Contemporary Teacher Leadership - Assignment 1 - Professional Task

Student Id: 18030727
Contemporary Teacher
Leadership - Assignment One:
Professional Task
Name: Halim Yasar
Student Number: 18030727
Submission Date: 4/11/2019
Due Date: 4/11/2019 11.59Pm
Signature:
Contents
Executive summary .................................................. 3
Recommendations: ...................................................................... 4
Goals: ........................................................................................... 6
Unit Overview .............................................................................. 7
Comparative Table ................................................... 9
Recommended changes ............................................................. 13
Reconstructed Unit/Scope and Sequence ................17
Northmead Creative and Performing Arts Highschool |Year 9|
Scope and Sequence | Stage 5 | 2019............................................ 17
Concept Map ............................................................................. 21
Modified Assessment and Rubric ............................................... 22
Modified Unit Outline ................................................................ 30
Original/Unmodified unit outline ............................47
Reference list ..........................................................56

Executive summary
This report was designed for the English faculty of Northmead Creative and Performing Arts
high school, which is located in Western Sydney, Northmead. Northmead is a co-educational
facility that specialises in performing arts and languages. Northmead CAPA Highschool is a
highly diverse school, as slightly over half of the student body have a language background
other than English, at 51%, with a relatively low percentage of students identifying as
aboriginal or Torres Strait islander at 2%. Furthermore, its socioeconomic status or Index of
Community Socio-Educational Advantage (ICSEA) value is slightly above the average
ICSEA distribution among Australian schools, in which the highest percentile is positioned
within the middle quarter of earners at 29% and 30 %, which is slightly higher than the
Australian average at 25%. Additionally, the school’s gender makeup comprises of almost
equal amount, around 50% male and female students (517 boys and 506 girls).
This report demonstrates the highly diverse cultural environment that currently embodies
Northmead Performing and Arts high school, where students come from various cultural and
socio-economic backgrounds. This unit was originally taught to a Lower ability English year
9 classroom in which more than half the students were from Language backgrounds other
than English (LBOTE), and 6 of the 30 students were English as a Secondary Language
(EASLD, therefore, their English abilities are not as developed as their peers. These students
were classified as students who are English As an Additional Language (EALD) and showed
signs of struggle when trying to comprehend many of the concepts presented to them in
English, however, research indicated that they showed no signs of struggle with regards to
other subject areas involving numeracy.

Below are statistical graphs representing the above information that were retrieved from
Northmead creative and performing arts high schools MySchool (2019) Information page
Figure 1
Figure 2
Recommendations:
The following recommendations consist of strategies for the unit that will be taught in a
mixed ability classroom, which would comprise of students of varied language and academic
levels/backgrounds. Furthermore, there will be students with mixed socioeconomic values,
and students with varying language abilities, such as EALD, with 1/3 of the class requiring
further assistance such as School Learning Support Officers (SLSO) to help assist with the
work.
 Implement more inclusive practices/strategies, such as differentiation, to assist those
students who may struggle with the content due to their lack of language ability. This
is important as 51% of the school are from LBOTE, and furthermore, there is a high
number of students with refugee status who also have certain language barriers.
 Using the understanding by design framework, design a scope and sequence and
concept map that will help staff conceptualise the unit within a larger frame of work.
 Many of the resources provided/linked in the unit outline are either outdated in terms
of information and/or no longer relevant due to the changing syllabus, or do not work,
as many of the links no longer exist, or the needed resources for certain lessons are
not provided/available. Therefore, I would implement more current/up-to-date
resources and links that are both working and available, and are current with the
learning goals prescribed in the syllabus.
 The Assessment task, which is a synthesis essay on the topic of genre, might provide
itself to be unfair to those who have a weaker English ability, so provide more
scaffolding, and incorporate another form of assessment to assess students in multiple
areas..
 Improve differentiation within classrooms to accommodate students of various
backgrounds and language levels, as there is a high level of LBOTE students and
students with English as a secondary background (EALD).
 Include ICT and collaborative learning as effective tools for learning, engagement and
differentiation.
Goals:
 Address literacy and numeracy concerns raised in the NAPLAN results, and embrace
more opportunities to incorporate numeracy within the unit in order to properly fulfil
the mandatory numeracy component in the curriculum.
 Improve differentiation to fulfil the needs and demands of students from various
backgrounds, such as students classified as EALD, as these students are of most
concern, especially since this is a English unit.
 Create a more inclusive environment that meets the learning needs of all students,
regardless of academic or language ability.
 Produce and formulate a more cohesive scope and sequence that is better suited to
students and provides a more comprehensive unit program that addresses their
learning needs and goals.
 Provide up-to-date resources to teachers who use the unit.
 Develop and incorporate ICT into the classroom as a potential learning resource to
enhance the learning experience of the students.
 Provide the students with multiple avenues to express their understanding of the
material and content of the unit by providing more flexible, creative and alternative
assessments, in order to provide a fair assessment on student ability, especially since
the classrooms contain a high number of EALD students.
 Facilitate and promote collaborative learning in classrooms, in order to challenge
students to become more active learners in classroom, while also providing
opportunities for more creative and unique lessons.

Unit Overview
This unit focuses on the concept of genre, specifically the various conventions
that form a particular genre, and how texts are classified. This unit challenges
students preconceived notions regarding their knowledge of genre, and
transition their understanding of genre being this static concept to something
that is more interchangeable, mouldable and has various forms. This notion is
reflected in the driving question of the unit outline, “Does genre limit a text’s
potential?”. Students will explore the various conventions that make up some of
the most popular genres that they are exposed to, such as horror, science fiction,
fantasy, and western. The genre that students will be focusing on in this unit is
the horror genre. They are then tasked with analysing the conventions and
“building blocks” that go into making that genre, as they are asked the question,
what makes the horror genre “horror”. They will then be tasked with
experimenting with various different genre’s in which they will combine two
genre’s together to form their own creation, thus allowing students to
experience how fluid and dynamic genre is. Finally, students will explore why
certain composers subvert genre tropes and conventions by exploring various
texts and identifying which conventions are being subverted. The assessments
for this unit are a creative class task in which students from various classes
choose a convention from a genre, and create a themed classroom for other
students to view, and a synthesis essay answering the following question “

How do the composers of the texts you have studied reflect the conventions of
their genre? In your answer refer to at least two texts studied in class”.
Comparative Table
Area of Strengths of the Concerns of the area Suggested Research support for the changes
consideration area of of consideration Changes to suggested.
consideration counteract
concerns
This unit of work As there are a high Utilise mini Atwell (1987) and Dowis & Schloss
exposes students to level of LBOTE lessons and (1992) advocate for mini-lessons,
Literacy a new set of students, there are workshops, that which are a combination of student-
vocabulary that is concerns regarding help improve and teacher-centric pedagogies that are
specific to genre their literacy abilities, student writing designed to help motivate reluctant
theory, and expands such as spelling, ability, and writers, and help develop their writing
their knowledge on punctuation, reading motivate reluctant capabilities.
the meta language and writing, which writers to engage
used throughout the are fundamental with and improve
unit. skills/abilities to their writing
successfully reach through creative
learning writing activities.
goals/outcomes for
this unit. Have students
conduct
presentations in
which they
practice both their
written and aural
skills.
Students are able to EALD Students in the -Utilise mini Deanne Sovereen recommends that
experiment with the class had limited vocabulary students undergo “mini vocabulary”
different types of vocabulary and lessons to help lessons each lesson for 7-10 minutes,
genre, allowing understanding of the students recall key which include “techniques that foster
them to expand meta-language used words that are adequate repetition, exercises that
upon their prior in Genre, therefore crucial in reflect varied student learning styles,
knowledge. did not understand understanding the and drills that stimulate multiple levels
many of the terms unit. of thinking from memorization to
evaluation.” (Sovereen 2013 p. 116.)
used.
N/A Due to the nature of Incorporate Geiger et al (2015) argue that

