Assessment Schedule
| Task Number | Task 1 | Task 2 | Task 3 | Task 4 |
|---|---|---|---|---|
| Unit | Seven Steps of Writing | Close Study: Novel | Close Study of a Drama Text | Poetry Analysis |
| Nature of Task | Selection of Classwork with Editing | Multimodal Presentation | Extended Response (for students wanting to do Standard or Advanced English) OR Creative Response (for students wanting to do English Studies) | In-class Assessment |
| Value | 30% | 30% | 30% | 10% |
Term 1
Course Content: Seven steps of writing Non Fiction short texts - Narrative
Students understand that narrative provides structures for expressing ideas and values.
They learn that
stories represent broad aspects of humanity, society and culture, made particular and personal to interest the responder
stories often revolve around complication or conflict (internal, between characters or of a character with society), which may rise to a climax before falling to a resolution
plot structures (chronological, flashback, in media res, circular etc) can control responses to the story
values are embedded in narratives through selection of details of events and characters and choice of language
through these implied values, narrative can be a vehicle for arguments.
Authority
Students understand how authority may be constructed, confirmed or challenged.
They learn that:
a sense of authority may be constructed by language use
authority is strengthened through citation and references to established sources
groups of responders may be included or excluded by language use
texts may contradict or subvert cultural assumptions
Perspective
Students understand that perspective provides a frame through which we see the world.
They learn that:
The world and the texts may be seen through particular frames
Views of the world may be exploited for particular purposes
Readers and viewers may be positioned to accept particular views.
Reflecting
Students broaden their understanding and use of metacognitive processes to choose and develop certain strategies appropriate for particular situations. They extend their range of reflective practices to consider how their own context influences the ways they respond, compose and learn.
Term 2
Course content: The Art of Storytelling Novel - Fictional - Theme
Students understand that the elements of a text work together to support the theme.
They learn that:
themes draw together the elements of a text
themes can be indicated through patterns in texts such as motif, parallel plots or characters
there may be major or minor themes
themes are traditionally through to provide insight into the world view of the author
themes may be challenged by considering representation in the text from a different perspective.
Genre
Students understand that particular values attach to certain genres.
They learn that:
genres shape representation and perception
adaptations of genres across time and culture reflect changing values
subverting the genre can challenge the value system associated with the genre.
Code and Convention
Students recognise that codes and conventions reflect and shape power relationships and culture.
They learn that:
some codes and conventions are valued more than others and that this can depend on context
Understanding and using these conventions is potentially a source of power.
Term 3
Course content: Close Study of Text - Drama
Representation
Students understand that representation embeds attitudes, beliefs and values.
They learn that:
representation may be intentionally or unintentionally biased
representation is influenced by and in turn influences its context
representation favours or privileges a position by omitting or silencing the views or perspectives of particular groups.
Character
Students understand that characters can represent types of people, ideas and values.
They learn that
characters may be a medium through which ideas and societal attitudes and values are conveyed
characters may operate as foils for each other
representation and interpretation of character depends on personal and cultural values
Context
Students understand how the complexity of their own and other contexts shape composition and response to texts.
They learn that:
their perspectives of the world are filtered through their own context
context shapes language, forms and features of texts
language, forms and features of texts inscribe values and attitudes in their representations of people, information and ideas
texts may be responded to and composed differently in different contexts.
Understanding
Students use a range of strategies to discriminate between nuanced meanings. They transfer their knowledge of texts to new contexts
Term 4
Course Content: Techniques revision - Poetic techniques
Course content: Teachers Choice
Big Picture Portfolio OR Documentary Study OR Banksy Study OR Stacks of Tracks OR Gender in the Media
Point of View
Students understand that point of view is the position from which the subject matter of a text is designed to be perceived.
They learn that:
Narrators may be omniscient, limited, deceptive, masking the ideology of the text
There may be multiple narrators offering different points of view
A point of view may be through a focaliser
A narrator may adopt a satirical tone
The point of view can create an emotional response
Points of view controls the meaning of a text and may be resisted.
Connotation, Imagery and Symbol
Students understand that attention to imagery can give rise to subtle and complex meanings.
They learn that:
the emphasis on imagery in a text varies according to its audience and purpose
understanding the effect of imagery and symbol varies according to personal experience, social and cultural context
attention to patterns of imagery invite readings that are more cohesive.
Argument
Students understand that the thrust and shape of argument is influenced by context of composition and reception.
They learn that:
argument is the logical development of supported thesis with the purpose of bringing audiences to a new intellectual or emotional understanding
rhetorical devices are chosen for their effect for particular audiences and purposes
arguments, despite claims to objectivity, come from a particular perspective.