English
Prerequisites
Nil.
Course Description
Unit 1: Semester 1
In Unit 1, students explore how writers use structures, conventions and language to represent characters, settings, events and explore themes, through a close study of two literary texts. Students develop analytical responses to these texts dealing with the ways in which the writers convey meaning and various points of view on key issues. They also develop creative responses to these texts, making informed choices about structure, conventions and language to develop voice and style. In both forms of writing, students practise skills of planning, drafting, editing and refining for accuracy and effect. In this Unit, students also focus on the analysis and construction of texts that attempt to influence an audience, particularly visual texts. They consider the contention of these texts, the intended audiences, and how composers craft these texts to support and extend the impact of their argument. Additionally, students will develop an understanding of how meaning is affected by the context in which the text is produced. Students will also learn about the conventions of oral communication and consider the persuasive impact of tone, diction and audience engagement in the presentation of a viewpoint. They craft and present their own reasoned, structured and supported arguments and experiment with the use of language to position audiences.
ASSESSMENT
1. Responding analytically to a literary text (25%)
2. Responding creatively to a literary text (25%)
3. Analysing argument (25%)
4. Presenting argument (25%)
Unit 2: Semester 2
In Unit 2, students explore how comparing literary texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students produce a written comparison of the selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. In this Unit, students also build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of non-literary texts where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience. Students practise developing and presenting reasoned points of view in writing on issues of contemporary social relevance.
ASSESSMENT
1. Responding analytically (15%)
2. Responding creatively (15%)
3. Analysing argument (20%)
4. Speaking and listening (15%)
5. Comparing texts (35%)
Unit 3: Semester 1
In Unit 3, students identify, discuss and analyse how the features of two literary texts (selected from the VCAA Text List) create meaning and influence interpretation. In identifying and analysing explicit and implied ideas and values in these texts, students examine the ways in which readers are invited to respond to texts. Students present a sustained creative response to one literary text, demonstrating their understanding of the world of the text and how the writer constructs meaning. Students also prepare a sustained analytical response to another literary text, developing and justifying their own detailed interpretation of the text, discussing how features of the text create meaning, and using textual evidence to support their response. In both forms of writing, students produce and share drafts, practising the skills of revision, editing and refining for accuracy and effect. In this Unit, students also analyse and compare the use of argument and language in texts that debate a topical issue. Students read and view media texts in a variety of forms and develop their understanding of the way in which language and argument complement one another in positioning the intended audience.
ASSESSMENT
1. Responding analytically to a literary text (30%)
2. Responding creatively to a literary text (30%)
3. Analysing and comparing argument (40%)
School-assessed Coursework for Unit 4 contributes 25% to the study score.
Unit 4: Semester 2
In Unit 4, students explore meaningful connections between two literary texts (selected from the VCAA Text List). They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. They use discussion, planning and drafting to test and clarify their ideas about the selected texts, and edit for clear and coherent expression of them. In this Unit, students also use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. Students use their understanding of argument and persuasive language as the basis for the development of an oral presentation of their points of view. In doing so, they consider how oral conventions may be used to influence the audience and refine these through rehearsal.
ASSESSMENT
1. Comparing literary texts (60%)
2. Constructing and presenting argument (40%)
School-assessed Coursework for Unit 4 contributes 25% to the study score.
EXTERNAL ASSESSMENT
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50% to the study score.
English as an additional language
Prerequisites
A student may be eligible for EAL status if they meet two criteria.
For Criterion 1, the student must fit one of the following:
- on the first day of the academic year, the student must not have been a resident in Australia or New Zealand or other predominantly English-speaking country for more than seven years. The period of seven years is to be calculated cumulatively over the student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods of time spent in Australia or any predominantly English-speaking country. This calculation of time should not include time spent out of Australia during school vacations.
- the student is an Aboriginal or Torres Strait Islander person whose first language is not English.
For Criterion 2, the student must fit the following:
- English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education. Schools must sight the student’s overseas school reports to confirm that the language of instruction was no English during this period.
Course Description
Unit 1: Semester 1
In Unit 1, students explore how writers use structures, conventions and language to represent characters, settings, events and explore themes, through a close study of two literary texts. Students develop analytical responses to these texts dealing with the ways in which the writers convey meaning and various points of view on key issues. They also develop creative responses to these texts, making informed choices about structure, conventions and language to develop voice and style. In both forms of writing, students practise skills of planning, drafting, editing and refining for accuracy and effect. In this Unit, students also focus on the analysis and construction of written, visual and spoken texts that attempt to influence an audience. They consider the contention of these texts, the intended audiences, and how composers craft these texts to support and extend the impact of their argument. In creating their own spoken arguments, students also consider the persuasive impact of tone, diction and audience engagement in the presentation of a viewpoint.
