English

English

The study of units 1 and 2 follows the requirements established by the VCAA. The course broadens the skills used in the dimensions of speaking, reading and writing. The essence of the English study is the analysis of a range of texts (both print and non-print) to promote critical thinking about ideas and how they are conveyed.  Therefore, responding to texts and expressing ideas in a variety of forms is intrinsic to the study of English. The course also examines ways in which the media treats and presents particular issues. The texts are selected by the English faculty staff and include fiction, non-fiction and media texts. The underlying aim is to enable students to become conscious and conscientious of their language development, nurturing confidence and skill in understanding and using language effectively.

Units 1-4

The study of units 1-4 requires analytical responses to print/non-print and media texts. This is essential to understanding the ways in which authors create meaning, and shows how texts can be interpreted in different ways. The units require students to develop competence in critically responding to the texts studied, writing, oral presentations, and creating texts. There is also a need to clearly explain the reasons for their choices when writing. In order to achieve and demonstrate these skills, it is important to use language effectively in classroom interactions, participate in discussions and activities, and complete and submit preparatory work for feedback.  This is intrinsic to gaining confidence and developing skills to a higher level.

Assessments

Unit 1 Assessment

Following the criteria set out by the VCAA, assessment occurs within the school. The writing of analytical essays and responding to ideas/themes raised in texts is a major part of the course. In years 11 and 12 students are required to write and deliver an oral presentation. It must be presented publically to the teacher and class on the allotted day. Failure to do so will result in an ‘N’ result for that outcome. Internal assessment is conducted during the year. There are three SACs (school-assessed coursework).  Each one contributes towards the subject score that is part of the ATAR.

     Outcome 1: Analytical essay on 'Shadowboxing'

   Outcome 2: Creating and presenting essay/creative piece based on a prompt from 'Into the Wild'

   Outcome 3: Analytical essay on the way the media presents an issue.

Unit 2 Assessment

Following the criteria set out by the VCAA, assessment occurs within the school.  The writing of analytical essays and responding to ideas/themes raised in texts is a major part of the course. Each one contributes towards the subject score that is part of the ATAR.

   Outcome 1: Analytical essay on 'The Kite Runner'

   Outcome 2: Creating and presenting essay/creative piece based on a prompt from 'Nineteen eighty four'

   Outcome 3: Analytical essay on the way the media presents an issue.

Unit 3 Assessment

Following the criteria set out by the VCAA, assessment occurs within the school. The writing of analytical essays and responding to ideas/themes raised in texts is a major part of the course.  The oral presentation of the understanding of one part of the course is also part of the study of English. Internal assessment is conducted during the year. There are four SACs.  Each one contributes towards the subject score that is part of the ATAR.

   Outcome 1: Analytical essay on Dickens/Hamid

   Outcome 2: Analytical essay on the way the media presents an issue

   Outcome 3: Oral presentation on the way we encounter conflict in our society

   Outcome 4: Creating and presenting essays/creative pieces based on a prompt from 'Paradise Road'

Unit 4 Assessment

Following the criteria set out by the VCAA, assessment occurs within the school.  The writing of analytical essays and responding to ideas/themes raised in texts is a major part of the course. Each one contributes towards the subject score that is part of the ATAR.

   Outcome 1: Analytical essay on 'A Christmas Carol'/'The Reluctant Fundamentalist'

   Outcome 2: Creating and presenting an essay/creative piece based on a prompt from 'The Quiet American'

   There is also an examination set by the VCAA and assessed externally.  There will be opportunities for students to practise for this.

The study of English as an Additional Language (EAL) aims to develop competence in the understanding and use of English for a variety of purposes sufficient to meet the demands of participating in Australian society, post-school employment and further education. The course involves the study of a variety of texts, both print and non-print, developing competence and confidence in writing and comprehension, and developing confidence in the use of oral communication as a means of interacting positively with an audience.

A student will be considered eligible for EAL status if both of the following conditions are satisfied:

 the student has been a resident in Australia for a period of not more than seven calendar years immediately prior to 1st January of the year in which the study is taken; and

 English has been the student’s major language of instruction for a total period of not more than seven years prior to the commencement of the year in which the study is taken at units 3 and 4.

A student who believes she/he is eligible to be recognised as being comparatively unfamiliar with the English language must apply to the EAL Coordinator. It is the responsibility of the student to provide supporting documentation relating to the application. If necessary, advice about a student’s eligibility may be sought from VCAA.

Units 1 and 2

The study of units 1 and 2 follows the requirements established by the VCAA. The course aims to improve all aspects of students’ English language development by nurturing confidence and skill in understanding and using language effectively, especially in the areas of speaking, reading and writing.

Assessment

Assessment for units 1 and 2 is carried out continuously throughout the year on all class work. There is a major writing task associated with each text studied and examinations are held mid-year and end of year. There is the expectation that a variety of forms of written responses will be completed and submitted for assessment and a number of oral addresses presented to the group. Essentially, units 1 and 2 will be completed satisfactorily when the student demonstrates the achievement of outcomes as specified throughout the units.

Units 3 and 4

The study of units 3 and 4 follows the requirements established by the VCAA. The course aims to improve all aspects of students’ English language development by nurturing confidence and skill in understanding and using language effectively, especially in the areas of speaking, reading and writing.

The main focus of the EAL study is the analysis of a range of texts (both print and film). These texts are selected from the lists provided by the VCAA. The importance of understanding the way the ideas and themes are explored in texts studied and the ways in which the media presents issues is a significant aspect of the course.

Assessment

Internal assessment is conducted during the year. There are five SACs (School-Assessed Coursework Tasks ): three in Unit 3 and two in Unit 4. Each one contributes towards the study score that is part of the ATAR.

Unit 3

 Outcome 1: Text response essay

 Outcome 2: Creating and presenting writing pieces based on a prompt on the Context of “Exploring Issues of Identity and Belonging”

 Outcome 3: Oral presentation on a current Australian media issue.

Unit 4

 Outcome 1: Text response essay.

 Outcome 2: Creating and presenting writing on the Context of “Exploring Issues of Identity and Belonging” based on a prompt.

There is also an examination set by the VCAA and assessed externally. There will be opportunities to practise for this.

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.

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'

   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.

In 2013, 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'

   Rosetti, C.  'Poetry'