English
Overview
What is English?
The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.
Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation.
The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia.
The Aims of English
The Australian Curriculum: English aims to ensure that students:
Content Information
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
Strands and Sub Strands
Content descriptions in each strand are grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are:
The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.
Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation.
The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia.
The Aims of English
The Australian Curriculum: English aims to ensure that students:
- learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
- appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
- understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
- develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature
Content Information
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
- Language: knowing about the English language
- Literature: understanding, appreciating, responding to, analysing and creating literature
- Literacy: expanding the repertoire of English usage.
Strands and Sub Strands
Content descriptions in each strand are grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are:
The General Capabilities
In the Australian Curriculum: English, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations. Icons indicate where general capabilities have been identified in English content. Teachers may find further opportunities to incorporate explicit teaching of the capabilities depending on their choice of activities.
Cross-curriculum Priorities
The Cross-curriculum priorities are embedded in the curriculum and will have a strong presence in Australian Curriculum: English through text selection and through integration into both formative and summative assessment tasks and class discussion.
Should further information about the Australian Curriculum be required, please access the Australian Curriculum Website: www.australiancurriculum.edu.au
In the Australian Curriculum: English, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations. Icons indicate where general capabilities have been identified in English content. Teachers may find further opportunities to incorporate explicit teaching of the capabilities depending on their choice of activities.
Cross-curriculum Priorities
The Cross-curriculum priorities are embedded in the curriculum and will have a strong presence in Australian Curriculum: English through text selection and through integration into both formative and summative assessment tasks and class discussion.
Should further information about the Australian Curriculum be required, please access the Australian Curriculum Website: www.australiancurriculum.edu.au
Year 8 - ENGLISH
CODE: 8ENG
SEMESTERS: 1 and 2
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
SEMESTERS: 1 and 2
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Year 9 - English
CODE: 9ENG
SEMESTERS: 1 and 2
By the end of Year 9, students have analysed the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
SEMESTERS: 1 and 2
By the end of Year 9, students have analysed the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
Year 10 - English
CODE: 0ENG
SEMESTERS: 1 and 2
By the end of Year 10, students will have evaluated how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.
Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.
Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
SEMESTERS: 1 and 2
By the end of Year 10, students will have evaluated how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.
Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.
Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Stage 1 and 2 - English and English as an Additional Language or Dialect
The study of English provides students with a focus for informed and effective participation in education, training, the workplace and their personal environment.
Students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes.
Stage 1 English caters for students with a range of learning styles and articulates with the Stage 2 English subjects. Students who complete 20 credits of this subject with a C grade or better will meet the literacy requirement of the SACE.
Students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes.
Stage 1 English caters for students with a range of learning styles and articulates with the Stage 2 English subjects. Students who complete 20 credits of this subject with a C grade or better will meet the literacy requirement of the SACE.
STAGE 1 - English
CODE:
SEMESTERS: 1 and 2
ALTERNATIVE: EAL and ESSENTIAL ENGLISH
Prerequisites:
Students will be allocated to Stage 1 English, Stage 1 Essential English or EAL based upon previous results, career interests and teacher recommendations.
Advice to students:
Students intending to study English at Year 12 should opt for this course.
Content
In English, students analyse the interrelationship between author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world.
Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, context, and audience is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal.
Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.
Capabilities
The General Capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
Learning Requirements
The learning requirements summarise the key knowledge, skills, and understandings that students are expected to develop and demonstrate through their learning in Stage 1 English.
In this subject, students are expected to:
Assessment
Assessment Type 1: Responding to Texts
Assessment Type 2: Creating Texts
Assessment Type 3: Intertextual Study
SEMESTERS: 1 and 2
ALTERNATIVE: EAL and ESSENTIAL ENGLISH
Prerequisites:
Students will be allocated to Stage 1 English, Stage 1 Essential English or EAL based upon previous results, career interests and teacher recommendations.
Advice to students:
Students intending to study English at Year 12 should opt for this course.
Content
In English, students analyse the interrelationship between author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world.
Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, context, and audience is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal.
Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.
Capabilities
The General Capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
- literacy
- numeracy
- information and communication technology capability
- critical and creative thinking
- personal and social capability
- ethical understanding
- intercultural understanding.
Learning Requirements
The learning requirements summarise the key knowledge, skills, and understandings that students are expected to develop and demonstrate through their learning in Stage 1 English.
