary/mode/r

3. Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
o http://vocabulary.curriculum.edu.au/generalCapability/1
o http://www.acara.edu.au/vocabulary/mode/w

4. Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Examining literature
1. Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
o http://vocabulary.curriculum.edu.au/generalCapability/1
o http://vocabulary.curriculum.edu.au/generalCapability/4
o http://vocabulary.curriculum.edu.au/crossCurriculum/1
o http://vocabulary.curriculum.edu.au/crossCurriculum/2
o http://www.acara.edu.au/vocabulary/mode/s
o http://www.acara.edu.au/vocabulary/mode/l
2. 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)
o http://vocabulary.curriculum.edu.au/generalCapability/1
o http://vocabulary.curriculum.edu.au/generalCapability/4
o http://vocabulary.curriculum.edu.au/crossCurriculum/2
o http://www.acara.edu.au/vocabulary/mode/s
o http://www.acara.edu.au/vocabulary/mode/l
Creating literature
1. Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
o http://vocabulary.curriculum.edu.au/generalCapability/1
o http://vocabulary.curriculum.edu.au/generalCapability/4
o http://vocabulary.curriculum.edu.au/generalCapability/5
o http://www.acara.edu.au/vocabulary/mode/r
o http://www.acara.edu.au/vocabulary/mode/w
2. 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)
o http://vocabulary.curriculum.edu.au/generalCapability/1
o http://vocabulary.curriculum.edu.au/generalCapability/3
o http://vocabulary.curriculum.edu.au/generalCapability/4
o http://vocabulary.curriculum.edu.au/crossCurriculum/2
o http://www.acara.edu.au/vocabulary/mode/w
o http://www.acara.edu.au/vocabulary/mode/s
o http://www.acara.edu.au/vocabulary/mode/l

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