ASSESSMENT
1. Responding analytically to a literary text (25%)
2. Responding creatively to a literary text (25%)
3. Analysing argument (25%)
4. Comprehending a spoken text (25%)
Unit 2: Semester 2
In Unit 2, students explore how comparing literary texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students produce a written comparison of the selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. In this Unit, students also build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of media texts (at least in spoken form) where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience. Students practise developing and presenting reasoned points of view in writing on issues of contemporary social relevance. Throughout the course, students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied.
ASSESSMENT
1. Responding analytically (15%)
2. Responding creatively (15%)
3. Analysing argument (20%)
4. Speaking and listening (15%)
5. Comparing texts (35%)
Unit 3: Semester 1
In Unit 3, students identify, discuss and analyse how the features of two literary texts (selected from the VCAA Text List) create meaning and influence interpretation. Students present a sustained creative response to one literary text, demonstrating their understanding of the world of the text and how the author constructs meaning. Students also prepare a sustained analytical response to another literary text, developing and justifying their own detailed interpretation of the text, discussing how features of the text create meaning, and using textual evidence to support their response. In both forms of writing, students produce and share drafts, practising the skills of revision, editing and refining for accuracy and effect. In this Unit, students also analyse and compare the use of argument and language in written and spoken texts that debate a topical issue. Students read, view and listen to media texts in a variety of forms and develop their understanding of the way in which language and argument complement one another in positioning the intended audience.
ASSESSMENT
1. Responding analytically and creatively (40%)
2. Analysing and comparing argument (40%)
3. Comprehending a spoken text (20%)
School-assessed Coursework for Unit 4 contributes 25% to the study score.
Unit 4: Semester 2
In Unit 4, students explore meaningful connections between one literary text studied in Semester 1 and another literary text (selected from the VCAA Text List). They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. They use discussion, planning and drafting to test and clarify their ideas about the selected texts, and edit for clear and coherent expression of them. In this Unit, students also use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. Students use their understanding of argument and persuasive language as the basis for the development of an oral presentation of their points of view. In doing so, they consider how oral conventions may be used to influence the audience and refine these through rehearsal.
ASSESSMENT
1. Comparing literary texts (60%)
2. Constructing and presenting argument (40%)
School-assessed Coursework for Unit 4 contributes 25% to the study score.
EXTERNAL ASSESSMENT
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50% to the study score.
Literature
Prerequisites
Nil.
Course Description
Unit 3: Semester 1
In this unit, students focus on how the form of a text contributes to its meaning. Students explore the form of a set text by constructing a close analysis of that text. They then reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. By exploring an adaptation, students also consider how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas present in the original text.
Students also students explore the different ways we can read and understand a text by developing, considering and comparing interpretations of a set text. Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. These student interpretations should consider the historical, social and cultural context in which a text is written and set. Students also consider their own views and values as readers.
Students then explore a supplementary reading that can enrich, challenge and/or contest the ideas and the views, values and assumptions of the set text to further enhance the students’ understanding. Examples of a supplementary reading can include writing by a teacher, a scholarly article or an explication of a literary theory. Informed by the supplementary reading, students develop a second interpretation of the same text, reflecting an enhanced appreciation and understanding of the text. They then apply this understanding to key moments from the text, supporting their work with considered textual evidence.
ASSESSMENT
1. Adaptations and transformations: Close analysis (20%)
2. Adaptations and transformations: Comparative response (30%)
3. Developing interpretations: Part A: Initial response, and Part B Subsequent interpretation (50%)
Unit 4: Semester 2
In Unit 4, students focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts. They learn how authors develop representations of people and places, and they develop an understanding of language, voice, form and structure. Students draw inferences from the original text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored. Students develop an understanding of the various ways in which authors craft texts. They reflect critically on the literary form, features and language of a text, and discuss their own responses as they relate to the text, including the purpose and context of their creations.
Furthermore, students engage in the close analysis of texts, engaging in detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.
ASSESSMENT
1. Creative responses to texts: Creative response (40%)
2. Creative responses to texts: Close analysis and reflection (20%)
3. Close analysis of texts: Close analysis (40%)