Year+12

** Year 12 English Course Outline ** ** Year 12 English Pathways Course Outline ** || 91101/2.4 - Produce a selection of crafted and controlled writing 91103/2.6 – Create a crafted and controlled visual and verbal text  91106/2.9 – Form developed personal responses to independently read texts.
 * Year 12 Programme 2012 **
 * ** Part One: Meeting and Communicating ** ||
 * ** Key Competency **
 * Cultural Competency ** || ** Learning Sequences **
 * and /or Activities ** || ** Curriculum Links ** || ** Assessment Points **
 * *Participating and Contributing
 * Relating to Others
 * Tangata Whenuatanga
 * Whanauatanga || ====Use a variety of Speaking, Writing , and Visual activites to:  ====
 * ====Get to know each other ====
 * ====Begin to respond to texts ====
 * ====Generate initial responses to writing starters ==== || [[file:Curriculum Links Part1.docx]] || [|**Draft Standards**]
 * Beginning pieces for: **

Summative Assessment:
 91102/2.5 – Construct and deliver a crafted and controlled oral text ||
 * ** Outcomes ** :
 * Increased knowledge/information about akonga: abilities, backgrounds, interests etc, leading to:- connections made within class- text and topic choice
 * Creation of drafts in a range of text types, including visual, oral and written
 * Assessment programme determined ||

** Cultural Competency ** || ** Learning Sequence ** ** and/or Activities ** || ** Curriculum Links ** || ** Assessment Points ** || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Symbols and Texts <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Thinking <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Managing self <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Wananga || ==== ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Use a variety of Speaking, Writing , and Visual activites to: ====
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Part Two: Thinking Widely ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Key Competency **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Using Language,

=
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">‘meet’ a variety of texts.including possible texts for class study and beginning to make selections for independent reading.informal, draft responses totexts and connections between texts. ===== || <span style="font-family: Tahoma,Geneva,sans-serif;"> || <span style="font-family: Tahoma,Geneva,sans-serif;">** Further drafts for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91101)2.4 – Produce a selection of crafted and controlled writing <span style="font-family: Tahoma,Geneva,sans-serif;">** Log entries for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91106)2.9 – Form developed personal responses to independently read texts. <span style="font-family: Tahoma,Geneva,sans-serif;">** and/or ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91104)2.7 – Analyse significant connections across texts, supported by evidence <span style="font-family: Tahoma,Geneva,sans-serif;">** Opportunities for assessment against ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91103)2.6 – Create a crafted and controlled visual and verbal text ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Outcomes: **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">students have met and responded to a range of texts in a range of forms
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Interviews with students and year plans finalised
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Students have finalised texts and focus for independent studies ||

<span style="font-family: Tahoma,Geneva,sans-serif;">** Cultural Competency ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Learning Sequence/Activities ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Curriculum Links ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Assessment Points ** || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Managing self <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Using Language, symbols and texts <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Manaakitanga <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Ako || ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Use a variety of Speaking, Writing , and Visual activites to: ====
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Part Three: Thinking Deeply ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Key Competency **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Thinking

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">choices as they create meaning (crafting)
|| <span style="font-family: Tahoma,Geneva,sans-serif;"> || <span style="font-family: Tahoma,Geneva,sans-serif;">** Study towards ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91098)2.1 - Analyse specified aspect(s) of studied written text(s), supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91099)2.2 – Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91100)2.3 - Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif;">** One piece finished for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91101)2.4 – Produce a selection of crafted and controlled writing <span style="font-family: Tahoma,Geneva,sans-serif;">** Log entries for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91106)2.9 – Form developed personal responses to independently read texts. <span style="font-family: Tahoma,Geneva,sans-serif;">** and/or ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91104)2.7 – Analyse significant connections across texts, supported by evidence <span style="font-family: Tahoma,Geneva,sans-serif;">** and/or ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91105)2.8 – Use information literacy skills to form developed conclusion(s) <span style="font-family: Tahoma,Geneva,sans-serif;">** Opportunities for assessment against ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91103)2.6 – Create a crafted and controlled visual and verbal text ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Outcomes: **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Critical study of two texts completed
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">students have polished one piece of writing
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">students have completed a range of personal responses to text/connections/research
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">students have reflected and evaluated their programmes, and decided on a course of action for Part 4. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">** Cultural Competency ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Learning Sequence/Activities ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Curriculum Links ** || <span style="font-family: Tahoma,Geneva,sans-serif;">** Assessment Points ** || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Thinking <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Manaakitanga <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Ako || ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Use a variety of Speaking, Writing , and Visual activites to: ====
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Part Four: Connecting ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Key Competency **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">*Managing self

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Meeting assessment point
|| <span style="font-family: Tahoma,Geneva,sans-serif;"> || <span style="font-family: Tahoma,Geneva,sans-serif;">** Practice towards ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91098)2.1 - Analyse specified aspect(s) of studied written text(s), supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91099)2.2 – Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91100)2.3 - Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence. <span style="font-family: Tahoma,Geneva,sans-serif;">** Second piece finished for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91101)2.4 – Produce a selection of crafted and controlled writing <span style="font-family: Tahoma,Geneva,sans-serif;">** Final reports for ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91106)2.9 – Form developed personal responses to independently read texts. <span style="font-family: Tahoma,Geneva,sans-serif;">** and/or ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91104)2.7 – Analyse significant connections across texts, supported by evidence <span style="font-family: Tahoma,Geneva,sans-serif;">** and/or ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91105)2.8 – Use information literacy skills to form developed conclusion(s) <span style="font-family: Tahoma,Geneva,sans-serif;">** Opportunities for assessment against ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">(91103)2.6 – Create a crafted and controlled visual and verbal text ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Outcomes: ** Students have:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">connected the year’s learning with exam responses
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">completed independent study projects
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">polished a second piece of writing
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">met all their assessment points ||