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A junior secondary unit of work for Technological and Applied Studies using the methodology of the Met West Literacy and Learning Resource Book

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A junior secondary unit of work for Technological and Applied Studies using the methodology of the Met West Literacy and Learning Resource Book
  TECHNOLOGICAL   AND  APPLIED STUDIESKLA BOOK TECHNOLOGICAL   AND  APPLIED STUDIESKLA BOOK TECHNOLOGICAL   AND  APPLIED STUDIESKLA BOOK  Literacy & LearningProgram  Written by  Peter KnappDanny Oxford and Megan Watkins Produced by Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationThrough Commonwealth funding provided by The Dept of Employment, Education and Training ISBN 0-7305-9015-1 Home Page  The material and approach to genre and grammar used in the Techno-logical and Applied Studies Key Learning Area Book is to a large degreean outcome of previously published and unpublished work including; LERN Conference Papers: Working with Genre:II; Literacy and Educa-tion Research Network; Sydney , Genre and Critical Literacy; FalmerPress, London,  Text and Grammar:Teaching the Genres and Grammar of School Writing; Text Productions, Sydney.The theoretical work underpinning the different frameworks and struc-tures is largely derived from work with Gunther Kress (University of London). The result of this work is being published by Thomas Nelson,Melbourne; Genre and Grammar: A Practical View of Language. The black line masters on P age Layout   and Typography   (pp. 27-29) areused here with the kind permission of Max Anderson (Blaxland HS).Thanks also to Beth Chalk (Cranebrook HS), Penny Colley (MitchellHS), Jenny Fellows (Staying On Program), Mike Hill (Model FarmsHS), Scott Hollingsworth (Macarthur Girls THS) and Tracey Watson(St Marys SHS) for their expertise and advice in negotiating the syllabus requirementsin this key learning area. Useful contributions to the teaching objectives and learning outcomeswere provided by Robyn Mamouney (Curriculum Directorate). Typeset in 11.5 pt on 16 pt GaramondDesign and Layout by: InLaw Productions9 Hilltop Avenue, Marrickville NSW 2204Phone (02) 559 1595; Fax (02) 559 1595Printed by ABF Printers26 Sloane St Marrickville 2204Published by:Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationParramatta Education Resource CentreCnr Albert and O’Connell StreetsNorth Parramatta NSW 2151Phone (02) 683 9666; Fax (02) 630 0054July 1992 ISBN 0-7305-9015-1  Acknowledgements  How to use this book1Designing and Publishing a Newsletter5 Programming Grid6Development Sheet7Aims and Outcomes8Activities:One9Two10Three11Four11Five12Six13Seven13Eight14Nine15Assessment Task16BLM’s17  Met West Literacy & Learning ProgramINTRODUCTIONTAS KLA BOOK - DESIGN & TECHNOLOGY Content/Language Making connections be-tween content knowledgeand language through:•Concrete experiences•Describing and explaining •Reading models•Research (note-taking)•Defining concepts Teaching/Learning Processes 12 Grammar-Editing Moving students’ writingfrom orientation of speechto orientation of writing•Modelling  verb identifica- tion, tense, conjunctions,reference  •Modelling theme, noun groups, nominalisation,modality  3 Teaching through: •Experiential work •Reading models•Research (note-taking)•Scaffolding structure•Writing (whole text)•Editing (grammar)•Re-writing •Assessment  Structure- Writing Using the Generic Structureto provide a scaffold for stu-dent writing of first draft•Modelling the GenericStructure•Modelling Text Organisation•Scaffolding with content/ language•Students drafting wholetext  Met West Literacy & Learning ProgramINTRODUCTIONTAS KLA BOOK - DESIGN & TECHNOLOGY This book, for the Technological and Applied Studies Key LearningArea, has been specifically designed to be used in conjunction withthe Met West Literacy and Learning Program Resource Book.Where the Resource Book has been planned as a reference source forprogramming, this book’s design is focussed on language-basedteaching/learning strategies. The unit of work developed here, does not go into detailed descrip-tions of the genres and their respective grammars. Rather, this in-formation should be accessed as it is required, to serve the languagefocus of the particular genre being taught. For instance, whenworking on Step Two of Unit One in this book, it would be advis-able to refer to The Genre of Arguing in the Resource Book for de-tailed information on the characteristics of the structure and lan-guage features of that particular genre. Where the units deal withspecific generic and grammatical features, we have attempted toprovide the appropriate references in the Resource Book. In otherwords, the Resource Book is a necessary companion when planningand programming work based on the unit.The pedagogy that informs this and the other KLA Books, is basedon the Teaching/Learning Processes outlined in Part Four of the Re-source Book (see Teaching/Learning Processes Diagram opposite). Inessence, this is a developmental pedagogy which aims to move stu-dents from the concrete/commonsense world of experience to the ab-stract/technical domain of knowledge. An underlying premise to thisapproach is that effective learning processes are mediated and acceler-ated by a conscious control of literacy. The units in this book delib-erately aim to assist students to ‘crack the codes’ of literacy and makeconscious connections between knowledge (particularly those formsvalued by our culture) and language forms, structures and featuresrelevant to the way knowledge is organised.The approach to language used in this book attempts to build on re-cent curriculum and syllabus initiatives in this KLA that recognisethe relationship between language and the diverse yet interrelatedrange of content to be covered throughout the secondary years. The text-types used in this unit are all multi-generic, that is thereare two or more genres operating in the text-types of news reportsand reviews. How To Use This Book  PAGE:1
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