Board Endorsed October 2005 - Amended July 2015
English
T Course
Type 2
Accredited from:
1 January 2006 – 31 December 2010
Extended to 2016
Amended October 2013
(Includes Assessment Task Types approved
August 2013)
Board Endorsed October 2005 - Amended December 2013
Course Adoption Form for Accredited Courses
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
B S S S
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (Adoption of V courses only)
College:
Course Title: English
Classification: T
Framework: English - 2005
Course Area: 0110
Course Code:
Dates of Course Accreditation: Ext 2011
From
to
2011
2016
Identify units to be adopted by ticking the check boxes
Unit Title
Value
(1.0/0.5)
Length

Australian Texts
1.0
S

Biblical Literature
1.0
S

Celtic Texts
1.0
S

Comedy and Satire
1.0
S

Comparative Texts
1.0
S

Contemporary Texts
1.0
S

Contemporary Texts a
0.5
Q

Contemporary Texts b
0.5
Q

Crime and Espionage
1.0
S

Cultural Contexts
1.0
S

Faith and Doubt
1.0
S

Feature Writing and Documentary Journalism
1.0
S

Film
1.0
S

Gothic and Modern Horror
1.0
S

Images of Sport
1.0
S

Images of War
1.0
S

Images of War a
0.5
Q

Images of War b
0.5
Q

Independent Study
1.0
S

Journeys and Quests
1.0
S

Life Stories
1.0
S

Life Stories a
0.5
Q

Literary Perspectives
1.0
S

Literature of the Romantic Period
1.0
S

Neoclassical Literature
1.0
S

North American Texts
1.0
S

Perspectives on Gender
1.0
S
Unit Prefix
Board Endorsed October 2005 - Amended December 2013

Plays
1.0
S

Poetry
1.0
S

Shakespeare
1.0
S

Speculative Texts
1.0
S

Speculative Text a
0.5
Q

Speculative Text b
0.5
Q

Texts for Children and Adolescents
1.0
S

Tragedy
1.0
S

Writers in Depth
1.0
S

Writers in Depths a
0.5
Q

Writers in Depths b
0.5
Q

Writers’ Workshop
1.0
S
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
/
/20
College Board Chair:
/
/20
BSSS Office Use
Entered into database:
College specific combination of units.
Unit Prefix
Unit Title
Value
(1.0)
Length





Supporting Statement
Please provide the Assessment Task Types table for the new unit combinations and how any duplication
of content will be addressed.
Reasons for Adoption of the course
For V courses indicate the certificate the college will award.
Board Endorsed October 2005 - Amended December 2013
Course Accreditation/Adoption Supporting Statement
Provides support for information on the Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Written Evaluation for Small changes, reasons for Modification or Adoption of a
Type 2 course, or Addition of units to a Type 2 course.
For V courses indicate the certificate the college will award.
College:
Course Code
Course Title:
Course Length and Composition
Number and Length of Units
Which units will your college deliver?
Duration of Units and Available Course Patterns
Must be consistent with Table 1.1 in the Guidelines.
Implementation Guidelines
Must be consistent with the original course document.
Compulsory Units
Must remain the same as original document.
Prerequisites for the course or units within the course
Must remain the same as original document.
Arrangements for students who are continuing to study a course in this subject
The adopting college may customize this to suit their individual needs.
Additional Units
The adopting college may write additional units to suit their individual needs but within policy 2.5.5.6 and with
panel approval. The course should have coherence between units of study (Policy 2.4.2).
Interdisciplinary Units
If the adopting college wishes to include a unit from another course see Policy 2.3.4.4.1
Suggested Implementation Patterns
This must be in line with the original course document.
Please indicate any specific needs for your college when adopting this course.
For example – if you intend to deliver the course in any delivery time structure other than the way it has been
written (ie 1.0 units instead of 0.5 units) then these must be submitted with this adoption form.
Required nomenclature
Course Title: English
Unit Title
Value
Australian Texts
1.0
Biblical Literature
1.0
Celtic Texts
1.0
Comedy and Satire
1.0
Comparative Texts
1.0
Contemporary Texts
1.0
Crime and Espionage
1.0
Cultural Contexts
1.0
Faith and Doubt
1.0
Feature Writing and Documentary Journalism
1.0
Film
1.0
Gothic and Modern Horror
1.0
Images of Sport
1.0
Images of War
1.0
Independent Study
1.0
Journeys and Quests
1.0
Life Stories
1.0
Literary Perspectives
1.0
Literature of the Romantic Period
1.0
Neoclassical Literature
1.0
North American Texts
1.0
Perspectives on Gender
1.0
Plays
1.0
Poetry
1.0
Shakespeare
1.0
Speculative Texts
1.0
Texts for Children and Adolescents
1.0
Tragedy
1.0
Writers in Depth
1.0
5
Table of Contents
Course Name
Classification
Course Framework
Course Developers
Evaluation of Previous Course
Course Length and Composition
Subject Rationale
Goals
Student Group
College Philosophy
Content
Across Curriculum Perspectives
Teaching and Learning Strategies
Assessment
Unit Grade Descriptors for T Course
Bibliography
Proposed Evaluation Procedures
Australian Texts
Biblical Literature
Celtic Texts
Comedy and Satire
Comparative Texts
Contemporary Texts
Contemporary Texts a
Contemporary Texts b
Crime and Espionage
Cultural Contexts
Faith and Doubt
Feature Writing and Documentary Journalism
Film
Gothic and Modern Horror
Images of Sport
Images of War
Images of War a
Images of War b
Independent Study
Journeys and Quests
Life Stories
Life Stories a
Literary Perspectives
Literature of the Romantic Period
Neo-Classical Literature
North American Texts
Perspectives On Gender
Plays
Poetry
Shakespeare
Speculative Texts
Speculative Texts a
Speculative Texts b
Texts for Children and Adolescents
Tragedy
Writers In Depth
.................................................................................... 8
.................................................................................... 8
.................................................................................... 8
.................................................................................... 8
.................................................................................... 8
.................................................................................... 9
.................................................................................. 11
.................................................................................. 11
.................................................................................. 12
.................................................................................. 12
.................................................................................. 12
.................................................................................. 12
.................................................................................. 13
.................................................................................. 15
.................................................................................. 17
.................................................................................. 19
.................................................................................. 20
Value 1.0 ................................................................... 21
Value 1.0 ................................................................... 26
Value 1.0 ................................................................... 28
Value 1.0 ................................................................... 32
Value 1.0 ................................................................... 36
Value 1.0 ................................................................... 38
Value 0.5 ................................................................... 42
Value 0.5 ................................................................... 46
Value 1.0 ................................................................... 50
Value 1.0 ................................................................... 53
Value 1.0 ................................................................... 56
Value 1.0 ................................................................... 59
Value 1.0 ................................................................... 63
Value 1.0 ................................................................... 66
Value 1.0 ................................................................... 70
Value 1.0 ................................................................... 73
Value 0.5 ................................................................... 77
Value 0.5 ................................................................... 81
Value 1.0 ................................................................... 85
Value 1.0 ................................................................... 86
Value 1.0 ................................................................... 89
Value 0.5 ................................................................... 93
Value 1.0 ................................................................... 97
Value 1.0 ................................................................. 100
Value 1.0 ................................................................. 102
Value 1.0 ................................................................. 104
Value 1.0 ................................................................. 108
Value 1.0 ................................................................. 112
Value 1.0 ................................................................. 115
Value 1.0 ................................................................. 117
Value 1.0 ................................................................. 120
Value 0.5 ................................................................. 125
Value 0.5 ................................................................. 129
Value 1.0 ................................................................. 133
Value 1.0 ................................................................. 139
Value 1.0 ................................................................. 143
6
Writers In Depth a
Value 0.5 ................................................................. 147
Writers In Depth b
Value 0.5 ................................................................. 151
Writers’ Workshop
Value 1.0 ................................................................. 155
Appendix A – Australian Curriculum Achievement Standards English (T)........................................... 157
7
Course Name
English
Classification
T
Course Framework
This course is presented under the 2004 English Course Framework.
Course Developers
Name
John Heagney
Kathryn Jarvis
Manette Johnson
Julia O’Brien
John Alston-Campbell
Kathy Griffiths
Susan Jackson
Qualifications
BA, MA, PGCE, Cert. Ed. Admin
BA, DipEd TC
BA, DipEd
BA, DipEd
BA, BEc, DipEd
BA, DipEd
BA, DipEd
College
Marist College
Merici College
St Clare’s College
St Clare’s College
St Edmund’s College
St Francis Xavier College
St Mary MacKillop College
This group gratefully acknowledges the work of previous developers. We appreciate the generosity of
Radford College and Canberra Girls’ Grammar in allowing us to use and modify the following units:
‘Literature of Faith and Doubt’ and ‘Gothic Literature’.
Evaluation of Previous Course
Revisions to the English course framework resulted in some minor inconsistencies between the previous
course and the updated framework, particularly in regard to the scope of some of the units and assessment
structures.
Extensive evaluation by both students and teachers was undertaken at the end of each unit taught. The
majority expressed satisfaction with both the course content and the teaching strategies. The Year 12
Study over the past four years indicates that the vast majority of students undertaking the course achieved
the goals in so far as they are reflected in assessment practice. Some concern was expressed by teachers in
regard to the focus and scope of some of the units.
The breadth of the previous course easily accommodated all of the across curriculum perspectives.
However, ensuring that each student was exposed to all of them provided challenges.
The assessment program was largely considered to be appropriate. Problems continue to exist in regard to
the oral component of assessment in terms of the difficulties with moderation and consistency.
Students’ surveys indicated a high level of satisfaction with the course and that their needs were being met
in terms of them being equipped with the appropriate literacy skills for study across other subject areas.
Being a Type II Course, taught in six colleges, it is difficult to accurately state the exact number of students
who completed it.
A number of changes have been made in the rewriting of this document. Implicit within the updated
framework is a broader understanding of what can be legitimately considered a text for the purposes of
English studies. Some unit titles and course content referred to the narrower term ‘literature’ which has
8
consequently been replaced with the word ‘text’ where appropriate. Explicit within the updated
framework is the prescription of a literary essay in all units with the exception of writing units. Sample
assessment grids provided within this document reflect this change.
The breadth of the course has been further extended to allow for even more scope in regard to the units
available, and the focus of certain units has been narrowed to logistically allow for the content to be
delivered in sufficient depth. The unit ‘Modern and Gothic Horror’ has been added to supplement the
range of genre units available. Additionally, ‘Faith and Doubt’ has been added to complement ‘Biblical
Literature’ by offering students the opportunity to study texts that explore spiritual, moral and ethical
issues in a more secular context. Further, ‘Individuals – Now and Then’ has been replaced with
‘Comparative Texts’ to allow for a broader comparative base than just the sociological. ‘Women in
Literature’ and ‘Gender in Literature’ have been combined to reflect a more balanced, contemporary
cultural approach to gender theory as applied in English studies. Also ‘Classical and Romantic Literature’
has been separated into the two units, ‘Neoclassical Literature’ and ‘Literature of the Romantic Period’.
The unit ‘Other Worlds’ has now reverted to ‘Speculative Fiction’, exclusive of Fantasy which can be taught
effectively in ‘Journeys and Quests.’ The unit ‘Introduction to Literature’ has been renamed ‘Literary
Perspectives’ such that it better represents its function within the course. Similarly, ‘Other Places, Other
Views’ has been renamed ‘Cultural Contexts.’ Lastly, the unit, ‘Media’ was removed from the course
because it was no longer required. The needs of the students wishing to study in this area are being met by
Media courses offered at the colleges.
Course Length and Composition
The number and length of units:
Unit Title
Value
Australian Texts
1.0
Biblical Literature
1.0
Celtic Texts
1.0
Comedy and Satire
1.0
Comparative Texts
1.0
Contemporary Texts
1.0
Crime and Espionage
1.0
Cultural Contexts
1.0
Faith and Doubt
1.0
Feature Writing
1.0
Film
1.0
Gothic and Modern Horror
1.0
Images of Sport
1.0
Images of War
1.0
Independent Study
1.0
Journeys and Quests
1.0
Life Stories
1.0
Literary Perspectives
1.0
Literature of the Romantic Period
1.0
9
Neoclassical Literature
1.0
North American Texts
1.0
Perspectives on Gender
1.0
Plays
1.0
Poetry
1.0
Shakespeare
1.0
Speculative Texts
1.0
Texts for Children and Adolescents
1.0
Tragedy
1.0
Writers in Depth
1.0
Writers’ Workshop
1.0
Duration of units and available course patterns
Course
Minor
Major
Major Minor
Double Major
Number of standard units to meet course requirements
Minimum of 2 units
Minimum of 3.5 units
Minimum of 5.5 units
Minimum of 7 units
Implementation Guidelines
Compulsory units
There are no compulsory units in this course.
Prerequisites for the course or units within the course
There are no prerequisites for this course or for units within this course.
Arrangements for students who are continuing to study a course in this subject
All units are available to continuing students with the exception of those units already completed by a
student under the previous course or their equivalents eg. a student who has completed ‘Introduction to
Senior Literature’ under the old course can not study ‘Literary Perspectives’ under this course.
Units from other courses
Units from the BSSS accredited English and Literature course integrating the Australian Curriculum can be
included in this course.
Duplication of Content
The UC Creative Writing H course is deemed to have significant duplication with Creative Writing units in
BSSS accredited English courses (Board Policy 2.3.6.2). Students studying Creative Writing units in their
home college cannot count UC Creative Writing H course towards their final score.
Negotiated Units
The content of the unit, ‘Independent Study’ is to be negotiated between any student undertaking the unit
and his/her supervising teacher.
10
Relationship with other courses
A unit from this English (T) course may be included to form an English (A) course but not vice versa.
Suggested Implementation Pattern
There is no suggested implementation pattern for this course.
Subject Rationale
English is the study of language. The central focus of the subject is the interpretation and contextual
analysis of a diverse range of texts and the way in which language works within them to create meaning. In
English, students develop the skills of critical analysis and apply them to texts in both historical and cultural
contexts. Students explore language forms and investigate the relationship between language and
meaning. The successful completion of a course of study in English empowers students to become
articulate, confident and multi-literate communicators who are capable of interpreting their world from a
variety of perspectives and making productive contributions to society.
The mastery of English is central to students’ learning in all subject areas. The study of English fosters
critical thinking, imagination, creativity and independent thought. These skills are used to analyse
problems, experiment with possible approaches and solutions, and synthesise findings. English develops
communication skills so that students become proficient at using language for a wide range of purposes
and with a strong awareness of audience.
The study of English is central to effective social and vocational integration into a culturally diverse and
complex world.
English fosters sensitivity to values, ideas and beliefs implicit in texts. It develops students’ ability both to
interpret and engage with their world from a variety of perspectives and promotes cultural understanding.
Effective communication skills are essential to all workplaces.
The appreciation of language in a variety of texts is central to the enjoyment of life. Reading, viewing and
critical analysis can affirm or challenge students’ world views. Through the reading and interpretation of
literature and other texts, the richness of human existence is revealed.
The study of English enables students to appreciate the past and present, imagine and shape the future,
and identify processes of social, cultural and political change.
Goals
All courses based on this Course Framework should enable students to:

read, listen to and view a wide range of texts;

develop analytical skills;

challenge and extend their understanding of language, themselves and the world around them;

understand that meaning arises from the interplay between text and context, including an
appreciation of the author’s apparent purpose, the formal features of the text, and the audience’s
perspective;

communicate effectively, creatively and critically for different purposes;

achieve competence in the technically correct use of the English language in meeting the
demands of further study, the workplace, and student needs and interests.
11
Student Group
This course is designed to meet the needs of students wishing to acquire the skills in English necessary for
further study at a tertiary institution.
College Philosophy
As colleges within the Christian tradition, students are provided with learning experiences that reflect the
Christian ethos of the individual schools. English is an area of learning through which students develop
communication skills. This enables them to explore and deepen their knowledge of the world, making sense
of their daily lives and the culture in which they live.
Content
Each unit presented as a component of this course aims to address the following essential concepts and
skills outlined in the ACTBSSS English Course Framework:
The essential concepts of English are:

language is central to all human experience

language is powerful and underpins learning

texts must be appreciated in their literary, cultural, historical and political contexts

the reader’s experience will affect his or her response to texts

the interpretation of texts allows for diverse and justifiable responses
The essential skills inherent in English are:

reading and understanding texts

effective communication in a range of modes

critical analysis

responding to texts creatively and independently

a command of the technical aspects of language
Content specific to each unit is provided within the details of each unit itself.
Across Curriculum Perspectives
Aboriginal and Torres Strait Islander Education. Opportunities for exploring and understanding Aboriginal
issues and experiences exist in the units, Australian Texts, Texts for Children and Adolescents,
Contemporary Texts, Film, Images of Sport, Images of War, Feature Writing and Documentary Journalism,
Perspectives on Gender and Writers’ Workshop. Through the study of texts students will be encouraged to
reflect on Aboriginal history and culture and issues such as racial identity, the relationship between people
and the land and contemporary concerns such as reconciliation.
Australian Education. Aspects of Australian culture and literary traditions are explored in depth in
Australian Texts, Texts for Children and Adolescents, Film, Images of Sport, Feature Writing and
Documentary Journalism, Perspectives on Gender, Images of Sport, Images of War, Literary Pespectives,
Poetry and Writers’ Workshop. Texts by Australian authors are included in several other units. Through the
texts students are encouraged to appreciate early influences on Australian culture, its multicultural
diversity and the way in which writers reflect on the Australian experience.
Gender Equity. This perspective will be addressed in all units through the exploration of male and female
identity in texts, particularly in Texts for Children and Adolescents, Contemporary Texts, Neoclassical
Literature, Literature of the Romantic Period, Crime and Espionage, Film, Perspectives on Gender, Journeys
and Quests, North American Texts, Cultural Contexts, Plays, Shakespeare, Speculative Texts, Tragedy and
12
Writers in Depth. Students will examine the way in which language reinforces perceptions of male and
female roles. They will be encouraged to challenge notions such as stereotyping.
Information Access. Information access is integral to all units. Students are encouraged to word process all
assignments and become proficient users of multimedia. Students are taught to be critical users of all
information, particularly that which is available on the Internet. Where resources are available students
are encouraged to use technology in their responses to texts.
Special Needs Education. This perspective will be addressed in every unit. Special consideration is given
and assistance provided for students with learning difficulties, physical disabilities and students from nonEnglish speaking backgrounds. The variety of text types, teaching and learning strategies and assessment
tasks are designed to meet the varying needs of students.
Multicultural Education. This perspective will be emphasised in the units, Celtic Texts, Contemporary Texts,
Texts for Children and Adolescents, Film, Perspectives on Gender, Comparative Texts, North American Texts,
Cultural Contexts, Plays, and Tragedy. Students’ cultural backgrounds will be drawn on in teaching and
learning strategies. An understanding of the multicultural nature of Australia will be critical in evaluating
cultural and literary influences on Australian texts as well as understanding current sociological trends.
Language for Understanding. This perspective is implicit in all units taught in this course. Teaching and
learning strategies are designed so that students will develop a critical appreciation for language through
the texts they read and view. Units which emphasise language for understanding are because of the
specific language or style of the texts. These include Biblical Literature, Neoclassical Literature, Literature of
the Romantic Period, Crime and Espionage, Feature Writing and Documentary Journalism, Film, Images of
War, Comedy and Satire and Shakespeare.
Environmental Education. This perspective is addressed specifically in Celtic Texts, Images of War,
Speculative Fiction and North American Texts. An awareness of environmental issues will be raised through
discussions and responses to texts. Students will be encouraged to read and view material dealing with
environmental concerns.
Work Education. All units provide students with work related skills; to think critically, collect, analyse and
organise information, work in groups, solve problems, use technology and write and speak effectively for
different audiences. Implicit in every unit is the need for initiative and collaboration. Units that focus on the
world of work are Feature Writing and Documentary Journalism and Images of Sport.
Teaching and Learning Strategies
The following teaching strategies have been broadly grouped but the groupings are neither definitive nor
exhaustive:
Contexts






research (author, history, politics, culture) including online
evaluation of online resources
personal response and reflective writing (journals)
stimulus material
excursions
guest speakers
Analysis and deconstruction of texts




mind mapping
modelling forms (written, visual and multimodal)
examining visual texts
character profiles
13



close textual study
role plays
discussion (individual, group whole class)
Construction of texts


conferencing
drafting
Synthesis




debate
seminar
panel discussion
forums
Managing Learning





text negotiation
independent learning
regular and meaningful feedback (formal and informal)
collaborative group work
linking to worlds beyond the school (including workplaces)
Additional unit specific teaching and learning strategies are listed within the documentation of each unit
presented as a component of this course.
14
Assessment
Assessment Task Types T Courses
Task Types
Responding
Creating
Investigating
Criteria
Responding
Creating
Weightings
1.0
0.5
Respond to fiction, nonfiction
and/or multimodal texts
Students may respond in
analytical forms such as short
responses, essay, review, close
textual analysis, multimodal,
oral presentation
All creative tasks must include
an explanation of creative
choices
40-60%
Students may create
imaginative, entertaining,
persuasive, interpretative or
informative texts
20-30%
Students may create in oral,
written or non-written forms
Plan, enquire into and draw conclusions about texts and/or key
unit concepts
Students may respond in forms such as reports, interviews, film
making, oral presentation, independent research, writing for
publication, appraisal of critical perspectives
40-60%
40-60%
20-30%
Additional Assessment Advice for T Courses












For a standard unit (1.0), students must complete a minimum of three assessment tasks and a
maximum of five.
For a half standard unit (0.5), students must complete a minimum of two and a maximum of three
assessment tasks.
Students must complete at least one of each task type in any semester unit. Students studying a
0.5 unit should complete the responding task and either the creating or investigating task.
An oral response is not compulsory in every unit. However, students must present an oral
response at least on one occasion in each of Years 11 and 12.
Duration of oral responses should be determined by the nature of the task and may range from 5
-15 minutes. It is recommended that weightings of oral responses reflect the type of task.
Written responses in Year 11 (800 - 1000 words).
Written responses in Year 12 (1000 - 1200 words).
For EALD, written responses should increase from 400-600 words in Year 11 to 500-800 words in
Year 12.
Creative choices must be supported in either a rationale or a statement of aims with annotations
or footnotes (400-600 words recommended). For EALD, a word limit is not specified.
For a 1.0 unit, at least one task to the value of 20-40% is to be completed in class.
For a 0.5 unit, at least one task to the value of 50% is to be completed in class.
For EALD, at least 50% of the total unit assessment is to be completed in class.
15
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

an ability to respond critically to texts and logically justify viewpoint

an ability to evaluate and synthesise material to make meaning

imagination and originality

competent and effective use of language for a range of purposes and audiences

control of appropriate medium.
16
Board Endorsed October 2005 - Amended December 2013
Unit Grade Descriptors for T Course
A student who
achieves an A
grade typically
A student who
achieves a B
grade typically
A student who
achieves a C
grade typically
A student who
achieves a D
grade typically
Responding critically
Evaluation and synthesis
of ideas
 responds critically to texts with a
high degree of insight
 synthesises and evaluates
material in a complex
manner to construct a
perceptive response
 demonstrates a high
degree of creativity and
originality
 communicates with a
sophisticated control of
language for a range of
purposes and audiences
 demonstrates a highly
developed control and
use of the conventions
of the medium
 synthesises and evaluates
material in an effective
manner to construct a
competent response
 effectively demonstrates
creativity and originality
 communicates with
effective control of
language for a range of
purposes and audiences
 demonstrates an
effective and consistent
control and use of the
conventions of the
medium
 synthesises and evaluates
material to construct a
satisfactory response
 demonstrates some
creativity and originality
 communicates with
developing control of
language for a range of
purposes and audiences
 demonstrates
understanding of the
conventions of the
medium but applies
them inconsistently
 synthesises and evaluates
material in a limited
manner to construct a
response
 demonstrates limited
creativity and little in the
way of originality
 communicates with
inconsistent control of
language with limited
understanding of purposes
and audiences
 demonstrates a partial
understanding of the
medium and limited
use of its conventions
 constructs a simplistic or
incomplete response
 demonstrates an
understanding of simple
and concrete ideas
 communicates with
limited control of language
 demonstrates little
understanding of the
conventions of the
medium
 justifies viewpoint through wellstructured, logical argument and
highly effective use of textual
references
 responds critically to texts with
insight
 justifies viewpoint through
structured, logical argument and
effective use of textual
references
 responds critically to texts with
some insight
 justifies viewpoint through
structured argument and some
use of textual references
 responds to texts with occasional
insight
 shows some capacity to justify
and support viewpoint
 paraphrases or retells
A student who
achieves an E
grade typically
 shows little capacity to justify
and support viewpoint
Imagination and originality
 may present work that is
derivative in nature
 may present a literal
interpretation
 presents a literal
interpretation
Use of language
APPENDIX B
Assessment
criteria
Control of medium
17
Board Endorsed October 2005 - Amended December 2013
Moderation
Moderation is a system designed and implemented to

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability of
Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate unit grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking
or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of unit grades for all
accredited courses, as well as statistical moderation of course scores, including small group procedures, for
T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of unit
grades. In the review process, unit grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer
review against system wide criteria and standards. This is done by matching student performance with the
criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is
then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Towards the end of each year, for each A and T course offered by the school, the semester 2 assessment
portfolios of a sample of Year 11 students are sent to the ACTBSSS Secretariat. This material is considered
at the first moderation day in March of the following year.
Towards the end of semester 1 each year, the same requirement applies for the semester 1 assessment
portfolios of a sample of Year 12 students. This material is considered at the second moderation day in
August of the same year.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on moderation
days in each course area will comprise the following:

A folder containing supporting documentation as requested by the Board Secretariat through
memoranda to colleges.