the subject, there are elements of implementing numeracy across all
Numeracy not many numeracy into the curriculums is crucial as numeracy itself is
opportunities to program through a vital component in secondary
explore or cover the use of education. Geiger et al (2015) therefore
numeracy. This unit statistics, argues that, whenever possible, to
revolves primarily numbers, graphs implement numeracy. They present an
around literacy. This etc in prior Units example of such a unit for English, in
is a concern as, per within the scope which a unit about mass media had
the syllabus, there and sequence, students research articles, newspapers
needs to be some such as the unit and studies about a certain subject, and
form of numeracy on mass media. transfer that data into statistics and
imbedded within the graphs through the medium of statistics
unit. Students conduct and graphs.
independent
research on texts
from various
genre’s, and
compile them into
statistical data
form.
There are many While this program As the focus of ICT in classrooms have positive effects on
Critical and opportunities does have some level this genre is students in areas such as engagement,
Creative provided to of “interactive” revolved around and creativity, (Voogt et al, 2001; Passey
Thinking students in which lessons and activities, the concept of et al, 2003) and students are more
they can engage in it fails to effectively genre, the engaged due to the exciting and fun
collaborative utilise ICT, which as a utilisation of ICT nature of the presentation (Balanskat,
activities, allowing unit revolving around and ICT related Belmire & Kefala, 2006, p.30)
them to facilitate the concept of genre, activities could
meaningful the potential for benefit students.
discussions incorporating ICT and Such as videos
regarding the creating interactive illustrating the
content/material. lessons is high. discussed genre,
interactive
novels/visual
activities, and
creating their own
“horror” movie
Students There are not many Encourage a more This pivot to collaborative learning is
experiment with opportunities heuristic approach reinforced by research indicating that
genre conventions, provided to students to learning, in learners have a positive learning
for as observing for collaborative or which experience when sharing and gathering
texts that belong to independent study. collaborative information and ideas collaboratively.
multiple genres and learning is (Economides, 2008, p. 243).
creating their own promoted in class
works through to allow students
collaborative work, to become
in which they independent
combine different learners and have
genre’s. them embrace a
more inquiry
based system of
learning. For
example, having
students separate
into groups and
become “experts”
in a particular
field/subject/the
me when
analysing a
specific text.
There are complex There are not many Provide different Dorit Tubin (2007) & Ed Smeets (2005)
and interesting forms of forms of both agree that varying levels of ICT
concepts that are differentiation differentiation within the school curriculum promotes a
being explored in provided to students, through level of differentiation that would
this unit, that which is a major Scaffolding the otherwise not be possible due to the
challenges both the concern as this was a content, with the technical requirements of such activities,
students prior unit taught to a use of examples such as including using ICT in co-
knowledge and their classroom that had a and group work, operative groups during activities (Tubin,
current grasp on high percentage of or substitute the 2007)
vocabulary/meta LBOTE and EALD content for its ICT
language students. alternative, Lee et al (2019), echo these statements in
incorporating their article, in which they stress the
Furthermore, the technology in interrelated nature of technology and
content covered in order to make the collaborative learning as a tool of
this unit are quiet content more differentiation, as it “facilitates
complex. accessible to the interactions with peers” and “enhances
student. individual language skill practice” (2019,
p. 14)
The program equips While this unit Explore various Deborah Dean (2007) argues that
Personal and the students with explores genre, most genre’s with students should be exposed to as many
Social the tools necessary of its activities varying themes. In genre’s in various situations and text
Capabilities to identify and primarily revolve addition, have types in order to broaden student
categorise texts into around the genre of students understanding of genre theory, and to
different genre’s. Horror. It may be experiment with better equip them to identify the various
beneficial to explore the interrelated conventions that not only act as a
other genres. nature of genres scaffold or recipe for certain genre’s, but
by creating how these genre’s interrelate with each
This is to equip hybrids or sub- other to cause/create new sub-genre or
students with the genre’s, such as hybrids.
tools to identify science/comedy,
genre outside of horror/comedy, or
school. romance/horror.
Enhances the More emphasis Incorporate Deborah Dean (2007) states, students
students critical and should be placed on different forms of can use genre theory in social situations
analytical thinking the social aspect of text types and to identify the conventions that belong to
skills, which allows genre theory, such as have the students certain text types, such as writing emails,
them to view essay writing, resume view these texts in memos or text messages, and equips
certain and cover letter etc. the same lens in them with the skills to express
texts/mediums which they viewed themselves.
through a more traditional texts,
critical lens. such as novels.
Furthermore, Have the students
encourages choose from a
students to reflect range of texts,
on previous texts such as email,
that they have journal, resume
read/watched etc, and have
through a more them identify and

critical lens. classify each texts
conventions, and
then, to assess
their abilities.
write an example
in response to a
stimulus or
question.
This unit provides There is no scope and Create a scope Jacobs (1989) argues that scope and
detailed contextual sequence provided and sequence that sequence and program planning over
Understanding information with the unit outline, places this unit in various curriculums should be connected
by Design regarding genre, therefore not placing conjunction with and linked. This article is highly critical of
and genre theory, the unit in a larger other units, to teachers who just provide small samples
justifying the merits frame of work within provide a better that are related to the overarching theme
of the concept. the year. framework over of the scope and sequence, and proposes
the entire year. a form of scope and sequence that relies
No assessment and on the close links between the units in
rubric provided unit Provide a rubric order to develop student abilities and
of work. for the skills in tandem with their progression
assignment to through the year. This would ultimately
indicate clear result in students continually developing
learning goals for and learning, meeting their learning
both the student outcomes as their learning needs and
and teacher. expectations for that term are supported
by the previous terms as they are
building on the skills that they have
acquired over the course of a year.
The use of inquiry There was no Create a concept Lachner et al (2017) argues that the use
based learning and concept map map for this unit of concept maps assists students with the
open ended provided, which is of work, which retaining/revising of material and
questions within the important as it breaks the unit information presented to them.
unit of work provide breaks down and down into Furthermore, research suggests that
many opportunities shows how students segments, concept maps provide students with
for students to will learn and providing a visual enhanced cohesion of texts as it lowers
conduct interact with format that the overall difficulty and learning curve of
independent different aspects of illustrates not only the material presented.
learning, therefore the unit. the different
fostering a learning components of Furthermore, concept maps provide
environment that is the unit, but also visual links that demonstrate the
conducive of how students expected learning actions of students,
student-centred interact with and clearly defines the links/connections
pedagogies. those different between the nodes.
components, and
how they link to
other areas in the
unit.
Recommended changes
The original unit outline was limited in terms of direction and overall impact on student progress
over the year. Many crucial components were missing, such as a scope and sequence detailing this
unit’s position and impact over the year, a concept map that illustrated the connection between
different components in the unit and a marking rubric which provided students and teachers a clear
guideline on learning/assessment expectations and outcomes. Understanding by design is a tool used
to design programs that address student learning outcomes, including the use of backwards mapping
that ensures the questions and skills needed to meet the required learning outcomes for the
assessment and the scope and sequence are being addressed (Almasaeid, 2017,; Wiggins and
Mctighe, 2011,; Yurtseven & Altun, 2017).
Therefore, UbD is a vital tool for teachers as it allows them to effectively plan and place the required
support measures, equipping students with the necessary skills to meet expected outcomes, thus
providing a firm structure to the program (Almasaeid, 2017). Therefore, UbD, via backwards
mapping, allows students to “to see the big picture about learning” by including “essential questions
and assessment techniques” (Yurtseven & Altun, 2017, p.439) relevant to their understanding of the
assessment. With the UbD framework in focus, the absence of scope and sequence, concept map,
and rubric presents issues with the current unit outline. Specifically, there was little information
provided to the English staff on how this unit would develop student ability and meet the learning
outcomes. Thus, the use of concept maps and scope and sequence could provide crucial information
to staff.
I reconstructed this unit outline by creating a scope and sequence that reinforces the abilities/tools
required by students for this unit. Therefore, prior units focus heavily on language techniques,
creative writing, and exploration of various texts. This re-structuring equips students with the
necessary skills to perform their best when undertaking this unit in term 4, thus achieving a fair
assessment of their abilities during their assignments. Furthermore, Lachner et al (2017) argues that
the use of concept maps provides students with a visual format that helps them retain and revise
information. Studies also indicate that concept maps improved students’ comprehension of texts and
lowered the learning curve of the material, as they present otherwise abstract knowledge in a visual
format.
One of the core modifications made to this unit is the increase in collaborative and heuristic learning
approaches, which are reflected in the group-based activities and assessments, particularly those in
which they need to create a short film/trailer that showcases the conventions of their selected genre.
The shift in focus to collaborative learning and the proposed modifications to the unit outline were
influenced by Economides’ (2008) research, which outlines the positive pedagogical learning
students experience when sharing ideas and knowledge with their peers. The reconstructed unit
therefore pivots into collaborative learning, receding from traditional forms of teacher-centric
pedagogies and refocusing on student-centric practices, thus emphasizing core components in the
NSW QT Framework, such as “student direction” and “engagement”. Through collaborative
learning, the modified unit allows students to guide their learning through peer assistance and
teacher-guided learning, meaning lower ability students can acquire assistance from peers, thus
slowly positioning them outside of Vygotsky’s (1978) zone of proximal development, while still
encouraging independent study so high-performing students can continue to learn (Rose, 2005). This
is a form of differentiation that internalises learning, gradually shifting the learning responsibility to
the student (Boas and Gaziz, 2009)
Additionally, there are opportunities to engage with heuristic learning approaches, which encourages
independent learning to foster internal learning patterns and shift the learning responsibility to
students to achieve increased learning outcomes. This is aligned with Kingir, Geban and Omer’s
(2012) research into heuristic learning strategies regarding the Science KLA, which, while different
to the unit in question, is still applicable. According to the authors, it is crucial for students to have
the opportunity to “practice disciplinary authority and accountability in practising and learning
science.” (p. 429, 2012), and through their own efforts, generate knowledge and data. Therefore,
they proposed a form of learning in which students engage in activities within the class, such as data
collection, discussion and generation of knowledge, with the teacher acting as a facilitator (Kingir et
al., 2012; Keys et al., 1999 Burke et al., 2005). Kingir et al. (2012) indicates that low-/mid-end
achieving students, who were undertaking this heuristic learning approach, performed better in
relation to the control group. The authors argue that this form of promotes the development of critical
reasoning, where students investigate the links between the proposed arguments and form their own
understanding, therefore fostering an intrinsic form of learning that has a positive effect on the
students’ long-term academic success (Kingir et al, 2012).
Another modification made to the unit was the implementation of information communication
technology (ICT). ICT is a crucial learning tool as it incites student creativity, excitement and
engagement, resulting in a positive increase in academic success. These claims are reinforced by
research, which indicates that ICT in classrooms have a positive impact on students in areas such as
engagement, creativity, and multi-modal skills, and students are more attentive to the material being
taught due to the exciting and stimulating presentation of materials (Voogt et al, 2001; Passey et al,
2003, Balanskat, Belmire & Kefala, 2006). The modifications made were the use of multi-modal
forms of assessment where students had to present their work, for example, the short film/trailer
assignment, which required students to develop a project that incorporated language, visual and
audio techniques. Takayoshi and Selfie (2007) argue that in a world where communication is
“increasingly cross-cultural and digital”, the utilisation of only traditional forms of texts, is becoming
increasingly inadequate to fully tap into the potential offered to our students in the 21st century (p.2,
2007). Literacy pedagogies are often centred around the notion that students must explore multiple
texts and be exposed to various text types, therefore are encouraged to adopt a multi-modal form of
learning (Takayoshi and Selfe, 2007). This unit therefore strives to move beyond traditional forms
of writing and expand into territories that explore the use of audio/visual techniques to create
something symbiotic with the learning outcomes set in this unit. Patrician Sullivan (2001) argues
that teachers should expand classroom practices beyond paper and let students experiment with
various methodologies, allowing them to think in broad/complex ways about texts, and in various
dimensions. She argues that students can explore visual imagery and audio design, which provide
for not only interesting lessons/assignments, but also develops the students’ capabilities in skills
relevant to the 21st century.
This unit was originally taught to a class with a high level of EALD background students.
Furthermore, some of these students were low ability in that the capabilities relevant to English in
general, e.g. writing techniques and reading, were not developed. This presented issues as many
students would find it challenging to comprehend the unit and would therefore be unable to
perform to their fullest potential in assignments, thus providing an unfair assessment of the
students’ actual capabilities. To counter this, differentiation was introduced within the unit,
through both the revised materials/lessons and the assessment that was provided to the students.
Differentiation enables students with learning difficulties or challenges have access to the
curriculum (Rontou, 2012). It is therefore seen in mainstream classes to support all pupils without
the stigma felt by students by learning a different program, as students are still accessing the same
program, but through different means in which teachers utilise appropriate teaching methods and
strategies to fulfil the students learning needs (Rontou, 2012; Reid, 2009, Visser, 1993). These
changes correlate with the Understanding by design process, in which large sections of the unit
were revised, including the materials, assessments, rubric and texts, to maximise students’ chance
of meeting learning outcomes.