In this subject, students are expected to:
- analyse relationships between purpose, context, and audience and how these influence texts and their meaning
- identify ways in which ideas and perspectives are represented in texts
- analyse how language and stylistic features and conventions are used to convey ideas and perspectives in texts
- create oral, written, and/or multimodal texts for particular purposes, contexts, and audiences
- identify and analyse intertextual connections
- apply knowledge and understanding of accurate spelling, punctuation, syntax, and conventions.
Assessment
Assessment Type 1: Responding to Texts
Assessment Type 2: Creating Texts
Assessment Type 3: Intertextual Study
stage 1 - essential english
CODE:
SEMESTERS: 1 and 2
ALTERNATIVE: EAL and ENGLISH
Prerequisites:
Students will be allocated to Stage 1 English, Stage 1 Essential English or EAL based upon previous results, career interests and teacher recommendations. Two Essential English courses may be offered in 2016, including one modified English course which replaces ‘Literacy For Work and Community Life and English Pathways.
Advice to students:
Students intending to study Essential English at Year 12 should opt for this course.
Content
Decisions about the content of the teaching and learning program should centre on ways in which students use language to establish and maintain connections with people in different contexts. The program may focus on a single context or a range of contexts for different parts of the program.
The specific contexts chosen for study may be social, cultural, community, workplace, and/or imagined. In planning a teaching and learning program, teachers work with students to support the achievement of their goals.
Capabilities
The General Capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
Learning Requirements:
The learning requirements summarise the key knowledge, skills, and understandings that students are expected to develop and demonstrate through their learning in Stage 1 Essential English.
In this subject, students are expected to:
Assessment
Assessment Type 1: Responding to Texts
Assessment Type 2: Creating Texts
SEMESTERS: 1 and 2
ALTERNATIVE: EAL and ENGLISH
Prerequisites:
Students will be allocated to Stage 1 English, Stage 1 Essential English or EAL based upon previous results, career interests and teacher recommendations. Two Essential English courses may be offered in 2016, including one modified English course which replaces ‘Literacy For Work and Community Life and English Pathways.
Advice to students:
Students intending to study Essential English at Year 12 should opt for this course.
Content
Decisions about the content of the teaching and learning program should centre on ways in which students use language to establish and maintain connections with people in different contexts. The program may focus on a single context or a range of contexts for different parts of the program.
The specific contexts chosen for study may be social, cultural, community, workplace, and/or imagined. In planning a teaching and learning program, teachers work with students to support the achievement of their goals.
Capabilities
The General Capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
- literacy
- numeracy
- information and communication technology capability
- critical and creative thinking
- personal and social capability
- ethical understanding
- intercultural understanding
Learning Requirements:
The learning requirements summarise the key knowledge, skills, and understandings that students are expected to develop and demonstrate through their learning in Stage 1 Essential English.
In this subject, students are expected to:
- develop communication skills through reading, viewing, writing, listening, and speaking
- comprehend information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imagined contexts
- identify and analyse how the structure and language of texts varies for different purposes, audiences, and contexts
- express information, ideas, and perspectives using a range of textual conventions
- create oral, written, and/or multimodal texts appropriate for purpose and audience in real and/or imagined contexts.
Assessment
Assessment Type 1: Responding to Texts
Assessment Type 2: Creating Texts
Stage 2 - English
CODE: 2ESH20
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH LITERARY STUDIES or ESSENTIAL ENGLISH
Content
In English students read a range of educational, vocational, and cultural texts. Students develop knowledge of sociocultural, political, and situational influences on the construction and interpretation of texts. Their exposure to a range of perspectives on complex issues requires them to clarify and support their opinions and conclusions.
Students learn to recognise the conventions of different text types for different purposes, audiences, and contexts. They use this learning in composing their own texts and in commenting on the texts they read. Students consider the powerful role that language plays in communication between individuals, groups, and organisations. There is a focus on the ways in which language defines, shapes, and reflects the relationships between people. Students come to appreciate that clear and effective writing and speaking should display a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts. Students also learn that the complex language demands of the workplace, further study, and personal development require them to constantly extend their range of language skills.
Through their reading of a wide range of texts students learn to recognise the extent to which the author of a text follows the conventions of the text type. They learn to recognise and evaluate ideas and concepts in literature, popular culture, and media by detecting bias or the use of incorrect evidence. Students also consider the many ways in which a text is interpreted by the reader, and use this knowledge when composing their own texts.