A set of student portfolios containing marked and/or graded written and non-written assessment
responses and completed criteria and standards feedback forms. Evidence of all assessment responses
on which the unit grade decision has been made is to be included in the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each moderation
day will be outlined by the Board Secretariat through memoranda and Information Papers which are
available on the BSSS website. www.bsss.act.gov.au
18
Board Endorsed October 2005 - Amended December 2013
Bibliography
Callow, J. (ed) Image Matters: visual texts in the Classroom, 1999, Newtown, NSW
Christenson, L. Reading, Writing and Rising Up: Teaching about Social Justice and the Power of the Written
Word, 2000
Constanzo, W. Reading the Movies: Twelve great films on video and how to teach them, 1992, AATE, South
Australia
Cope, B. & Kalantzis, M.(eds). Multiliteracies: Literacy Learning and the Design of Social Futures, 2000,
Macmillan, South Yarra, Victoria
Corrigan, T. & White, P. The Film experience: An Introduction, 2004, Macmillan
Cunningham, S. & Turner, G. (eds), The Media & Communications in Australia, 2002, Allen & Unwin, Crows
Nest, NSW
Doecke, B. Responding to Students’ Writing, 1999, AATE, Norwood
Dennis, B. The Victorian Novel, 2000, Cambridge University Press, Cambridge, UK
Gibson, R. Shakespearean and Jacobean Tragedy, 2000, Cambridge University, Cambridge, UK
Hogle, J. (ed) Gothic Fiction, 2002, Cambridge University Press, Cambridge, UK
Ingham, P. Authors in Context – Thomas Hardy, 2003, Oxford University Press, US
Kalantzis, M., Cope B. & Fehring, H. Multiliteracies: teaching and learning in the new
communications environment, 2002, PETA, NSW
Kwok, J. & McKnight, L. Film Asia Curriculum Corporation, 2002, Victoria
Martino, W. & Cook, C. Gender and Texts, 1998, AATE
Martino, W. & Mellor, B. Gendered Fictions, 1995, Chalkface Press, Cottesloe, WA
Mellor, B., Raleigh, M., Ashton, P. Making Stories, 1996, Chalkface Press, Cottesloe, WA
Mellor, B., O’Neill, M. Patterson, A. Reading Stories, 1987, Chalkface Press, Cottesloe, WA
Mellor, B., O’Neill, M. Patterson, A. Reading Fiction, 1991, Chalkface Press, Cottesloe, WA
Monaco, J., How to Read a Film: the World of Movies, Media & Multi-Media, 2000, 3rd edition,
Oxford University Press
Moon, B. Studying Poetry, 1998, Chalkface Press, Cottesloe, WA
Myszor, F. The Modern Short Story, 2001, Cambridge University Press, Cambridge, UK
O’Shaughnessy, M. Media and Society, 1999, Oxford University Press
Salzman, P (ed) Early Modern Women’s Writing, 2000, Oxford, New York
Shiach, D. American Drama 1900-1990, 2000, Cambridge University Press, Cambridge, UK
Smart, J. Twentieth Century British Drama, 2001, Cambridge University Press, Cambridge, UK
Stevens, D. The Gothic Tradition, 2000, Cambridge University Press, Cambridge, UK
Zilboorg, C. American Prose and Poetry in the 20th Century, 2000, Cambridge University Press,
Cambridge, UK
19
Board Endorsed October 2005 - Amended December 2013
Web sites
ACTATE
http://www.actate.org.au
ALEA
http://www.alea.edu.au
ETA
http://www.englishteacher.com.au
Australian Broadcasting Corporation
http://www.abc.net.au
Film Australia
http://www.filmaust.com.au
NSW Higher School Certificate - English
http://hsc.csu.edu.au/english/index.htm
Metro Magazine
http://www.metromagazine.com.au/metro/default.asp
Western Australian Education Department – English Resources
http://www.eddept.wa.edu.au/cmis/eval/curriculum/learningareas/english/index.htm
EDNA
http://www.edna.edu.au/edna/page1.html
ACER
http://www.acer.edu.au
Curriculum Corporation
http://www.curriculum.edu.au
These were accurate at the time of publication.
Resources
Delivery of this course relies upon students being issued with printed texts relevant to the unit being
studied. Any unit that incorporates the study of film, television or radio will require multimedia resources
such as a DVD player, multimedia projector and stereo system. Units that incorporate electronic or multimodal texts will usually require access to computers that are connected to the Internet.
Proposed Evaluation Procedures
Student and teacher evaluation will occur at the end of each unit and be by questionnaire and informal
discussions. It is suggested that an annual review of the course be undertaken by a panel of teachers
representing each of the colleges teaching this course. There will also be consultation with the Chair of the
English panel and with experts in the field of English curriculum. Minor variations will be implemented to
facilitate useful suggestions.
20
Board Endorsed October 2005 - Amended December 2013
Australian Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

read and view a variety of texts reflecting different aspects of Australian society, including
Aboriginal and Torres Strait Island texts and multicultural works

discuss and critically analyse an understanding of concerns and issues explored in Australian
writing

identify contemporary issues, and respond critically and creatively to them.
Content
Students will study:

at least two substantial texts in depth such as a play, a novel and a film study

a selection of material such as poetry, short stories and other prose works such as journals,
periodicals, letters and biographies

non-print material such as film, videos, television shows, commercials, posters, paintings and
songs

themes such as Australian identity and idiom, and the relationship between the environment and
the people.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

view films, videos, live performances TV, advertisements and recordings

research an aspect of Australian society

visit places of interest such as The National Library, The Australian War Memorial, The National
Archives, The National Museum, The National Gallery, Screensound Australia
Assessment
See page 18.
21
Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - a range of texts created by indigenous
Australians may be included in this unit.

Australian Education - students may have the opportunity to gain a sense of identity, through to
exploring both historical and contemporary materials.

Environment Education - the impact of the environment on Australian culture and on our literary
traditions may be considered, as well as changing attitudes in our relationship with our
environment.

Gender Equity - students may be encouraged to identify and examine the role of gender in the
relationships and the attitudes of the characters in the texts presented.

Multicultural Education - texts from a variety of cultural backgrounds may be selected to
represent different perspectives on the Australian experience.
Specific Unit Resources
Novels
Astley, T.
Drylands
Bail, M.
Eucalyptus
Bird, C.
Stolen Children and their Stories
Bradley, J.
Wrack
Cataldo, J.
Love Takes You Home
Carey, P.
Jack Maggs
Caswell, B. & Phu An Chiem, D.
Only The Heart
Courtney, B.
The Potato Factory
Davis, J.
Paperbark
Drewe, R.
The Shark Net
Flannagan, R.
The Sound of One Hand Clapping
Franklin, M.
My Brilliant Career
Goldsworthy, P.
Maestro
Johnson, G
My Brother Jack
Johnston, D.
One for the Master
Jolley, E.
Lovesong
Keneally, T.
The Chant of Jimmy Blacksmith
Koch, C.
Highways to a War
Lindsay, J.
Picnic at Hanging Rock
Marchetta, M.
Looking for Alibrandi
Malouf, D.
Conversation at Curlew Creek
Morgan, S.
My Place
Morgan, W.
Border Territory
22
Board Endorsed October 2005 - Amended December 2013
Narogin, M.
Wildcat Falling
Langford, R
Don’t Take Your Love to Town
Park, R.
The Harp in the South
Pryor, B.
Maybe Tomorrow
Mathews, G.
An Australian Son
Scott, K.
Benang
Skryznecki, P.
Joseph’s Coat
Weller, A.
Going Home
White, P.
The Tree of Man
Whitting, A.
Isobel at the Corner Store
Winton, T.
Dirt Music
Dennis, C.J.
The Sentimental Bloke
Enright, N.
Blackrock
Forde, M.
X-Stacy
Gow, M.
Away
Lawler, R.
Summer of the Seventeenth Doll
Nowra, L.
Cosi
Purcell,L
Box the Pony
Ross, K.
Breaker Morant
Seymour, A.
The One Day of the Year
Stewart, D.
The Fire on the Snow
Thompson, K.
Diving for Pearls
Williamson, D.
Dead White Males
Williamson, D.
The Club
Williamson, D.
The Removalists
Plays
Film
Armstong, G.
My Brilliant Career (1979)
Beresford, B.
Breaker Morant (1980)
Beresford, B.
The Club (1980)
Beresford, B.
The Fringe Dwellers (1986)
Chauvel, C.
Jedda (1955)
Elliott, S.
The Adventures of Priscilla, Queen of the Desert (1994)
Faiman, P.
Crocodile Dundee (1986)
Graham, T.
Mabo: Life of an Island Man (1997)
Hannan, K.
Sunday Too Far Away (1975)
Hicks, S.
Shine (1996)
23
Board Endorsed October 2005 - Amended December 2013
Hogan, P.J.
Muriel's Wedding (1994)
Jodrell,S.
Shame (1987)
Joffe, M.
Cosi (1996)
Johnson, S.
Yolngu Boy (2001)
Jordan, G.
Ned Kelly (2003)
Jordan, G.
Two Hands (1999)
Luhrmann, B.
Strictly Ballroom (1992)
Miller, G.
The Man From Snowy River (1982)
Norman, L.
The Shiralee (1988)
Nottage, G.
Women in the Sun (1981)
Noyce, P.
Rabbit Proof Fence (2002)
Perkins, R.
Radiance (1998)
Powell, M.
They're a Weird Mob (1966)
Safran, H.
Storm Boy (1977)
Schepsi, F.
The Chant of Jimmy Blacksmith (1978)
Shortland, C.
Somersault (2004)
Sitch, R.
The Castle (1997)
Sitch, R.
The Dish (2000)
Vellis, A.
The Wog Boy (2000)
Weir, P.
Gallipoli (1981)
Weir, P.
Picnic at Hanging Rock (1975)
Wincer, S.
Phar Lap (1983)
Woods, K.
Looking for Alibrandi (2000)
Poetry by authors such as:
Beveridge, J.
Kendall, H.
Campbell, D.
Komninos
Cataldi, L.
Lawson, H.
Connor, M.
MacKellar, D.
Dawe, B.
Mudie, I.
Devaney, J.M.
Murray, L.
Dobson, R.
Oodjeroo N.
Ford, A.
Page, G.
Foulcher, J.
Paterson, A.B.
Gilbert, K.
Slessor, K.
Goldsworthy, P.
Skrzynecki, P.
Goodfellow, G.
Stewart, D.
24
Board Endorsed October 2005 - Amended December 2013
Guess, J.
Westbury, D.
Harwood, G.
Wright, J.
Hope, A.D.
Short stories by authors such as:
Carey, P.
Furphy, J.
Lawson, H.
Malouf, D.
White, P.
Television
Australian Story
McLeod’s Daughters
Four Corners
Mother and Son
Hey Dad
Neighbours
Home and Away
The Footy Show
ICAM
The Panel
Kath and Kim
Rove Live
Kingswood Country
Something in the Air.
Websites
Auslit the Resource for Australian Literature
http://www.austlit.edu.au/
Project Gutenberg of Australia
http://www.gutenberg.net.au/pgaus.html
Australian Society of Authors
http://www.asauthors.org/cgi-bin/asa/information.cgi
These were correct at the time of publication.
25
Board Endorsed October 2005 - Amended December 2013
Biblical Literature
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, appreciate and respond to a range of biblical texts for the literature that they are

explore some of the individual and social preoccupations of the people of the Hebrew and the
Christian Bibles

gain a broad understanding of how and when and why these texts were composed, how various
sections comment on one another, and how later revisionist writers cast earlier material in new
and sometimes startling ways

consider the extent to which such literature both reflects its cultural context and remains relevant
for us.
Content
Students will study:

at least two substantial texts in depth

a range of representative texts, such as the classical style of the Genesis to Kings section, some
post exilic books, some psalms and prophetic writing, gospel genre and narrative, epistolary
literature and apocalyptic writing

some comparative translations of selected passages.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

research library resources with emphasis on historical, geographical, social and linguistic
background to facilitate access to the text; or on non-Jewish/Christian literary sources to compare
biblical and non-biblical cultures
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environment Education - the unit will address this perspective by evaluating the biblical sense of
creation, the harmony or disharmony of people with the land, and the biblical hope for renewal of
the earth.

Gender Equity - the unit will address this perspective by assessing the patriarchal assumptions of
the texts with the subversive questioning of those assumptions, the sense of characterisation of
women, and the assertion along with its denial, of the absolute equality of women in some
sections of the Christian Bible.

Language for understanding - the unit will allow students to explore a range of genres, issues of
translation of language and culture, and to express this in a number of oral and written ways.

Multicultural Education - the unit will assess cultures other than the students’ own, both in time
and place, and evaluate how biblical authors show concern, or fail to show concern, for those
outside their ethnic religious group.
26
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Versions such as:
Authorised Version, (King James)
Reims-Douai Version
New Revised Standard Version
New English Bible
New American Bible
Jerusalem Bible
Film adaptations such as:
Arcand, D.
Jesus of Montreal (1989)
Bolt, B.
The Turn of the Screw (1999)
Branagh, K.
Frankenstein (1994)
De Mille, C.B.
Gibson, M.
The Ten Commandments (1956)
The Passion of the Christ (2004)
Huston, J.
Moby Dick (1956)
Kagan, J.P.
The Chosen (1981)
Kazan, E.
East of Eden (1955)
Kieslowski, K.
Dekalog (1989)
Vidor, K.
A Farewell to Arms (1957)
Teacher resources:
Alter, R.
The Art of Biblical Narrative (1981)
Alter, R.
The Art of Biblical Poetry (1987)
Alter, R.
The World of Biblical Literature (1992)
Alter, R.
The David Story, (1999)
Alter, R. & Kermode F. The Literary Guide to the Bible (1987)
Frye, N.
The Great Code: The Bible and Literature (1982)
Hediel, A.
The Gilgamesh Epic and the Old Testament Parallels (1946)
Kreitzer, L.
The Old Testament in Fiction and Film
Polzin, R.
Moses and the Deuteronomist: A Literary Study of the Deuteronomic History (1980)
Sternberg, M.
The Poetics of Biblical Narrative (1985)
Willis, L.M.
The Jewish Novel in the Ancient World (1995)
27
Board Endorsed October 2005 - Amended December 2013
Celtic Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

explore a range of texts from major Celtic writers

gain an understanding of the diversity and the common threads of Celtic literature

analyse these works in their historical and cultural contexts and examine the values and attitudes
embodied in them
Content
Students will study:

at least two substantial texts in depth

a variety of texts such as novels, poems, films, television series and documentaries, newspapers,
photographs, autobiographies, histories, diaries, letters, art works and song lyrics

the way in which Celtic writers interpret their political history, the influence of religion,
immigration, the Celtic diaspora and the experiences of displaced people
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

visit The National Library, Screensound Australia and The National Gallery to research Celtic
influence in Australia

teach relevant Celtic history
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Australian Education - texts may lead students to appreciate and evaluate the nature of
Australian society, its influences and its diversity due to early Celtic participation in Australian
culture

Multicultural Education - A diverse selection of texts will be read and viewed to expose students
to the diversity and scope of Celtic culture
28
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Doyle, R.
Paddy Clarke Ha Ha Ha
Doyle, R.
The Snapper
Doyle, R.
The Commitments
Doyle, R.
The Woman Who Walked into Doors
Gibbon, L.G.
A Scot’s Quair
Gibbon, L.G.
Sunset Song
Jordan, N.
Shade
Joyce, J.
Portrait of the Artist as a Young Man
Joyce, J.
Ulysses
Llewellen, R.
How Green Was My Valley
McCourt, F.
Angela’s Ashes
McCourt, M.
A Monk Swimming
McKenzie, C.
Monarch of the Glen
McKenzie, C.
Whisky Galore
McLeod, A.
No Great Mischief
Moore, B.
Black Robe
Moore, B.
Catholics
Moore, B.
Luck of a Ginger Coffey
O’Brien, E.
The Country Girls
O’Brien, F.
The Third Policeman
O’Flaherty, L.
The Black Soul
Stevenson, R.L.
Kidnapped
Stevenson, R.L.
Treasure Island
Synge, J.M.
Riders By The Sea
Thomas, D.
Under Milkwood
Tobin, C
The Blackwater Lightship
Tobin, C.
The Colour of Night
Plays
Beckett, S.
Waiting for Godot
Behan, B.
The Quare Fellow
Friel, B.
Dancing at Lughnasa
O’Casey, S.
Juno and The Peacock
Shaw, G.B.
Saint Joan
Synge, J.
Playboy of the Western World
29
Board Endorsed October 2005 - Amended December 2013
Wilde, O.
Lady Windermere’s Fan
Wilde, O.
An Ideal Husband
Wilde, O.
The Importance of Being Earnest
Film
Boyle, D.
Trainspotting (1996)
Boyle, D.
Shallow Grave (1994)
Caton-Jones, M.
Rob Roy (1995)
Davis, D.
The Country Girls (1984)
Forsyth, B.
Gregory’s Girl (1981)
Frears, S.
The Snapper (1993)
Frears, S.
The Van (1996)
Gibson, M.
Braveheart (1995)
Gregg, C.
Lamb (1986)
Jordan, N.
Michael Collins (1996)
Lean, D.Ryan’s Daughter (1970)
Loach, K.
My Name is Joe (1998)
O’Connor, P.
Cal (1984)
Parker, A.
The Commitments (1991)
Sayles, J.
The Secret of Roan Inish (1994)
Sheridan, J.
In The Name of the Father (1993)
Sheridan, J.
The Boxer (1997)
Winterbottom, M.
Jude (1996)
Poetry by authors such as:
Heaney, S.
Kavanagh, P.
Yeats, W.B.
Wilde, O.
Burns, R.
Macdiarmid, H.
MacNeice, L.
Stephens, J.
Scott, W.
Thomas, D.
Short stories by authors such as:
Joyce, J.
MacLaverty, B.
30
Board Endorsed October 2005 - Amended December 2013
O’Connor, F.
O’Flaherty, L.
Television
Monarch of the Glen
Ballykissangel
Father Ted
Rebel Heart
Music/Songs by artists such as:
Traditional Ballads
Rebel Ballads Classical Irish
The Bards
The Dubliners John McCormack
Barleycorn
The Wolfe Tones
Christy Moore The Fury Brothers
Paddy Reilly
Eric Bogle
Popular
Cranberries
Nuala Ni DonaillThe Corrs
U2
Thin Lizzy
Enya
Luka Bloom
The Pogues
Catatonia
31
Board Endorsed October 2005 - Amended December 2013
Comedy and Satire
Value 1.0
Specific Unit Goals
This unit should enable students to:

read and discuss comic and satiric texts

become familiar with some of the major forms and techniques of comedy and satire

explore the roles of satirists and comic writers in past and present societies
Content
Students will study:

at least two substantial texts in depth

some contemporary forms of comedy and satire, such as television series, magazines, cartoons,
and songs

extracts from satirical and comic writers of other eras.

the language and techniques of comedy and satire in specific texts

themes and issues, treated comically or satirically, which reflect how authors interpret their
society and time and make comparisons with other periods.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

studying comedy and satire in the media

teaching aspects of the historical, social, cultural and political contexts of satire and comedy and
the terms associated with these genres

viewing live performances

presenting students’ creative work in the genres
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Australian Education - students can research the particular nature of Australian humour and/or
uses of satire

Gender Equity - the comparative roles of men and women in comedic or satirical texts could be
explored, as could the existence, or absence , of varieties of comedy and/or satire which are
gender specific

Language for understanding - students should examine the variety of linguistic techniques which
are employed for comedic and/or satirical intent

Multicultural Education - varieties of humour from differing cultural background could be
explored as could the role of cultural stereotyping in comedic or satirical texts.
32
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Austen, J.
Pride and Prejudice
Elton, B.
Gridlock
Elton, B.
Dead Famous
Goldsworthy, P.
Honk If you Are Jesus
Haddon, M.
The Curious Incident of the Dog in the Night-Time
Heller, J.
Catch 22
Maloney, S.
The Brush-Off
Orwell, G.
AnimalFarm
Orwell, G.
1984
Swift, J.
Gulliver’s Travels
Swift. J.
A Modest Proposal
Waugh, E.
The Loved One
Plays
Aristophanes
Clouds
Bennet, A.
Talking Heads
Chaucer, G.
The Miller’s Tale
Dennis, C.J.
The Sentimental Bloke
Goldsmith, O. She Stoops to Conquer
Guare, J.
Six Degrees of Separation
Hibbard, J.
Dimboola
Nowra, L.
Cosi
Russell, W.
Educating Rita
Shakespeare, W.
Twelfth Night
Shakespeare, W.
Much Ado about Nothing
Thomas, D.
Under Milkwood
White, P.
Season at Sasparilla
Wilde, O.
An Ideal Husband
Williamson, D. Dead White Males
Films
Bennett, B.
Spider and Rose (1994)
Branagh, K.
Much Ado About Nothing (1993)
Brooks, M.
Silent Movie (1976)
Chaplin, C.
The Great Dictator (1940)
Crichton, C.
A Fish Called Wanda (1988)
33
Board Endorsed October 2005 - Amended December 2013
Faiman,P.
Crocodile Dundee (1986)
Gilliam, T.
Brazil(1985)
Hogan, P.J.
Muriel’s Wedding (1994)
Jones, K.
Waking Ned Devine (1998)
Jones, T.
Life of Brian (1979)
Jones, T.
The Holy Grail (1975)
Kubrick, S.
Dr Strangelove (1964)
Landis, J.
The Three Amigos (1986)
Levinson, B.
Wag the Dog (1997)
Luhrmann, B.
Strictly Ballroom (1992)
Parker, O.
An Ideal Husband (1999)
Reiner, R.
The Princess Bride (1987)
Sitch, R.
The Castle (1997)
Sitch, R.
The Dish (2000)
Suo, M.
Sumo Do, Sumo Don’t (1992)
Weir, P.
The Truman Show (1998)
Wilder, B.
Some Like it Hot (1959)
Zemeckis, R.
Forrest Gump (1994)
Poetry by authors such as:
Belloc, H.
Betjeman, J.
Dawe, B.
Dryden, J.
Elliot, T.S.
Gray, R.
Hope, A.D.
Hughes, T.
Lear, E.
Paterson, A. B.
Pope, A.
Sassoon, S.
Television
AbsolutelyFabulous
Frontline
All Aussie Adventures
Hogan’s Heroes
Black Adder
Mother and Son
Fawlty Towers
Monty Python’s Flying Circus
34
Board Endorsed October 2005 - Amended December 2013
Kath and Kim
The Simpsons
Mr Bean
Yes, Minister
Pizza
The Office
Seinfeld
Little Britain
The Games
South Park
Teacher Resources
Corvasce, F.
Satire and Irony (1990)
Lucie-Smith, E. The Penguin Book of Satirical Verse (1967)
Wilton, J.
Satirists and Humorists (1989)
35
Board Endorsed October 2005 - Amended December 2013
Comparative Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

assess how contemporary stories are derived from earlier texts

make connections between popular literature of the past and popular genres of contemporary
literature with an emphasis on central characters in texts

deconstruct and critically evaluate the way in which similar themes and preoccupations are
evident in texts past and present

discuss, analyse and compare the social, literary and philosophical contexts of related texts

evaluate how gender roles have changed over time by studying individual heroes and heroines in
texts.
Content
Students will study:

at least two substantial texts in depth

comparative texts within a chosen genre or theme

either a chosen theme or genre through comparative texts

the social, cultural, political and intellectual backgrounds of the texts in so far as they aid
understanding of the texts

differences in narrative structure, treatment of characters and themes within the selected texts.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

examine contemporary adaptations of earlier texts

adapt a text into a different form

recreate a text adopting an alternative perspective
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity – This perspective may be explored in discussions about the roles of men and
women as depicted in the texts. Students will be encouraged to examine how language is used to
construct gender identity and reinforce stereotypical beliefs about men and women in history.