Reconstructed Unit/Scope and Sequence

Note: As there were no scope and sequence, concept map or Assessment/marking rubric provided with the unit outline, recreating these components
using the Understanding by design framework were necessary, and are listed in the following section.
Northmead Creative and Performing Arts Highschool |Year 9| Scope and Sequence | Stage 5 | 2019
Term 1 - 10 weeks 3 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week 11
(Only 3 days)
Novel Study Film Study
Outcomes: Outcomes:
EN5-3B, EN5-4B, EN5-6C, EN5-8D, EN5-9E, EN5-1A EN5-1A, EN5-2A, EN5-3B, EN5-4B, EN5-5C, EN5-6C, EN5-8D
Overview: In this unit, students will be exploring a novel (Teachers Overview: In this unit, Students will be studying the film "Bend it like Beckham"
choice) revolving around the concept of the bildungsroman, and how and analysing themes and concepts relevant to the film.
meaning is changed throughout the coming of age novel.
Key competencies: Critical film analysis, Visual language analysis, reading, writing,
Key Competencies: Reading, Writing, critical and creative skills creative writing.
Assessment Assessment
 Students select a character and identify 6 items that represent their  Synthesise an essay detailing the various visual language techniques used in
character and support those items with direct quotes from the novel the film, and their intended effect on the audience.
 Students compose an essay analysing the concept of change  Short answer questions analysing film techniques, character and theme.
throughout the novel, and the progress of character change.

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
Persuasive Techniques and Advertising Mass Media
Outcomes: Outcomes:
EN5-2A, EN5-3B, EN5-4B, EN5-5C, EN5-6C, EN5-7D, EN5-8D, EN5-9E EN5-2A, EN5-3B, EN5-4B, EN5-6C, EN5-7D, EN5-8D
Overview: This unit will allow students to explore the use of persuasive techniques and Overview: Students explore the role of media in in
language in advertising, enabling them to identify and analyse both the techniques and effect society, and how it utilises multi-modal representations
on audiences. of groups and impacts their image through the use of
persuasive techniques.
Key Competencies: Analysis on persuasive techniques, Cause and effect, Reading, writing,
Information technology. Key Competences: Critical Analysis, Multi-modal ability,
Reading, Writing, Creative ability.
Assessment:
Assessment:
 Group Assignment: Students work in groups of 3-4 to sell a product or concept that they
have come up with. They are to present a PowerPoint presentation, utilising persuasive  Students are to synthesise an argumentative essay on
techniques to pitch their concept/product, and justify their use of said techniques. the current climate of mass media, and its
representation of minority or subjugated groups.

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
Poetry creative writing
Outcomes: Outcomes:
EN5-1A, EN5-2A, EN5-5C, EN5-6C, EN5-7D, EN5-9E EN5-1A, EN5-2A, EN5-3B, EN5-5C, EN5-6C, EN5-7D, EN5-8D
Overview: In this unit students will be studying poetry and other Overview: In this unit, students explore the concept of interrelatedness of texts,
related texts that focus on the concept of tragedy and comedy various text types and their conventions, and finally have the opportunity to
experiment with the knowledge they have garnered through creative writing
exercises aimed at developing both their imaginative and writing capabilities.
Overview: Poetry analysis, Poetic technique analysis, creative and
critical thinking, reading
Key competencies: Creative writing, reading, critical analysis.
Assessment:
Assessment:
 Students are to form groups and create a multi-modal
presentation (visual and audio) on one of the provided topics,  students re-create and re-imagine the selected text (teachers choice) into a
revolving around the concepts of tragedy and comedy. different medium, genre, time period or from a different characters perspective.
 students create a visual novel of a portion of their selected text using either
PowerPoint or another program offered to students.
Term 4 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Genre
Outcomes:
EN5-1A, EN5-3B, EN5-5C, EN5-6C, EN5-7D, EN5-8D, EN5-9E
Overview: This stage 5 unit focuses on genre theory and how genres are essentially dynamic and hybrid. Students will explore the conventions, textual
features, values, sub-genres and hybridity of a variety of texts within a focus genre. Students will explore the use of a variety of techniques and how meaning
is shaped and conveyed. Students will study a central text (novel OR short stories) and a number of related material including; film and poetry. The
assessment task for this unit is a synthesis essay and will require the students to make connections between the texts they have studied, preparing students
and leading them towards senior style essays.
Key Competencies: Analytical and critical thinking skills, Knowledge of meta language
Assessment:
Assessment for/of/as learning
 Class task:
 Assessment task:
 Assessment Task: Group movie/presentation
 Group Task : Horror Character presentation
Concept Map
Modified Assessment and Rubric
Assignment Notice – Group movie Presentation

