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 publicly 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):

Outcome 1a: Analytical response to text

Outcome 1b: Creative response to text

Outcome 2: Persuasive oral presentation

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. There are two SACs:

Outcome 1: Comparative text essay

Outcome 2: Analysis of persuasive text essay

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 three SACs.  Each one contributes towards the subject score that is part of the ATAR.

Outcome 1a: An analytical essay on a selected text

Outcome 1b: A creative response to a different selected text with a written explanation of decisions made in the writing process and how these demonstrate understanding of the text

Outcome 2: An analysis and comparison, in written form, of argument and the use of persuasive language in 2-3 texts that present a point of view on an issue

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: Essay - a detailed comparison in written form of how two selected texts present ideas, issues and themes

Outcome 2: Construct and deliver a sustained and reasoned point of view on an issue currently debated in the media with a written statement of intention.

There is also an end of year examination set by the VCAA which is assessed externally and will contribute fifty percent to the students' score.  There will be opportunities for students to practice for this.

English as an Additional Language (EAL)

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.

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.

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'

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: 

• describe and analyse the structures, features and functions of spoken and written English language, using an appropriate metalanguage 
• investigate language acquisition, use, variation, and change over time 
• reflect critically on attitudes to language in both its historical and contemporary contexts, with particular focus on identity, social cohesion and the distinctiveness of Australian language 
• explore and analyse the interplay between convention and creativity in language use 
• develop an awareness of their own critical, selective and innovative use of language and apply it to their own writing and speaking 
• demonstrate, in the creation of their own texts, effective and competent use of Standard Australian English to meet the demands of further study, the workplace, and their own needs and interests. 

STRUCTURE 

The study is made up of four units: 

• Unit 1: Language and communication 
• Unit 2: Language change
• Unit 3: Language variation and social purpose
• Unit 4: Language variation and identity

Unit 1: Language and communication

In 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 Change

In 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 Purpose

In 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 Identity

In 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.