Part of the series Oxford Big Ideas English Australian Curriculum - Year 8.
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Oxford Big Ideas English is a series for junior English specifically written for the Australian Curriculum. It offers an innovative approach based on conceptual learning that encourages students’ thinking by exposing them to a wide range of texts in different modes and from different cultural contexts. In line with the Australian Curriculum: English, Language, Literature and Literacy ideas are explored in every chapter of the book, offering a comprehensive and ready-to-use teaching program that will help you and your students make a smooth transition to the new Australian Curriculum.
Why Big Ideas?
Research shows that students achieve greater success when their learning is connected to key concepts. Unlike traditional English textbooks, Oxford Big Ideas English organises content into key questions or big ideas that promote practical learning, and allows for a much wider scope in the text types presented in each section of the book. Every big idea is also aimed to develop genuine literacy skills, throughout the books students analyse different language features that they can apply to their own writing through a series of graded modeling activities.
- Student obook
Oxford's next generation ebook - the obook - offers online and offline access to core student content. Using an Oxford obook, students can:
- access it anywhere, anytime (home, library, school, etc), on any platform (PC/Mac/iPad/tablet/IWB)
- see much more than the print book content - added wealth of interactive and rich content including interactive modules, videos, audio, and relevant websites
- navigate and search easily
- scale to suit any screen size, or increase/decrease font size
- type, save and send answers to questions and note-taking
- have personalised access using unique registration codes which makes the obook a perfect study tool right throughout the school year
- 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 ‘language in use’
- 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
Australian Curriculum: English Years 7-10 Course Planner
This course planner, using ACARA documentation as a basis, are general Australian Curriculum scope and sequence charts to help with English planning requirements.
Part 1: What does our language say about us?
- 1.1 How are language and identity related?
- 1.2 How does the way we use language identify us with different groups and communities?
- 1.3 How do we use language to express our individuality?
- 1.4 How do we use language to conceal ourselves?
Part 2: How do we combine the old and the new in narrative texts?
- 2.1 How do we draw on existing texts to create new ones?
- 2.2 How and why do creators of texts refer to other texts?
- 2.3 How do we adapt a text to make something new?
- 2.4 Why do we respond to texts so differently?
Part 3: How do we create texts to inform and persuade?
- 3.1 What is the difference between presenting information and presenting a point of view?
- 3.2 How do we present information in different forms?
- 3.3 How can we get people to see our point of view?
- 3.4 Can a text be informative and persuasive?
Part 4: How can narrative texts shape the way we see people and issues?
- 4.1 What is the relationship between narrative texts and how we see people and issues?
- 4.2 How can a picture book shape the way we see people and issues?
- 4.3 How can a play shape the way we see people and issues?
- 4.4 How can an autobiography shape the way we see people and issues?
Part 5: How do literary texts show who we are and what is important to us?
- 5.1 How are literary texts and identity connected?
- 5.2 How can an autobiography explore the link between landscape and identity?
- 5.3 How can a novel explore the link between landscape and identity?
- 5.4 How can a multimodal text explore the link between landscape and identity?
- 5.5 How can a poem explore the link between landscape and identity?
About the Authors
Susan Leslie first taught at university and then English in schools for a number of years, before moving to the Victorian Curriculum and Assessment Authority where she worked as a Project Manager in Assessment and then as Curriculum Manager: English. Since 2007 she has worked as an education consultant, maintaining her keen interest in both curriculum and assessment. In addition to Oxford VCE English, she has also developed and written Oxford Big Ideas English textbooks for Years 7 and 8, based on the new Australian Curriculum.
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.
Clare Ridgway-Faye is a teacher of English, Humanities and Classical Studies, currently at Princes Hill Secondary College. She has worked at school level and with Oxford University Press on developing English and History curriculum resources for the Australian Curriculum.
|Publisher||Oxford University Press|
|Product Type||Student Books,|
|Year Level||Year 8,|
|Author(s)||Susan Leslie, Kate Dullard& Clare Ridgway-Faye|
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