In groups, you are to compose a short 5-minute movie/trailer composing of the various conventions that
are present within the genre that you have selected. This video could either be live action or be a
compilation of videos/slides.
Select from the following genre’s
- Horror
- Science Fiction
- Comedy
- Tragedy
- Mystery
- Crime
- Drama
Guidelines:
The video should consist of conventions present within your selected genre and should be NO LONGER
than 5 minutes in length. Your group are to be no more than 5 members, and no less than 4.
Your group are also to prepare a 2-3 minute speech introducing the class to the genre that you have
selected, some background information and identifying the members in your group. THIS PART OF THE
ASSIGNMENT IS NOT MARKED. Your group will only be marked on the video section.
(Examples will be provided in class)
Fill in the information below as a group:
Date Received: __________________
Due Date: First Lesson Week 10
Name:
Signature:
Marking Guidelines for Group Video Presentation
Sophisticated use of visual techniques in the presentation of their

audio/visual video. 20
Sophisticated response with proper punctuation, grammar and academic A

writing with little to no errors.
Shows sophisticated understanding on genre theory and the correlation 16

between genre’s
Shows a deep and thorough understanding on genre and the conventions

that make up genre
Well-developed use of visual techniques in the presentation of their
audio/visual video. 15
Developed and clear response with good punctuation, grammar and B

academic writing with minimal errors
Shows deep understanding on genre theory and the correlation between 9

genre’s
Shows a well developed understanding on genre and the conventions

that make up genre
sound use of visual techniques in the presentation of their audio/visual
video. 8
Good response with minimal errors in punctuation, grammar. C
5
Shows a sound understanding on genre theory and the correlation
between genre’s/subgenre
Shows a sound understanding on genre and the conventions that make

up genre.
Minimal to no demonstration of visual techniques in the presentation of
their audio/visual video. 4
Demonstrates incorrect use of punctuation, grammar and spelling, and E

minimal or incorrect use of correct terminology.
1
Shows a lack of understanding on genre theory and the correlation

between genre’s, demonstrating a limited knowledge on the topic
Shows limited to no understanding on genre and lack of knowledge of

the conventions that make up genre
o Non Serious attempt/ Non Attempt 0 U
Name: ______________________________________
Class: _______________________________________
Date: _______________________________________
Northmead
Creative and
Performing Arts
High School
Year 9 English Assessment:
Synthesis Essay booklet
Instructions:
 Read the question
 Answer in the space provided
 Write using only Black or Blue pen
 Address the question and read the rubric
 Reading time: 5 minutes
 Working time: 65 minutes
 If more paper is required, raise hand and wait for the teacher.
How do the composers of the texts you have studied reflect the conventions of their genre? In your answer refer
to at least two texts studied in class
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End of Paper
Marking Guidelines for Synthesis Essay
Demonstrates sophisticated use of language techniques, such as contrast,

figurative language, juxtaposition and descriptive words/phrases. 20
Shows sophisticated understanding on genre theory and presents their A

ideas and findings in an articulate and constructive manner.
Demonstrates an sophisticated understanding on the representations 16

within genre, specifying aspects such as theme, mood, characterisation
and tropes.
Identifies allocated and two set texts and creates sophisticated and
intricate links between texts and the ideas presented in response
Demonstrates Sophisticated response with proper punctuation,

grammar and academic writing with little to no errors.
Demonstrates well-developed use of language techniques, such as

contrast, figurative language, juxtaposition and descriptive 15
words/phrases.
B
Shows developed understanding on genre theory and presents their
ideas and findings clearly.
9
Demonstrates a developed understanding on the representations within
genre, specifying most aspects such as theme, mood, characterisation
and tropes.
Identifies allocated and two set texts and creates clear links between
texts and the ideas presented in response
Demonstrates a well written response with mostly proper punctuation,

grammar and academic writing with only a few errors
Sound evidence from texts provided to support claims. Justification is

poor.
Demonstrates sound use of language techniques, demonstrating some

techniques such as contrast, figurative language, juxtaposition and 8
descriptive words/phrases.
C
Shows a sound understanding on genre theory, with ideas not coherent,
5
concise or on topic.
Demonstrates a sound understanding on the representations within

genre, specifying some aspects such as theme, mood, characterisation
and tropes, without proper development of said ideas.
Identifies some of the set texts. And links between texts and the ideas
presented in response are not clear, no correlation between idea and
text.
Little to none evidence from texts provided to support claims.

Justification is poor.
Demonstrates a sound response with many errors in punctuation,

grammar. Poor academic writing.
Demonstrates limited of language techniques, very limited or no use of
techniques such as contrast, figurative language, juxtaposition and 4
descriptive words/phrases.
E
Shows a limited understanding on genre theory, with ideas not coherent,
1
concise or on topic, or entirely irrelevant.
Demonstrates a limited understanding on the representations within

genre, not specified aspects such as theme, mood, characterisation and
tropes, without proper development of said ideas.
Identifies some or none of the set texts and no links between texts and
the ideas present in response.
no evidence from texts provided to support claims.
Demonstrates a limited response with many errors in punctuation,

grammar. Poor academic writing.
o Non Attempt 0 U
Modified Unit Outline

KEY FOR MODIFIED CHANGES CORRESPONDING WITH COMPARATIVE TABLE :
o Literacy
o Numeracy
o Critical and creative thinking
o Personal and social responsibilities
o Understanding by design
o Personal statements
o Redacted Text from original unit
Be Afraid! a study in genre | Year 9 | English
Summary Duration
Driving Question: Does Genre limit a text’s potential? How and why? Term 4
10 Weeks
Contributing questions:
1. What is genre and what are the conventions? While the
2. How and why do we classify texts? duration is set for
3. Is genre static? 10 weeks, the
4. Are genres rigid or elastic? unit outline has
5. Why do composers subvert genres? no indication of
week or when a
6. Are genres constant or are they fluid and dynamic, morphing to suit the times?
specific section is
supposed to be
Metalanguage for a genre study taught. This
Genre aspect is modified
Sub- genre
classify in this unit of

Conventions work.
Static
Subvert
Hybridity
Motif
Trope
Symbolism
Characterisation
Parody
Features
Archetype
Cliché
Expectations
Dynamic
Synthesis
Adherence
Evolution
Context
Commonality
Framework
Code
Schema
Assumptions
Texts
Teachers choose a range of texts to develop an understanding of the genre. This could include; novels, short stories, film, picture books, articles,
images, poems etc. Texts which could be included are:
Horror core texts

GAT: Dracula Bram Stoker (1897) novel

Mainstream: Dr Jekyll and Mr Hyde Robert Louis Stevenson (1886) novel
ESL/ low ability: collection of short stories including; The Tell Tale Heart Edgar Allen Poe (1843) short story, The Empty House Algernon
Blackwell (1906) short story, The Monkey’s Paw W.W. Jacobs (1902) Short story
Horror related texts

Thriller Michael Jackson (1982) music video
The Birds Alfred Hitchcock (1963) film OR Coraline Neil Gaiman (1996) film
The Haunted House Thomas Hood poetry OR Deserted Madison Cawein poetry
Poe Collection Vol. 1 - The Tell Tale Heart Edgar Allen Poe
Paranorman Chris butler & Sam Fell (2013)
Goosebumps Rob Letterman (2015)
Frankenweenie Tim Burton (2012)
Frankenstein Mary Shelly
These texts are to be used in relation to Frankenweenie
Bride of Frankenstein
(2012) text, to draw contrast and show students the various
Monster of Frankenstein
ways genre can be interpreted, transformed, or subverted.
Reddit website : nosleep
http://www.dailymail.co.uk/news/article-3146628/The-horrifying-moment-boy-s-nightmare-man-shining-torch-bedroom-window-night-turned-
TRUE.html Use as the basis for a horror story
This stage 5 unit focuses on genre theory and how genres are essentially dynamic and hybrid. Students will explore the conventions, textual features,
values, sub-genres and hybridity of a variety of texts within a focus genre. Students will explore the use of a variety of techniques and how meaning
assessment task for this unit is a synthesis essay and will require the students to make connections between the texts they have studied, preparing
students and leading them towards senior style essays.
Unit overview Learning across the curriculum