Reading a variety of texts helps students to develop an understanding of the diversity of cultures and perspectives, including Indigenous, that make up Australian society. English develops students’ literacy skills in a broad range of contexts, enabling them to accept increased responsibility for making decisions about their own learning in the negotiated parts of this subject.
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
These learning requirements form the basis of the:
Assessment
The following assessment types enable students to demonstrate their learning in Stage 2 English Communications:
School Assessment (70%)
For a 20-credit subject, students should provide evidence of their learning through ten assessments, including the external assessment component. Students undertake:
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH LITERARY STUDIES or ESSENTIAL ENGLISH
Content
In English students read a range of educational, vocational, and cultural texts. Students develop knowledge of sociocultural, political, and situational influences on the construction and interpretation of texts. Their exposure to a range of perspectives on complex issues requires them to clarify and support their opinions and conclusions.
Students learn to recognise the conventions of different text types for different purposes, audiences, and contexts. They use this learning in composing their own texts and in commenting on the texts they read. Students consider the powerful role that language plays in communication between individuals, groups, and organisations. There is a focus on the ways in which language defines, shapes, and reflects the relationships between people. Students come to appreciate that clear and effective writing and speaking should display a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts. Students also learn that the complex language demands of the workplace, further study, and personal development require them to constantly extend their range of language skills.
Through their reading of a wide range of texts students learn to recognise the extent to which the author of a text follows the conventions of the text type. They learn to recognise and evaluate ideas and concepts in literature, popular culture, and media by detecting bias or the use of incorrect evidence. Students also consider the many ways in which a text is interpreted by the reader, and use this knowledge when composing their own texts.
Reading a variety of texts helps students to develop an understanding of the diversity of cultures and perspectives, including Indigenous, that make up Australian society. English develops students’ literacy skills in a broad range of contexts, enabling them to accept increased responsibility for making decisions about their own learning in the negotiated parts of this subject.
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
In this subject, students are expected to:
- demonstrate clear and accurate communication skills through reading, viewing, writing, listening, speaking, and using a range of ICTs
- analyse the relationship between audience, purpose, and form in a range of communication modes across a number of contexts
- display knowledge and understanding of the stylistic features and conventions of texts and the ways in which the language in texts is used to represent ideas, relationships, values, and interests
- clarify and articulate their own ideas and values through critical engagement with texts and language
- compose and evaluate texts to demonstrate understanding of the conventions of a variety of textual forms and the purposes for which texts may be used.
These learning requirements form the basis of the:
- learning scope
- evidence of learning that students provide
- assessment design criteria
- levels of achievement described in the performance standards.
Assessment
The following assessment types enable students to demonstrate their learning in Stage 2 English Communications:
School Assessment (70%)
- Assessment Type 1: Text Analysis (20%)
- Assessment Type 2: Text Production (20%)
- Assessment Type 3: Communication Study (30%)
- Assessment Type 4: Folio (30%).
For a 20-credit subject, students should provide evidence of their learning through ten assessments, including the external assessment component. Students undertake:
- three responses for text analysis — two written and one oral
- three assessments, one of which is a supervised written assessment, for text production
- one comparative piece on one of five categories of communication, and one practical application, for the communication study
- one response to an example of communication, and produce one text and an accompanying writer’s statement.
Stage 2 - English LITERARY STUDIES
CODE: 2ELS20
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH or ESSENTIAL ENGLISH
Content
Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.
English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences, and contexts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions.
Students produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other. By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 English Literary Studies.
In this subject, students are expected to:
Assessment
The following assessment types enable students to demonstrate their learning in Stage 2 English Literary Studies:
School Assessment (70%)
Assessment Type 1: Responding to Texts (50%)
Assessment Type 2: Creating Texts (20%)
External Assessment (30%)
Assessment Type 3: Text Study:
· up to five responses to texts
· two created texts
· two tasks for the text study (one comparative text study and one critical reading).
It is anticipated that from 2018 all assessments (written, oral, and multimodal) will be submitted electronically.
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH or ESSENTIAL ENGLISH
Content
Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.
English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences, and contexts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions.
Students produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other. By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.
Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 English Literary Studies.
In this subject, students are expected to:
- understand the relationship between author, text, and context
- analyse how ideas, perspectives, and values are represented in texts and how they are received by audiences
- analyse and compare texts, through the identification of the structural, conventional, and language and stylistic features used by authors
- use evidence to develop, support, and justify a critical interpretation of a text
- develop analytical responses to texts by considering other interpretations
- create oral, written, and/or multimodal texts that experiment with stylistic features by using and adapting literary conventions
- express ideas in a range of modes to create texts that engage the reader, viewer, or listener.