Language for understanding - This perspective may be explored in the study of different styles of
writing and writers’ ways of interpreting society in different periods of time. An understanding of
literal, implied and metaphorical language will be essential for students to interpret texts.
36
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Alcott, L.M.
Little Women
Doyle, C.
The Complete Sherlock Holmes
Austen, J.
Northanger Abbey
Melville, H.
Moby Dick
Austen, J.
Mansfield Park
Shelley, M.
Frankenstein
Bronte, C.
Jane Eyre
Stoker, B.
Dracula
Defoe, D.
Robinson Crusoe
Wharton, E.
Ethan Frome
Dickens, C.
Bleak House
Links with contemporary texts such as:
Branagh, K.
Hamlet (1996) / Almereyda, M Hamlet (2001)
Edwards, B.
The Pink Panther (1963) / The Complete Sherlock Holmes
Gilbert, B.
Not Without My Daughter (1991) / Tenant of Wildfell Hall
Heckerling, G. Clueless (1995) / Emma
Kumble, J.
Cruel Intentions (1999) / Les Liaisons Dangereuse
Jacobsen, K.M. The Nanny (1993-1999) / Jane Eyre
Marshall, O.
Pretty Woman (1990) / Moll Flanders
Parker, P.
Othello (1995) / Nelson, T.B. O (2001)
Pollack, P.
The Firm (1993) / Bleak House
Scott, R.
Thelma and Louise (1991) / The Expedition of Humphrey Clinker
Weir, R.Mosquito Coast (1986) / Swiss Family Robinson
Whedon, S.
Buffy the Vampire Slayer (1997) / Dracula
Zemeckis, R.
Cast Away (2000) / Robinson Crusoe
Film
Armstrong, G. Little Women (1994)
Campion, J.
Portrait of a Lady (1996)
Loncraine, R.
Richard III (1995)
Madden, J.
Ethan Frome (1993)
Parker, O.
An Ideal Husband (1999)
Rozema, P.
Mansfield Park (1999)
Scorsese, M
The Age of Innocence (1993)
Television
Persuasion (BBC)
Sense and Sensibility (BBC)
Web sites as directed by the teacher of the time
37
Board Endorsed October 2005 - Amended December 2013
Contemporary Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

read critically and view a range of texts that mark the end of the 20th and early 21st century

examine and respond to the variety of styles and the changing structure of contemporary texts

identify and respond to the features of the texts and evaluate how these reflect contemporary
concerns and cultural influences

analyse the attitudes and themes evident in these works and make connections with their own
lives.
Content
Students will study:

at least two substantial texts in depth

a variety of resources which place such texts in their cultural, social, historical and intellectual
contexts

themes and issues which reflect how authors interpret their society and time
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

identify distinctive features of contemporary literature

examine social and historical contexts of other cultural expressions such as art and music and
their relationship to contemporary literature

invite local writers to talk about their work

converse with authors on the Internet

review the work of new writers on the net and in recent publications.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - contemporary issues such as reconciliation, land
rights, identity and culture may be explored through visual texts, poetry, plays and short stories.

Australian Education - contemporary texts may enable students to appreciate and evaluate the
nature of Australian society, its influences and its diversity due to early European influences and
more recently, Asian influences.

Environment Education - changing attitudes to the treatment of the environment may be
addressed as they are raised in literature and in current publications such as newspapers,
magazines and in the media.

Gender Equity - gender equity and the changing roles of men and women in our society may be a
focus of this unit.
38
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Atkinson, K.
Behind the Scenes at the Museum
Atwood, M.
The Blind Assassin
Bail, M.
Eucalyptus
Boyle, T.C.
Tortilla Curtain
Byatt, A. S.
Possession
Coetze, J.
Disgrace
Cunningham, M.
The Hours
De Bernières, L.
Captain Corelli’s Mandolin
Dessaix, R.
Night Letters
Doyle, R.
Paddy Clarke, Ha Ha Ha
Ham, R.
The Dressmaker
Hornby, N.
About a Boy
Leys S.
Death of Napoleon
McEwan, I.
Atonement
Morrison, T.
Song of Solomon
O’Brien, T.
In the Lake of the Woods
Okri, B.
Astonishing the Gods
Ondaatje, M.
Coming Through Slaughter
Pierre, D. P.
Vernon God Little
Proulx, E. A.
At Close Range
Roy, A.
The God of Small Things
Sebold, A.
The Lovely Bones
Tan, A.
The Joy Luck Club
Winton, T.
Dirt Music
Plays
Chi, J.
Bran Nue Dae
Enright, N.
Blackrock
Forde, M
X-Stacy
Guare, J.
Six Degrees of Separation
Purcell, L.
Box the Pony
Stoppard, T.
Arcadia
39
Board Endorsed October 2005 - Amended December 2013
Films
Jeunet, M. and C.
Delicatessan (1991)
Coppola, S.
Lost in Translation (2003)
Daldry, S.
The Hours (2002)
Gondry, M.
The Eternal Sunshine of the Spotless Mind (2004)
Howitt, P.
Sliding Doors (1998)
Jarmusch, J.
Coffee and Cigarettes (2003)
Jonze, S.
Being John Malkovich (1999)
Kloves, S.
The Curious Incident of the Dog in the Night (2005)
Mendes, S.
American Beauty (1999)
Michell, R.
Enduring Love (2004)
Romanek, M.
One Hour Photo (2002)
Schepsi, F.
Six Degrees of Separation (1993)
Tykwer, T.
Run, Lola, Run (1998)
Vidler, S.
Blackrock (1997)
Weir, P.
The Truman Show (1998)
Weitz, C & P.
About a Boy (2002)
Poetry by authors such as:
Angelou, M
Hirshfield, J.
Ashbery , J.
Heaney, S.
Atwood, M.
Herrick, S.
Barks, C.
Kominos
Collins, B.
Ladinsky, D.
Ford, A.
Motion, A.
Foulcher, J.
Page, G.
Fyre, M.
Rich, A.
Goldsworthy, P.
Sharah, J.
Goodfellow, G
Symborski, W.
Guess, J.
Westbury, D.
Hass, R.
Short Stories
Achebe, C. (ed)
The Heinemann Book of Contemporary African Short
Stories
Adams, J. et al (eds)
Girls Night In
40
Board Endorsed October 2005 - Amended December 2013
Web Sites
Harper Collins
http://www.harpercollins.com.au/books/literature.cfm
University of Chicago Library
http://www.lib.uchicago.edu/e/su/fiction/
These were correct at the time of publication.
41
Board Endorsed October 2005 - Amended December 2013
Contemporary Texts a
Value 0.5
This is the underlying unit to Contemporary Texts 1.0. Different texts must be studied in Contemporary
Texts a 0.5 and Contemporary Texts b 0.5.
Specific Unit Goals
This unit should enable students to:

read critically and view a range of texts that mark the end of the 20th and early 21st century

examine and respond to the variety of styles and the changing structure of contemporary texts

identify and respond to the features of the texts and evaluate how these reflect contemporary
concerns and cultural influences

analyse the attitudes and themes evident in these works and make connections with their own
lives.
Content
Students will study:

at least one substantial text in depth

a variety of resources which place such texts in their cultural, social, historical and intellectual
contexts

themes and issues which reflect how authors interpret their society and time
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

identify distinctive features of contemporary literature

examine social and historical contexts of other cultural expressions such as art and music and
their relationship to contemporary literature

invite local writers to talk about their work

converse with authors on the Internet

review the work of new writers on the net and in recent publications.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - contemporary issues such as reconciliation, land
rights, identity and culture may be explored through visual texts, poetry, plays and short stories.

Australian Education - contemporary texts may enable students to appreciate and evaluate the
nature of Australian society, its influences and its diversity due to early European influences and
more recently, Asian influences.

Environment Education - changing attitudes to the treatment of the environment may be
addressed as they are raised in literature and in current publications such as newspapers,
magazines and in the media.

Gender Equity - gender equity and the changing roles of men and women in our society may be a
focus of this unit.
42
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Atkinson, K.
Behind the Scenes at the Museum
Atwood, M.
The Blind Assassin
Bail, M.
Eucalyptus
Boyle, T.C.
Tortilla Curtain
Byatt, A. S.
Possession
Coetze, J.
Disgrace
Cunningham, M.
The Hours
De Bernières, L.
Captain Corelli’s Mandolin
Dessaix, R.
Night Letters
Doyle, R.
Paddy Clarke, Ha Ha Ha
Ham, R.
The Dressmaker
Hornby, N.
About a Boy
Leys S.
Death of Napoleon
McEwan, I.
Atonement
Morrison, T.
Song of Solomon
O’Brien, T.
In the Lake of the Woods
Okri, B.
Astonishing the Gods
Ondaatje, M.
Coming Through Slaughter
Pierre, D. P.
Vernon God Little
Proulx, E. A.
At Close Range
Roy, A.
The God of Small Things
Sebold, A.
The Lovely Bones
Tan, A.
The Joy Luck Club
Winton, T.
Dirt Music
43
Board Endorsed October 2005 - Amended December 2013
Plays
Chi, J.
Bran Nue Dae
Enright, N.
Blackrock
Forde, M
X-Stacy
Guare, J.
Six Degrees of Separation
Purcell, L.
Box the Pony
Stoppard, T.
Arcadia
Films
Jeunet, M. and C.
Delicatessan (1991)
Coppola, S.
Lost in Translation (2003)
Daldry, S.
The Hours (2002)
Gondry, M.
The Eternal Sunshine of the Spotless Mind (2004)
Howitt, P.
Sliding Doors (1998)
Jarmusch, J.
Coffee and Cigarettes (2003)
Jonze, S.
Being John Malkovich (1999)
Kloves, S.
The Curious Incident of the Dog in the Night (2005)
Mendes, S.
American Beauty (1999)
Michell, R.
Enduring Love (2004)
Romanek, M.
One Hour Photo (2002)
Schepsi, F.
Six Degrees of Separation (1993)
Tykwer, T.
Run, Lola, Run (1998)
Vidler, S.
Blackrock (1997)
Weir, P.
The Truman Show (1998)
Weitz, C & P.
About a Boy (2002)
Poetry by authors such as:
Angelou, M
Ashbery , J.
Atwood, M.
Barks, C.
Collins, B.
Ford, A.
Foulcher, J.
Fyre, M.
Goldsworthy, P.
Goodfellow, G
Guess, J.
Hass, R.
Hirshfield, J.
Heaney, S.
Herrick, S.
Kominos
Ladinsky, D.
Motion, A.
Page, G.
Rich, A.
44
Board Endorsed October 2005 - Amended December 2013
Sharah, J.
Westbury, D.
Symborski, W.
Short Stories
Achebe, C. (ed)
The Heinemann Book of Contemporary African Short Stories
Adams, J. et al (eds)
Girls Night In
Web Sites
Harper Collins
http://www.harpercollins.com.au/books/literature.cfm
University of Chicago Library
http://www.lib.uchicago.edu/e/su/fiction/
These were correct at the time of publication.
45
Board Endorsed October 2005 - Amended December 2013
Contemporary Texts b
Value 0.5
This is the underlying unit to Contemporary Texts 1.0. Different texts must be studied in Contemporary Text
a 0.5 and Contemporary Text b 0.5.
Specific Unit Goals
This unit should enable students to:

read critically and view a range of texts that mark the end of the 20th and early 21st century

examine and respond to the variety of styles and the changing structure of contemporary texts

identify and respond to the features of the texts and evaluate how these reflect contemporary
concerns and cultural influences

analyse the attitudes and themes evident in these works and make connections with their own
lives.
Content
Students will study:

at least one substantial text in depth

a variety of resources which place such texts in their cultural, social, historical and intellectual
contexts

themes and issues which reflect how authors interpret their society and time
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:
identify distinctive features of contemporary literature
examine social and historical contexts of other cultural expressions such as art and music and their
relationship to contemporary literature
invite local writers to talk about their work
converse with authors on the Internet
review the work of new writers on the net and in recent publications.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:
Aboriginal and Torres Strait Islander Education - contemporary issues such as reconciliation, land rights,
identity and culture may be explored through visual texts, poetry, plays and short stories.
Australian Education - contemporary texts may enable students to appreciate and evaluate the nature of
Australian society, its influences and its diversity due to early European influences and more recently, Asian
influences.
Environment Education - changing attitudes to the treatment of the environment may be addressed as
they are raised in literature and in current publications such as newspapers, magazines and in the media.
Gender Equity - gender equity and the changing roles of men and women in our society may be a focus of
this unit.
46
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Atkinson, K.
Behind the Scenes at the Museum
Atwood, M.
The Blind Assassin
Bail, M.
Eucalyptus
Boyle, T.C.
Tortilla Curtain
Byatt, A. S.
Possession
Coetze, J.
Disgrace
Cunningham, M.
The Hours
De Bernières, L.
Captain Corelli’s Mandolin
Dessaix, R.
Night Letters
Doyle, R.
Paddy Clarke, Ha Ha Ha
Ham, R.
The Dressmaker
Hornby, N.
About a Boy
Leys S.
Death of Napoleon
McEwan, I.
Atonement
Morrison, T.
Song of Solomon
O’Brien, T.
In the Lake of the Woods
Okri, B.
Astonishing the Gods
Ondaatje, M.
Coming Through Slaughter
Pierre, D. P.
Vernon God Little
Proulx, E. A.
At Close Range
Roy, A.
The God of Small Things
Sebold, A.
The Lovely Bones
Tan, A.
The Joy Luck Club
Winton, T.
Dirt Music
Plays
Chi, J.
Bran Nue Dae
Enright, N.
Blackrock
Forde, M
X-Stacy
Guare, J.
Six Degrees of Separation
Purcell, L.
Box the Pony
Stoppard, T.
Arcadia
47
Board Endorsed October 2005 - Amended December 2013
Films
Jeunet, M. and C.
Delicatessan (1991)
Coppola, S.
Lost in Translation (2003)
Daldry, S.
The Hours (2002)
Gondry, M.
The Eternal Sunshine of the Spotless Mind (2004)
Howitt, P.
Sliding Doors (1998)
Jarmusch, J.
Coffee and Cigarettes (2003)
Jonze, S.
Being John Malkovich (1999)
Kloves, S.
The Curious Incident of the Dog in the Night (2005)
Mendes, S.
American Beauty (1999)
Michell, R.
Enduring Love (2004)
Romanek, M.
One Hour Photo (2002)
Schepsi, F.
Six Degrees of Separation (1993)
Tykwer, T.
Run, Lola, Run (1998)
Vidler, S.
Blackrock (1997)
Weir, P.
The Truman Show (1998)
Weitz, C & P.
About a Boy (2002)
Poetry by authors such as:
Angelou, M
Hirshfield, J.
Ashbery , J.
Heaney, S.
Atwood, M.
Herrick, S.
Barks, C.
Kominos
Collins, B.
Ladinsky, D.
Ford, A.
Motion, A.
Foulcher, J.
Page, G.
Fyre, M.
Rich, A.
Goldsworthy, P.
Sharah, J.
Goodfellow, G
Symborski, W.
Guess, J.
Westbury, D.
Hass, R.
Short Stories
Achebe, C. (ed)
The Heinemann Book of Contemporary African Short
Stories
Adams, J. et al (eds)
Girls Night In
48
Board Endorsed October 2005 - Amended December 2013
Web Sites
Harper Collins
http://www.harpercollins.com.au/books/literature.cfm
University of Chicago Library
http://www.lib.uchicago.edu/e/su/fiction/
These were correct at the time of publication.
49
Board Endorsed October 2005 - Amended December 2013
Crime and Espionage
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, listen, view and respond to a variety of texts

explore the conventions and techniques that detective, crime and/or spy authors use to achieve
their purposes

research the historical evolution of these text types

discuss and analyse critically the popularity of these texts.
Content
Students will study:

at least two substantial texts in depth which may include short stories, novels, film and television

the role of suspense in detective, crime and/or spy writing

the evolution of these text types including the role of the protagonist and the impact of social and
historical contexts on the subject matter.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

teach specific historical and social contexts such as the Cold War, the emergence of organised
crime and the rise of terrorism.

psychological profiling and forensic analysis

research current trends in information gathering
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity - students may explore the changing representation of gender in these texts and
the way in which the conventions of genre may be subverted through such representation.

Multicultural Education – students may explore the representation of ethnic stereotypes and
associated cultural hegemonies.
50
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Atkinson, K.
Case Histories
Capote, T.
In Cold Blood
Chandler, R.
The Big Sleep
Christie, A.
The Murder of Roger Ackroyd
Clancy, T.
The Hunt for Red October
Conan Doyle, A.
The Complete Sherlock Holmes
Connelly, M.
The Poet
Cornwell, P.
All That Remains
Corris, P.
Sleeping Dogs
Day, M.
The Life and Crimes of Harry Lavender
Deaver, J.
The Bone Collector
Deighton, L.
Game, Set and Match
Du Maurier, D.
Rebecca
Fleming, I.
From Russia with Love
Forbes, C.
The Cauldron
Forsyth, F.
The Day of the Jackal
Hammett, D.
The Maltese Falcon
Hoeg, P.
Miss Smilla’s Feeling for Snow
Ishiguro, K.
When We Were Orphans
James, P.D.
The Skull Beneath the Skin
Kaye, M. M.
Death in Kashmir
Kellerman, J.
Butchers’ Theatre
Le Carre, J.
The Constant Gardener
Lord, G.
Bones
Marsh, N.
Scales of Justice
Poe, E.A.
Murder in the Rue Morgue
Rankin, I.
Fleshmarket Close
Reichs, K.
Death du Jour
Rendell, R.
A Sight for Sore Eyes
Sebold, A.
The Lovely Bones
Simenon, G.
Maigret series
Simmons, P.
Red Leaves
Walters, M.
Scold’s Bridle
Walters, M.
The Breaker
51
Board Endorsed October 2005 - Amended December 2013
Film
Annaud, J.
The Name of the Rose (1986)
Beresford, B.
Double Jeopardy (1997)
Caton-Jones, M.
Day of the Jackal (1997)
Davies, J.
Wolf to the Slaughter (1987)
Farnham, B.
Evil Under the Sun (2001)
Greengrass, P.
The Bourne Supremacy (2004)
Hicks, S.
Snow Falling on Cedars (1999)
Hitchcock, A.
North by North-West (1959)
Hitchcock, A.
Rear Window (1954)
Hoblit, G.
Fallen (1998)
Huston, J.
The Maltese Falcon (1941)
Johnson, S.
Put On By Cunning (1990)
Liman, D.
The Bourne Identity (2002)
McTiernan, J.
The Thomas Crown Affair (1999)
McTiernan, J.
The Hunt for Red October (1990)
Minghella, A.
The Talented Mr Ripley (1999)
Reed, C.
The Third Man (1949)
Ritt, M.
The Spy Who Came In From the Cold (1965)
Television
Cracker
The Bill
Cadfael
Wire in the Blood
Law and Order
Web Sites
NSW Higher School Certificate – Crime Fiction
http://hsc.csu.edu.au/english/extension1/genre/crime_fiction/
Crimefiction.com
http://www.crimefiction.com/
Wikipedia – Crime Fiction
http://en.wikipedia.org/wiki/Crime_fiction
These were accurate at the time of publication.
52
Board Endorsed October 2005 - Amended December 2013
Cultural Contexts
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, view and listen to a range of texts from a variety of social political and economic climates,
specifically those from cultural contexts that fall outside Australia’s dominant literary discourses
and which are studied elsewhere in this course.

demonstrate an understanding of some of the social, political, literary and philosophical contexts
in which the writers operate

develop skills to critically analyse attitudes to and assumptions about culture by engaging with
texts reflecting various cultural perspectives

appreciate the innovation in techniques used by some of the writers in this unit.

appreciate that the texts will be seen in the historical, cultural and philosophical context in which
writers operate, thus developing an awareness that the interpretation of language involves
interplay between text and context
Content
Students will study:

at least two substantial texts in depth.

a variety of short stories, poetry, non-fiction writing and films that represent an authentic
perspective of the selected cultures.

the way cultural perspectives impact on literature, especially on the interrelatedness of identity,
place, history, gender and ethnicity.

the way authors manipulate technique in order to voice their opinions in the face of political
repression such as by exploring textual references and the use of recurrent symbolism and motifs
in texts.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

experiencing the expression of culture through a variety of text types

discussing and analysing concerns and issues arising from the text

viewing of suitable films either as primary texts or as exploration of matters related to the texts.

encouraging technical experimentation in student responses through innovative task types

researching a variety of sources to clarify the historical, cultural and socio-economic context of
the works.
Assessment
Ssee page 18.
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Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity – the texts studied in this unit will provide students with the opportunity to engage
with and explore the emerging roles of men and women as portrayed by authors from a range of
cultures and perspectives.

Multicultural Education – this perspective is fundamental to the unit. Texts will enable students
to gain an understanding and appreciation of the cultural perspective of the authors.
Specific Unit Resources
Novels
Allende, I.
The House of Spirits
Boll, H.
The Lost Honour of Katharina Blum
Blixen, K.
Out of Africa
Camus, A.
The Plague
Chang, J.
Wild Swans
Coetze, J.
Disgrace
Flaubert, G.
Madame Bovary
Godden, R.
Black Narcissus
Ishiguri, K.
When We Were Orphans
Lumpha, J.
Maladies
Marquez G.
One Hundred Years of Solitude
Marquez, G.
Love in the Time of Cholera
Mishima, Y.
The Sailor who Fell from Grace with the Sea
Murakami, H.
TV People
Prawer Jhabvala, R.
Heat and Dust
Roy, A.
The God of Small Things
Saadawi, N.
Woman at Point Zero
Solzhenitsyn, A.
One Day in the Life of Ivan Denisovich
Soyinka, W.
Ake The Years of Childhood
Yamasake, T.
Bonchi
Plays
Bergman, I.
The Virgin Spring
Brecht, B.
The Caucasian Chalk Circle
Chekhov, A.
The Seagull
Fugard, A.
`Statements
Film
Arau, A.
Like Water for Chocolate (1992)
Axel, G.
Babette’s Feast (1987)
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Board Endorsed October 2005 - Amended December 2013
Benigni, R.
Life is Beautiful (1997)
Berliner, A.
Ma Vie en Rose (1997)
Blair, D.
Anna Karenina (2000)
Cunningham, R.
Ghosts (1997)
Kurosawa, A.
The Seven Samurai (1954)
Malle, L.
Au Revoir les Enfants (1987)
Tati, J.
Mon Oncle (1958)
Tornatore, G.
Cinema Paradiso (1989)
Poetry by authors such as:
Baudelaire, C.
Holub, M.
Neruda, P.
Noer, A.
Po, L.
Rilke, M.
Soyinka, W.
Yevtushenko, Y.
Short stories by authors such as:
Marquez, G.G.
Maupassant, G.
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Board Endorsed October 2005 - Amended December 2013
Faith and Doubt
Value 1.0
Specific Unit Goals
This unit should enable students to:

respond critically to a range of material that deals with moral, religious and spiritual issues

explore the different contexts in which the writers operate

demonstrate an understanding of the different ways in which writers deal with issues such as
spirituality and other religious concerns in the texts.
Content
Students will study:

at least two substantial texts

texts selected from a range of prose, film, poetry, drama and short stories

a variety of texts that will provide an understanding of the historical, philosophical, intellectual,
social and cultural contexts in which the texts are placed

issues in the texts related to contemporary spirituality and religion

texts which enable students to explore the connections between their own culture and other
cultures.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

identifying various thematic concerns from a wide variety of historical periods. For example, the
debate between science and religion during the Age of Enlightenment is still relevant today.

identifying and appreciating the expression of religious issues through alternative forms of artistic
expression such as painting and music
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - students may examine religious beliefs of
various Aboriginal and Torres Strait Islander groups through research as well as through the
reading of various texts such as myths, legends and dreamtime stories.