Students will complete a synthesis essay
comparing and contrasting texts Critical and creative thinking
Students engage in critical and creative thinking for their assessment task and activities in the classroom. Students need to critically engage in the texts required for study.
Literacy
[Literacy is embedded throughout the English K–10 Syllabus. It relates to a high proportion of the content descriptions across K–10. Students develop their literacy through writing extended
responses including the speaking assessment task. Through a variety of texts, students develop more than the acquisition of technical skills: it includes the ability to identify, understand,
interpret, create and communicate purposefully using written, visual and digital forms of expression and communication for a number of purposes in different contexts. The English learning
area has a particular role in developing literacy because of its inherent focus on language and meaning. The established functions of speaking and listening, reading and writing, and viewing and
representing remain central to being literate together with literacy demands related to a range of visual and multimodal texts, as well as those that have evolved from the growth of digital
technologies.
Difference and diversity

Students experience and value difference and diversity in their everyday lives. Age, beliefs, gender, language and race are some of the factors that comprise difference and diversity. English
provides students with opportunities to deal with difference and diversity in a positive and informed manner, showing awareness, understanding and acceptance. It assists them to develop and
express their sense of self, to connect with other people and communities and to understand the features of a fair and just society that values diversity. Through the study of texts from a range
of perspectives, countries and times, English develops students' understanding of others and builds empathy for individual differences.
Outcomes Assessment overview
1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical Assessment for/of/as learning
analysis, imaginative expression and pleasure ▪ Class task:
5. thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and ▪ Assessment task:
arguments to respond to and compose texts in a range of contexts
6. investigates the relationships between and among texts
▪ Assessment Task: Group movie/presentation
▪ Group Task : Horror Character presentation
Assessments that provide a more thorough and rounded assessment of student
understanding on Genre theory, that incorporate elements of ICT, Collaborative
learning, heuristic learning, and provides an overall greater assessment of student
abilities.
Content Teaching, learning and assessment Resources

Week 1 Introduction to unit Genre Meta
language List
Introductory activities:
1. Discuss as a class how and why we classify texts?
2. Write a response to the question, what is genre and what are the conventions? Share. Create a collective response on the Butchers
papers
board
3. In small groups create a mind map of the variety of genres: fantasy, science fiction, westerns, thrillers, gothic horror,
Mind map
romance, war, crime fiction, musical, comedy, teen fiction, drama, psychological drama, mystery. Contribute to a large
example
mind map on the board. At the end, circle your focus genre. Provide students with Butchers paper
(displayed on
Create a mini example of a mind map to illustrate what they need to do for their tasks, before setting the students out to PowerPoint)
complete the task.
Teacher provides example for students. Indicates what is expected of students, and provides that there are no confusion with
task.
Quotes for discussion:

1. “Genres provide frameworks within which texts are produced and interpreted…”
2. “Genres are instances of repetition and difference…difference is absolutely essential to the economy of genre” (Neale,
1980).
3. “For readers, genres are sets of conventions and expectations (Jonathan Culler, Literary Theory, 1997).
4. “Every genre positions those who participate in a text of that kind” (Gunther Kress).
Metalanguage
Definition puzzle competition (see list above)
Differientation/inclusive practices: Go through some of the key words within the metalanguage, accompanying words with
relation to previously discussed genres, through images, videos or sounds.
To implement differentiated pedagogies in order to assist those students, particularly students with EALD to better grasp the
language that’s used within genre theory, going through the key phrases or words used helps those students better understand
these terms, which would help them grasp with the unit as a whole.
Presenting your focus genre PowerPoint

Week 2 1. What do you know about the genre? presentation
2. What are some examples of this genre?
3. How do we know these texts fit the genre? What are the features? Conventions? Skeleton/genre
4. What are some of the sub genres associated with this focus genre? Template
5. What is it about your genre that makes it fascinating/ compelling? worksheet
6. How is genre like a recipe? How is genre like a skeleton? How is genre like a theory?
Provide students with a “skeleton” template, in which they identify their focus genre, and then they list all the related Horror
conventions under the subcategories in the template, such as setting, characters, theme, music etc. Conventions
information
sheet
Present PowerPoint on the conventions and features of the genre
Laptops/Ipads
Formative assessment – Inquiry Based learning: Provide students with a set of genre’s (Science fiction, Western, Romance or
Comedy) and have students , in groups, pick a genre and address the following questions in a Powerpoint that they will present Smartboard
to class next lesson.
Horror
1. What are some examples of this genre worksheet
2. what are some of the conventions in this genre
3. what is it about this genre that makes it compelling or exciting to audiences
4. Find connections between the examples provided and explain how genre is like a recipe or scaffold, using your selected genre
and texts as an example.
This is an inquiry based approach, to promote collaborative learning and independent research, the teacher is required to,
through scaffolding the activity, foster a learning environment that is conducive to learning, so that students internalise and take
responsibility in their own learning.
Horror
Characters: villain, the supernatural, victim, experts, innocent, mad scientists

Setting: isolated locations, dark places, cemeteries, fog, night
Ideas: good versus evil revenge, human folly, courage, team work, justice
Elements: suspense, murder, victims are cut off from help, curses, superstition, charms/ amulets, candles, flames, demonic
symbolism, religious protection, blood and gore, dread
Incorporate numeracy into this section through the use of graphics and statistics. Highlight the above conventions in graphics
and statistics, identifying the most common conventions in the Horror genre.
Working with the driving and contributing questions

1. Does genre limit a text’s potential? How and why?
2. Is genre static?
3. Are genres rigid or elastic?
4. Why do composers subvert genres?
Introductory activities
Provide students with multiple genre’s/sub-genre’s that they can choose from as a group, which are the following The Haunted
House Thomas
 Horror
Hood poetry
Week 3  Science fiction
 Comedy
OR
 Romance
 Horror/comedy
 Hard science fiction Deserted
Madison Cawein
poetry
● Provide students with genre worksheets, corresponding with the genre that they have selected.
● Have students in groups, read introductory notes on the selected genre.
Activity sheet
for the two
Increase range of genre’s, so that students have the opportunity to experiment with various genre’s and how they interact with each
other. This also provides students who are EALD an opportunity to experiment and explore the conventions of a genre that they may not selected texts
be familiar with due to language barrier.
Rubric for
This also promotes collaborative and independent learning, which fosters a social element that is indicative of the recommended changes Assignment
made in the executive summary. Assignment
notice
Introduce students to their upcoming assignments, the synthesis essay and the group video presentation. Introduce it early on as to
prepare students for the upcoming assignment and to ensure that there are no surprises later on
Genre
Provide students with the rubric for their upcoming assignments and go through it as a class, this is a form of backwards mapping that lays Worksheet
out the expected outcomes and goals for students and work their way back into the assignment. Students are aware of their goals and
outcomes
Introductory
notes for genre
Introductory texts
The Haunted House Thomas Hood poetry OR Deserted Madison Cawein poetry (see activity sheets)
Week 4 Genre Theory – Emails, Memos, Journals and Resume/Cover letter Genre
worksheets.
Provide students with a variety of texts from various text types/genres, such as emails, memos, resumes and other
texts that students may encounter in life. Explore the conventions, ideas and techniques used in these conventions.
Group question
Ask the following questions during class and group discussions worksheets
1. Identify the conventions presented in the text
Emails,
2. Have students highlight the use/purpose of the analysed texts, is it a form of formal writing? Where would you see Journals and
this form of text being used? Do you recognise this text? Resume/cover
letter
Asesssment:
information
Students create their own resume and cover letter for a position of their own choosing. They will be provided samples booklet
of various resume and cover letters and use them as a base/guideline to create their own.
Laptops
This modification is influenced by Deborah Dean’s view on genre theory as more than just a way of categorising
texts/movies, but a crucial component that we use within our social spheres. We use genre theory to identify the
various conventions of text types, such as resumes, journals or emails, and then apply those conventions to re-create
texts within those frames to achieve a certain purpose. Therefore this modification assists those students, especially
ESL, EALD and low ability, by exposing them to these text types and different genre conventions of writing, and in
addition, allows students to improve their formal writing abilities.
OR
Group Activity
Have students form into groups of 3-4 and pick one of the following horror characters to research
 Frankenstein
 Dracula
 DR Jekyll and Mr Hyde

 The invisible man
Use the following questions to create your PowerPoint presentation that will be presented to the class next lesson.
Questions:
1. What year was the character first created?
2. What was the name of the author?
3. What was happening in history at that time?
4. How have the characters evolved over the years? Find pictures for your presentation.
5. Has the story been transformed into a comic strip, cartoon or children film? Find examples for your presentation.
6. List the names of famous actors who have played the role.
7. List the names of films and the year they were made that featured the character.
8. List any other interesting facts you have discovered about the character.
This modification incorporate elements of ICT, collaborative and heuristic learning, and overall allows for a more student-
centric pedagogy, while also requiring the assistance of a teacher to lead discussions and guide groups in the right
direction. This aligns with the critical and creative thinking component of the comparative table.
Students remain in their groups for the group video presentation due week 10
Week 5 Related material ONE Thriller Michael

