English

Contact:    Mrs Samantha Ray, Head of English

English: ATAR

English: General

English Foundation: General

English Preliminary: General

Literature: ATAR

Please note:  In the majority of cases, students intending to follow a university pathway after school are required to take either the ATAR English or the ATAR Literature course in Years Eleven and Twelve.  Success at university – whether in the Humanities or in Mathematics and Sciences – depends on a sophisticated understanding of, and ability to produce, spoken and written English at a high level.  The ATAR courses develop these skills in the context of a focused preparation for university studies and practices and are required by universities.  

Description of English and Literature courses offered at GSG

English: ATAR 

The English: ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. It encourages students to engage critically with texts from their contemporary world, with texts from the past, and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world, and their place in it.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts, and enjoy creating their own imaginative, interpretive, persuasive and analytical responses. The English: ATAR course is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create a range of text forms. They hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

Year Eleven Course Outline

Prerequisites:  B grade (65% or better) in Year Ten English.  Students with a lower grade may be admitted to the course dependent on negotiation with the HOLA.  The focus of any such discussion will be on work ethic demonstrated thus far.

Unit 1:

Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts and reflecting on their own learning.

Unit 2:

Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive and persuasive elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.

Assessment for the English: ATAR course in Year Eleven

Year Twelve Course Outline

Prerequisites:  C grade in Year Eleven English: ATAR

Unit 3:

Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them. Understanding of these concepts is demonstrated through the creation of imaginative, interpretive, persuasive and analytical responses.

Unit 4:

Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations though debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context. This provides the opportunity for students to extend their experience of language and of texts and explore their ideas through their own reading and viewing. Students demonstrate understanding of the texts studied through creation of imaginative, interpretive, persuasive and analytical responses.

Assessment for the English: ATAR course in Year Twelve

English: General

The English: General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English: General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.

The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media. 

Year Eleven Course Outline 

Prerequisites: C/D grade in Year Ten English

Unit 1:

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts.  Students will:

• employ a variety of strategies to assist comprehension

• read, view and listen to texts to connect, interpret and visualise ideas

• learn how to respond personally and logically to texts by questioning, using inferential reasoning and determining the importance of content and structure

• consider how organisational features of texts help the audience to understand the text

• learn to interact with others in a range of contexts, including every day, community, social, further education, training and workplace contexts

• communicate ideas and information clearly and correctly in a range of contexts 

• apply their understanding of language through the creation of texts for different purposes.

Unit 2:

Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts.

Students will: 

• analyse text structures and language features and identify the ideas, arguments and values expressed

• consider the purposes and possible audiences of texts 

• examine the connections between purpose and structure and how a text’s meaning is influenced by the context in which it is created and received 

• integrate relevant information and ideas from texts to develop their own interpretations

• learn to interact effectively in a range of contexts

• create texts using persuasive, visual and literary techniques to engage audiences in a range of modes and media. 

Assessment for the English: General Course in Year Eleven

Year Twelve Course Outline

Prerequisites:  C grade in Year Eleven English: General

Unit 3:

Unit 3 focuses on exploring different perspectives presented in a range of texts and contexts.   Students will:

• explore attitudes, text structures and language features to understand a text’s meaning and purpose

• examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning 

• consider how perspectives and values are presented in texts to influence specific audiences

• develop and justify their own interpretations when responding to texts

• learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Unit 4:

Unit 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students will:

• explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives

• analyse the ways in which authors influence and position audiences

• investigate differing perspectives and develop reasoned responses to these in a range of text forms for a variety of audiences 

• construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context

• consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.

Assessment for the English: General Course in Year Twelve:

English: Foundation

The English: Foundation course aims to develop students’ skills in reading, writing, viewing, speaking and listening in work, learning, community and everyday personal contexts. Such development involves an improvement in English literacy where literacy is defined broadly to include reading ability, verbal or spoken literacy, the literacy involved in writing, and visual literacy. Students undertaking this course will develop skills in the use of functional language conventions, including spelling, punctuation and grammar. Sound literacy skills are required for comprehending and producing texts; for communicating effectively in a learning or working environment, within a community or for self-reflection; and for establishing one’s sense of individual worth.

Year Eleven Course Outline 

Prerequisites: English: Foundation is for students in Years Eleven and Twelve who have not yet achieved Category 3 Literacy.  Students who achieve Category 3 Literacy in OLNA testing in Year Eleven, must move to the English: General course.

Unit 1: 

The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.  By the end of this unit, students will:

• develop skills in functional literacy, including appropriate spelling, punctuation and grammar.

• develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts

• develop skills in producing (constructing, creating, writing) texts for work, learning, community and/or everyday personal contexts

• develop skills in speaking and listening for work, learning, community and everyday personal contexts.

