ENGLISH

ENGLISH SUBJECTS - YEAR 10 TO YEAR 12

ENGLISH Learning Leader: Mrs Annicka Adolphi

YEAR 10 ENGLISH STAGE 1 ENGLISH STAGE 2 ENGLISH

STAGE 2 ESSENTIAL ENGLISH

STAGE 2 ENGLISH LITERARY STUDIES

Year 10 English

Length of Course: 2 semesters (compulsory)

Through a curriculum developed within the ACARA framework and building on skills from the Middle Years, the Year 10 English course is carefully designed to provide a foundation of skills needed to successfully meet the academic demands and requirements of Stage 1 and 2 SACE English. The interrelated strands of Literacy, Language and Literature combine to build students’ reading, writing, speaking, listening and creating through a range of thematic modules of work with strong connections to social and real-life issues.

Learning Objectives: In Year 10 English, students develop their critical thinking and reading through engagement with a wide range of rich and rigorous literary and non-literary texts. Students interact with digital, multimodal and online resources and text types in familiar and unfamiliar cultural, political, historical and social contexts, developing a critical understanding of the role and impact of contemporary media, and the differences between media texts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. They create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Evidence of learning is presented through Receptive Modes (listening, reading and viewing) and Productive Modes (speaking, writing and creating). In this subject, students; • Evaluate how text structures can be used in innovative ways by different authors. • Explain how the choice of language features, images and vocabulary contributes to the development of individual style. • Develop and justify their own interpretations of texts and evaluate other interpretations, analysing the evidence used to support them. • Select language features with precision and stylistic effect. • Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. • Develop their own style by experimenting with language features, stylistic devices, text structures and images.

Content: Year 10 English is a year-long course taught over two semesters with modules of work that span over approximately one term. Modules are thematic in nature and designed to trigger critical thinking and engagement with the world beyond school. According to their teachers’ selection, all classes will study four of the thematic units listed below and complete an extended self-directed study; The Independent Reading Response Folio. • Seize the Day! Lessons for life conveyed in literature and art • Choose the Road Less Travelled. Literary expressions of individuality in the face of conformity • What is and what could be? The function and power of language in protest • Stories in the Dark. Children’s perspective of war and conflict (drama focus) • Chaos and Consequences. Representations of youth in society and film • Locked Doors and Hidden Monsters. A study of

Gothic Fiction • Justice Power and Hope. An intertextual exploration of injustice and the power of hope

Stage 1 English

Length of Course: 2 semesters (20 credits) (compulsory)

Through a rigorous, flexible and differentiated curriculum, Stage 1 English prepares students for three strands of Stage 2 English, depending on their chosen pathway. Critical and comparative study of a wide range of literary and non-literary texts and genres, including prose, film, poetry, drama and media, develops students’ critical thinking and reading skills.

NOTE: To gain a SACE certificate, students must achieve a C grade or higher in two semesters of English.

Learning Objectives: In Stage 1 English, students explore the interrelationships between author, text and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. Students’ growing understanding of purpose, form and audience informs their own creation of imaginative, interpretive, analytical, persuasive and informative texts that may be written, multimodal or spoken.

In this subject, students; • Identify and apply the language features and conventions of a range of texts • Analyse the ways in which language and stylistic features in different texts represents ideas, power relationships, values and interests • Apply a range of critical literary theories and understand that perspectives of readers impact their interpretations • Deepen, clarify and articulate their own ideas and values through critical engagement with texts and language • Demonstrate their understanding of the conventions in their own composition of texts through a range of forms and modes • Create texts that are relevant to context, audience and purpose

Content: Students are introduced to a series of Critical Literary Theories and learn to apply these to literature and film. Social, historical, cultural and political contexts are considered, as literary representations of universally shared human experiences are explored. Students’ creative output covers a range of genres and includes a Transformation Task accompanied by a Writer’s Statement. Two extended Intertextual Studies allow for student directed learning and individualised interest areas.

Assessment: Each semester, students will complete four tasks and an examination, assessed against the SACE Performance Standards for Stage 1 English. Over the course of a school year, students will complete 8 assessment tasks (at least one of which is an oral presentation) and two examinations, responding to a range of text types and genres; drama, prose, film, poetry and media.

The following assessment types enable students to demonstrate their learning in Stage 1 English: • Responding to Texts • Creating Texts • Intertextual Study

ENGLISH SUBJECTS - YEAR 10 TO YEAR 12

Stage 2 English

Length of Course: 2 semesters (20 credits)

Stage 2 English is a flexible and dynamic course that invites students to explore a range of texts and perspectives challenging and extending their own values and world view. They consider social, cultural, economic, historical, and/or political perspectives in texts and explore authors’ representations of human experiences and the world.

Learning Objectives: Students continue their study of the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. 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, audience, and context 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 the perspectives of other by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

In this subject, students; • Analyse the relationship between purpose, context, and audience in a range of texts • Evaluate how language and stylistic features and conventions are used to represent ideas, perspectives, and aspects of culture in texts • Analyse how perspectives in their own and others’ texts shape responses and interpretations • Create and evaluate oral, written, and multimodal texts in a range of modes and styles • Analyse the similarities and differences in texts • Apply clear and accurate communication skills.