Select an accessible related text which fits with your focus genre. Explore the conventions/ ideas/ techniques of the genre Jackson (1982)
music video
HORROR
Copy of lyrics
Thriller Michael Jackson (1982) music video Michael Jackson
● Provide a copy of the lyrics. Read. Have students read together in groups, and have them Annotate the lyrics as a group Worksheet
● Worksheet. List the horror motifs or tropes provide the students with butchers paper and have them brainstorm the
motifs and tropes, provide examples beforehand.
● Identify the perspective presented
● Identify setting for both identifying perspective and setting, start these off as a class and then have individual groups
complete the rest of the work, this is a form of scaffolding that provides students with structure.
● View the clip turn on subtitles for those with vision impairment, and low language ability
● Discuss the dramatic impact of Vincent Price’s narration
● How does the video clip enhance the lyrics?
● List and explain the effect of the conventions Go through a few examples as a class and scaffold their learning,
directing their focus to explaining the effect of the convention, then have the students, in their groups, complete the
rest.
Related material TWO

Week 6 Select a second related text which fits with your focus genre. Explore the conventions/ ideas/ techniques of the genre Ipoe Volume 1
– Edgar allen
HORROR poe interactive
novel
The Birds Alfred Hitchcock (1963) film
● View Question
● Read notes (film horror and The Birds viewing guide and questions) worksheet
● Identify horror conventions
● Questions and activities from worksheet Tee Table
● TEE handout
Related material Two
Select a second related text which fits with your focus genre. Explore the conventions/ ideas/ techniques of the genre
HORROR
Ipoe Volume 1 – Edgar allen poe interactive novel. (Differentiation and ICT)
 View as a class
 Read the original (non-interactive) version
 Compare the differences, how does the interactivity and inclusion of audio and visual elements elevate the reading
experience
 Identify the horror conventions
 Questions from the worksheet
 Explain the effects of the audio and visuals in the interactive novel
 TEE Table
This addition correlated with the suggested changes of incorporating more ICT into the unit as to provide a more interactive
learning experience, allowing students to not only experiment with written techniques, but also visual and audio techniques.
This allows students to look for genre conventions in more than one medium, expanding their knowledge and repertoire.
Furthermore, this is a form of differentiation as this form of text, that is interactive and accompanied by both audio and visual,
is more accessible to students with lower language abilities, such as ESL and EALD students.
Week 7- Core text
8 Select a novel or a selection of short stories to connect with your focus genre. Consider; plot, character, setting, themes, style,
language and focus on conventions and techniques
1. Introduction to text
2. Read text
3. Short answer comprehension style questions
4. Analyse conventions
5. TEE table
HORROR
Dracula Bram Stoker (1897) novel

Dr Jekyll and Mr Hyde Robert Louis Stevenson (1886) novel
OR
Collection of short stories including; The Tell Tale Heart Edgar Allen Poe (1843) short story Refer to text below, The
Empty House Algernon Blackwell (1906) short story, The Monkey’s Paw W.W. Jacobs (1902) Short story
Refer to material two Ipoe Volume 1 “The Tell-Tale Heart” by Edgar Allen Poe. This replaces the original Edgar Allen Poe
short story, as the new text is a form of visual novel, that is interactive, has visual and auditory elements, and is easily accessible
to students. This is a form of ICT and differientiation,
Synthesising texts
6. Create a table or Venn diagram comparing and contrasting texts

7. Review synthesis essay writing
8. Students complete an essay using the following question, “the popularity of a genre lies in its adherence to the recipe of that genre.”
How true is this in regards to the texts you have studied in class. Refer to at least TWO texts
Extended response questions
Evaluate the inherent reasons for the genre’s enduring popularity. In your response make reference to your allocated text and
two other texts you have studied this term
With reference to your allocated text and least two others you have studied this term, analyse how core conventions, tropes and
motifs of gothic horror have changed over time.
Explore the impact and purpose of setting in Gothic Horror literature. Make specific reference to the way in which it
contributes to themes, mood, symbolism and characterisation. Refer to your allocated text and two other texts you have studied
this term.
How are female characters represented in gothic horror texts?

How have these representations been subverted?
Provide students with a scaffold, specifically a structured table with each section clearly labelled and the relevant information
that belongs in that section, for example, the first section would be labelled “introduction” and list all the relevant information
that is positioned in that section, such as introductory statement, thesis, flagging etc, then the next section would be “body
paragraph 1,2,3” until they reach the “conclusion”, each section listing their requirements.
Present them this scaffold the lesson prior to the activity, and go through it as a class. Explain to them the purpose of this
structure and that they have to include all the information requested of each section.
Introduce Group Movie Presentation

Assignment
in week 5 Students are to compose a short 5 minute movie/trailer composing of the various conventions that are present within
the genre that they have selected. This video could either be live action or be a compilation of videos/slides. They
are to break off into groups of 4-5 and selected one of the following genre’s:
- Horror
- Science Fiction
- Comedy
- Tragedy
- Mystery
- Crime
- Drama
(Samples will be provided in class of what is expected of students, alongside a marking rubric.)
This implements ICT, collaborative learning and allows for students to express both their critical and creative abilities, as this
assignment requires students to explore and demonstrate their knowledge with both language, and audio/visual techniques.
This modification enhances the interactive element of this unit, and furthermore, allows for further differentiation as it enables
students who have a low language ability to experiment and express their knowledge in various mediums, that allow for a more
fairer assessment on their knowledge on genre, the various conventions, and understanding of language and audio/visual
techniques.
Introduced in week 5
Due Week 10
Writing the genre
Week 9
● Brainstorm/ review the conventions of your focus genre
● Debate: the best horror stories are the ones that are true
● Hand out/ guide to writing focus genre (hand out available for horror)
Essay examination
How do the composers of the texts you have studied reflect the conventions of their genre? In your answer refer to at least two texts studied in
class
(samples from past papers available)

Scaffold this section as many students who are EALD have trouble understanding certain convetions and how they belong
to that specific genre. Provide students with a few examples to certain genre’s, and have students select from other
genre’s that weren’t provided in the example. Furthermore, allow students to research conventions for that genre using
some form of technology, such as laptops or ipad.
Provide students with rubric for the Essay beforehand, and have them go through it in preparation for the essay.
Week 10 Genre convention Be Afraid!
Students will have the opportunity to celebrate and share their knowledge and appreciation for their focus genre. In an assigned
lesson at the end of the term teachers and students will present a convention in their classroom to be viewed by other classes of
the same cohort (preferably who have studied a different genre). The class presentation may include; costumes, themed food,
decorations, appreciation speeches, workshops, presentations, short films etc

1. responds to and composes increasingly sophisticated and sustained texts for understanding, Assessment for/of/as learning
interpretation, critical analysis, imaginative expression and pleasure ▪ Class task: Genre convention (celebration)
2. effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for
responding to and composing a wide range of texts in different media and technologies ▪ Assessment task: Synthesis essay
5. thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and ▪ Assessment Task: Group movie/presentation
▪ Group Task : Horror Character presentation
Assessments that provide a more thorough and rounded assessment of student
understanding on Genre theory, that incorporate elements of ICT, Collaborative
learning, heuristic learning, and provides an overall greater assessment of student
abilities.
3.
Adjustments
Quality Teaching Focus
Literacy Focus
Numeracy Focus
Registration (tick completed content) Evaluation/Comments

Signature/date
Genre theory
According to genre theorists genres provide frameworks within which texts are produced and interpreted, and that a genre can semiotically provide a
shared code between the composers and responders of texts. Thus a genre can frame the responder’s interpretation of a text, and shape expectations.
Genres can initiate an unspoken agreement between composers and responders. According to Neale (1980) the key psychological function of genre is the
reduction of complexity as they make texts more understandable, predictable and easy for the responder to fill in the gaps. “They allow a measure of
control on the part of the reader creating a schema – a mental template – with which readers can make sense of related experiences in everyday life”
(http://www.aber.ac.uk/media). John Fiske sees genre as: “a means of constructing both the audience and the reading subject” (Fiske, 1987,
http://www.aber.ac.uk/media).
Steve Neale states that: “genres are instances of repetition and difference…difference is absolutely essential to the economy of genre” (Neale, 1980). Neale
argues that definitions of genre “are always historically relative, and therefore historically specific” (1995, http://www.aber.ac.uk/media). Genres reflect
the times they are composed in; therefore, demonstrate understanding of the contexts of your composers and discuss how context shapes the genre and
the values in the text. “Genres offer an important way of framing texts which assists comprehension. Genre knowledge orientates competent readers of
the genre towards appropriate attitudes, assumptions and expectations about a text which are useful in making sense of it. Indeed, one way of defining
genres is as 'a set of expectations'” (Neale 1980, http://www.aber.ac.uk/media).
“For readers, genres are sets of conventions and expectations: knowing whether we are reading a detective story, or a romance, a lyric poem or a tragedy,
we are on the lookout for different things and make assumptions about what will be significant. Reading a detective story, we look for clues in a way we
don’t when we are reading a tragedy” (Jonathan Culler, Literary Theory, 1997)
Original/Unmodified unit outline

