English / Year 7 / Literacy / Texts in context

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

Elaborations
  • investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
  • analysing the impact of interactive elements of digital magazines
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

Multimodal texts

Interactive Resource

Syllabus bites: types of sentences

A web page resource with information, teacher guides and activities on types of sentences to support the Australian Curriculum in English K–10. It has detailed activities, links to resources and quizzes.

Interactive Resource

Syllabus bites: Visual literacy

A resource with information, study guides and resources on visual literacy to support the English K-10 Australian Curriculum in English. It provides a series of activities, guidelines and tasks about visual texts from a variety of sources. Contains writing scaffolds, templates and proformas for responding and composing ...

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Newspapers: past, present, future

Will the traditional newspaper survive the online publication and distribution of news? Newspapers were once the main source of news and information, but now they compete for an audience with many other sources. Watch this clip to find out about the traditional newspaper's past, present and potential future.

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Podclass: using podcasts in school

Have you ever used a YouTube video or podcast on the internet to learn a new skill? Perhaps to learn how to play the guitar or to do new skateboard tricks or dance moves? Find out how one school in Italy uses podcasts to jazz up its lessons.

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Paying for the news, or not

Imagine a time before modern technology: no television, radio or computers. How did people find out about what was happening in the world? Through newspapers! Times are changing, however. With the internet at our fingertips, do we even need newspapers anymore? Watch this clip to find out how the internet is creating issues ...

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TXT spelling: the end of formal education?

Should students be allowed to use text-message spelling in an exam? It's not uncommon for older generations to disapprove of the ways that younger people mould language to fit their lifestyles. Using this news report, explore the 2006 controversy surrounding plans to allow New Zealand students to use text-message spelling ...

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Internet: friend or foe of postal service?

How is the speed of change in the way we communicate affecting letters and the postal service?

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Challenges and changes in journalism

Experienced foreign correspondent Zoe Daniel has witnessed changing governments and borders and the evolution of communications technology. But the challenge of conducting interviews while undercover in hostile locations has not changed. As she recounts her interview with Aung San Suu Kyi, consider the challenges Zoe has ...

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Using closed captions (TV text) to understand TV

It's difficult to understand what's going on in a TV program when we can't hear all or any of what is being said. Discover how closed captioning (text that you can turn on if you want to) can help.

Video

Life Savers, Cryst-O-Mint Flavour, 1925: Lifesaving

This clip shows a silent black-and-white cinema advertisement for Life Saver sweets. It opens with a shot of a poster advertising Life Savers. The remainder of the poorly conserved footage comprises the narrative of a rescue from the water of a woman who has feigned drowning in order to attract the attention of a male lifesaver. ...

Tablet friendly (Interactive resource)

Lights, camera, action: camera

Explore how cameras are used to tell a story in films. Learn words used to describe camera shots, movements and angles. See how combinations of camera shots can hide or reveal things, set a mood and influence audience feelings. Look at ways to create feelings such as excitement, humour or fear. For example, filming from ...

Interactive Resource

Inanimate Alice episode 1: China

Inanimate Alice is a multimodal text that uses audio, animation and interactive elements to tell a story about a girl who is growing up in the early years of the 21st century. In episode 1, Alice is living with her parents in a remote region of northern China when her father goes missing.

Interactive Resource

Inanimate Alice episode 2: Italy

Inanimate Alice is a multimodal text that uses audio, animation and interactive elements to tell a story about a girl who is growing up in the early years of the 21st century. In episode 2, Alice is separated from her parents while they are on a skiing holiday in Italy.

Interactive Resource

Inanimate Alice episode 3: Russia

Inanimate Alice is a multimodal text that uses audio, animation and interactive elements to tell a story about a girl who is growing up in the early years of the 21st century. In episode 3, Alice and her parents are living in Russia; Alice hides in her cupboard while her parents argue with some angry strangers in the next room.

Interactive Resource

Inanimate Alice episode 4: hometown

Inanimate Alice is a multimodal text that uses audio, animation and interactive elements to tell a story about a girl who is growing up in the early years of the 21st century. In episode 4, Alice finds herself trapped on top of a building when a staircase collapses.

Assessment resource

Digital story: Tony’s Adventure: assessment

Test your understanding of audience requirements by turning a print narrative story, designed for 10- to 11-year-old children, into a digital book with illustrations and voice narration. Read a survey to find out what different age groups like to read and what kind of illustrations they enjoy. Select illustrations to suit ...

Interactive resource

Film study: school playground

View a clip from a newsreel about a school playground in 1925. Select different segments of the clip and identify what the children are doing in each segment. Interpret images and written language in the clip. Answer a series of questions on what you have seen in the clip. For example, comment on what the children are wearing. ...

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Sharing stories: culture

This is a rich resource about the many intertwined aspects of Aboriginal cultures, including law, Country and Dreaming. It consists of an introduction, a teacher guide, three films made by Aboriginal students ('The Ngatji and paddle steamer', 'Bilwal medicine' and 'Thunderman') and two video interviews, one with Jarlmadangah ...

Assessment resource

Catch the thief: level 1: assessment

Assess your ability to identify the thief of a valuable painting that has been stolen from the art gallery by looking at the evidence. Interview witnesses. Watch a video taken by the security camera. Examine evidence in the crime lab. Then name the suspect in a police line-up. Support your claim with evidence. View and ...

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Sharing stories: community

This is a rich resource about the importance of Aboriginal and Torres Strait Islander peoples' communities and identities. It consists of an introduction; a teacher guide; a film, 'My people, the Karajarri people', made by Wynston Shoveller about the Mowla Bluff massacre in the Kimberley region in 1916; and a video interview ...