Multicultural Education - students may understand and appreciate a range of religious beliefs and
customs associated with different cultural contexts.
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Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Bunyan, J.
Pilgrim’s Progress
Day, M.
Lambs of God
Eco, U.
The Name of the Rose
Gibran, K.
The Prophet
Greene, G.
The Power and the Glory
Hardy, T.
Jude the Obscure
Joyce, J. A.
Portrait of the Artist as a Young Man
Lewis, C.S.
Shadowlands
Moore, B.
Cold Heaven
Potok, C.
The Chosen
Plays
Eliot, T.S.
Murder in the Cathedral
Marlowe, C.
Dr. Faustus
Sophocles.
Antigone
Kenna, P.
A Hard God
Miller, A.
The Crucible
Webster, J.
The Changeling
Film
Allen, W.
Crimes and Misdeamours (1989)
Annaud, J.J.
The Name of the Rose (1986)
Arcand, D.
Jesus of Montrea1 (1990)
Attenborough, R.
Ghandi (1982)
Bennett, R.
Monsignor Quixote (1991)
Beresford, B.
Black Robe (1991)
De Mille, C.B.
The Ten Commandments (1956)
Gibson, M.
The Passion of the Christ (2004)
Gilliam, T.
The Fisher King (1991)
Jewison, N.
Agnes of God (1985)
Joffe, R.
The Mission (1986)
Koster, H.
The Robe (1953)
Norton, E.
Keeping the Faith (2000)
Scorsese, M.
The Last Temptation of Christ (1988)
Ward, V.
What Dreams May Come (1998)
Weir, P.
Witness (1985)
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Board Endorsed October 2005 - Amended December 2013
Wyler, W.
Ben Hur (1959)
Poetry by authors such as::
Amold, M.
Auden, W.H.
Blake, W.
Cowper, W.
Donne, J.
Dickinson, E.
Eliot, T.S.
Gray, T.
Hart, K.
Herbert, G.
Mitton, J.
Murray, L.
Rossetti, C
Thornas, D.
Watts, I.
Wordsworth, W.
Wright, J.
In addition, selections will be made from:
Hart, K. (ed.)
The Oxford Book of Australian Religious Verse
Murray, L.A. (ed.)
Anthology of Australian Religious Poetry
Television
Brides of Christ
Six Feet Under
Compass
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Board Endorsed October 2005 - Amended December 2013
Feature Writing and Documentary Journalism
Value 1.0
Specific Unit Goals
This unit should enable students to:

read and respond analytically, orally and in writing, to feature writing in newspapers and
magazines and critically view documentaries

develop an awareness of the influence of the medium, the publishing institutions and the
intended audience, on the nature of the communication

develop an awareness of the degree to which definitions of class, gender and race are constructed
in journalistic forms

critically assess and creatively respond to feature writing in the media.
Content
Students will study:

at least three documentaries on film and/or radio drawn from political, sports, cultural, travel
and entertainment programming

at least six examples of feature writing in newspapers and magazines drawn from political, sports,
cultural, travel and entertainment print journalism

the influence of political bias on contemporary feature writing and program making

political commentary as entertainment

the emergence of ‘reality’ and ‘infotainment’ television, radio and Internet journalism

the characteristics and purposes of feature and documentary journalism incorporating the ways in
which these purposes are conditioned by the nature of the publishing institution and the target
audience

the ways in which gender, age, race, class and political perspectives are constructed in feature
and documentary journalism.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read, view and listen to a range of appropriate feature and documentary texts

compare and contrast in speech and writing the language and techniques of a range of
appropriate written, aural and visual feature and documentary texts

create original feature and/or documentary journalism

visit newspaper offices and radio and television studios
Assessment
See page 18.
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Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Australian Education. - this perspective may be explored through an examination of the ways in
which an Australian national character is constructed and assessed in documentaries and feature
writing, and the ways in which indigenous issues and individuals are dealt with in feature and
documentary journalism. Particular emphasis will be given to the way in which race is
represented in these journalistic forms.

Gender Equity. - this perspective will be explored through the examination of the ways in which
male and female identities are created in feature writing and documentary programming and the
manner in which social and political issues of gender are treated in these journalistic forms.

Multicultural Education. - this perspective will be developed through an examination of the ways
in which documentary programming and feature writing construct national and ethnic identities
and handle the social and political issues of multiculturalism.

Language for Understanding. - this perspective will be developed through writing and speaking
for a variety of purposes and audiences.

Work Education. - this perspective will be developed through an examination of the ways in
which various forms of work are defined, reported and valued in documentaries and feature
writing.
Specific Unit Resources
Much of the course material will be drawn from current newspaper and magazine feature writing and radio
and television documentary programming. Many of the magazines and newspapers will be available in
both hard copy and on-line formats.
Newspapers and Magazines such as:
Time
Newsweek
The Bulletin
The New Yorker
Who
Hello
FHM
NW
Sports Illustrated
Inside Sport
Film
Review
Vanity Fair
New Idea
Rolling Stone
National and international broadsheet and tabloid newspapers
Television
Four Corners
The Cutting Edge
Michael Moore: The Awful Truth
The Big Picture
Australian Story
The World Around Us,
Survivor
Shipwrecked
Popstars
Backyard Blitz
The Panel
The Fat
Mediawatch
The Great Outdoors
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Board Endorsed October 2005 - Amended December 2013
Better Homes and Gardens
The Sports Factor
The Movie Show
Arts Today
Full Circle: Michael Palin
Earthbeat
Bill Bryson's Notes from a Small Island
The Media Report
The "7 Up" series
The Spirit of Things
Baseball
ICAM
Compass
Radio
This Sporting Life (Roy & HG)
Sports Magazine
Grandstand
Films
Anderson, R. and Connolly, B.
Rats in the Ranks (1996)
Cordell, M.
Year of the Dogs (1997)
Gast,L.
When We Were Kings (1996)
Graham, T.
Mabo: Life of an Island Man (1997)
Greenwald, R
Outfoxed (2004)
Moore, M.
Bowling For Columbine (2002)
CD ROMS
Australia in the Twentieth Century (CD ROM), 2001 Random House, Sydney
Web sites
Crikey.com.au
http://www.crikey.com.au
The Australian Online
http://www.theaustralian.news.com.au/
The Sydney Morning Herald Online
http://www.smh.com.au/
Journalism.org
http://www.journalism.org/
These were accurate at the time of publication.
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Other Resources
Hay, V.
The Essential Feature
Craven, P. (ed.)
The Best Australian Essays
Barton, G. (ed.)
Reportage
Barton, G. (ed.)
Travel Writing
Gutkind, L. (ed.)
Creative Nonfiction
Wolfe, T.
New Journalism
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Board Endorsed October 2005 - Amended December 2013
Film
Value 1.0
Specific Unit Goals
This unit should enable students to:

critically analyse films in their social, artistic, political and historical contexts

examine cinematic techniques and visual codes
Content
Students will study:

at least two substantial texts in depth which may include documentaries, animations, shorts and
feature films

the construction of films, including narrative structure, sound, editing, lighting and montage

directorial style
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

view texts and explore the narrative

analyse the development of film technique

study the language and techniques of film text

compare techniques and values in versions of a film made at different times

visit cinemas and television studios where appropriate

study and write scripts for visual texts

produce film

write responses in the form of reviews, reports, diaries, letters, journals, prequels, sequels and
essays
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - this unit may examine social and racial attitudes
in Australian film.

Gender Equity - students may compare and contrast the female/male roles in film.

Language for understanding - in this unit students should become familiar with the precise
language of the film industry.

Multicultural Education - students may discuss stereotype casting or authentic portrayal of
cultures in film.
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Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Film
Benigni, R.
Life is Beautiful (1997)
Brook, P.
Lord of the Flies (1963)
Campion, J.
The Piano (1993)
Curtiz, M.
Casablanca (1942)
Daldrey, S.
Billy Elliot (2000)
Faiman, P.
Crocodile Dundee(1996)
Heckerling, A.
Clueless (1995)
Hicks, S.
Snow Falling on Cedars (1999)
Hitchcock, A.
Psycho (1960)
Ivory, J.
Howard’s End (1992)
Kapur, S.
Elizabeth (1998)
Luhrmann, B.
Romeo and Juliet (1996)
Luhrmann, B.
Strictly Ballroom (1992)
Mcrath, D.
Emma (1996)
Parker, A.
The Commitments (1991)
Parker, A.
Mississippi Burning (1982)
Perkins, R.
Radiance (1998)
Raimi, S.
A Simple Plan (1998)
Reed, C.
The Third Man (1949)
Robbins, J & Wise, R
West Side Story (1961)
Schepisi, F.
The Chant of Jimmy Blacksmith (1978)
Scott, R.
Bladerunner (1992)
Sitch, R.
The Dish (2000)
Sitch, R.
The Castle (1997)
Spielberg, S.
Schindler’s List (1993)
Tornatore, G.
Cinema Paradiso (1989)
Vigne, D.
The Return of Martin Guerre (1982)
Webber, P.
Girl With A Pearl Earring (2003)
Weir, P.
The Truman Show (1998)
Weir, P.
Witness (1982)
Weir, P.
Picnic at Hanging Rock (1975)
Welles, O.
Citizen Kane (1941)
Zeffirelli, F.
The Taming of The Shrew (1967)
Zinnemann, F.
A Man For All Seasons(1966)
Zinnermann, F.
High Noon (1952)
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Board Endorsed October 2005 - Amended December 2013
Shifting Sands (6 short films by indigenous writers)
Web sites
Girl with a Pearl Earring
http://www.tchevalier.com/gwape/
Rotten Tomatoes
http://www.rottentomatoes.com/
The Internet Movie Database
http://imdb.com/
ATOM Online Shop
http://www.theeducationshop.com.au/shop/categories.asp?cID=2&c=223158
RogerEbert.com
http://www.suntimes.com/ebert/ebert_reviews/1993/12/89455omtmi
These were accurate at the time of publication.
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Board Endorsed October 2005 - Amended December 2013
Gothic and Modern Horror
Value 1.0
Specific Unit Goals
This unit should enable students to:

analyse and interpret a variety of modern and gothic horror texts in their historical contexts

gain an understanding of the conventions of the horror genre

understand the development of the genre from its origins in folklore to its present forms

show insight into the supernatural, spiritual and psychological issues explored by horror texts

consider gothic and modern horror as reflective of cultural concerns such as morality, xenophobia
and changing social orders
Content
Students will study:

at least two substantial texts in depth

a variety of short texts

the nature of evil as presented in the texts

representations of the supernatural over time

fear and its manifestation in societies over time

the subversion, through horror texts, of ethical and moral hegemonies
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

psycho-analytical games to explore archetypes

the interpretation and analysis of dreams to explore different types of horror narrative

the use of mythological invention as a literary technique in the horror genre

surveys to evaluate current social attitudes, and research into historical material to provide an
understanding of past fears
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity – students may consider representations of woman as ‘other’ or victim as well as
male archetypes.

Environment Education – students may consider philosophies current to the time such as
Pantheism and reactions to various levels of industrialisation
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Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Austen, J.
Northanger Abbey
Blatty, W.P.
The Exorcist
Bronte, C.
Jane Eyre
Bronte, E.
Wuthering Heights
Carroll, L.
Alice in Wonderland
Carroll, L.
Through the Looking Glass
Dickens, C.
A Christmas Carol
Gaiman, N.
Coraline
James, H.
The Turn of the Screw
King, S.
Misery
King, S.
Carrie
King, S.
The Shining
Seltzer, D.
The Omen
Stevenson, R.L.
Dr Jekyll and Mr Hyde
Poe, E.A.
The Complete Works
Radcliffe, A.
The Mysteries of Udolpho
Rice, A.
Interview with a Vampire
Shelley, M.
Frankenstein
Stoker, B.
Dracula
Wilde, O.
The Portrait of Dorian Gray
Wyndham, J.
Chocky
Fowles, J.
The Collector
Plays
Marlowe, C.
Dr Faustus
Webster, J.
The White Devil
Webster, J.
The Duchess of Malfi
Film
Amenabar, A.
The Others (2001)
Boyle, D.
28 Days Later (2002)
Burton, T.
Sleepy Hollow (2002)
Burton, T.
Edward Scissorhands (1990)
Burton, T.
Batman (1989)
Burton, T.
Batman Returns (1992)
Caro, M. and Jeunette, J.
The City of Lost Children (1995)
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Board Endorsed October 2005 - Amended December 2013
Ching, S.
A Chinese Ghost Story (1987)
Coppola, F.F.
Bram Stoker’s Dracula (1992)
Craven, W.
Nightmare on Elm Street (1984)
De Palma, B.
Carrie (1976)
Hitchcock, A.
The Birds (1963)
Hitchcock, A.
Psycho (1960)
Jackson, P.
The Frighteners (1996)
Jordan, N.
Interview with a Vampire (1994)
Kelly, R.
Donnie Darko (2001)
Kiersch, F.
The Children of the Corn (1984)
Landis, J.
American Werewolf in London (1981)
Minghella, A.
Truly, Madly, Deeply (1991)
Myrick, D. and Sanchez, E. The Blair Witch Project (1999)
Natali, V.
Cube (1997)
Norrington, S.
Blade (1998)
Norrington, S.
The League of Extraordinary Gentlemen (2003)
Popys, A.
The Crow (1994)
Popys, A.
Dark City (1998)
Romero, G.A.
Dawn of the Dead (1978)
Romero, G.A.
The Night of the Living Dead (1968)
Schumacher, J.
The Lost Boys (1987)
Speilberg, S.
Jaws (1975)
Shyalaman, M.N.
The Sixth Sense (1999)
Shyalaman, M N.
The Village (2004)
Verbinski, G.
The Ring (2002)
Wiesman, L.
Underworld (2003)
Whale, J.
Frankenstein (1931)
Wan, J. and Legh, W.
Saw (2004)
Wright, E.
Shaun of the Dead (2004)
Poetry by authors such as:
Blake, W.
Coleridge, S.T.
Spenser, E.
Short stories by authors such as:
Bierce, A.
De Maurier, D.
Brothers Grimm
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Board Endorsed October 2005 - Amended December 2013
Irving, W.
Jackson, S.
Jacobs, W.W.
James, M.R.
Lovecraft, H.P.
Machen, A.
Le Fanu, J.S.
Television
The X-Files
Twin Peaks
Buffy the Vampire Slayer
Angel
The Twilight Zone
Tales from the Crypt
Alfred Hitchcock Presents…
Carnivale
Stephen King’s Kingdom Hospital
Graphic Novels
Gaiman, N.
Sandman
Moore, A.
From Hell
Moore, A.
Swamp Thing
Moore, A.
The League of Extraordinary Gentlemen
Other Resources
Vinson, James Ed. Twentieth Century Gothic and Romance Writers Macmillan, Sydney 1982
Websites
Gothic Literature Page
http://members.aol.com/iamudolpho/basic.html
Horror.com
www.horror.com
Horror.net
www.horror.net
Horror Writers Association
www.horror.org
The Female Gothic – An Introduction
www.engl.virginia.edu/enec981/group/ami.intro.htm
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Board Endorsed October 2005 - Amended December 2013
Images of Sport
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, view, discuss and respond critically to texts in which sport and issues related to sport are
examined

examine the construction of racial, cultural, sexual and other identities through sport

explore the attitudes that make sport a significant part of contemporary society

explore the language of sport.
Content
Students will study:

at least two substantial texts

a selection from novels, plays, poetry, television productions, short stories, print journalism,
biography, autobiography and film

issues related to sport such as ethics, racism, the nature of power, drugs, advertising, identity,
professionalism, the values of sport, the individual and competition

the language that is used to report and reflect on sport.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

invite visiting speakers, and going on excursions (e.g. to the AIS)

draw on students’ own engagement with sport
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - this perspective will be addressed by examining
the part played by sport in the lives of indigenous Australians, with attention being paid to the
examination of racism in sport

Australian Education - this perspective will be explored through an analysis of the importance of
sport in shaping our attitudes, values and traditions

Gender Equity - this perspective will be addressed through discussions about the identities of
men and women as developed in the texts and the use of stereotypes in sports writing

Multicultural Education - this perspective will be developed through a comparison of aspects of
national identity and national sports

Work Education - this perspective will be developed by providing opportunities to reflect on
professionalism in sport and to examine sports based careers.
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Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels and Prose
Armstrong, L.
It’s Not About the Bike
Bennet, W.
Don’t Die with the Music in You
Blucher, M.
Perfect Union
Duder, T.
Alex: The Making of a Champion
Hemingway, E.
Death in the Afternoon
Hornby, N.
Picador Book of Sports Writing
Hornby, N.
Fever Pitch
Masters, R.
Inside League
Malamud, B.
The Natural
Rose, P.
The Rose Boys
Sillitoe, A.
The Loneliness of the Long Distance Runner
Plays
Hopgood, A.
The Big Men Fly
Williamson, D.
The Club
Film
Mann, M.
Ali (2001)
Avildsen, J
Rocky (1976)
Chadha, G.
Eastwood, C.
Evans, D.
Bend It Like Beckham (2002)
Million Dollar Baby (2004)
Fever Pitch (1997))
Gast, L.
When We Were Kings (1996)
Hudson, H.
Chariots of Fire (1981)
Jewison, N.
Lawrence, D.
Levinson, B.
Hurricane (1999)
Bodyline (1984)
The Natural (1984)
Luhrmann, B.
Marshall, P.
Moloney,P.
Mulcahy, R.
Raimi, S.
Strictly Ballroom (1992)
A League of their Own (1992)
Crackerjack (2002)
Swimming Upstream (2003)
For the Love of the Game (1999)
Robinson,P.
Ross, G.
Rossen, R.
Sayles, J.
Scorsese, M.
Shelton, R.
Shelton, R.
Sheridan, J.
Stone, O.
Field of Dreams (1989)
Sea Biscuit (2003)
The Hustler (1961)
Eight Men Out (1988)
Raging Bull (1980)
Bull Durham (1988)
Tin Cup (1996)
The Boxer (1997)
Any Given Sunday (1999)
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Board Endorsed October 2005 - Amended December 2013
Turteltaub, J.
Van Sant, G.
Cool Runnings (1993)
Finding Forrester (2000)
Yakin, B.
Remember the Titans (2000)
Television
The Draft
The Games
The Dream
Sports Tonight
Magazines
Tracks
Sports Illustrated
Inside Sport
Alpha
Websites
The Sport Literature Association
www.uta.edu/english/sla/
Scholarly Sport Sites
www.ucalgary.ca/library/ssportsite/photopub.html
Picture Australia
www.pictureaustralia.org
Australian Sports Drug Agency
www.asda.org.au
World Anti-Doping Agency
www.wada-ama.org
The Official Website of the Olympic Movement
www.olympic.org
Australian Sports Commission
www.ausport.gov.au
72
Board Endorsed October 2005 - Amended December 2013
Images of War
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, view, listen and respond critically to a variety of texts concerned with the issues of war,
conflict and peace

discuss and analyse the historical and social contexts of the texts studied

critically appraise the material encountered, recognising bias and the ways literature is used for
propaganda

demonstrate an understanding of different perspectives offered in texts studied
Content
Students will study:

at least two substantial texts in depth

a variety of written, oral and visual texts such as novels, diaries, letters, plays, poetry, short
stories, feature and documentary film, television programs, memoirs, articles, artworks, speeches,
cartoons, oral accounts, posters, songs and lyrics in which experiences of war, conflict and peace
and issues relating to these experiences are presented

the historical and social context of the texts studied

the relationship between experience, values and attitudes by exploring and selecting sources
which represent a variety of perspectives.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

invite speakers from the community to provide different perspectives on war and peace, eg. a
Holocaust survivor or speaker from the Australian Jewish Museum, a Vietnam veteran, a
peacekeeper in East Timor or The Solomons.

research the historical events, social, cultural and political forces which shape and influence texts
pertaining to war and peace

utilise library resources, Screensound Australia, The National Gallery and The National Museum of
Australia. The Australian War Memorial’s ‘War Poetry’ program, visits to their discovery room,
research centre and galleries are also recommended, DVA websites

respond to audio-visual material such as film, music, documentaries, speeches, posters and
artwork including material available on CD-Rom and the Internet

prepare and present responses to chosen texts with emphasis on recognition of bias, propaganda
and the critical appraisal of writers’ attitudes and reactions to war and peace issues.
Assessment
See page 18.
73
Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environmental Education - the environmental impact of war, the consequences for the survivors
and the long-term consequences will be explored.

Multicultural Education - students’ cultural backgrounds and interests may influence the selection
of written and visual texts studied. The impact of war, conflict and peace on a variety of cultures
and on individuals within our society, will be examined

Language for Understanding - concepts and terminology specific to the study of human responses
to war and peace may be developed by such strategies as word webs, comprehension at a variety
of levels of understanding, small group presentations and debates.
Specific Unit Resources
Novels
Ballard, J.G.
Empire of the Sun
Barker, P.
Regeneration
Coe, M.
Windraydre – a Wiradiuri Koori
Coerr, E.
Sadake and the Thousand Paper Cranes
Du Gain. M.
The Officers’ Ward
Gamage, B.
The Broken Years
Brecht, B.
Mother Courage and her Children
Clarke, J.
Changi
Misto, J.
The Shoe-Horn Sonata
Ross, K.
Breaker Morant
Shakespeare, W.
Henry V
Goldsmith, B.
The Girls They Left Behind
Graves, R.
Goodbye to all that
Heller, J.
Catch 22
Hemingway, E.
A Farewell to Arms
Hersey, J.
Hiroshima
Homer
The Iliad
Keneally, T.
Schindler’s Ark
Malouf, D.
The Great World
Malouf, D.
Fly Away Peter
O’Brien, T.
The Things They Carried
O’Brien, T.
The Lake of the Woods
Remarque, J.M.
All Quiet on the Western Front
Sassoon. S.
Memoirs of an Infantry Officer
Weisel, E.
Night
Wombell, P.
Battle Passchendaele, 1917
74
Board Endorsed October 2005 - Amended December 2013
Yolen, J.
Briar Rose
Film
Annaud, J.
M.A.S.H. (2001)
Attenborough, R.
Cry Freedom (1987)
Attenborough, R.
Gandhi (1982)
Attenborough, R.
Oh, What a Lovely War (1969)
Barmak, S.
Osama (2003)
Beresford, B.
Breaker Morant (1980)
Beresford, B.
Paradise Road (1997)
Benigni, R.
Life is Beautiful (1997)
Emmerich, R.
The Day After Tomorrow (2004)
Holland, A.
Europa, Europa (1990)
Jeunet, J.
A Very Long Engagement (2004)
Joffe, R.
The Killing Fields (1984)
Jordan, N.
Michael Collins (1996)
Lean , D.
Bridge Over the River Kwai (1957)
Levinson, B.
Good Morning Vietnam (1988)
Malick, T.
The Thin Red Line (1988)
Makhmalbaf, M.
Kandahar (2001)
Milestone, L.
All Quiet on the Western Front (1930)
Minghella, A.
Cold Mountain (2003)
Polanski, R.
The Pianist (2002)
Schaffner, F.
Patton (1970)
Spielberg, S.
Schindler’s List (1993)
Spielberg, S.
Saving Private Ryan (1998)
Stone, O.
Born on the Fourth of July (1989)
Sturges, J.
The Great Escape (1963)
Weir, P.
Gallipoli (1981)
Zwick, E.
Glory (1989)
Poetry by authors such as:
Brooke, R.
Dawe, B.
Graves, R.
Owen, W.
Rosenberg, I.
Thomas, E.
75
Board Endorsed October 2005 - Amended December 2013
Anthologies
Peace and War: a collection of poems
Minds at War
Out in the Dark
Shadows from Wire
Scars upon my Heart: women’s poetry and verse from WW1.
Web sites
Australians at War
www.australiansatwar.gov.au
Department of Veterans Affairs
www.dva.gov.au
War Poems and Manuscripts of Wilfred Owen
http://www.hcu.ox.ac.uk/jtap/warpoems.htm
Documenting the American South
http://docsouth.unc.edu/southlit/civilwar.html
The Literature of the Vietnam War
http://www.cofc.edu/VietnamRetro/farrell.html
Winning Writers.com
http://www.winningwriters.com/resources/poetryofwar.htm
First World War Links
http://www.oucs.ox.ac.uk/ltg/projects/jtap/links/
These were accurate at the time of publication.
76
Board Endorsed October 2005 - Amended December 2013
Images of War a
Value 0.5
This is the underlying unit to Images of War 1.0. Different texts must be studied in Images of War a 0.5 and
Images of War b 0.5.
Specific Unit Goals
This unit should enable students to:

read, view, listen and respond critically to a variety of texts concerned with the issues of war,
conflict and peace

discuss and analyse the historical and social contexts of the texts studied

critically appraise the material encountered, recognising bias and the ways literature is used for
propaganda

demonstrate an understanding of different perspectives offered in texts studied
Content
Students will study:

at least one substantial text in depth

a variety of written, oral and visual texts such as novels, diaries, letters, plays, poetry, short
stories, feature and documentary film, television programs, memoirs, articles, artworks, speeches,
cartoons, oral accounts, posters, songs and lyrics in which experiences of war, conflict and peace
and issues relating to these experiences are presented

the historical and social context of the texts studied

the relationship between experience, values and attitudes by exploring and selecting sources
which represent a variety of perspectives.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

invite speakers from the community to provide different perspectives on war and peace, eg. a
Holocaust survivor or speaker from the Australian Jewish Museum, a Vietnam veteran, a
peacekeeper in East Timor or The Solomons.

research the historical events, social, cultural and political forces which shape and influence texts
pertaining to war and peace

utilise library resources, Screensound Australia, The National Gallery and The National Museum of
Australia. The Australian War Memorial’s ‘War Poetry’ program, visits to their discovery room,
research centre and galleries are also recommended, DVA websites

respond to audio-visual material such as film, music, documentaries, speeches, posters and
artwork including material available on CD-Rom and the Internet

prepare and present responses to chosen texts with emphasis on recognition of bias, propaganda
and the critical appraisal of writers’ attitudes and reactions to war and peace issues.
Assessment
See page 18.
77
Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environmental Education - the environmental impact of war, the consequences for the survivors
and the long-term consequences will be explored.

