Riverside 2015 Education Program Curriculum Links SHOW: The One Day of the Year Suitable for: Years 10-12 (Stages 5-6) Subject Links: History; Modern History; English 7-10; Drama 7-10 WARNINGS: Coarse Language and Mild Adult Themes. History (based on the new NSW History Syllabus) Area of Study The Making of the Modern World- Depth Study 3 (Core Study): ns at War Stage Objective Outcome Content Stage 5 Students develop nature of history and significant changes and developments from the past, the Students develop understanding of ideas, movements, people and events that shaped past civilisations, the HT5-1 explains and assesses the historical forces and factors that shaped the modern world and HT5-2 sequences and explains the significant patterns of continuity and change in the development of the HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and HT5-4 explains and analyses the causes and effects of events and developments in the The scope and nature of warfare (ACDSEH095, ACDSEH107) Significant events and the experiences of ns at war (ACDSEH108) Impact of the wars on (ACDSEH096, ACDSEH109) Significance of the wars to (ACDSEH110) Commemorations and the nature of the ANZAC legend (ACDSEH097) Students develop skills to undertake the process of historical inquiry HT5-7 explains different contexts, perspectives and interpretations of the
Modern History Stage Content Objectives Outcomes Preliminary Part III- Core Study: The World at the Beginning of the Twentieth Century (Part 4: Causes of World War I) 1 key features, issues, individuals and events from the eighteenth century to the present P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present 2 change and continuity over time P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present 3 the process of historical inquiry P3.4 identify and account for differing perspectives and interpretations of the past HSC Part I: Core Study: World War I 1914 1919: A Source-based Study 4 communicating an understanding of history 1 key features, issues, individuals and events from the eighteenth century to the present P4.2 communicate a understanding of historical features and issues using appropriate and wellstructured oral and written forms H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies 2 change and continuity over time H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century 3 the process of historical inquiry H3.4 explain and evaluate differing perspectives and interpretations of the past
4 communicating an understanding of history H4.2 communicate a understanding of historical features and issues, using appropriate and well-structured oral and written forms 7-10 English (based on the new NSW English Syllabus) Stage Content Objective Outcome Stage 5 A widely defined n literature. A wide range of cultural, social and gender perspectives, popular and youth cultures Related Suggested Text: Film- Galipoli. Weir, Peter. Objective A: communicate through speaking, listening, reading, writing, viewing and representing Objective B: use language to shape and make meaning according to purpose, audience and context EN5-1A : A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-3B: A student uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts Objective C: think in ways that are imaginative, creative, interpretive and critical Objective D: express themselves and their relationships with others and their world EN5-5C: A student thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts EN5-7D: A student understands and evaluates the diverse ways texts can represent personal and public worlds EN5-8D: A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
11-12 English Stage Content Objective Outcome Preliminary* * English Standard Objectives and Outcomes are cited but the equivalent Advanced and ESL Objectives and Outcomes also apply. Area of Study (Belonging, Study of n, Language, Culture and History in texts) purposes and effects of a range of textual forms in their personal, social, historical, cultural and workplace contexts. ways in which language forms, features and structures shape meanings in a variety of textual forms. 1. A student describes and explains the relationships between composer, responder, text and context in particular texts. 2. A student describes and explains relationships among texts. 4. A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses. skills in responding to and composing a range of complex texts. 6. A student engages with a wide range of texts to develop a considered and informed personal response. HSC* * English Standard Objectives and Outcomes are cited but the equivalent Advanced and ESL Objectives and Outcomes also apply. Area of Study: Discovery (Standard, Advanced, ESL) Standard, Module A: Experience Through Language (Elective 1: Distinctive Voices) Standard, Module C: Texts and Society (Elective 2: Exploring Transitions) Advanced, Module C: Representation and Text (Elective 2: Representing People and Landscapes) ESL, Module A: Experience Through Language (Elective 1: n Voices) contexts, purposes and audiences of texts. skills in responding to and composing a range of texts. 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses 5. A student analyses the effect of technology and medium on meaning 6. A student engages with the details of text in order to respond critically and personally.
Drama Stage Content Objectives Outcomes Stage 5 Topics: n Theatre Traditions Performing 5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning. Appreciating 5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions 5.3.2 analyses the contemporary and historical contexts of drama Preliminary Theatrical Traditions and Performance Styles: Mid-20 th Century n Theatre Making 5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology. P1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively Performing P2.1 understands the dynamics of actor-audience relationship P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers, front-ofhouse staff, technical staff and producers P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance Critically Studying P3.2 understands the variety of influences that have impacted upon drama and theatre
performance styles, structures and techniques P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movements HSC Dramatic Traditions in Making P3.4 appreciates the contribution that drama and theatre make to n and other societies by raising awareness and expressing ideas about issues of interest H1.3 uses experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works Performing H2.4 appreciates the dynamics of drama as a performing art Critically Studying H3.1 critically applies cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements H3.3 demonstrates actoraudience relationship in various dramatic and theatrical styles and movements H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in n and other societies H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements