Advanced English
Assessment Schedule
| Task Number | Task 1 | Task 2 | Task 3 |
|---|---|---|---|
| Nature of Task | Reading to Write Imaginative Text with Reflection |
Narratives that Shape our World Multimodal Presentation |
Critical Study of Literature Preliminary Exam |
| Date of Task | Term 1, Week 10 | Term 2, Week 10 | Term 3, Weeks 9-10 |
Term 1
Common Module –Reading to Write: Transition to Senior English
Students undertake intensive and close reading of quality texts from a variety of modes and media to develop the skills and knowledge necessary to appreciate, understand, analyse and evaluate how and why texts convey ideas, relationships, endeavours and scenarios. Central to this module is developing student capacity to respond perceptively to texts through their own considered and thoughtful writing and judicious reflection on their skills and knowledge as writers.
Term 2
Narratives that Shape our World
Students explore a range of narratives from the past and the contemporary era that illuminate and convey ideas, attitudes and values. They deepen their understanding of how narrative shapes meaning in a range of modes, media and forms, and how it influences the way that individuals and communities understand and represent themselves.
Term 3
Critical Study of Literature
Students develop analytical and critical knowledge, understanding and appreciation of a literary text. Through increasingly informed personal responses to the text in its entirety, students develop understanding of the distinctive qualities of the text and notions of textual integrity. Students have opportunities to appreciate and express views about the aesthetic and imaginative aspects of a text by composing creative and critical texts of their own.
Standard English
Assessment Schedule
| Task Number | Task 1 | Task 2 | Task 3 |
|---|---|---|---|
Nature of Task
|
Reading to Write Imaginative Response and Reflection |
Contemporary Possibilities Multimodal Presentation |
Close Study of Literatuve Preliminary Exam (Short Answer & Extended Response) |
| Date of Task | Term 1, Week 10 | Term 2, Week 10 | Term 3, Week 9-10 |
Term 1
Common Module: Reading to Write
This module allows for students to transition to senior English by revisiting what they learnt in the junior years and reinforcing this knowledge as they move onto the next stage of learning. By ‘Reading to Write’ we are able to see how these two processes are connected and interdependent. The writing that we complete in senior school is demanding and requires an ability to convey ideas through language; this skill is learnt not just by writing but by reading, so it’s essential students read widely and encounter many different styles of writing through their chosen readings. It emphasizes that ‘intensive and close reading’ is a prerequisite for appreciating, understanding, analysing and evaluating how and why texts convey complex ideas, relationships, endeavors and scenarios. Students will also need to ‘critique skillfully and respond imaginatively’, requiring both reading and writing. The module encourages ‘considered and thoughtful writing’ and an awareness of ourselves as a writer.
Term 2
Module A: Contemporary Possibilities
In this module, students extend their knowledge, understanding and appreciation of the ways that different communication technologies shape the ways that we read, navigate, understand and respond to digital, multimedia, multimodal and nonlinear texts. They develop understanding of the contemporary possibilities made available through these rapidly evolving technologies in the ways we communicate and represent ideas and experiences.Students learn that technology has led to a textual revolution challenging print books and our assumptions about the relationship of responder and composer.
Term 3
Module B: Close Study of Literature
In this module, students develop their knowledge and appreciation of a substantial literary print text. Through their close study of and personal responses to the text in its entirety, students develop an understanding of the ways that language features, text structures and stylistic choices can be used in literary texts.
Students study one literary print text, for example a prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet. They identify, analyse and respond to the ideas in the text and the ways in which meaning is shaped. Students examine the conventions that are particular to their chosen literary form, and the ways that authors use, manipulate and/or challenge those conventions.
Through their critical and creative responses to the text, students develop their understanding of the use and effects of elements such as style, tone and mood. They further develop their critical skills to analyse and assess the ways meaning is shaped and conveyed.
Through their engagement with the text and their own compositions, students further develop their personal connections with, and enjoyment of the text, enabling them to express their personal interpretation of its meaning and importance. They express their ideas clearly and cohesively using appropriate register, structure and modality. They plan, draft and refine their own written and spoken texts, applying the conventions of syntax, spelling and grammar appropriately for their audience, context and purpose.
English Studies
Assessment Schedule
| Nature of Task | Task 1 | Task 2 | Task 3 |
|---|---|---|---|
Nature of task
|
Mandatory Module: Achieving through English Career Portfolio |
Elective Module: Playing the Game Multimodal Persuasive |
Eletive Module K: The Big Screen or Elective Module M: Landscapes of the Mind Collection of Classwork |
| Date of Task | Term 1, Week 9 | Term 2, Week 9 | Term 3, Week 7 |
Term 1
Mandatory Module: Achieving through English 30-40 hours
Students develop comprehension strategies and improve skills that enable them to express themselves in English confidently, effectively, appropriately and with grammatical accuracy
Term 2
Elective Module E: Playing the Game 20–40 hours
Students develop understanding and proficiency in the use of language related to recreational and professional sport at a local, national and international level.
Term 3
Elective Module K: The Big Screen - Road Films (continued) 20–40 hours
Students develop a deeper understanding of and proficiency in the use of language and film techniques related to films, exploring the way in which language is used in production, promotion, reception and criticism of films.
OR
Elective Module M: Landscapes of the Mind
Students develop understanding and proficiency in the use of language related to the visual and performing arts.
English Extension
Assessment Schedule
| Task Number | Task 1 | Task 2 | Task 3 |
|---|---|---|---|
| Nature of Task | Imaginative Response and Reflection | Comparative Essay | Multimodal Presentation |
| Date of Task | Term 1, Week 10 | Term 2, Week 10 | Term 3, Week 6 |
Term 1, 2 & 3
Students explore the way in which aspects and concerns in texts from the past have been carried forward, borrowed from and/or appropriated into another context. The module develops students’ understanding of how and why cultural values are maintained and changed. Students examine a key text from the past and its manifestations in other contexts and media. Students develop a range of imaginative, interpretive and analytical compositions. Students will be studying The Count of Monte Cristo by Alexandre Dumas as their seminal text and explore the ways in which Dumas has been inspired by the context of the French Revolution. The concept of writing one’s own destiny through either revenge or redemption will be examined with the 1994 film The Shawshank Redemption.
Throughout the unit, students will also explore a variety of concepts that critics and thinkers have developed and used to represent and understand this historical moment, including ideas of revolution, revenge and redemption through culture, values, identity and social status.