Multicultural Education - students’ cultural backgrounds and interests may influence the selection
of written and visual texts studied. The impact of war, conflict and peace on a variety of cultures
and on individuals within our society, will be examined

Language for Understanding - concepts and terminology specific to the study of human responses
to war and peace may be developed by such strategies as word webs, comprehension at a variety
of levels of understanding, small group presentations and debates.
Specific Unit Resources
Novels
Ballard, J.G.
Empire of the Sun
Barker, P.
Regeneration
Coe, M.
Windraydre – a Wiradiuri Koori
Coerr, E.
Sadake and the Thousand Paper Cranes
Du Gain. M.
The Officers’ Ward
Gamage, B.
The Broken Years
Brecht, B.
Mother Courage and her Children
Clarke, J.
Changi
Misto, J.
The Shoe-Horn Sonata
Ross, K.
Breaker Morant
Shakespeare, W.
Henry V
Goldsmith, B.
The Girls They Left Behind
Graves, R.
Goodbye to all that
Heller, J.
Catch 22
Hemingway, E.
A Farewell to Arms
Hersey, J.
Hiroshima
Homer
The Iliad
Keneally, T.
Schindler’s Ark
Malouf, D.
The Great World
Malouf, D.
Fly Away Peter
O’Brien, T.
The Things They Carried
O’Brien, T.
The Lake of the Woods
Remarque, J.M.
All Quiet on the Western Front
Sassoon. S.
Memoirs of an Infantry Officer
Weisel, E.
Night
Wombell, P.
Battle Passchendaele, 1917
78
Board Endorsed October 2005 - Amended December 2013
Yolen, J.
Briar Rose
Film
Annaud, J.
M.A.S.H. (2001)
Attenborough, R.
Cry Freedom (1987)
Attenborough, R.
Gandhi (1982)
Attenborough, R.
Oh, What a Lovely War (1969)
Barmak, S.
Osama (2003)
Beresford, B.
Breaker Morant (1980)
Beresford, B.
Paradise Road (1997)
Benigni, R.
Life is Beautiful (1997)
Emmerich, R.
The Day After Tomorrow (2004)
Holland, A.
Europa, Europa (1990)
Jeunet, J.
A Very Long Engagement (2004)
Joffe, R.
The Killing Fields (1984)
Jordan, N.
Michael Collins (1996)
Lean , D.
Bridge Over the River Kwai (1957)
Levinson, B.
Good Morning Vietnam (1988)
Malick, T.
The Thin Red Line (1988)
Makhmalbaf, M.
Kandahar (2001)
Milestone, L.
All Quiet on the Western Front (1930)
Minghella, A.
Cold Mountain (2003)
Polanski, R.
The Pianist (2002)
Schaffner, F.
Patton (1970)
Spielberg, S.
Schindler’s List (1993)
Spielberg, S.
Saving Private Ryan (1998)
Stone, O.
Born on the Fourth of July (1989)
Sturges, J.
The Great Escape (1963)
Weir, P.
Gallipoli (1981)
Zwick, E.
Glory (1989)
Poetry by authors such as:
Brooke, R.
Dawe, B.
Graves, R.
Owen, W.
Rosenberg, I.
Thomas, E.
79
Board Endorsed October 2005 - Amended December 2013
Anthologies
Peace and War: a collection of poems
Minds at War
Out in the Dark
Shadows from Wire
Scars upon my Heart: women’s poetry and verse from WW1.
Web sites
Australians at War
www.australiansatwar.gov.au
Department of Veterans Affairs
www.dva.gov.au
War Poems and Manuscripts of Wilfred Owen
http://www.hcu.ox.ac.uk/jtap/warpoems.htm
Documenting the American South
http://docsouth.unc.edu/southlit/civilwar.html
The Literature of the Vietnam War
http://www.cofc.edu/VietnamRetro/farrell.html
Winning Writers.com
http://www.winningwriters.com/resources/poetryofwar.htm
First World War Links
http://www.oucs.ox.ac.uk/ltg/projects/jtap/links/
These were accurate at the time of publication.
80
Board Endorsed October 2005 - Amended December 2013
Images of War b
Value 0.5
This is the underlying unit to Images of War 1.0. Different texts must be studied in Images of War a 0.5 and
Images of War b 0.5.
Specific Unit Goals
This unit should enable students to:

read, view, listen and respond critically to a variety of texts concerned with the issues of war,
conflict and peace

discuss and analyse the historical and social contexts of the texts studied

critically appraise the material encountered, recognising bias and the ways literature is used for
propaganda

demonstrate an understanding of different perspectives offered in texts studied
Content
Students will study:

at least one substantial text in depth

a variety of written, oral and visual texts such as novels, diaries, letters, plays, poetry, short
stories, feature and documentary film, television programs, memoirs, articles, artworks, speeches,
cartoons, oral accounts, posters, songs and lyrics in which experiences of war, conflict and peace
and issues relating to these experiences are presented

the historical and social context of the texts studied

the relationship between experience, values and attitudes by exploring and selecting sources
which represent a variety of perspectives.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

invite speakers from the community to provide different perspectives on war and peace, eg. a
Holocaust survivor or speaker from the Australian Jewish Museum, a Vietnam veteran, a
peacekeeper in East Timor or The Solomons.

research the historical events, social, cultural and political forces which shape and influence texts
pertaining to war and peace

utilise library resources, Screensound Australia, The National Gallery and The National Museum of
Australia. The Australian War Memorial’s ‘War Poetry’ program, visits to their discovery room,
research centre and galleries are also recommended, DVA websites

respond to audio-visual material such as film, music, documentaries, speeches, posters and
artwork including material available on CD-Rom and the Internet

prepare and present responses to chosen texts with emphasis on recognition of bias, propaganda
and the critical appraisal of writers’ attitudes and reactions to war and peace issues.
Assessment
See page 18.
81
Board Endorsed October 2005 - Amended December 2013
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environmental Education - the environmental impact of war, the consequences for the survivors
and the long-term consequences will be explored.

Multicultural Education - students’ cultural backgrounds and interests may influence the selection
of written and visual texts studied. The impact of war, conflict and peace on a variety of cultures
and on individuals within our society, will be examined

Language for Understanding - concepts and terminology specific to the study of human responses
to war and peace may be developed by such strategies as word webs, comprehension at a variety
of levels of understanding, small group presentations and debates.
Specific Unit Resources
Novels
Ballard, J.G.
Empire of the Sun
Barker, P.
Regeneration
Coe, M.
Windraydre – a Wiradiuri Koori
Coerr, E.
Sadake and the Thousand Paper Cranes
Du Gain. M.
The Officers’ Ward
Gamage, B.
The Broken Years
Brecht, B.
Mother Courage and her Children
Clarke, J.
Changi
Misto, J.
The Shoe-Horn Sonata
Ross, K.
Breaker Morant
Shakespeare, W.
Henry V
Goldsmith, B.
The Girls They Left Behind
Graves, R.
Goodbye to all that
Heller, J.
Catch 22
Hemingway, E.
A Farewell to Arms
Hersey, J.
Hiroshima
Homer
The Iliad
Keneally, T.
Schindler’s Ark
Malouf, D.
The Great World
Malouf, D.
Fly Away Peter
O’Brien, T.
The Things They Carried
O’Brien, T.
The Lake of the Woods
Remarque, J.M.
All Quiet on the Western Front
Sassoon. S.
Memoirs of an Infantry Officer
Weisel, E.
Night
Wombell, P.
Battle Passchendaele, 1917
82
Board Endorsed October 2005 - Amended December 2013
Yolen, J.
Briar Rose
Film
Annaud, J.
M.A.S.H. (2001)
Attenborough, R.
Cry Freedom (1987)
Attenborough, R.
Gandhi (1982)
Attenborough, R.
Oh, What a Lovely War (1969)
Barmak, S.
Osama (2003)
Beresford, B.
Breaker Morant (1980)
Beresford, B.
Paradise Road (1997)
Benigni, R.
Life is Beautiful (1997)
Emmerich, R.
The Day After Tomorrow (2004)
Holland, A.
Europa, Europa (1990)
Jeunet, J.
A Very Long Engagement (2004)
Joffe, R.
The Killing Fields (1984)
Jordan, N.
Michael Collins (1996)
Lean , D.
Bridge Over the River Kwai (1957)
Levinson, B.
Good Morning Vietnam (1988)
Malick, T.
The Thin Red Line (1988)
Makhmalbaf, M.
Kandahar (2001)
Milestone, L.
All Quiet on the Western Front (1930)
Minghella, A.
Cold Mountain (2003)
Polanski, R.
The Pianist (2002)
Schaffner, F.
Patton (1970)
Spielberg, S.
Schindler’s List (1993)
Spielberg, S.
Saving Private Ryan (1998)
Stone, O.
Born on the Fourth of July (1989)
Sturges, J.
The Great Escape (1963)
Weir, P.
Gallipoli (1981)
Zwick, E.
Glory (1989)
Poetry by authors such as:
Brooke, R.
Dawe, B.
Graves, R.
Owen, W.
Rosenberg, I.
Thomas, E.
83
Board Endorsed October 2005 - Amended December 2013
Anthologies
Peace and War: a collection of poems
Minds at War
Out in the Dark
Shadows from Wire
Scars upon my Heart: women’s poetry and verse from WW1.
Web sites
Australians at War
www.australiansatwar.gov.au
Department of Veterans Affairs
www.dva.gov.au
War Poems and Manuscripts of Wilfred Owen
http://www.hcu.ox.ac.uk/jtap/warpoems.htm
Documenting the American South
http://docsouth.unc.edu/southlit/civilwar.html
The Literature of the Vietnam War
84
Board Endorsed October 2005 - Amended December 2013
Independent Study
Value 1.0
Specific Unit Goals
This unit should enable students to:

demonstrate independence in research and analysis

develop responsibility for, and reflection on, their own learning processes

synthesise ideas

critically appraise and analyse texts.
Content
Students will study:

at least two substantial texts

a topic derived from English studies and negotiated with a supervising teacher. (areas of study
could focus on a particular author, genre, period of literature or on a language study such as the
impact of technological language in young adult texts.)
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

meeting regularly with supervising teacher to discuss study plans and progress

maintaining a journal in which students record activities related to their study and, in which, they
reflect on their learning

discussing in small groups and seminars so that students can exchange and refine ideas

drafting a course a study and finding appropriate resources.
Assessment
See page 18.
Across Curriculum Perspectives
Across Curriculum Perspectives for this unit will depend on the negotiated study activities. Any or all of the
perspectives could be addressed.
Specific Unit Resources
There are no specific unit resources for this unit.
85
Board Endorsed October 2005 - Amended December 2013
Journeys and Quests
Value 1.0
Specific Unit Goals
This unit should enable students to:

critically read, view and respond to a variety of written and visual texts dealing with journeys and
quests, literal and metaphorical

understand the transformation often associated with journeys

gain an understanding of the concept of journey and its origins

gain an understanding of the classic tradition of the epic hero

respond with insight and clarity to selected texts.
Content
Students will study:

at least two substantial texts in depth such as a novel, a play or one epic poem

a selection of material such as poetry, short stories, legends, songs, oral histories, films, comics
and television

the concept of a journey, whether as a personal challenge or a physical journey

the concept of a traditional quest in the Christian tradition of a search for nobility and goodness.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

view films and television pertaining to journeys and quests

conduct research into journey and quest writing

present dramatic interpretations and adaptations of texts, emphasising the journey

discuss in class the varying layers in a journey, physical, psychological or spiritual
Assessment
See page 18 for additional assessment advice.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Straight Islander Education - this perspective may be addressed through
the notion of journey as explored in Dreamtime stories.

Australian Education - texts may be used which deal with the concept of journey in Australia’s
history and the formation of the Australian identity.

Multicultural Education - this will be addressed by examining the different cultural backgrounds
of the characters in the texts.
86
Board Endorsed October 2005 - Amended December 2013
Specific Unit Resources
Novels
Allende, I.
Paula
Brink A.
An Instant on the Wind
Carey, P
Oscar and Lucinda.
Conrad, J.
Heart of Darkness
Forster, E.M.
A Passage to India
Heaney S.[ trans]
Beowulf
Hearn, L.
Across the Nightingale Floor
Hemingway E.
The Old Man and the Sea
Hillary, E.
View from the Summit
Johnson G.
My Brother Jack
Kerr-Conway, J.
The Road from Coorain
Lee, L.
As I Walked Out One Midsummer Morning
Mallory, T
Morte d’Arthur.
Niland, D.
The Shiralee.
Skrzynecki, P.
The Garden of Sparrows
Swift, J.
Gulliver’s Travels
Steinbeck, J.
The Grapes of Wrath
Theroux, P.
The Great Railway Bazaar
Tolkien, J.R.
The Lord of the Rings
Winton, T.
The Riders
Plays
Gow, M.
Away
Nowra, L.
Cosi
Russell, W.
Educating Rita
Russell, W.
Our Day Out
Schaffer, P.
Equus
Schaffer, P.
Amadeus
Shakespeare, W.
King Lear
Shakespeare, W.
The Tempest
Sophocles
Oedipus Rex
87
Board Endorsed October 2005 - Amended December 2013
Film
Arall, A.
Like Water for Chocolate (1992)
Benigni, R.
Life is Beautiful (1997)
Darabont, F.
The Green Mile (1999)
Elliot, S.
The Adventures of Priscilla, Queen of the Desert (1994)
Hopper, D.
Easy Rider (1969)
Howard, R.
A Beautiful Mind (2001)
Lee, A.
Crouching Tiger, Hidden Dragon (2000)
Macdonald, K.
Touching the Void (2003)
Mendes, S.
American Beauty (1999)
Mendes, S.
The Road to Perdition (2002)
Noyce, P.
Rabbit-Proof Fence (2002)
Salles, W.
Central Station (1998)
Salles, W.
Motorcycle Diaries (2004)
Spielberg, S.
Amistad (1997)
Tylwer, T.
Run Lola, Run (1998)
Zemeckis, R.
Contact (1997)
Zemeckis, R.
Castaway (2000)
Poetry by authors such as:
Chaucer, G.
Coleridge, S.T.
Dawe, B.
Eliot, T.S.
Frost, R.
Heaney, S.
Homer
Plath, S.
Pope, A.
Skrzynecki, P.
Tennyson, A.
Web sites
Becoming American: The Chinese Experience
http://www.pbs.org/becomingamerican/ap_pjourneys.html
These were accurate at the time of publication.
88
Board Endorsed October 2005 - Amended December 2013
Life Stories
Value 1.0
Specific Unit Goals
This unit should enable students to:

develop a critical understanding of the construction and convention of biographies and
autobiographies

assess a range of biographical and autobiographical texts to gain an insight into the genre.

discuss and analyse the popularity of biographical and autobiographical texts
Content
Students will study:

at least two substantial texts in depth such as a biography or autobiography and a film study

a selection of shorter writings such as letters, memoirs, essays, documentaries and speeches and
material from other sources, such as the Internet.

writers’ motivations for constructing biographical texts

concepts such as fact, truth, bias, assumption, perspective, empathy, cathartic experience.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

respond analytically and creatively in oral and written modes to biographies and autobiographies

read widely from non-fiction material as a basis for discussion and comparison

discuss in class and small groups differing perceptions of biographical texts

research the various issues and/or historical situations presented in the literature studied

write own autobiographies and others’ biographies

listen to guest speakers telling their life stories or describing the process of writing life stories

identify possible aims of biographers by researching the background of writers

write life stories for publication in the college year book or literary magazine
Assessment
See page 18.
Across Curriculum Perspectives




Aboriginal and Torres Strait Islander Education - this perspective will be addressed by reading
and discussing the life stories of indigenous Australians in order to gain a better understanding of
their experiences and cultures.
Australian Education - biographies and autobiographies will enable students to appreciate and
evaluate the nature of Australian society, its influences and its diversity.
Gender Equity - the changing roles of men and women in our society will be explored through
reading and viewing texts which challenge the stereotyping of gender roles
Multicultural Education - students will study a range of texts written by and about individuals
from varying cultural backgrounds in order to gain an appreciation of the diversity of the human
experience.
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Specific Unit Resources
Novels and Prose
Allende, P.
Paula
Angelou, M.
The Heart of a Woman
Boswell, J.
Life of Johnson
Cunxin, L.
Mao’s Last Dancer
de Beauvoir, S.
A Very Easy Death
Delaney Sisters
Having our Say: The Delaney Sisters First 100 Years
Diver, S.
Never Tell Me Never
Dunlop, E.
War Diaries
Facey, A.
A Fortunate Life
Frame, J.
An Angel at my Table
Gallmann, K.
I Dreamed of Africa
McBride, J.
The Color of Water
Macourt, F.
Angela’s Ashes
Malcolm X
Autobiography of Malcolm X
Mandela, N.
The Long Walk to Freedom
Morgan, S.
My Place
Mortimer, J.
Clinging to the Wreckage
Ondaatje, M.
Running in the Family
Park, R.
A Fence Around the Cuckoo
Park, R.
Fishing in the Styx
Peltier, S.
My Life is my Sun Dance
Pepys, S.
Diaries
Plath, S.
The Bell Jar
Prejean, H.
Dead Man Walking
Reimer, A.
Inside, Outside
Saroyan, N.
The Human Comedy
Stewart, M.
Autobiography of My Mother
Ten Boom, C.
The Hiding Place
Weisel, E.
Night
Yen Mah, A.
Falling Leaves
Plays
Brecht, B.
Galileo
Purcell, L
Box the Pony
Shaffer, P.
Amadeus
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Film
Apted, M.
Gorillas in the Mist (1988)
Attenborough , R.
Gandhi (1982)
Attenborough , R.
Shadowlands (1993)
Attenborough , R.
Cry Freedom (1987)
Avildsen, J.G.
The Power of One (1992)
Ellis, B.
Nostradamis Kid (1993)
Gast, L.
When We Were Kings (1996)
Gilbert, B.
Not Without my Daughter (1991)
Hicks, S.
Shine (1996)
Jewison, N.
The Hurricane (1999)
Kaine,H.
The Diary of Anne Frank Part II (1998)
Robbins, T.
Dead Man Walking (1995)
Sheridan, J.
In the Name of the Father (1993)
Sheridan, J.
My Left Foot (1989)
Stevens, G.
The Diary of Anne Frank (1959)
Poetry by authors such as:
Dawe, B.
Murray, L.
Plath, S.
Television
Australian Story
Web Sites
Biographies
http://www.biography.com/
Lives: the Biography Resource
http://amillionmivews.com/
The Book Of Gods, Goddesses, Heroes and Figures from Mythology
http://www.cybercom.net
Your Life stories
http://www.your-life-your-story.com/autobiography.html
An Average Australian’s Diary
http://www. toxiccustaard.com/diary/
The Secret Diary of Bill Gates
http://www.tiac.net/users/billg40/
Civil War Era Diary
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http://www.pages.prodigy.com/GA//daddyof3/diary.html
These were correct at the time of publication.
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Life Stories a
Value 0.5
Specific Unit Goals
This unit should enable students to:

develop a critical understanding of the construction and convention of biographies and
autobiographies

assess a range of biographical and autobiographical texts to gain an insight into the genre.

discuss and analyse the popularity of biographical and autobiographical texts
Content
Students will study:

at least one substantial texts in depth such as a biography or autobiography and a film study

a selection of shorter writings such as letters, memoirs, essays, documentaries and speeches and
material from other sources, such as the Internet.

writers’ motivations for constructing biographical texts

concepts such as fact, truth, bias, assumption, perspective, empathy, cathartic experience.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

respond analytically and creatively in oral and written modes to biographies and autobiographies

read widely from non-fiction material as a basis for discussion and comparison

discuss in class and small groups differing perceptions of biographical texts

research the various issues and/or historical situations presented in the literature studied

write own autobiographies and others’ biographies

listen to guest speakers telling their life stories or describing the process of writing life stories

identify possible aims of biographers by researching the background of writers

write life stories for publication in the college year book or literary magazine
Assessment
See page 18.
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Across Curriculum Perspectives




Aboriginal and Torres Strait Islander Education - this perspective will be addressed by reading
and discussing the life stories of indigenous Australians in order to gain a better understanding of
their experiences and cultures.
Australian Education - biographies and autobiographies will enable students to appreciate and
evaluate the nature of Australian society, its influences and its diversity.
Gender Equity - the changing roles of men and women in our society will be explored through
reading and viewing texts which challenge the stereotyping of gender roles
Multicultural Education - students will study a range of texts written by and about individuals
from varying cultural backgrounds in order to gain an appreciation of the diversity of the human
experience.
Specific Unit Resources
Novels and Prose
Allende, P.
Paula
Angelou, M.
The Heart of a Woman
Boswell, J.
Life of Johnson
Cunxin, L.
Mao’s Last Dancer
de Beauvoir, S.
A Very Easy Death
Delaney Sisters
Having our Say: The Delaney Sisters First 100 Years
Diver, S.
Never Tell Me Never
Dunlop, E.
War Diaries
Facey, A.
A Fortunate Life
Frame, J.
An Angel at my Table
Gallmann, K.
I Dreamed of Africa
McBride, J.
The Color of Water
Macourt, F.
Angela’s Ashes
Malcolm X
Autobiography of Malcolm X
Mandela, N.
The Long Walk to Freedom
Morgan, S.
My Place
Mortimer, J.
Clinging to the Wreckage
Ondaatje, M.
Running in the Family
Park, R.
A Fence Around the Cuckoo
Park, R.
Fishing in the Styx
Peltier, S.
My Life is my Sun Dance
Pepys, S.
Diaries
Plath, S.
The Bell Jar
Prejean, H.
Dead Man Walking
Reimer, A.
Inside, Outside
Saroyan, N.
The Human Comedy
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Stewart, M.
Autobiography of My Mother
Ten Boom, C.
The Hiding Place
Weisel, E.
Night
Yen Mah, A.
Falling Leaves
Plays
Brecht, B.
Galileo
Purcell, L
Box the Pony
Shaffer, P.
Amadeus
Film
Apted, M.
Gorillas in the Mist (1988)
Attenborough , R.
Gandhi (1982)
Attenborough , R.
Shadowlands (1993)
Attenborough , R.
Cry Freedom (1987)
Avildsen, J.G.
The Power of One (1992)
Ellis, B.
Nostradamis Kid (1993)
Gast, L.
When We Were Kings (1996)
Gilbert, B.
Not Without my Daughter (1991)
Hicks, S.
Shine (1996)
Jewison, N.
The Hurricane (1999)
Kaine,H.
The Diary of Anne Frank Part II (1998)
Robbins, T.
Dead Man Walking (1995)
Sheridan, J.
In the Name of the Father (1993)
Sheridan, J.
My Left Foot (1989)
Stevens, G.
The Diary of Anne Frank (1959)
Poetry by authors such as:
Dawe, B.
Murray, L.
Plath, S.
Television
Australian Story
Web Sites
Biographies
http://www.biography.com/
Lives: the Biography Resource
http://amillionmivews.com/
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The Book Of Gods, Goddesses, Heroes and Figures from Mythology
http://www.cybercom.net
Your Life stories
http://www.your-life-your-story.com/autobiography.html
An Average Australian’s Diary
http://www. toxiccustaard.com/diary/
The Secret Diary of Bill Gates
http://www.tiac.net/users/billg40/
Civil War Era Diary
http://www.pages.prodigy.com/GA//daddyof3/diary.html
These were correct at the time of publication.
96
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Literary Perspectives
Value 1.0
Specific Unit Goals
This unit should enable students to:

interpret and critically respond to a variety of literary texts

respond orally and in writing to the way language is shaped and constrained by the user’s
attitudes, context, purpose and sense of audience

use language appropriately to control complex subject matter in their writing and speaking

extend their writing skills though analytical and creative responses.
Content
Students will study:

at least two substantial texts in depth

a variety of texts to be selected from novels, plays, poetry, films, short stories and electronic
texts.