Be Afraid! a study in genre | Year 9 | English
Summary Duration
Driving Question: Does Genre limit a text’s potential? How and why? Term 4
10 Weeks
Contributing questions:
7. What is genre and what are the conventions?
8. How and why do we classify texts?
9. Is genre static?
12. Are genres constant or are they fluid and dynamic, morphing to suit the times?
Metalanguage for a genre study

Genre
Sub- genre
classify
Conventions
Static
Subvert
Hybridity
Motif
Trope
Symbolism
Characterisation
Parody
Features
Archetype
Cliché
Expectations
Dynamic
Synthesis
Adherence
Evolution
Context
Commonality
Framework
Code
Schema
Assumptions
Texts
Teachers choose a range of texts to develop an understanding of the genre. This could include; novels, short stories, film, picture books, articles,
images, poems etc. Texts which could be included are:
Horror core texts

GAT: Dracula Bram Stoker (1897) novel
Mainstream: Dr Jekyll and Mr Hyde Robert Louis Stevenson (1886) novel
ESL/ low ability: collection of short stories including; The Tell Tale Heart Edgar Allen Poe (1843) short story, The Empty House Algernon
Blackwell (1906) short story, The Monkey’s Paw W.W. Jacobs (1902) Short story
Horror related texts

The Birds Alfred Hitchcock (1963) film OR Coraline Neil Gaiman (1996) film
The Haunted House Thomas Hood poetry OR Deserted Madison Cawein poetry
Reddit website : nosleep
http://www.dailymail.co.uk/news/article-3146628/The-horrifying-moment-boy-s-nightmare-man-shining-torch-bedroom-window-night-turned-
TRUE.html Use as the basis for a horror story
This stage 5 unit focuses on genre theory and how genres are essentially dynamic and hybrid. Students will explore the conventions, textual features,
values, sub-genres and hybridity of a variety of texts within a focus genre. Students will explore the use of a variety of techniques and how meaning
assessment task for this unit is a synthesis essay and will require the students to make connections between the texts they have studied, preparing
students and leading them towards senior style essays.
Unit overview Learning across the curriculum

Students will complete a synthesis essay
comparing and contrasting texts Critical and creative thinking
Students engage in critical and creative thinking for their assessment task and activities in the classroom. Students need to critically engage in the texts required for study.
Literacy
[Literacy is embedded throughout the English K–10 Syllabus. It relates to a high proportion of the content descriptions across K–10. Students develop their literacy through writing extended
responses including the speaking assessment task. Through a variety of texts, students develop more than the acquisition of technical skills: it includes the ability to identify, understand,
interpret, create and communicate purposefully using written, visual and digital forms of expression and communication for a number of purposes in different contexts. The English learning
area has a particular role in developing literacy because of its inherent focus on language and meaning. The established functions of speaking and listening, reading and writing, and viewing and
representing remain central to being literate together with literacy demands related to a range of visual and multimodal texts, as well as those that have evolved from the growth of digital
technologies.
Difference and diversity

Students experience and value difference and diversity in their everyday lives. Age, beliefs, gender, language and race are some of the factors that comprise difference and diversity. English
provides students with opportunities to deal with difference and diversity in a positive and informed manner, showing awareness, understanding and acceptance. It assists them to develop and
express their sense of self, to connect with other people and communities and to understand the features of a fair and just society that values diversity. Through the study of texts from a range
of perspectives, countries and times, English develops students' understanding of others and builds empathy for individual differences.

1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical Assessment for/of/as learning
analysis, imaginative expression and pleasure ▪ Class task:
5. thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and ▪ Assessment task:
Content Teaching, learning and assessment Resources
Introduction to unit
Introductory activities:
4. Discuss as a class how and why we classify texts?
5. Write a response to the question, what is genre and what are the conventions? Share. Create a collective
response on the board
6. In small groups create a mind map of the variety of genres: fantasy, science fiction, westerns, thrillers, gothic
horror, romance, war, crime fiction, musical, comedy, teen fiction, drama, psychological drama, mystery.
Contribute to a large mind map on the board. At the end, circle your focus genre.
Quotes for discussion:

5. “Genres provide frameworks within which texts are produced and interpreted…”
6. “Genres are instances of repetition and difference…difference is absolutely essential to the economy of genre”
(Neale, 1980).
7. “For readers, genres are sets of conventions and expectations (Jonathan Culler, Literary Theory, 1997).
8. “Every genre positions those who participate in a text of that kind” (Gunther Kress).
Metalanguage
Definition puzzle competition (see list above)
Presenting your focus genre

7. What do you know about the genre?
8. What are some examples of this genre?
9. How do we know these texts fit the genre? What are the features? Conventions?
10. What are some of the sub genres associated with this focus genre?
11. What is it about your genre that makes it fascinating/ compelling?
12. How is genre like a recipe? How is genre like a skeleton? How is genre like a theory?
Present PowerPoint on the conventions and features of the genre
Horror
Characters: villain, the supernatural, victim, experts, innocent, mad scientists

Setting: isolated locations, dark places, cemeteries, fog, night
Ideas: good versus evil revenge, human folly, courage, team work, justice
Elements: suspense, murder, victims are cut off from help, curses, superstition, charms/ amulets, candles, flames,
demonic symbolism, religious protection, blood and gore, dread
Working with the driving and contributing questions

5. Does genre limit a text’s potential? How and why?
6. Is genre static?
Introductory activities
● The horror genre worksheet
● Read introductory notes on genre
Introductory texts
The Haunted House Thomas Hood poetry OR Deserted Madison Cawein poetry (see activity sheets)
Related material ONE
Select an accessible related text which fits with your focus genre. Explore the conventions/ ideas/ techniques of the
genre
HORROR

● Provide a copy of the lyrics. Read. Annotate
● Worksheet. List the horror motifs or tropes
● Identify the perspective presented
● Identify setting
● View the clip
● Discuss the dramatic impact of Vincent Price’s narration
● How does the video clip enhance the lyrics?
● List and explain the effect of the conventions
Related material TWO

Select a second related text which fits with your focus genre. Explore the conventions/ ideas/ techniques of the genre
HORROR
The Birds Alfred Hitchcock (1963) film

● View
● Read notes (film horror and The Birds viewing guide and questions)
● Identify horror conventions
● Questions and activities from worksheet
● TEE
Core text
Select a novel or a selection of short stories to connect with your focus genre. Consider; plot, character, setting, themes,
style, language and focus on conventions and techniques
9. Introduction to text
10. Read text
11. Short answer comprehension style questions
12. Analyse conventions
13. TEE table
HORROR
Dracula Bram Stoker (1897) novel

Dr Jekyll and Mr Hyde Robert Louis Stevenson (1886) novel
OR
Collection of short stories including; The Tell Tale Heart Edgar Allen Poe (1843) short story, The Empty House
Algernon Blackwell (1906) short story, The Monkey’s Paw W.W. Jacobs (1902) Short story
Synthesising texts
14. Create a table or Venn diagram comparing and contrasting texts

15. Review synthesis essay writing
16. Students complete an essay using the following question, “the popularity of a genre lies in its adherence to the recipe of
that genre.” How true is this in regards to the texts you have studied in class. Refer to at least TWO texts
Extended response questions
Evaluate the inherent reasons for the genre’s enduring popularity. In your response make reference to your allocated
text and two other texts you have studied this term
With reference to your allocated text and least two others you have studied this term, analyse how core conventions,
tropes and motifs of gothic horror have changed over time.
Explore the impact and purpose of setting in Gothic Horror literature. Make specific reference to the way in which it
contributes to themes, mood, symbolism and characterisation. Refer to your allocated text and two other texts you have
studied this term.
How are female characters represented in gothic horror texts?