Content: Responding to Texts (30%) Students develop a critical understanding of stylistic features and conventions of different text types and identify the ideas and perspectives conveyed by texts. This includes how language conventions influence interpretations of texts, and how omissions and emphases influence the reading and meaning of a text. Students reflect on the purpose of the text and the audience for whom it was intended. Creating Texts (40%) By experimenting with innovative and imaginative language features, stylistic features, and text conventions, students develop their personal voice and perspectives. They demonstrate their ability to synthesise ideas and opinions and develop complex arguments. Students model their own texts on examples of good practice in the same text type. In creating texts students extend their skills in selfediting and drafting.

Comparative Analysis (30 % External Assessment) Students complete a written comparative analysis of two texts and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and to influence audiences.

These texts can be selected from one or more of the following categories: • Extended prose (novel or short story) • Poetry • Drama • Film • Media

Assessment School Assessment (70%) • Responding to Texts (30%) • Creating Texts (40%) External Assessment (30%) • Assessment Type 3: Comparative Analysis (30%).

Stage 2 Essential English

Length of Course: 20 credits

Stage 2 Essential English offers a flexible and adaptive curriculum tailored to students’ needs and abilities. Designed to empower students to maximise their potential as English learners, this course builds spoken and written literacy skills for life and future pathways beyond secondary school. The course focuses on ways in which students use language to establish and maintain connections with people in different practical applications and social contexts. Students are given opportunities to explore and appreciate the diversity of cultures that make up Australian society.

NOTE: This subject is to be selected in consultation with student’s Stage 1 English teacher, the Special Education coordinator or the English Learning Leader.

Learning Objectives: By examining the links between language and contexts, students are supported to produce their own imaginative, persuasive, informative and analytical texts appropriate for a range of audiences.

In this subject, students: • Extend communication skills through reading, viewing, writing, listening, and speaking • Consider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts • Examine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences • Analyse the role of language in supporting effective interaction • Create oral, written, and multimodal texts that communicate information, ideas, and perspectives for a range of purposes.

Content: Responding to Texts (30%) Students respond to a range of literary or nonliterary texts that instruct, engage, challenge, inform, and connect readers. They consider information, ideas, and perspectives represented in texts that have a direct connection with the context for study.

Students may explore the different points of view presented in a text by analysing content, attitudes, stylistic features, and language features. Students reflect on ways in which texts may be interpreted through identifying the effect of language choice.

Students produce three responses to texts; at least one of the responses must be produced in written form, and at least one response in oral or multimodal form.

Creating Texts (40%) Students create procedural, imaginative, analytical, interpretive, or persuasive texts appropriate to a context considering the purpose, the representation of ideas and issues, and the possible response of their intended audience. At least one of the responses must be in written form, and at least one in oral or multimodal form.

Students create: • One advocacy text • Two additional texts

Language Study (30% External Assessment) This externally assessed study allows for student directed learning and individualised interest areas. Students can select a focus for their Language Study that is meaningful to their life beyond school. The focus of study is an understanding of the use of spoken, non-verbal, visual, and/or written language by people in a chosen context beyond the classroom.

Contexts for study include: • Workplace, training or volunteering • A recreational or personal interest (e.g. sport, reading) • Cultural (e.g. language group, festival) • The local community • A community of interest

Assessment: School Assessment (70%) • Responding to Texts (30%) • Creating Texts (40%) External Assessment (30%) • Language Study (30%)

ENGLISH SUBJECTS - YEAR 10 TO YEAR 12

Stage 2 English Literary Studies

Length of Course: 20 credits

Prerequisites: B grade or higher and a consistently demonstrated positive attitude to learning in Stage 1 English

Stage 2 English Literary Studies is an academically rigorous course developing students’ skills and strategies for critical thinking and reading through shared and individual study of classic and contemporary literary texts. Students have opportunities to explore their values, opinions and ideas, and test these against the values, perspectives and ideas represented in literature.

Learning Objectives: Students build on the literacy skills developed in Stage 1 English and learn to produce sophisticated produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned critical argument by refining their use of metalanguage and 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.

In this subject, students: • Explore the interplay between author, text, context and audience • 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 critical reasoning and support sustained argument to justify critical interpretation of a text • Develop analytical responses to texts by considering and challenging 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. Content: Responding to Texts (50%) The responding to texts study focuses on: • Shared studies of prose, drama, film and poetry (at least one of which must be created by an

Australian author) • A shared critical study of a range of short nonliterary and literary texts • A student driven comparative text study

Creating Texts (20%) Students experiment with and adapt content, medium, form, style, point of view, and language to create their own texts. The creating texts study focuses on: • transforming texts • creating a written, oral, or multimodal text.

Text Study (30% External Assessment) Part A: Comparative Text Study (15%) A comparative text study that compares one of the texts studied in the shared studies with another text individually chosen by the student, in a critical essay of a maximum of 1500 words.

Part B: Critical Reading (15%) A critical reading of one or more short texts. The short texts may be in a variety of forms (e.g. fiction, non-fiction, poetry, prose, media and texts with graphic or visual elements). The critical reading is a 100-minute examination developed by the SACE Board.

Assessment: School Assessment (70%) • Responding to Texts (50%) • Creating Texts (20%) External Assessment (30%) • Text Study: • Part A: Comparative Text Study (15%) • Part B: Examination Critical Reading (15%)