common literary forms and conventions

effective use of language for a range of purposes and audiences

essay writing skills in planning, structuring, editing, clarity and fluency of expression and
presentation.

the use and reference of secondary sources.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The strategies used should aim to examine the
contextual meanings of any text studied and will vary depending on same.
Refer to page 10 for general strategies.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Language for Understanding - this perspective will be emphasised through students’ writing and
speaking for a variety of purposes and audiences in a number of different genres.
Other perspectives addressed will depend on which texts are taught.
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Specific Unit Resources
Novels
Astley, T.
The Kindness Cup
Franklin, M.
My Brilliant Career
Friel, B.
Dancing at Lughnasa
Gilbert, K.
Living Black
Golding, W.
Lord of the Flies
Goldsworthy, P.
Maestro
Malouf D.
Fly Away Peter
McLaverty, B.
Cal
Orwell, G.
Nineteen Eighty Four
Pilkington, D.
Follow the Rabbit-proof Fence
Steinbeck, J.
Of Mice and Men
Tyler A.
Dinner at the Homesick Restaurant
Winton, T.
The Riders
Plays
Bolt, R.
A Man for all Seasons
Clarke, B.
Whose Life is it Anyway?
Enright, N.
Blackrock
Forde, M.
X-Stacy
Gow, M.
Away
Hibberd, J.
Dimboola
Miller, A.
The Crucible
Nowra L.
Cosi
Seymour, A.
The One Day of the Year
Shaw, G.B.
Pygmalion
Shakespeare, W.
Macbeth
Thompson, K.
Diving for Pearls
Williams, T.
The Glass Menagerie
Short Story Anthologies
Haseltine, H. (ed.)
The Penguin Book of Australian Short Stories
Carrozzi & Hayes. (ed.)
New Axe Handle and Other Stories
Richter, David H. (ed.)
The Borzoi Book of Short Fiction
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Poetry Anthologies
Colmer, J and D. (ed.)
Pattern and Voice
Dutton, G. (ed.)
The Heritage of Australian Poetry
Leonard, J. (ed.)
Contemporary Australian Poetry, An Anthology
Lever, S. (ed.)
The Oxford Book of Australian Women’s Verse
Murray, L. (ed.)
The New Oxford Book of Australian Verse
Sadler, Hayllar and
Poets and Poetry
Powell (ed.)
Film
Besson, L.
Leon (1994)
Brooks, J.L.
As Good As It Gets (1997)
Cohen, J. and E.
Fargo (1996)
Forman, M.
One Flew over the Cuckoo’s Nest (1975)
Hitchcock, A.
Psycho (1960)
Joffe, M.
Cosi (1996)
Kazan, E.
East of Eden (1955)
Levinson, B.
Rain Man (1988)
Reed, C.
The Third Man (1949)
Reiner, R.
A Few Good Men (1992)
Singer, B.
The Usual Suspects (1995)
Tykwer, T.
Run, Lola Run (1999)
Von Trier, L.
Dogville (2003)
Weir, P.
Dead Poets’ Society (1989)
Weir, P.
Witness (1985)
Zemeckis, R.
Forrest Gump (1994)
Other useful anthologies
Abrams, MH ed.
The Norton Anthology of English Literature Vol 2
Websites
The Norton Anthology of English Literature. Norton topics online.
www.wwnorton.com/nael/welcome.htm
These were accurate at the time of publication.
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Literature of the Romantic Period
Value 1.0
Specific Unit Goals
This unit should enable students to:

view and read texts which reflect the distinctive features and achievement of the literature of the
period from approximately 1798-1870.

discuss and analyse the context and culture which inspired the literature.

reflect in their writing and speaking a broad understanding of related literary developments of the
period.

demonstrate their understanding of the connections between their own lives and the attitudes
and feelings manifested in the works.
Content
Students will study:

at least two substantial texts in depth, such as poetry, novels, drama, collections of essays, or
diaries

the social, cultural, political and intellectual background of the time in so far as it aids their
understanding of the texts

issues and concerns relevant to the texts selected, particularly the emergence of the idea of
“Romanticism” and the impact such thinking had on the form and content of literary practice.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

research relevant historical, geographical, social and linguistic backgrounds

examine the way that authors of this time used literary allusions to enrich meaning.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity - students may have the opportunity to explore the cultural context of the period
and the way language reflected expectations and beliefs of the roles of men and women. Issues
associated with stereotyping may also be addressed.

Language for understanding - shis perspective may be explored through the examination of 19th
Century linguistic structures, uses and techniques

Multicultural Education - this perspective will be explained as a 20th Century concept with the
example of Eurocentrism in the 19th Century.
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Specific Unit Resources
Novels and Prose
Bronte, C.
Jane Eyre
Bronte, A.
The Tenant of Wildfell Hall
Bronte, E.
Wuthering Heights
De Quincey, T
Confessions of an English Opium Eater
Emerson, R.W.
Essays
Hawthorne, N.
The Scarlet Letter
Melville, H.
Moby Dick
Peacock, T.L.
Nightmare Abbey
Poe, E. A.
Short Stories
Shelley, M.
Frankenstein
Thoreau
Walden
Walpole, H.
The Castle of Otranto
Films
Branagh, K.
Frankenstein (1994)
Huston, J.
Moby Dick (1956)
Russell, K.
Gothic (1986)
Sasdy,P.
Wyler, W.
Tenant of Wildfell Hall (1968)
Wuthering Heights (1939)
Zefferelli, F.
Jane Eyre (1996)
Poetry by authors such as:
Blake, W.
Byron, G.
Coleridge, S.T.
Keats, J.
Poe, E.A.
Shelley, P.B.
Whitman, W.
Wordsworth, W.
101
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Neo-Classical Literature
Value 1.0
Specific Unit Goals
This unit should enable students to:

view and read texts which reflect the distinctive achievement of the literature of the period from
approximately 1660 to 1798, especially its many modes of representing the individual in society

discuss and analyse the context and culture which inspired the literature

reflect in their writing and speaking a broad understanding of related literary developments of the
period

demonstrate their understanding of connections between their own lives and the attitudes and
feelings manifested in the works.
Content
Students will study:

at least two substantial texts in depth

the social, cultural, political and intellectual background of the time in so far as it aids their
understanding of the texts

issues and concerns relevant to the texts selected, such as the development of satire, the
emergence of the novel, background to Restoration drama, conventions of 18th Century drama,
the figure of the hero/ anti-hero, the picaresque, narrative technique in novels and the essay as a
literary form.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

research relevant historical, geographical, social and linguistic backgrounds

examine the way that authors of this time used literary allusions to enrich meaning.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity - students may have the opportunity to explore the cultural context of the period
and the way language reflected expectations and beliefs of the roles of men and women. Issues
associated with stereotyping may also be addressed.

Language for understanding - this perspective may be explored through the examination of 18th
Century linguistic structures, uses and techniques

Multicultural Education - this perspective will be explained as a 20th Century concept with the
example of Eurocentrism in the late 17th Century.
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Specific Unit Resources
Novels and Prose
Addison, J.
Collected Essays
Boswell, J.
London Journal
Defoe, D.
Robinson Crusoe
Fielding, H.
Tom Jones
Johnson, S.
Complete Essays
Richardson, S.
Pamela
Smollet,T.
HumphreyClinker
Steele, R.
Selected Essays
Swift, J.
Gulliver’s Travels
Sterne, L.
Tristram Shandy
Plays
Behn, A.
TheRover
Congreve, W.
The Way of the World
Gay, J.
The Beggars Opera
Goldsmith, O.
She Stoops to Conquer
Sheridan, R.
The School for Scandal
Film
Densham, P.
Moll Flanders (1996)
Frears, S.
Dangerous Liaisons (1988)
Richardson, T.
Tom Jones (1963)
Poetry by authors such as:
Dryden, J.
Johnson, S.
Pope, A.
Gray, T.
Thompson, J.
103
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North American Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

read, and view a variety of texts that reflect different aspects of North American society

analyse the way in which similar themes and preoccupations are evident in North American texts
across different eras

critically appraise the language and style of texts

respond orally and in writing to issues and concerns in North American texts

discuss and analyse some of the geographical, historical and cultural contexts of the texts.
Content
Students will study:

at least two substantial texts in depth from plays, films and novels and a selection of poetry

a selection of short stories and other prose works such as essays, journals, periodicals, letters and
biographies

non-print material such as film, speeches and documentaries

themes such as the Frontier, the Puritan Ethic, the American Dream, the Melting Pot, alternative
cultures, Native American issues, black-white relations, immigration issues, the Canadian
French/English culture clash, the Civil War, the Vietnam and Middle Eastern experience, guns and
violence in society and Canadian and US relations.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

research and teach historic, cultural and geographic background material

read, view and listen to speeches

invite guest speakers from the US Embassy Information Service, the Canadian High Commission
and the local community.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environment Education - this perspective may be examined in the context of common
environmental issues particular to the North American Experience

Gender Equity - students may consider the experiences of North American men and women from
European settlement until the present with special consideration of how gender roles have
changed over time

Multicultural Education - this perspective may be considered through Native American, African
American and immigrant experiences.
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Specific Unit Resources
Novels
Angelou, M.
I Know Why the Caged Bird Sings
Atwood, M.
Alias Grace
Baldwin, J.
The Fire Next Time
Boyle, T.C.
Tortilla Curtain
Crane, S.
Red Badge of Courage
Craven, M.
I Heard the Owl Call my Name
Faulkner, W.
As I Lay Dying
Fitzgerald, F.S.
The Great Gatsby
Frazier, C.
Cold Mountain
Gutterson, D.
Snow Falling on Cedars
Hawthorne, N.
The Scarlet Letter
Heller, J.
Catch 22
Kesey, K.
One Flew Over the Cuckoo’s Nest
Kerouac, J.
On the Road
Kingsolver, B.
The Poisonwood Bible
Malamund, B.
The Reader
McBride, J.
The Color of Water
McCleod
No Great Mischief
Melville, H.
Moby Dick
Morrison, T.
Song of Solomon
Munroe, A.
Short Stories
Salinger, J.D.
The Catcher in the Rye
Steinbeck, J.
East of Eden
Thoreau, H.
Walden Pond
Twain, M.
Huckleberry Finn
Tyler, A.
The Accidental Tourist
Walker, A.
The Color Purple
Plays by such writers as:
Albee. W.
Miller, A.
Alby, E.
O’Neill, E.
Allen, W.
Reney, J.
Burney, E.
Simon, N.
Macliesh, A.
Wilder, T.
Mamet, D.
Williams, T.
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Film and Documentaries
Altman, R.
Short Cuts (1993)
Armstrong, G.
Little Women (1994)
Burns, K.
The Civil War (1990)
Darabont, F.
The Shawshank Redemption (1994)
Emmerich, R.
The Patriot (2000)
Ford, J.
The Grapes of Wrath (1940)
Forman, M.
One Flew Over the Cuckoo’s Nest (1975)
Greenwald, R.
Outfoxed (2004)
Mendes, S.
American Beauty (1999)
Minghella, A.
Cold Mountain (2003)
Moore, M.
Bowling For Columbine (2002)
Parker, A.
Mississippi Burning (1988)
Soderbergh, S.
Erin Brockovich (2000)
Stone, O.
Born on the Fourth of July (1989)
Ward, D.S.
Cannery Row (1982)
Zemeckis, R.
Forrest Gump (1994)
Short stories by authors such as:
Atwood, M.
Cheever, J.
Hawthorne, N.
Hemingway, E.
Irving, W.
Poe, E.A.
Proulx E.A.
Updike, J.
Poetry by authors such as:
Albee, E.
Atwood, M.
Cummings, E.E.
Dickinson, E.
Frost, R.
Ginsberg, A.
Guare, J.
Longfellow, H.W.
Miller, A.
O’Neill, E.
Plath, S.
Poe, E.A.
Shapiro, K.
Simian, N.
Stevens, W.
Wilder, T.
Lowell, R.
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Williams, T.
Television
The Simpsons
South Park
Seinfeld
Northern Exposure
The Awful Truth
Six Feet Under
Twin Peaks
Desperate Housewives
107
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Perspectives On Gender
Value 1.0
Specific Unit Goals
This unit should enable students to:

identify and evaluate the gender based differences in written and visual texts

analyse the intellectual, moral and social values affecting authors of both genders over time

critically explore gender representations of both men and women in a range of texts

discuss and analyse the responses of male and female authors to gender

critically examine the explicit and implicit attitudes to men and women in the texts
Content
Students will study:

at least two substantial texts in depth

a selection of poetry, novels, plays, short stories and advertisements, popular magazines, music
videos, television and radio programs as appropriate

the historical and cultural contexts of the texts and the ways in which men and women are
represented.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

examine print media, particularly magazines, in order to understand the changes in social
attitudes to women and men

view films and documentaries relevant to the role of men and women, past and present,
deconstructing representations of gender

invite guest speakers including men and women from other cultures, male and female authors,
and men and women in non-traditional occupations

research to clarify historical, social and cultural contexts.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - this perspective will be addressed through the
study of texts written by and about indigenous Australian men and women in order to gain an
understanding of their experiences and how these have shaped their identity

Australian Education - a diverse range of texts by and about Australian men and women will
enable students to appreciate and respond to their unique position in Australian society

Gender Equity - students will examine the images of men and women past and present, and the
changing status and recognition of both

Multicultural Education - the experiences and images of men and women from different cultures
will be studied. Students will reflect on, debate and discuss cultural stereotyping as it relates to
gender issues.
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Specific Unit Resources
Novels
Allende, I.
Eva Luna,
Allende, I.
The House of Spirits
Anderson, J
Tirra, Lirra by the River
Astley, T.
The Multiple Effects of Rainshadow
Atwood, M.
Surfacing
Atwood, M.
The Handmaid’s Tale
Austen, J.
Emma
Austen, J.
Pride and Prejudice
Austen, J.
Sense and Sensibility
Bronte, C.
Jane Eyre
Bronte, E.
Wuthering Heights
Cahill, S. (ed)
Women and Fiction
Carey, P.
Oscar and Lucinda
Coetze, J.
Disgrace
Cunningham, M.
The Hours
Dessaix, R.
A Mother’s Disgrace
Drabble, M.
The Millstone
Earls, N.
Bachelor Kisses
Eliot, G.
Silas Marner
Garner, H.
The First Stone
Godden, R.
Black Narcissus
Grenville, K.
Lilian’s Story
Hardy, T.
Tess of the d’Urbervilles
Hardy, T.
Far from the Madding Crowd
Hornby, N.
About a Boy
Irving, J.
The Cider House Rules
Kerr Conway, J.
The Road from Coorain
Kerr Conway, J.
When Memory Speaks
Lawrence, D. H.
Women in Love
Lawrence, D.H.
Sons and Lovers
Levy, A.
Small Island
Lewis, J.
The Return of Martin Guerre
Mill, J.S.
The Subjection of Women
Morrison, T.
Beloved
Munro, A.
The Lives of Girls and Women
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Palahniuk, C.
Fight Club
Rhys, J.
Wide Sargasso Sea
Roy, A.
The God of Small Things
Seth, V.
A Suitable Boy
Tan, A.
The Kitchen God’s Wife
Woolf, V.
A Room of One’s Own
Plays
Albee, E.
Who’s Afraid of Virginia Woolf?
Chekhov, A.
Three Sisters
Chekhov, A.
The Cherry Orchard
Delaney, S.
A Taste of Honey
Ibsen, H.
Hedda Gabler
Ibsen, H.
A Doll’s House
Miller, A.
Death of a Salesman
Nowra, L.
Radiance
Rayson, H.
Hotel Sorrento
Shakespeare, W.
Antony and Cleopatra
Shakespeare, W.
The Taming of the Shrew
Wilde, O.
An Ideal Husband
Wilde, O.
The Importance of Being Ernest
Williams, T.
A Streetcar Named Desire
Williamson, D.
The Removalists
Williamson, D.
Dead White Males
Film
Armstrong, G.
Charlotte Gray (2001)
Campion, J.
Angel at my Table (1990)
Campion, J.
The Piano (1993)
Daldry, S.
Billy Elliot (2000)
Daldry, S.
The Hours (2000)
Duigan, J. & Burton, G.
The Year my Voice Broke (1998)
Eastwood, C.
Million Dollar Baby (2004)
Franklin, R.
Hotel Sorrento (1995)
Gilbert, L.
Shirley Valentine (1989)
Kapur, S.
Elizabeth (1998)
Marshall, G.
Pretty Woman (1990)
Mendes, S.
American Beauty (1999)
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Reisz, K.
The French Lieutenant’s Woman (1981)
Schepisi, F.
Evil Angels (1988)
Schumacher, J.
Veronica Guerin (2003)
Scorsese, M.
The Age of Innocence (1993)
Soderbergh, S.
Erin Brockovich (2000)
Wang, W.
The Joy Luck Club (1993)
Poets
Browning, E. B.
Browning, R.
Dawe, B.
Dickinson, E.
Dobson, R.
Hardy, T.
Harwood, G.
Marvell, A
Murray, L
Oodgeroo Noonuccal.
Plath, S.
Rossetti, C.
Rich, A.
Shakespeare, W.
Smith, S.
Wright, J.
Web sites
Women’s Studies Links
http://libraries.mit.edu/humanities/WomensStudies/Culture2.html
Gender and Literature in Cross-cultural Contexts
http://www.soas.ac.uk/Literatures/Projects/Gender/Gender.html
These were accurate at the time of publication.
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Plays
Value 1.0
Specific Unit Goals
This unit should enable students to:

view, read and workshop a diverse range of plays to understand them in their social and historical
contexts

understand the evolving nature of drama

experience the texts as performance

respond critically and analytically to scripts

respond creatively to texts
Content
Students will study:

at least two substantial texts in depth
Topics for study could include:

Greek drama and the importance of playwrights to Greek society

early theatrical traditions and conventions

medieval drama

mystery and miracle plays

Elizabethan drama

the development of Australian theatre

drama from the Restoration to the late 19th Century including the development of Australian
theatre

major developments in the theatre from the 20th Century to the present.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read, discuss and workshop in class and small groups

attend live performances

view film adaptations of plays

perform plays or scenes from plays

research the work of an individual dramatist to assess how dramatists reflect the issues and ideas
of the day

write scripts in a variety of genres.
Assessment
See page 18.
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Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - material that represents an Aboriginal and
Torres Strait Islander perspective may be studied in this unit. The focus may be on issues such
racial identity and reconciliation.

Australian Education - this perspective may be addressed through the study of texts which
illustrate the development of Australian theatre and its capacity to reflect Australian society.

Gender Equity- this perspective may be addressed through the study of texts which reflect
changing attitudes to men and women. Gender issues may be examined in their historical and
cultural context.

Multicultural Education- students may study texts from different countries and cultures. This will
enable them to gain a greater appreciation and understanding of culture and how it is reflected in
literature.
Specific Unit Resources
Playwrights such as:
Albee, E.
Marlowe, C.
Aeschylus
Miller, A.
Aristophanes
Moliere
Beckett, S.
Nowra, L.
Brecht, B.
Osborne, J.
Chekhov, A.
Pinter, H.
Churchill, C.
Purcell, L.
Congreve, W.
Shaffer, P.
Davis, J.
Shakespeare, W.
Enright, N.
Shaw, G.B.
Goldsmith, O.
Sheridan, R.
Gow, M.
Sophocles
Hewitt, .D.
Stoppard, T.
Ibsen, H.
Thomas, D.
Ionesco. E.
Wilde, O.
Jonson, B.
Williamson, D.
Kenna, P.
Williams, T.
Lawler, R.
Films
Branagh, K.
Much Ado About Nothing (1993)
Branagk, K.
Hamlet (1996)
Beresford, B.
The Club (1980)
Dench, J.
Look Back in Anger (1989)
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Forman, M.
Amadeus (1984)
Havinga, N. & Langham, M.
The School for Scandal (1975)
Hytner, N.
The Crucible (1996)
Joffe, M.
Cosi (1996)
Loncraine, R.
Richard III (1995)
Luhrmann, O. Romeo and Juliet (1996)
Norman, L.
Parker, O.
Summer of the Seventeenth Doll (1959)
Othello (1995)
Schlondorff, V. Death of a Salesman (1985)
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Poetry
Value 1.0
Specific Unit Goals
This unit should enable students to:

appreciate a range of poems from different periods

critically evaluate styles and techniques of selected poets

demonstrate an understanding of the poems and of the poets’ perspectives

consider these works in their historical and cultural contexts.
Content
Students will study:

technical aspects of poetry

poetic form

poetry as a reflection of its time and the concerns of poets
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read and perform poetry selected for study

explore literary features of these poems through critical analysis, discussion and small group work

examine historical backgrounds so that poems are read in the context of their time

compare and contrast poems and other works of art through a thematic approach.
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Aboriginal and Torres Strait Islander Education - the work of Aboriginal poets could be used to
explore the Aboriginal experiences and contemporary issues in Australian society

Australian Education - students could choose an aspect of life in Australia, such as ‘City Living’,
and evaluate different poets’ perspectives and views

Gender Equity - poems and poets from different literary traditions could be chosen to explore
gender balance and different perceptions of the roles of males and females

Language for Understanding - explicit teaching of the poetic devices writers use to convey
meaning should be undertaken.
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Specific Unit Resources
Anthologies such as:
Australian Visions
The Australian Book of Women Poets
The Oxford Book of Modern Australian Verse
Six Centuries of Verse
The Norton Anthology of Poetry
Blue Light, Clear Atoms
Mainly Modern
News That Stays News, 20th Century Poems
Poets and Poetry
The Penguin Book of American Verse
Untamed Fire
Poets such as:
Atwood, M.
Eliot, T.S.
Oodgeroo Noonuccal
Browning, R.
Foulcher, J.
Plath, S.
Beveridge, J.
Frost, R.
Pope, A.
Burns, R.
Hardy, T.
Shelley, P.
Chaucer, G.
Heaney, S.
Sitwell, E.
Coleridge, S.T.
Hopkins, G. M.
Stow, R.
Dawe, B.
Hughes, T.
Strzynicki, P.
Dickinson, E.
Milton, J.
Tranter, J.
Dobson, R.
Murray, L.
Westbury, D.
Donne, J.
O’Connor, M.
Wright, J.
Dransfield, M.
Yeats, W.B.
Yu, Ouyang
Web sites
Representative Poetry Online
http://eir.library.utoronto.ca/rpo/display/indexpoet.html
The TS Eliot Page
http://virtual.park.uga.edu/~232/eliot.taken.html
Seamus Heaney
http://www.ibiblio.org/ipa/heaney/
These were accurate at the time of publication.
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Shakespeare
Value 1.0
Specific Unit Goals
This unit should enable students to:

read and critically analyse the ways in which language and action convey meaning in a range of
Shakespearean works

respond to the range of concerns explored in plays by Shakespeare

explore the theatrical conventions and socio-cultural contexts which influenced Shakespeare
Content
Students will study:

at least two substantial texts such as a comedy, a tragedy and/or a number of his sonnets

the life of Shakespeare, and the pressures and influences on his work

the nature of the Elizabethan world and the significance of the Globe Theatre

Shakespeare’s stagecraft and theatrical conventions of the time

different interpretations of a text, for example, stage or screen workshop.
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

discuss how dramatic tension in a play shapes an audience’s response

select prepared readings to emphasise significant sections of the text

rehearse, workshop and analyse monologues, duologues, scenes

research interpretations of Shakespeare’s work

respond to film and live theatre presentations
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity - students may respond to the changing view of male and female roles in society as
reflected in the time and place and cultural context of the plays.

Information Access - students may use the resources of the Internet for example, a visit to
Shakespeare’s Globe in a virtual sense.