Unit 2: 

The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.  By the end of this unit, students will:

• develop skills in functional literacy, including appropriate spelling, punctuation and grammar.

• develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts

• develop skills in producing (constructing, creating, writing) texts for work, learning, community and/or everyday personal contexts

• develop skills in speaking and listening for work, learning, community and everyday personal contexts

Assessment for the English: Foundation Course in Year Eleven

Year Twelve Course Outline

Unit 3: 

The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.  By the end of this unit, students will:

• develop skills in functional literacy, including appropriate spelling, punctuation and grammar

• develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts

• develop skills in producing (constructing, creating, writing) texts for work, learning, community and/or everyday personal contexts

• develop skills in speaking and listening for work, learning, community and everyday personal contexts

Unit 4:

The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.  By the end of this unit, students will:

• develop skills in functional literacy, including appropriate spelling, punctuation and grammar.

• develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts

• develop skills in producing (constructing, creating, writing) texts for work, learning, community and/or everyday personal contexts

• develop skills in speaking and listening for work, learning, community and everyday personal contexts

Assessment table English: Foundation Year Twelve

English: Preliminary

Prerequisites: Preliminary courses provide a relevant option for students who cannot access the ATAR or General course content with adjustment and/or disability provisions, or who are unable to progress directly to training from school, or who require modified and /or independent education plans. Preliminary courses are designed for students who have been identified as having a recognised disability under the Disability Discrimination Act 1992, and who meet the above criteria.

The English: Preliminary course recognises that language plays a central role in human life: it provides a vehicle for communication and independence. An understanding of language and the ability to use it effectively empowers students. It gives them access to knowledge, enables them to play an active part in society and contributes to their personal growth. 

In this course, students study language through the use of receptive and expressive communication. The course recognises the diversity of the student population and builds on their knowledge of how language works, relevant to their needs, skills and interests.  Students develop skills to communicate and respond to ideas, feelings and attitudes and to interact effectively with others. 

Year Eleven Course Outline

Units 1 and 2: 

The focus for these units is independence. Students develop and apply language skills within their family, school, social and community contexts. 

Through the use of verbal and non-verbal language, they express their opinions, meet their specific needs and achieve relevant goals. They receive personalised support in the development and use of their individual communication approaches.

Students engage with a variety of personally relevant and familiar print, visual, oral and/or multimodal texts to develop and extend their communication skills and enhance their social interactions.

Year Twelve Course Outline

Units 3 and 4: 

The focus for these units is a continuation of the focus on independence in Units 1 and 2. Students continue to develop and apply language skills with increasing independence within their family, school, social and community settings.  These units develop students’ participation and interaction skills.

Through the use of verbal and non-verbal language, students express their opinions, meet their specific needs and achieve relevant goals. They receive personalised support in the development and use of their individual communication approaches. 

Students engage with a variety of personally relevant and familiar print, visual, oral and/or multimodal texts to develop and extend their communication skills and enhance their social interaction.

Literature: ATAR

The Literature: ATAR course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language; evaluate perspectives and evidence; and challenge ideas and interpretations.  The Literature: ATAR course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination. In this subject, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms.

Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures.  They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens. 

Students establish and articulate their views through creative response and logical argument. They reflect on qualities of literary texts, appreciate the power of language and inquire into the relationships between texts, authors, readers, audiences and contexts as they explore ideas, concepts, attitudes and values. 

Year Eleven Course Outline 

Prerequisites: B grade minimum in Year Ten English.  Keen students with a C grade in Year Ten English should discuss options with their teacher or Mrs Ray.

Unit 1:

Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and the reader’s response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction, poetry and drama. The significance of ideas and the distinctive qualities of texts are analysed through detailed textual study. Through the creation of analytical responses, students frame consistent arguments that are substantiated by relevant evidence. In the creation of imaginative texts, students explore and experiment with aspects of style and form.

Unit 2:

Unit 2 develops students’ knowledge and understanding of intertextuality, the ways literary texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts involves analysing their similarities and differences through an analysis of the ideas, language used and forms of texts. Students create analytical responses that are evidence-based and convincing. By experimenting with text structures and language features, students understand how their imaginative texts are informed by analytical responses.

Assessment for the Literature: ATAR Course in Year Eleven

Year Twelve Course Outline

Prerequisites:  C grade in Year Eleven Literature: ATAR

Unit 3:

Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. In creating imaginative texts, students experiment with language, adapt forms and challenge conventions and ideas.

Unit 4:

Unit 4 develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, their use of literary conventions and aesthetic appeal. Analytical responses demonstrate increasing independence in interpreting texts and synthesising a range of perspectives into critical and imaginative responses. In creating imaginative texts, students experiment with literary conventions and reflect on how the created text takes into account the expectations of audiences.

Assessment for the Literature: ATAR Course in Year Twelve