This pack offers value for money and includes: Oxford Big Ideas English 9: Australian curriculum (textbook); Oxford Big Ideas English 9: Australian curriculum obook.
Kate Dullard studied English, Linguistics and History at the University of Melbourne before embarking on studies in education. She has taught English at all secondary levels, as well as History and International Politics. Kate recently completed a Masters of Education, looking at the use of Thinking Routines in the English classroom. She is currently teaching English at Penleigh and Essendon Grammar School. Michael Horne is an experienced teacher of English and Literature. He is currently Head of School: 10-12 at Ave Maria College, and has previously taught at Scotch College. Michael has written a number of textbooks for Oxford University Press, and has assessed the VCE English exam. He is an experienced VATE presenter, and has spoken at English association conferences in a number of states on approaches to the Australian Curriculum.Ryan Johnstone has been teaching senior English and Literature for over 15 years and has worked in Perth, London and Melbourne. He has produced a range of English resources for Oxford University Press including the popular text Using Language to Persuade. He has just completed his sixth year of teaching at Scotch College in Melbourne, where he has been the Deputy Head of English since 2008. Ryan also regularly presents for VATE.
PART 1: How does our language grow and change? 1.1 How is Australian English a living language? 1.2 How has globalisation affected English?1.3 How do we use English to interact with others in a changing world? 1.4 How and why do we use English innovatively?PART 2: Why can narrative texts be interpreted in so many ways? 2.1 Why can multimodal narratives be interpreted in so many ways? 2.2 Why can written narratives be interpreted in so many ways?2.3 How can we use language to shape the views of others? 2.4 Why do we understand the same narrative texts differently?PART 3: How are imaginative texts shaped by historical, social and cultural contexts? 3.1 Why does the way we read and create imaginative texts change over time? 3.2 How does context shape the ways we represent and interpret characters?3.3 How does context affect how we represent and respond to themes?3.4 Are some adaptations more literary than others?PART 4: How are persuasive and informative texts SIMILAR and different? 4.1 What do persuasive and informative texts have in common? 4.2 What else do we do when we persuade and inform?4.3 How can we use language to create a range of informative texts on the same topic?4.4 How can we use language to create a range of persuasive texts on the same topic?PART 5: How do texts show us about ourselves and other peoples? 5.1 What can literature show us about people from different cultural contexts? 5.2 What can a novel show us about people from different cultural contexts?5.3 What can a film show us about people from different cultural contexts?5.4 What can a non-fiction text show us about people from different cultural contexts?5.5 What can we learn about ourselves from texts by and about other peoples?
Oxford Big Ideas English… organises content into meaningful big ideas and revisits these ideas with increasing complexity offers an innovative approach based on conceptual learning integrates the strands of Language, Literature and Literacy throughout each chapter exposes students to a wealth of literary and non-literary texts from different cultural contexts with a strong emphasis on digital and multimodal texts develops genuine literacy skills through a broad range of activities underpinning the different communication modes explores grammar in context from authentic examples of â€˜language in useâ€™ enhances writing skills through a wide range of modelling tasks, encouraging students to become text creators and not just text analysers offers innovative digital resources including an obook with textbook