Assessment
The following assessment types enable students to demonstrate their learning in Stage 2 English Literary Studies:
School Assessment (70%)
Assessment Type 1: Responding to Texts (50%)
Assessment Type 2: Creating Texts (20%)
External Assessment (30%)
Assessment Type 3: Text Study:
- Part A: Comparative Text Study (15%)
- Part B: Critical Reading (15%)
· up to five responses to texts
· two created texts
· two tasks for the text study (one comparative text study and one critical reading).
It is anticipated that from 2018 all assessments (written, oral, and multimodal) will be submitted electronically.
Stage 2 - ESSential English
CODE: 2ETE20
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH or ENGLISH LITERARY STUDIES
ContentThe content may be negotiated with the students, and there may be a focus on different contexts and/or texts within any class group. The specific contexts chosen for study may be vocational, cultural, and/or social.
In designing an appropriate Stage 2 English Pathways program it is important to consider what students know and understand about the use of spoken and written language. It is also necessary to consider the students’ aspirations. Students have acquired knowledge and understanding both at school and in vocational, cultural, social, and/or personal contexts. In planning a teaching and learning program, teachers negotiate with students to support their achievement of goals that may extend beyond the end of secondary schooling.
For 10-credit and 20-credit subjects, students should read, respond to, and produce texts. Decisions about the content of the teaching and learning program should centre on the ways in which students, individually or in groups, use language to establish and maintain effective connections and interactions with people in different contexts. Students may focus on a single context or a range of contexts for different parts of the program. A context may be in a local or virtual setting, and may have national or global connections.
Students connect with other people in many ways, using a variety of forms for different purposes. When students engage with texts or language they develop skills in making connections with vocational, cultural, or social aspects of their experiences in different contexts, including the wider community. Through the connections they make, students use language skills to interact and work effectively with other people, and to solve problems
Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
Assessment
School Assessment (70%)
For a 20-credit subject, it is recommended that students provide evidence of their learning through eight or nine assessments, including the external assessment component. Students undertake:
SEMESTERS: 1 and 2
ALTERNATIVE: ENGLISH or ENGLISH LITERARY STUDIES
ContentThe content may be negotiated with the students, and there may be a focus on different contexts and/or texts within any class group. The specific contexts chosen for study may be vocational, cultural, and/or social.
In designing an appropriate Stage 2 English Pathways program it is important to consider what students know and understand about the use of spoken and written language. It is also necessary to consider the students’ aspirations. Students have acquired knowledge and understanding both at school and in vocational, cultural, social, and/or personal contexts. In planning a teaching and learning program, teachers negotiate with students to support their achievement of goals that may extend beyond the end of secondary schooling.
For 10-credit and 20-credit subjects, students should read, respond to, and produce texts. Decisions about the content of the teaching and learning program should centre on the ways in which students, individually or in groups, use language to establish and maintain effective connections and interactions with people in different contexts. Students may focus on a single context or a range of contexts for different parts of the program. A context may be in a local or virtual setting, and may have national or global connections.
Students connect with other people in many ways, using a variety of forms for different purposes. When students engage with texts or language they develop skills in making connections with vocational, cultural, or social aspects of their experiences in different contexts, including the wider community. Through the connections they make, students use language skills to interact and work effectively with other people, and to solve problems
Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.
- demonstrate clear, accurate, and appropriate communication skills through reading, viewing, writing, composing, listening, and speaking
- establish connections with people in vocational, cultural, or social contexts, through personal and critical engagement with texts and language
- reflect critically on the ways in which texts are created for specific purposes and audiences
- use language skills to interact and work effectively with other people, and to solve problems
- identify and reflect on the cultural, social, and technical role of language and texts in supporting effective interactions in different contexts
- compose texts in which language is used for critical, personal, vocational, or creative purposes.
Assessment
School Assessment (70%)
- Assessment Type 1: Text Analysis (30%)
- Assessment Type 2: Text Production (40%)
- Assessment Type 3: Language Study.
For a 20-credit subject, it is recommended that students provide evidence of their learning through eight or nine assessments, including the external assessment component. Students undertake:
- three or four responses for text analysis
- four assessments for text production
- one language study.