Language for Understanding. students may analyse the richness and dynamic quality of
Elizabethan English.
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Specific Unit Resources
Plays
All's Well That Ends Well
Love's Labor's Lost
Antony and Cleopatra
Macbeth
As You Like It
Measure for Measure
Comedy of Errors
Midsummer Night's Dream
Hamlet
Much Ado about Nothing
Henry IV, Part II
Othello
Henry IV, Part I
Richard II
Henry V
Richard III
Henry VI, Part I
Romeo and Juliet
Julius Caesar
The Tempest
King Lear
Two Gentleman of Verona
Film
Blake Nelson, T.
O (2001)
Branagh, K.
As You Like It (2006)
Branagh, K.
Hamlet (1996)
Branagh, K.
Henry V (1989)
Branagh, K.
Much Ado About Nothing (1993)
Branagh, K.
Twelfth Night (1988)
Branagh, K.
Love’s Labour’s Lost (2000)
Blessed, B.
King Lear (1999)
Brook, P.
King Lear (1971)
Heston, C
Antony and Cleopatra (1972)
Hoffman, M.
A Midsummer Night’s Dream (1999)
Kurosaura, A
Throne of Blood (1957)
Loncraine
Richard III (1995)
Luhrmann,B.
Romeo and Juliet (1996)
Parker, O.
Othello (1995)
Polanski, R.
Macbeth (1971)
Zeffirelli, F.
Hamlet (1990)
Zeffirelli, F.
Romeo and Juliet (1968)
Teachers’ Resources
Bechervaise, N. Shakespeare on Celluloid.
Brown, J.R.
Shakespeare: The Tragedies (2001)
Elith, K.et al
Studying Shakespeare Today (1997)
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Gibson, R.
Teaching Shakespeare: A Teacher’s Handbook (1998)
Gill, R. Mastering Shakespeare (1998)
Hyland, P.
An Introduction to Shakespeare (1996)
Hicks P.
Introducing Shakespeare: Learning about his life and work (1995)
Robinson, R.
Unlocking Shakespeare’s Language:help for the teacher and the student (1988)
McEvoy, S.
Shakespeare: The Basics (2000)
Michaels, W.
Shakespeare: A Teacher Handbook (1994)
Michaels, W.
Playbuilding Shakespeare (1996)
Nolen, S.
Shakespeare’s Face (2002)
Marsh, L.
Starting Shakespeare – First Encounters with Shakespeare’s plays
Taybourne A. & Treays, R.
Wells, S. ed
Usborne World of Shakespeare (2001)
The Cambridge Companion to Shakespearean Studies (1997)
Web sites
Absolute Shakespeare
http://absoluteshakespeare.com/
Shakespeare Study Notes, Texts, Background
http://www.shakespeare.com/
Sher’s Shakespeare Index
http://www.websher.net/shakespeare/
Internet Shakespeare Editions
http://ise.uvic.ca/index.html
The Language of Shakespeare
http://www.bardweb.net/words.html
Mr William Shakespeare
http://shakespeare.palomar.edu/
The Globe Theatre
http://www.shakespeare.globe.org
Shakespeare Workshop Series
http://www.stclairpress.com.au
These were accurate at the time of publication.
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Speculative Texts
Value 1.0
Specific Unit Goals
This unit should enable students to:

critically examine a range of works that speculate about technological and social possibilities in
their historical context

identify and respond to the features of speculative texts and evaluate the way in which they
reflect social concerns and cultural influences

analyse attitudes and themes manifest in these works
Content
Students will study:

at least two substantial texts in depth one of which should be a film

a range of short texts
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

access new writing in this genre published on the Internet

create future worlds

investigate the capacity for speculative fiction to become reality

explore ‘suspension of disbelief’ and the propensity of the question ‘What if?’
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Environment Education - changing attitudes to the treatment of the environment will be
discussed where relevant

Gender Equity - the role of gender in society may be explored

Language for understanding - the interpretation and analysis of texts as well as the use of jargon
to elicit suspension of disbelief.
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Specific Unit Resources
Novels
Adams, D.
Hitchhiker’s Guide to the Galaxy
Asimov, I.
Foundation
Atwood, M.
The Handmaid’s Tale
Bester, A.
Tiger! Tiger!
Bova, B.
Mars
Bradbury, R.
Fahrenheit 451
Bradbury, R.
The Martian Chronicles
Burroughs, E.R.
The Princess of Mars
Burroughs, E.R.
Tarzan of the Apes
Burgess, A.
A Clockwork Orange
Clarke, A.C.
2001: A Space Odyssey
Dick, P.K.
Do Androids Dream of Electric Sheep?
Gibson, W.
Neuromancer
Heinlein, R.A.
Starship Troopers
Heinlein, R.A.
Stranger in a Strange Land
Herbert, F.
Dune
Huxley, A.
Brave New World
Le Guin, U.
The Left Hand of Darkness
Lieber, F.
Gather, Darkness
Kelleher, V.
The Beast of Heaven
Mieville, C.
Perfido Street Station
Miller, W.M.
A Canticle for Leibowitz
Niven, L.
The Mote in God’s Eye
Niven, L.
Ringworld
Orwell, G.
1984
Russ, J.
The Female Man
Shelley, M.
Frankenstein
Simmons, D.
Hyperion
Verne, J.
2000 Leagues Under the Sea
Wells, H. G.
War of the Worlds
Wells, H. G.
The Time Machine
Wyndham, J.
The Chrysalids
Wyndham, J.
The Midwich Cuckoos
Zamyatin, Y.
We
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Film
Anderson, M.
Logan’s Run (1975)
Baker, G.
Alien Nation (1988)
Beson, L.
The Fifth Element (1997)
Burton, T.
Mars Attacks (1996)
Cameron, J.
Terminator (1984)
Cameron, J.
Terminator 2: Judgement Day (1991)
Cronenberg, D.
eXistenZ (1999)
Cronenberg, D.
The Fly (1986)
Del Toro, G.
Hellboy (2004)
Emmerich, R.
Independence Day (1996)
Fleischer, R.
Soilent Green (1966)
Gilliam, T.
Twelve Monkeys (1995)
Hodges, M.
Flash Gordon (1980)
Howard, R.
Cocoon (1985)
Jeunet, J.
Delicatessen (1991)
Jonze, S.
Being John Malkovich (1999)
Kubrick, S.
2001: A Space Odyssey (1968)
Kubrick, S.
Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (1964)
Lang, F.
Metropolis (1927)
Lucas, G.
Star Wars (1977)
McTiernan, J.
Predator (1987)
Natali, V.
The Cube (1997)
Neumann, K.
The Fly (1958)
Niccol, A.
Gattaca (1997)
Otomo, K.
Akira (1988)
Proyas, A.
I, Robot (2004)
Schaffner, F.J.
The Planet of the Apes (1967)
Scott, R.
Bladerunner (1982)
Scott, R.
Alien (1979)
Spielberg, S.
Minority Report (2002)
Spielberg, S.
E.T. (1982)
Spielberg, S.
A.i (2001)
Spielberg, S.
Close Encounters of the Third Kind (1977)
Toohy, D.
Pitch Black (2000)
Toohy, D.
The Chronicles of Riddick (2004)
Veerhoven, P.
Total Recall (1990)
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Wachowski, A. and L.
The Matrix Trilogy (1999, 2003)
Ward, V.
The Navigator (1988)
Weir, P.
The Truman Show (1998)
Zemeckis, R.
Contact (1997)
Various
The Animatrix (2000)
Short stories by such authors as:
Asimov, I.
Borges, G.L.
Bradbury, R.
Le Guin, U.
Gibson, W.
Television
V
Doctor Who
Battlestar Galactica
Star Trek
Babylon 5
Farscape
Red Dwarf
The X-Files
Lost
X-men
Medium
Lost in Space
Radio plays and Online Stations
Hitchhiker’s Guide to the Galaxy (radio play)
War of the Worlds (radio play, musical soundtrack)
Atlanta Radio Theatre Company (www.artc.org)
Alien Worlds (www.alienworlds.com)
Sci Fi Audio (www.scifiaudio.com)
Virtually American (www.virtuallyamerican.com)
Bowen in Space (www.live365.com/index.live)
Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html)
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Graphic Novel
Briggs, R.
When the Wind Blows
Various
Judge Dredd
Web Sites
Magic Dragon Multi-media
www.magicdragon.com
www.scifi.com
http://www.scifi.com/
These were accurate at the time of publication.
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Speculative Texts a
Value 0.5
Specific Unit Goals
This unit should enable students to:
 critically examine a range of works that speculate about technological and social possibilities in their
historical context
 identify and respond to the features of speculative texts and evaluate the way in which they reflect
social concerns and cultural influences
 analyse attitudes and themes manifest in these works
Content
Students will study:
 at least one substantial text in depth
 a range of short texts or a film
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:
 access new writing in this genre published on the Internet
 create future worlds
 investigate the capacity for speculative fiction to become reality
 explore ‘suspension of disbelief’ and the propensity of the question ‘What if?’
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:
 Environment Education - changing attitudes to the treatment of the environment will be discussed
where relevant
 Gender Equity - the role of gender in society may be explored
 Language for understanding - the interpretation and analysis of texts as well as the use of jargon to
elicit suspension of disbelief.
Specific Unit Resources
Novels
Adams, D.
Hitchhiker’s Guide to the Galaxy
Asimov, I.
Foundation
Atwood, M.
The Handmaid’s Tale
Bester, A.
Tiger! Tiger!
Bova, B.
Mars
Bradbury, R.
Fahrenheit 451
Bradbury, R.
The Martian Chronicles
Burroughs, E.R.
The Princess of Mars
Burroughs, E.R.
Tarzan of the Apes
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Board Endorsed October 2005 - Amended December 2013
Burgess, A.
A Clockwork Orange
Clarke, A.C.
2001: A Space Odyssey
Dick, P.K.
Do Androids Dream of Electric Sheep?
Gibson, W.
Neuromancer
Heinlein, R.A.
Starship Troopers
Heinlein, R.A.
Stranger in a Strange Land
Herbert, F.
Dune
Huxley, A.
Brave New World
Le Guin, U.
The Left Hand of Darkness
Lieber, F.
Gather, Darkness
Kelleher, V.
The Beast of Heaven
Mieville, C.
Perfido Street Station
Miller, W.M.
A Canticle for Leibowitz
Niven, L.
The Mote in God’s Eye
Niven, L.
Ringworld
Orwell, G.
1984
Russ, J.
The Female Man
Shelley, M.
Frankenstein
Simmons, D.
Hyperion
Verne, J.
2000 Leagues Under the Sea
Wells, H. G.
War of the Worlds
Wells, H. G.
The Time Machine
Wyndham, J.
The Chrysalids
Wyndham, J.
The Midwich Cuckoos
Zamyatin, Y.
We
Film
Anderson, M.
Logan’s Run (1975)
Baker, G.
Alien Nation (1988)
Beson, L.
The Fifth Element (1997)
Burton, T.
Mars Attacks (1996)
Cameron, J.
Terminator (1984)
Cameron, J.
Terminator 2: Judgement Day (1991)
Cronenberg, D.
eXistenZ (1999)
Cronenberg, D.
The Fly (1986)
Del Toro, G.
Hellboy (2004)
Emmerich, R.
Independence Day (1996)
Fleischer, R.
Soilent Green (1966)
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Gilliam, T.
Twelve Monkeys (1995)
Hodges, M.
Flash Gordon (1980)
Howard, R.
Cocoon (1985)
Jeunet, J.
Delicatessen (1991)
Jonze, S.
Being John Malkovich (1999)
Kubrick, S.
2001: A Space Odyssey (1968)
Kubrick, S.
Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (1964)
Lang, F.
Metropolis (1927)
Lucas, G.
Star Wars (1977)
McTiernan, J.
Predator (1987)
Natali, V.
The Cube (1997)
Neumann, K.
The Fly (1958)
Niccol, A.
Gattaca (1997)
Otomo, K.
Akira (1988)
Proyas, A.
I, Robot (2004)
Schaffner, F.J.
The Planet of the Apes (1967)
Scott, R.
Bladerunner (1982)
Scott, R.
Alien (1979)
Spielberg, S.
Minority Report (2002)
Spielberg, S.
E.T. (1982)
Spielberg, S.
A.i (2001)
Spielberg, S.
Close Encounters of the Third Kind (1977)
Toohy, D.
Pitch Black (2000)
Toohy, D.
The Chronicles of Riddick (2004)
Veerhoven, P.
Total Recall (1990)
Wachowski, A. and L. The Matrix Trilogy (1999, 2003)
Ward, V.
The Navigator (1988)
Weir, P.
The Truman Show (1998)
Zemeckis, R.
Contact (1997)
Various
The Animatrix (2000)
Short stories by such authors as:
Asimov, I.
Borges, G.L.
Bradbury, R.
Le Guin, U.
Gibson, W.
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Television
V
Doctor Who
Battlestar Galactica
Star Trek
Babylon 5
Farscape
Red Dwarf
The X-Files
Lost
X-men
Medium
Lost in Space
Radio plays and Online Stations
Hitchhiker’s Guide to the Galaxy (radio play)
War of the Worlds (radio play, musical soundtrack)
Atlanta Radio Theatre Company (www.artc.org)
Alien Worlds (www.alienworlds.com)
Sci Fi Audio (www.scifiaudio.com)
Virtually American (www.virtuallyamerican.com)
Bowen in Space (www.live365.com/index.live)
Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html)
Graphic Novel
Briggs, R.
When the Wind Blows
Various
Judge Dredd
Web Sites
Magic Dragon Multi-media
www.magicdragon.com
www.scifi.com
http://www.scifi.com/
These were accurate at the time of publication.
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Speculative Texts b
Value 0.5
Specific Unit Goals
This unit should enable students to:
 critically examine a range of works that speculate about technological and social possibilities in their
historical context
 identify and respond to the features of speculative texts and evaluate the way in which they reflect
social concerns and cultural influences
 analyse attitudes and themes manifest in these works
Content
Students will study:
 at least one substantial text in depth
 a range of short texts or a film
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:
 access new writing in this genre published on the Internet
 create future worlds
 investigate the capacity for speculative fiction to become reality
 explore ‘suspension of disbelief’ and the propensity of the question ‘What if?’
Assessment
See page 18.
Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:
 Environment Education - changing attitudes to the treatment of the environment will be discussed
where relevant
 Gender Equity - the role of gender in society may be explored
 Language for understanding - the interpretation and analysis of texts as well as the use of jargon to
elicit suspension of disbelief.
Specific Unit Resources
Novels
Adams, D.
Hitchhiker’s Guide to the Galaxy
Asimov, I.
Foundation
Atwood, M.
The Handmaid’s Tale
Bester, A.
Tiger! Tiger!
Bova, B.
Mars
Bradbury, R.
Fahrenheit 451
Bradbury, R.
The Martian Chronicles
Burroughs, E.R.
The Princess of Mars
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Burroughs, E.R.
Tarzan of the Apes
Burgess, A.
A Clockwork Orange
Clarke, A.C.
2001: A Space Odyssey
Dick, P.K.
Do Androids Dream of Electric Sheep?
Gibson, W.
Neuromancer
Heinlein, R.A.
Starship Troopers
Heinlein, R.A.
Stranger in a Strange Land
Herbert, F.
Dune
Huxley, A.
Brave New World
Le Guin, U.
The Left Hand of Darkness
Lieber, F.
Gather, Darkness
Kelleher, V.
The Beast of Heaven
Mieville, C.
Perfido Street Station
Miller, W.M.
A Canticle for Leibowitz
Niven, L.
The Mote in God’s Eye
Niven, L.
Ringworld
Orwell, G.
1984
Russ, J.
The Female Man
Shelley, M.
Frankenstein
Simmons, D.
Hyperion
Verne, J.
2000 Leagues Under the Sea
Wells, H. G.
War of the Worlds
Wells, H. G.
The Time Machine
Wyndham, J.
The Chrysalids
Wyndham, J.
The Midwich Cuckoos
Zamyatin, Y.
We
Film
Anderson, M.
Logan’s Run (1975)
Baker, G.
Alien Nation (1988)
Beson, L.
The Fifth Element (1997)
Burton, T.
Mars Attacks (1996)
Cameron, J.
Terminator (1984)
Cameron, J.
Terminator 2: Judgement Day (1991)
Cronenberg, D.
eXistenZ (1999)
Cronenberg, D.
The Fly (1986)
Del Toro, G.
Hellboy (2004)
Emmerich, R.
Independence Day (1996)
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Fleischer, R.
Soilent Green (1966)
Gilliam, T.
Twelve Monkeys (1995)
Hodges, M.
Flash Gordon (1980)
Howard, R.
Cocoon (1985)
Jeunet, J.
Delicatessen (1991)
Jonze, S.
Being John Malkovich (1999)
Kubrick, S.
2001: A Space Odyssey (1968)
Kubrick, S.
Dr Strangelove or How I Learned to Stop Worrying and Love the Bomb (1964)
Lang, F.
Metropolis (1927)
Lucas, G.
Star Wars (1977)
McTiernan, J.
Predator (1987)
Natali, V.
The Cube (1997)
Neumann, K.
The Fly (1958)
Niccol, A.
Gattaca (1997)
Otomo, K.
Akira (1988)
Proyas, A.
I, Robot (2004)
Schaffner, F.J.
The Planet of the Apes (1967)
Scott, R.
Bladerunner (1982)
Scott, R.
Alien (1979)
Spielberg, S.
Minority Report (2002)
Spielberg, S.
E.T. (1982)
Spielberg, S.
A.i (2001)
Spielberg, S.
Close Encounters of the Third Kind (1977)
Toohy, D.
Pitch Black (2000)
Toohy, D.
The Chronicles of Riddick (2004)
Veerhoven, P.
Total Recall (1990)
Wachowski, A. and L. The Matrix Trilogy (1999, 2003)
Ward, V.
The Navigator (1988)
Weir, P.
The Truman Show (1998)
Zemeckis, R.
Contact (1997)
Various
The Animatrix (2000)
Short stories by such authors as:
Asimov, I.
Borges, G.L.
Bradbury, R.
Le Guin, U.
Gibson, W.
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Television
V
Doctor Who
Battlestar Galactica
Star Trek
Babylon 5
Farscape
Red Dwarf
The X-Files
Lost
X-men
Medium
Lost in Space
Radio plays and Online Stations
Hitchhiker’s Guide to the Galaxy (radio play)
War of the Worlds (radio play, musical soundtrack)
Atlanta Radio Theatre Company (www.artc.org)
Alien Worlds (www.alienworlds.com)
Sci Fi Audio (www.scifiaudio.com)
Virtually American (www.virtuallyamerican.com)
Bowen in Space (www.live365.com/index.live)
Sci-Five, Live! (www.greatnorthernaudio.com/gnrt/sci5.html)
Graphic Novel
Briggs, R.
When the Wind Blows
Various
Judge Dredd
Web Sites
Magic Dragon Multi-media
www.magicdragon.com
www.scifi.com
http://www.scifi.com/
These were accurate at the time of publication.
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Texts for Children and Adolescents
Value 1.0
Specific Unit Goals
This unit should enable students to:

discuss and analyse the styles, techniques and purposes of writers for children and adolescents

demonstrate an understanding of the appropriateness of texts for different needs and stages of
development

critically evaluate the suitability and popularity of children’s texts

develop an understanding of historical developments and modern issues in texts for children and
adolescents
Content
Students will study:

a range of texts for children and adolescents, such as picture books, classic stories, short stories,
poetry, novels, television programs, films, cartoons, Internet sites and games

texts from different historical periods and a range of cultures, including Australian works

examples of traditional literature, including nursery rhymes, fairy tales, folk tales, myths and
legends

issues and themes in contemporary texts for children and adolescents

the relationship of structure, style and theme to theories of child development
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

discuss students’ own favourite books and childhood reading/viewing experiences

evaluate books enjoyed by students in their adolescence

examine children’s language development by observing children at local primary or pre-schools

view and analyse films, television programs, games, Internet sites and software for children

demonstrate understanding and appreciation of children’s literature through story-telling,
readings, recitations, role-play, dramatisations and formal oral presentations

research aspects of the history, social and cultural contexts associated with children’s literature

explore writers’ and/or storytellers’ perspectives on their craft through guest speakers, videos
and seminars.
Assessment
See page 18.
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Across Curriculum Perspectives





Aboriginal and Torres Strait Islander Education - this unit may include texts presenting different
traditions in storytelling and presenting tales for children and adolescents, and texts relating to
the Dreamtime.
Australian Education - students may consider a range of texts, both historical and contemporary,
in order to gain a sense of identity and explore issues relevant to their time and own culture.
Gender Equity - students may be encouraged to examine and identify issues such as stereotyping
and the changing roles of males and females, as reflected in the texts.
Information Access - students may be encouraged to access Internet sites for children and
adolescents relating to authors, illustrators and publishers, as well as film and television sites for
children and adolescents, and also software and games for this audience.
Multicultural Education - students may have the opportunity to appreciate the traditions of
children’s literature in other cultures and to share with others the literature of their childhood.
Specific Unit Resources
Adolescent Fiction
Clark M.
No Fat Chicks
Gleitzman, M.
Two Weeks With The Queen
Gwynne, P.
Deadly Unna
Hathorn, L.
Refuge
Marchetta, M.
Looking for Alibrandi
Marsden, J.
Tomorrow When the War Began
Moloney, J.
Touch Me
Classic Children’s Prose
Alcott, L.M.
Little Women
Carroll, L.
Alice in Wonderland
Graham, K
The Wind in the Willows
Hodgson Burnett, F
The Secret Garden
Lewis, C.S.
The Lion ,The Witch and the Wardrobe
Montgomery L.M.
Anne of Green Gables
Sewell, A.
Black Beauty
Turner, E.
Seven Little Australians
Illustrated Books
Blyton, E.
The Magic Faraway Tree
Gibbs, M.
Snugglepot and Cuddlepie
Hill, A.
The Burnt Stick
Lindsay, N.
The Magic Pudding
Potter, B.
The Tales of Peter Rabbit
Dr Seuss.
The Cat in the Hat
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Wheatley, N.
My Place
Picture Books
Allen, P.
Mr Pythagoras' Bath
Baker, J.
Where the Forest Meets the Sea
Base, G.
Eleventh Hour
Briggs, R.
When the Wind Blows
Brown, A.
Piggybook
Burningham, J.
Mr Gumpy's Outing
Cole, B.
Prince Cinders
Crew, G.
The Water Tower
Fox, M.
Possum Magic
Gleeson, L.
An Ordinary Day
Graham, B.
Let's Get a Pup
Grant, J.
Cat and Fish
Harrison, B.
In Flanders’ Fields
Hashmi, K.
You, Me and Murrawee
Honey, E.
Not a Nibble
Jennings, P.
Grandad's Gift
Legge, D.
Bamboozled
Loh, M.
Tucking Mummy In
Marsden, J.
The Rabbits
Mathews, P.
A Year on Our Farm
Sendak, M.
Where the Wild Things Are
Stanley, E.
The Deliverance of Dancing Bears
Thompson, C.
Violin Man
Vivas, J.
Let the Celebration Begin
Wagner, J.
John Brown, Rose and the Midnight Cat
Wild, M
Old Pig
Film
Adamson, A. & Jensen, V.
Shrek (2001)
Armstrong, G.
Little Women (1994)
Burton, T.
Batman (1989)
Clements, R.
Aladdin (1992)
Columbus, C.
Harry Potter and the Philosopher’s Stone (2001)
Darnell, E.& Johnson, T.
Antz (1998)
De Vito, D.
Matilda (1996)
Fleming, V.
The Wizard of Oz (1939)
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Geronimi, C.& Jackson, W.
Alice in Wonderland (1951)
Hand, D.
Bambi (1942)
Holland, A.
The Secret Garden (1993)
Jones, T.
The Wind in the Willows (1996)
Lasseter, J.
Toy Story (1995)
Minkoff, R.
Stewart Little (1999)
Nichols, C.A. & Takamoto, I.
Charlotte’s Web (1973)
Noonan, C.
Babe (1995)
Raimi, S.
Spiderman (2002)
Raymond, B.
The Lion King (2004)
Reitherman, W.
The Jungle Book (1967)
Safran, H.
Stormboy (1976)
Silberling, B.
Lemony Snickett's A Series of Unfortunate Events (2004)
Spielberg, S.
Hook (1991)
Stanton, A. & Unkrich, C.
Finding Nemo (2003)
Stevenson, R.
Mary Poppins (1964)
Thompson, C.
Black Beauty (1994)
Trousdale, G.& Wise, K.
Beauty and the Beast (1991)
Welch, B.
The Cat in the Hat (2003)
Zwicky, K.
The Magic Pudding (2000)
Poetry
Briggs, R.
Mother Goose Treasury
Dahl, R.
Revolting Rhymes
Factor, J.
Far Out Brussel Sprout
Holden & Potter
Verse Ahoy
Milne, A.A.
When We Were Six
Television
AstroBoy
Bob the Builder
Bugs Bunny
Hi-5
Lift-Off
Peppa Pig
Play School
Postman Pat
Noddy
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Round the Twist
Sesame Street
Teletubbies
Thomas the Tank Engine
The Simpsons
The Wiggles
Voltron
And any other programs which are currently popular with children.
Web Sites
Children's Literature
http://www.usq.edu.au/library/liaison/education/childlit.htm
Australian Children's Literature
http://www.austlit.edu.au/specialistDatasets/LuRees
Children's Book Council of Australia Awards
http://www.cbc.org.au/awards.htm
Children's Authors profiles of some of our many acclaimed children's authors
http://www.allenandunwin.com/authors/children.asp
These were accurate at the time of publication.
Other Resources
Teacher references such as:
Baring-Gould W.& Baring-Gould C.
The Annotated Mother Goose
Bettleheim, B.
The Uses of Enchantment: The Meaning and Importance of Fairytales (1976)
Gleeson, L.
Making Picture Books (2003)
Huck, C.S.
Children’s Literature in the Elementary School (1990)
Lloyd, P.
How Writers Write (1987)
Lukens, R.
A Critical Handbook of Children’s Literature (1986)
Marsden, J.
Everything I Know About Writing (1993)
Michaels W. & Walsh M.
Up and Away (1990)
Niall, B.
Australia Through the Looking Glass (1987)
Nieuwenhuizen, A.
No Kidding: Top Writers for Young People Talk About Their Work (1991)
Rowling, J.K.
Telling Tales (2000)
Saxby, M. (ed.)
Give Them Wings: The Experience of Children’s Literature (1991)
The Proof is in the Pudding (1993)
Schafer, E.D.
Exploring Harry Potter (2000)
Thomson, J.
Understanding Teenagers’ Reading (1987)
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Townsend, J.R.
Written for Children (1990)
Wagner, J.
On Writing Books for Children
Magazines and journals such as :
Scan
Viewpoint
Metaphor
Magpies
YouthWrites
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Tragedy
Value 1.0
Specific Unit Goals
The unit should enable students to:

develop an understanding of the structure and conventions of tragedy

discuss and analyse the social and cultural contexts in which the texts were written

critically read and view a range of texts which demonstrate the changing concept of tragedy.