How have these representations been subverted?
Writing the genre
● Brainstorm/ review the conventions of your focus genre

● Debate: the best horror stories are the ones that are true
● Hand out/ guide to writing focus genre (hand out available for horror)
Essay examination
How do the composers of the texts you have studied reflect the conventions of their genre? In your answer refer to at least two texts
studied in class
(samples from past papers available)

Genre convention Be Afraid!
Students will have the opportunity to celebrate and share their knowledge and appreciation for their focus genre. In an
assigned lesson at the end of the term teachers and students will present a convention in their classroom to be viewed
by other classes of the same cohort (preferably who have studied a different genre). The class presentation may include;
costumes, themed food, decorations, appreciation speeches, workshops, presentations, short films etc

4. responds to and composes increasingly sophisticated and sustained texts for understanding, Assessment for/of/as learning
interpretation, critical analysis, imaginative expression and pleasure ▪ Class task: Genre convention (celebration)
5. effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for
responding to and composing a wide range of texts in different media and technologies ▪ Assessment task: Synthesis essay
5. thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and
Adjustments
Quality Teaching Focus

Literacy Focus
Numeracy Focus
Registration (tick completed content) Evaluation/Comments

Signature/date
Genre theory
According to genre theorists genres provide frameworks within which texts are produced and interpreted, and that a genre can semiotically provide a
shared code between the composers and responders of texts. Thus a genre can frame the responder’s interpretation of a text, and shape expectations.
Genres can initiate an unspoken agreement between composers and responders. According to Neale (1980) the key psychological function of genre is the
reduction of complexity as they make texts more understandable, predictable and easy for the responder to fill in the gaps. “They allow a measure of
control on the part of the reader creating a schema – a mental template – with which readers can make sense of related experiences in everyday life”
(http://www.aber.ac.uk/media). John Fiske sees genre as: “a means of constructing both the audience and the reading subject” (Fiske, 1987,
http://www.aber.ac.uk/media).
Steve Neale states that: “genres are instances of repetition and difference…difference is absolutely essential to the economy of genre” (Neale, 1980). Neale
argues that definitions of genre “are always historically relative, and therefore historically specific” (1995, http://www.aber.ac.uk/media). Genres reflect
the times they are composed in; therefore, demonstrate understanding of the contexts of your composers and discuss how context shapes the genre and
the values in the text. “Genres offer an important way of framing texts which assists comprehension. Genre knowledge orientates competent readers of
the genre towards appropriate attitudes, assumptions and expectations about a text which are useful in making sense of it. Indeed, one way of defining
genres is as 'a set of expectations'” (Neale 1980, http://www.aber.ac.uk/media).
“For readers, genres are sets of conventions and expectations: knowing whether we are reading a detective story, or a romance, a lyric poem or a tragedy,
we are on the lookout for different things and make assumptions about what will be significant. Reading a detective story, we look for clues in a way we
don’t when we are reading a tragedy” (Jonathan Culler, Literary Theory, 1997).
Reference list
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents.
Heinemann Educational Books, 316 Hanover St., Portsmouth, NH 03801.
Almasaeid, T. (2017). The impact of using Understanding by Design (UbD) Model on
8th-grade student's achievement in science. European Scientific
Journal, 13(4), 301.
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report. European
Schoolnet, 1, 1-71.
Boas, E., & Gazis, Susan, editor of compilation. (2016). The artful English teacher :
Over a hundred strategies for the English classroom.
Burke, K. A., Greenbowe, T. J., & Hand, B. M. (2005). Excerpts from the process of using
inquiry and the science writing heuristic. Iowa State University. Retrieved May, 30,
2010.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning
and instruction. Vygotsky’s educational theory in cultural context, 1, 39-64.
Economides, A. A. (2008). Culture-aware collaborative learning. Multicultural Education &

Technology Journal, 2(4), 243-267.
Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across
the curriculum. ZDM, 47(4), 611-624.

Jacobs, H. H. (1989). The growing need for interdisciplinary curriculum
content. Interdisciplinary curriculum: Design and implementation, 1-11.
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as
a tool for learning from laboratory investigations in secondary science. Journal of
research in science Teaching, 36(10), 1065-1084.
Kingir, S., Geban, O., & Gunel, M. (2012). How does the science writing heuristic approach
affect students' performances of different academic achievement levels? A case for

high school chemistry. Chemistry Education Research and Practice, 13(4), 428-436.
Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative computer-based feedback in the
university classroom: Specific concept maps scaffold students' writing. Computers in
Human Behavior, 72, 459-469.
Lee, Yeung, & Cheung. (2019). Learner perceptions versus technology usage: A study
of adolescent English learners in Hong Kong secondary schools. Computers &
Education, 133, 13-26.
Passey, D., Rogers, C., Machell, J., McHugh, G., & Allaway, D. (2004). The motivational
effect of ICT on pupils. Department of Educational Research.
Reid, G. (2009) Dyslexia: A Practitioner's Handbook (fourth edition). Chichester: John
Wiley & Sons.
Rontou, M. (2012). Contradictions around differentiation for pupils with dyslexia learning
English as a Foreign Language at secondary school. Support for Learning, 27(4), 140-
149.
Rose, D. (2005). Democratising the classroom: A literacy pedagogy for the new
generation. Journal of education, 37(1), 131-168.
Selfe, C. L. (2007). Multi-Modal Composition. Cresskill: Hampton.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary
education?. Computers & Education, 44(3), 343-355.
Sovereen, D. (2013). Mini Vocabulary Lessons for Maximum Recall. English
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Tubin, D. (2007). When ICT meets schools: differentiation, complexity and
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Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which
conditions does ICT have a positive effect on teaching and learning? A call to
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h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide
pdf
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Contemporary Teacher Leadership - Assignment 1 - Professional Task

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Student Id: 18030727

Student Number: 18030727

Submission Date: 4/11/2019

Due Date: 4/11/2019 11.59Pm

Unit Overview .............................................................................. 7

Comparative Table ................................................... 9

Recommended changes ............................................................. 13

Reconstructed Unit/Scope and Sequence ................17

Northmead Creative and Performing Arts Highschool |Year 9|

Scope and Sequence | Stage 5 | 2019............................................ 17

Concept Map ............................................................................. 21

Modified Assessment and Rubric ............................................... 22

Modified Unit Outline ................................................................ 30

Original/Unmodified unit outline ............................47

Reference list ..........................................................56

high school, which is located in Western Sydney, Northmead. Northmead is a co-educational

Community Socio-Educational Advantage (ICSEA) value is slightly above the average

other subject areas involving numeracy.

levels/backgrounds. Furthermore, there will be students with mixed socioeconomic values,

 Implement more inclusive practices/strategies, such as differentiation, to assist those

not provided/available. Therefore, I would implement more current/up-to-date

learning goals prescribed in the syllabus.

scaffolding, and incorporate another form of assessment to assess students in multiple

 Improve differentiation within classrooms to accommodate students of various

students with English as a secondary background (EALD).

the mandatory numeracy component in the curriculum.

backgrounds, such as students classified as EALD, as these students are of most

concern, especially since this is a English unit.

regardless of academic or language ability.

learning needs and goals.

 Provide up-to-date resources to teachers who use the unit.

enhance the learning experience of the students.

assessments, in order to provide a fair assessment on student ability, especially since

the classrooms contain a high number of EALD students.

 Facilitate and promote collaborative learning in classrooms, in order to challenge

students to become more active learners in classroom, while also providing

opportunities for more creative and unique lessons.

students preconceived notions regarding their knowledge of genre, and

transition their understanding of genre being this static concept to something

genre’s together to form their own creation, thus allowing students to

certain composers subvert genre tropes and conventions by exploring various

students to view, and a synthesis essay answering the following question “

N/A Due to the nature of Incorporate Geiger et al (2015) argue that

through a more them identify and

guideline on learning/assessment expectations and outcomes. Understanding by design is a tool used

Mctighe, 2011,; Yurtseven & Altun, 2017).

NSW QT Framework, such as “student direction” and “engagement”. Through collaborative

the student (Boas and Gaziz, 2009)

students’ long-term academic success (Kingir et al, 2012).

relevant to the 21st century.

of meeting learning outcomes.

Reconstructed Unit/Scope and Sequence

Term 1 - 10 weeks 3 days

Novel Study Film Study

Term 2 - 9 weeks 4 days

Persuasive Techniques and Advertising Mass Media

Term 3 - 9 weeks 4 days

Poetry creative writing

EN5-1A, EN5-3B, EN5-5C, EN5-6C, EN5-7D, EN5-8D, EN5-9E

Assessment for/of/as learning

Modified Assessment and Rubric

Assignment Notice – Group movie Presentation

(Examples will be provided in class)