...
| Expand | ||
|---|---|---|
| ||
Literature The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts. It focuses on the enjoyment and appreciation of reading and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. Rosetti, C. 'Poetry' The study is based on the premise that meaning is derived from the relationship between the text, the context in which it was produced, and the experience of life and literature the reader brings to the text. Students learn to: understand that texts are constructions consider the complexity of language recognise the influence of contexts and form. Units 1 and 2 Units 1 and 2 focus on the ways literary texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. While the emphasis is on students’ close engagement with language to explore texts, students also inform their understanding with knowledge of the conventions associated with different forms of text.
In 2013, PHSC students studied: Austen, J. ' Pride and Prejudice' Wolff, T. 'This is Life' Franklin, M. ' My Brilliant Career' , and consider how literary theories can be used to understand the meaning of texts. In units 1 and 2, students study a range of poetry, plays, novels and short stories from a range of cultures and eras. They consider how some texts relate to each other and how their understanding of one text or genre can enhance or change their interpretation of another. In 2017, PHSC students will study a selection of poems and short stories, as well as 'Mrs Dalloway' by V. Woolf, 'Jane Eyre' by C. Bronte, 'The Wild Duck' by H. Ibsen, and 'The Daughter' directed by S. Stone. Shakespeare W. 'Richard III'
Units 3 and 4 Units 3 and 4 focus on the ways writers construct their work and how meaning is created for and by the reader. Students consider how the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and generates different expectations in readers; the ways texts represent views and values and comment on human experience; and the social, historical and cultural contexts of literary works. These units focus on students’ creative and critical responses to texts. Students consider the concerns, the style of the language and the point of view in their recreated or adapted work. In their responses, students develop an interpretation of a text and learn to synthesise the insights gained by their engagement with various aspects of a text into a cogent, substantiated response. They also engage with different literary theories and apply these to texts. In 20132017, PHSC students studied: Leigh, J. 'The Hunter' Le, Nam. 'The Boa' Wolfe, V. 'Mrs Dalloway' Capote, T. 'In Cold Blood' Shakespeare, W. 'Antony and Cleopatra' will study 'Cat on a Hot Tin Roof' by T. Williams, 'Cat on a Hot Tin Roof' directed by R. Brooks, 'Dark Roots' by C. Kennedy, 'North and South' by E. Gaskell, poetry by R. Browning and 'Twelfth Night' by W. Shakespeare.
|
| Expand | ||
|---|---|---|
| ||
English Language The study of English Language enables students to further develop and refine their own skills in reading, writing, listening to and speaking English. Students learn about personal and public discourses in workplaces, fields of study, trades or social groups. In this study students read widely in order to develop their analytical skills and understanding of linguistics. Students are expected to study a range of texts, including publications and public commentary about language in print and multimodal form. Students also observe and discuss contemporary language in use, as well as consider a range of historical and contemporary written and spoken texts. Knowledge of how language functions provides a useful basis for further study or employment in numerous fields such as arts, sciences, law, politics, trades and education. The study supports language - related fields such as psychology, the study of other languages, speech and reading therapy, journalism and philosophy. It also supports study and employment in other communication-related fields, including designing information and communications technology solutions or programs. This study enables students to:
STRUCTURE The study is made up of four units:
Unit 1: Language and communicationIn Unit 1 students think about connections between language use and human behaviour, and about how we acquire language. Students are introduced to the International Phonetic Alphabet. Area of Study 1: The nature and functions of language Outcome 1: Identify and describe primary aspects of the nature and functions of human language Area of Study 2: Language acquisition Outcome 2: Describe what children learn when they acquire language and discuss a range of perspectives on how language is acquired. Unit 2: Language ChangeIn Unit 2 students learn about current changes, past changes and possible future changes in the English language, as well as the effects of contact with other languages. Area of Study 1: English across time Outcome 1: Describe language change as represented in a range of texts and analyse a range of attitudes to language change Area of Study 2: Englishes in contact Outcome 2: Describe and explain the effects of the global spread of English in terms of both conformity and diversity, through a range of spoken and written texts. Unit 3: Language Variation and Social PurposeIn Unit 3 students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. Students consider language as a means of social interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances.. Area of Study 1: Informal Language Outcome 1: Identify and analyse distinctive features of informal language in written and spoken texts. Area of Study 2: Formal Language Outcome 2: Identify and analyse distinctive features of formal language in written and spoken texts. Unit 4: Language Variation and IdentityIn Unit 4 students focus on the role of language in establishing and challenging different identities. There are many varieties of English used in contemporary Australian society, including national, regional, cultural and social variations. Standard English is the variety that is granted prestige in contemporary Australian society and it has a role in establishing national identity. However, non-standard English varieties also play a role in constructing users' social and cultural identities. Students examine a range of texts to explore the ways different identities are constructed. These texts include extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents. Area of Study 1: Language Variation in Australian Society Outcome 1: Investigate and analyse varieties of Australian English and attitudes towards them. Area of Study 2: Individual and Group Identities Outcome 2: Analyse how peoples' choice of language reflects and constructs their identities.
ENTRY There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.
|