examine the nature of tragedy in their world
Content
Students will study:

a minimum of two substantial texts

a range of texts such as poetry and short stories

the development of tragedy as a form

the examination of various definitions of tragedy over time

elements of tragedy such as the tragic hero, dramatic irony, comic relief, the human response to
tragedy and the social effects of tragedy

historical and cultural contexts of tragedy
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

discuss perceptions of tragedy

examine tragedy as depicted in the media

research aspects of the historical, social and cultural contexts of tragedy and the terms associated
with this genre

view live performances

perform scenes from texts
Assessment
See page 18.
Across Curriculum Perspectives



Aboriginal and Torres Strait Islander Education - issues such as reconciliation, land rights, the
stolen generation, identity and culture may be explored in order to gain a greater appreciation of
the indigenous perspective.
Gender Equity - the portrayal of gender may enable students to explore traditional and
contemporary attitudes to men and women.
Multicultural Education - texts from a variety of different cultures and countries may enable
students to appreciate tragedy in literature from the widest possible perspective.
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Specific Unit Resources
Novels
Greene, G.
Brighton Rock
Greene, G.
The Power and the Glory
Greene, G.
The Quiet American
Hardy T.
Jude the Obscure
Eliot, G.
Silas Marner
Koch, P.
The Year of Living Dangerously
Lewis, J.
The Wife of Martin Guerre
MacLaverty, B.
Lamb
Smiley, J.
A Thousand Acres
Steinbeck, J.
Of Mice and Men
Tolstoy, L.
Anna Karenina
Plays
Aeschylus
Medea
Anouilh, J.
Antigone
Brecht, B.
Mother Courage and her Children
Chekhov, A.
The Cherry Orchard
Euripides
Orestia
Ibsen, H.
Ghosts
Ibsen, H.
A Doll’s House
Miller, A.
Death of a Salesman
Miller, A.
The Crucible
O’Neill, E.
Mourning Becomes Electra
Shaffer, P.
Equus
Shaffer, P.
Amadeus
Shakespeare, W.
Antony and Cleopatra
Shakespeare, W.
Hamlet
Shakespeare, W.
Julius Caesar
Shakespeare, W.
Macbeth
Shakespeare, W.
Othello
Shakespeare, W.
King Lear
Shakespeare, W.
Romeo and Juliet
Sophocles
Oedipus Rex
Sophocles
Antigone
Sophocles
Electra
Sommons, J.
The Myall Creek Massacre
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Poets
Blake, W.
Dawe, B.
Holub, M.
Hughes, T.
Owen, W.
Plath, S.
Sassoon, S.
Tennyson, A.
Thomas, D.
Film
Blake Nelson, T.
O (2001)
Branagh, K.
Hamlet (1996)
Brook, P.
King Lear (1971)
Duigan , J.
Romero (1989)
Fiennes, M.
Onegin (1999)
Forman, M.
One Flew Over the Cuckoo’s Nest (1975)
Forman, M
Amadeus (1984)
Garland, P.
A Doll’s House (1973)
Greg, C.
Lamb (1986)
Hayflick,B.
Camille (2002)
Heston, C.
Antony and Cleopatra (1972)
Hytner, N.
The Crucible (1996)
Jackson, P.
Heavenly Creatures (1994)
Loncraine, R.
Richard III (1995)
Luhrmann,B.
Romeo and Juliet (1996)
Minghellla, A
The English Patient (1996)
Moorhouse, J.
A Thousand Acres (1997)
Noyce, P.
The Quiet American (2002)
Parker, O.
Othello (1995)
Polanski, R.
Macbeth (1971)
Rose, B.
Anna Karenina (1997)
Sinise, G.
Of Mice and Men (1992)
Weir, P.
The Year of Living Dangerously (1982)
Winterbottom, M.
Jude (1996)
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Web sites
Elements of Literature
http://web.cocc.edu/lisal/literaryterms/elements_of_literature.htm
Tragedy in Literature
http://www.questia.com/library/literature/literary-themes-and-topics/tragedy-in-literature.jsp
Tragedy
http://academic.brooklyn.cuny.edu/english/melani/cs6/tragedy.html
Tragedy
http://www.answers.com/topic/tragedy
These were accurate at time of publication
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Writers In Depth
Value 1.0
Specific Unit Goals
This unit should enable students to:

read and critically analyse a range of works by a recognised author

discuss and analyse distinctive features, such as style and content, of the author’s work

identify and discuss influences on the author’s work and any significant changes in focus and style

critically evaluate the author’s perspective of the world as evidenced in his or her writing.
Content
Students will study:

at least two substantial texts in depth

the historical, social, intellectual and cultural context of the writer as appropriate to the
understanding of his or her works

the author’s style and treatment of his or her material
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read, discuss and present responses to chosen texts individually or in small groups, with emphasis
on similarities and differences between one text and another

dramatise play scripts as appropriate

perform poetry as appropriate
Assessment
See page 18.
Across Curriculum Perspectives
Across Curriculum Perspectives for this unit will depend on the choice of writer to be studied. Any or all of
the perspectives could be addressed.
Specific Unit Resources
Texts
Atwood, M.
Cat’s Eye
Alias Grace
The Handmaid’s Tale
The Blind Assassin
Oryx and Crake
Morning in the Burned House ( poetry)
Austen, J.
Pride and Prejudice
Mansfield Park
Emma
Sense and Sensibility
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Northanger Abbey
Camus, A.
The Plague
The Outsider
Dickens, C.
Oliver Twist
Hard Times
A Tale of Two Cities
Great Expectations
Dostoevsky, F.
The Idiot
Crime and Punishment
The Brothers Karamazov
The Possessed
Eliot, T.S.
The Lovesong of J Alfred Prufrock and other poems
The Wasteland
Four Quartets
Graves, R.
Goodbye to all That
I Claudius
Selected poetry
Hardy, T.
Tess of the d’Urbervilles
The Mayor of Casterbridge
Far from the Madding Crowd
Jude the Obscure
Selected poetry
Hemingway, J.
The Old Man and the Sea
The Dangerous Summer
A Farewell to Arms
For Whom the Bell Tolls
Short stories
Joyce, J.
Dubliners
Portrait of the Artist as a Young Man
McEwan, I.
Atonement
Saturday
Enduring Love
Amsterdam
Selected short stories
Orwell, G.
Nineteen Eighty Four
Burmese Days
Down and Out in London and Paris
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The Road to Wigan Pier
Animal Farm
Selected essays
Plath, S.
The Bell Jar
Ariel
Colossus
Selected short stories
Steinbeck, J.
The Grapes of Wrath
Of Mice and Men
Cannery Row
Swift, J.
A Modest Proposal
Gulliver’s Travels
Twain, M.
Huckleberry Finn
Tom Sawyer
The Celebrated Jumping Frog of Calaveras County and other Stories
White, P.
Voss
Tree of Man
Season at Sasparilla
Wilde, O.
The Picture of Dorian Gray
The Importance of Being Earnest
Lady Windermere’s Fan
An Ideal Husband
Selected poetry, essays and letters
Winton, T.
Cloudstreet
The Riders
Dirt Music
Selected short stories
Film
Ford, J.
The Grapes of Wrath (1940)
Foster, G.
Northanger Abbey (1986)
Langton, S.
Pride and Prejudice (1995)
Lee, A.
Sense and Sensibility (1995)
McGrath, D.
Emma (1996)
Mitchell, R.
Persuasion (1995)
Parker, O.
An Ideal Husband (1999)
Parker, O.
The Importance of Being Earnest (2002)
Polanski, R.
Tess of the d’Urbervilles (1979)
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Radford, M.
Nineteen Eighty Four (1984)
Renton, N.
Far From the Madding Crowd (1998)
Rozema, P.
Mansfield Park (1999)
Sinise, G.
Of Mice and Men (1992)
Winterbottom, M. Jude (1996)
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Writers In Depth a
Value 0.5
This is the underlying unit to Writers in Depth 1.0. Different texts must be studied in Writers in Depth a 0.5
and Writers in Depth b 0.5.
Specific Unit Goals
This unit should enable students to:

read and critically analyse a range of works by a recognised author

discuss and analyse distinctive features, such as style and content, of the author’s work

identify and discuss influences on the author’s work and any significant changes in focus and style

critically evaluate the author’s perspective of the world as evidenced in his or her writing.
Content
Students will study:

at least one substantial text in depth

the historical, social, intellectual and cultural context of the writer as appropriate to the
understanding of his or her works

the author’s style and treatment of his or her material
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read, discuss and present responses to chosen texts individually or in small groups, with emphasis
on similarities and differences between one text and another

dramatise play scripts as appropriate

perform poetry as appropriate
Assessment
See page 18.
Across Curriculum Perspectives
Across Curriculum Perspectives for this unit will depend on the choice of writer to be studied. Any or all of
the perspectives could be addressed.
Specific Unit Resources
Texts
Atwood, M.
Cat’s Eye
Alias Grace
The Handmaid’s Tale
The Blind Assassin
Oryx and Crake
Morning in the Burned House ( poetry)
Austen, J.
Pride and Prejudice
Mansfield Park
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Emma
Sense and Sensibility
Northanger Abbey
Camus, A.
The Plague
The Outsider
Dickens, C.
Oliver Twist
Hard Times
A Tale of Two Cities
Great Expectations
Dostoevsky, F.
The Idiot
Crime and Punishment
The Brothers Karamazov
The Possessed
Eliot, T.S.
The Lovesong of J Alfred Prufrock and other poems
The Wasteland
Four Quartets
Graves, R.
Goodbye to all That
I Claudius
Selected poetry
Hardy, T.
Tess of the d’Urbervilles
The Mayor of Casterbridge
Far from the Madding Crowd
Jude the Obscure
Selected poetry
Hemingway, J.
The Old Man and the Sea
The Dangerous Summer
A Farewell to Arms
For Whom the Bell Tolls
Short stories
Joyce, J.
Dubliners
Portrait of the Artist as a Young Man
McEwan, I.
Atonement
Saturday
Enduring Love
Amsterdam
Selected short stories
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Orwell, G.
Nineteen Eighty Four
Burmese Days
Down and Out in London and Paris
The Road to Wigan Pier
Animal Farm
Selected essays
Plath, S.
The Bell Jar
Ariel
Colossus
Selected short stories
Steinbeck, J.
The Grapes of Wrath
Of Mice and Men
Cannery Row
Swift, J.
A Modest Proposal
Gulliver’s Travels
Twain, M.
Huckleberry Finn
Tom Sawyer
The Celebrated Jumping Frog of Calaveras County and other Stories
White, P.
Voss
Tree of Man
Season at Sasparilla
Wilde, O.
The Picture of Dorian Gray
The Importance of Being Earnest
Lady Windermere’s Fan
An Ideal Husband
Selected poetry, essays and letters
Winton, T.
Cloudstreet
The Riders
Dirt Music
Selected short stories
Film
Ford, J.
The Grapes of Wrath (1940)
Foster, G.
Northanger Abbey (1986)
Langton, S.
Pride and Prejudice (1995)
Lee, A.
Sense and Sensibility (1995)
McGrath, D.
Emma (1996)
Mitchell, R.
Persuasion (1995)
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Parker, O.
An Ideal Husband (1999)
Parker, O.
The Importance of Being Earnest (2002)
Polanski, R.
Tess of the d’Urbervilles (1979)
Radford, M.
Nineteen Eighty Four (1984)
Renton, N.
Far From the Madding Crowd (1998)
Rozema, P.
Mansfield Park (1999)
Sinise, G.
Of Mice and Men (1992)
Winterbottom, M. Jude (1996)
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Writers In Depth b
Value 0.5
This is the underlying unit to Writers in Depth 1.0. Different texts must be studied in Writers in Depth a 0.5
and Writers in Depth b 0.5.
Specific Unit Goals
This unit should enable students to:

read and critically analyse a range of works by a recognised author

discuss and analyse distinctive features, such as style and content, of the author’s work

identify and discuss influences on the author’s work and any significant changes in focus and style

critically evaluate the author’s perspective of the world as evidenced in his or her writing.
Content
Students will study:

at least one substantial text in depth

the historical, social, intellectual and cultural context of the writer as appropriate to the
understanding of his or her works

the author’s style and treatment of his or her material
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

read, discuss and present responses to chosen texts individually or in small groups, with emphasis
on similarities and differences between one text and another

dramatise play scripts as appropriate

perform poetry as appropriate
Assessment
See page 18.
Across Curriculum Perspectives
Across Curriculum Perspectives for this unit will depend on the choice of writer to be studied. Any or all of
the perspectives could be addressed.
Specific Unit Resources
Texts
Atwood, M.
Cat’s Eye
Alias Grace
The Handmaid’s Tale
The Blind Assassin
Oryx and Crake
Morning in the Burned House ( poetry)
Austen, J.
Pride and Prejudice
Mansfield Park
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Emma
Sense and Sensibility
Northanger Abbey
Camus, A.
The Plague
The Outsider
Dickens, C.
Oliver Twist
Hard Times
A Tale of Two Cities
Great Expectations
Dostoevsky, F.
The Idiot
Crime and Punishment
The Brothers Karamazov
The Possessed
Eliot, T.S.
The Lovesong of J Alfred Prufrock and other poems
The Wasteland
Four Quartets
Graves, R.
Goodbye to all That
I Claudius
Selected poetry
Hardy, T.
Tess of the d’Urbervilles
The Mayor of Casterbridge
Far from the Madding Crowd
Jude the Obscure
Selected poetry
Hemingway, J.
The Old Man and the Sea
The Dangerous Summer
A Farewell to Arms
For Whom the Bell Tolls
Short stories
Joyce, J.
Dubliners
Portrait of the Artist as a Young Man
McEwan, I.
Atonement
Saturday
Enduring Love
Amsterdam
Selected short stories
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Orwell, G.
Nineteen Eighty Four
Burmese Days
Down and Out in London and Paris
The Road to Wigan Pier
Animal Farm
Selected essays
Plath, S.
The Bell Jar
Ariel
Colossus
Selected short stories
Steinbeck, J.
The Grapes of Wrath
Of Mice and Men
Cannery Row
Swift, J.
A Modest Proposal
Gulliver’s Travels
Twain, M.
Huckleberry Finn
Tom Sawyer
The Celebrated Jumping Frog of Calaveras County and other Stories
White, P.
Voss
Tree of Man
Season at Sasparilla
Wilde, O.
The Picture of Dorian Gray
The Importance of Being Earnest
Lady Windermere’s Fan
An Ideal Husband
Selected poetry, essays and letters
Winton, T.
Cloudstreet
The Riders
Dirt Music
Selected short stories
Film
Ford, J.
The Grapes of Wrath (1940)
Foster, G.
Northanger Abbey (1986)
Langton, S.
Pride and Prejudice (1995)
Lee, A.
Sense and Sensibility (1995)
McGrath, D.
Emma (1996)
Mitchell, R.
Persuasion (1995)
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Parker, O.
An Ideal Husband (1999)
Parker, O.
The Importance of Being Earnest (2002)
Polanski, R.
Tess of the d’Urbervilles (1979)
Radford, M.
Nineteen Eighty Four (1984)
Renton, N.
Far From the Madding Crowd (1998)
Rozema, P.
Mansfield Park (1999)
Sinise, G.
Of Mice and Men (1992)
Winterbottom, M. Jude (1996)
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Writers’ Workshop
Value 1.0
Specific Unit Goals
This unit should enable students to:

write with confidence for a wide variety of purposes and for specific audiences

experiment with a range of text types and manipulate a range of linguistic tools to influence
audiences

analyse texts in terms of identifying social and cultural values, attitudes and personal perspectives

read and view text types and identify how style, language, imagery and tone can influence the
audience.
Content
Students will study:

a selection of literary works such as novels, poems, short stories, essays, scripts, character
descriptions as models of good writing

the conventions of various forms of writing
Teaching and Learning Strategies
Teaching strategies will be negotiated as much as possible. The following are suggestions:

write freely and often

discuss examples of writing and their purpose

keep a journal to experiment with writing and reflection on own work

conference and share pieces of writing with other students

analyse a favourite short story, discussing theme, imagery and intended effect on audience

construct pieces for publication and encourage participation in competitions
Assessment
See page 18.
*A portfolio of writing could include a selection from the following:

autobiography

biography

short story

anthology of poetry

anthology of short prose pieces

travelogue

collection of anecdotes

non-fiction articles

script

dialogues

character descriptions

writing to stimulus (music, artwork)
The portfolio length and composition should be negotiated between the teaching staff member and the
students. It should represent an amount of work at least equivalent to a major essay and a creative
response.
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Across Curriculum Perspectives
The following Across Curriculum Perspectives have been identified as relevant and appropriate for this unit
and may be addressed as follows:

Gender Equity - the nature of this unit allows the gender equity perspective to be explored not
only through the study of selected texts but in the creative work students develop for their
portfolios.

Information Technology - within this unit students are given an opportunity to use technology in
a range of ways such as to draft and process their finished work. The Internet can be used for
research, to enter writing competitions and engage with students elsewhere in text based
discussions.

Multicultural Education - this perspective can be explored in a similar context to gender equity. A
creative piece, response to a text and analysis of character development and themes can be
explored through a multicultural perspective.
Specific Unit Resources
Teachers’ Resources:
Aronson, L.
Writing with Imagination: a Practical Guide (2000)
Bird, C.
Automatic Teller (1996)
Bird, C.
Dear Writer (1996)
Cameron, J.
The Artist’s Way (1992)
Dunn I.
The Writer’s Guide: a Companion to Writing for Pleasure or Publication (1999)
Fusillo A.
Short Stories: Reading to Write (1996)
Gardner J.
The Art of Fiction (1983)
Grenville, K.
The Writing Book (1991)
Halligan, M.
Out of the Picture (1996)
Marsden, J.
Everything I Know About Writing (1993)
McRoberts, R.
Writing Workshop (1989)
Prain, V.
Left to Right: Developing Writing Skills for Senior English (1990)
Robertson, H.
Writing from Life (1998)
Selling, B.
Writing from Within (1998)
Stern, J.
Making Shapely Fiction (2000)
Websites
Guide to Grammar and Writing
http://www.ccc.commnet.edu/grammar/
ACT Writers Centre
http://www.actwriters.org.au/
These were accurate at the time of publication.
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Appendix A – Australian Curriculum Achievement Standards English (T)
Units 1 and 2
Creating oral, written and multimodal texts
Responding to oral, written and multimodal texts
A student who achieves an A grade
typically
A student who achieves a B grade
typically
 evaluates the relationships
 analyses the relationships
 explains how context,
A student who achieves a D
grade typically
 describes contexts,
between context, purpose and
audience and how effectively they
shape meaning and achieve
particular effects
 evaluates how language features,
conventions and stylistic devices
combine in different modes and
mediums to influence audiences
between context, purpose and
audience and how they shape
meaning
purpose and audience
shape meaning
purposes and audiences
of some texts
aspects of context,
purpose and audience
of some texts
 analyses how language features,
 explains language
 describes some
 identifies some
conventions and stylistic devices are
used in different modes and
mediums to influence audiences
 analyses ideas, attitudes and
language features and
conventions used in
different modes and
mediums
 describes some ideas,
attitudes and voices in
texts
 describes some
similarities and
differences between
different types of texts
language features used
in different modes and
mediums
 evaluates how ideas, attitudes
features, conventions and
stylistic devices used in
different modes and
mediums
 explains ideas, attitudes
and voices in texts
 communicates ideas in
 communicates ideas in
 communicates some
texts that address purpose,
context and audience
texts for some purposes
and audiences
ideas in texts
 uses appropriate text
 uses some text
 communicates
structures and language
features to communicate
ideas in a range of modes
 demonstrates variable
control of voice, tone and
style
 communicates ideas
demonstrating control of
expression
structures and language
features to communicate
ideas
 demonstrates some
understanding of voice,
tone and style
 communicates ideas
demonstrating variable
control of expression
simple ideas
and voices are represented in texts
and the effect of the representation
 critically analyses similarities and
differences between different types
of texts, demonstrating insight into
intention and effect
voices in texts and how they are
represented
 analyses similarities and
differences between different types
of texts, demonstrating
understanding of intention and
effect
 communicates sophisticated ideas  communicates ideas across a
across a range of coherent texts for range of effective texts for different
different purposes, contexts and
purposes, contexts and audiences
audiences
 selects text structures and
 selects text structures and
language features to communicate
language features to communicate
ideas perceptively in a range of
ideas effectively in a range of modes
modes
 manipulates voice, tone and style  demonstrates consistent control
for effect
of voice, tone and style
 communicates ideas
 communicates ideas
demonstrating fluent and precise
expression
demonstrating effective and
controlled expression
A student who achieves a C
grade typically
 explains similarities and
differences between
different types of texts
A student who achieves
an E grade typically
 identifies some
 identifies some ideas
in texts
 identifies some
connections between
texts
 demonstrates limited
understanding of voice,
tone and style
 demonstrates limited
control of expression
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Achievement Standards for English (T) Units 3 and 4
Creating oral, written and multimodal texts
Responding to oral, written and multimodal texts
A student who achieves an A grade
typically
 critically analyses how relationships
 analyses how relationships
 explains how context and
A student who achieves a D
grade typically
 describes some aspects
between context and point of view
shape meaning in texts and achieve
particular effects
 critically analyses different
language conventions and stylistic
devices and evaluates how they
combine in different modes and
mediums to influence audiences
between context and point of view
shape meaning in texts
point of view shape meaning
in texts
of context and point of
view in texts
aspects of context or
meaning in texts
 analyses different language
 explains different language
 describes different
 identifies some
features, conventions and stylistic
devices and evaluates how they are
used in different modes and
mediums to influence audiences
language features and
conventions used in
different modes and
mediums
language features and
conventions used in
different modes and
mediums
 undertakes a comparative analysis
 undertakes a comparative
 compares some aspects
 identifies some
of texts and evaluates how they
represent ideas, attitudes and
concepts
 justifies their own considered and
coherent interpretations of texts
 communicates complex ideas and
sophisticated perspectives across a
range of sustained and nuanced texts
for different purposes, contexts and
audiences
 manipulates stylistic features in
different modes, mediums and genres
analysis of texts and how they
represent ideas, attitudes and
concepts
 defends their own reasoned
interpretations of texts
 communicates ideas and
perspectives across a range of
coherent and effective texts for
different purposes, contexts and
audiences
 uses stylistic features effectively
in different modes, mediums and
genres
features, conventions and
stylistic devices and analyses
how they are used in different
modes and mediums to
influence audiences
 compares how texts
represent ideas, attitudes and
concepts
of ideas or attitudes
represented in texts
ideas represented in
texts
 develops a reasoned
 describes own and
 provides a limited
interpretation of a text
 communicates ideas across
a range of relevant texts for
different purposes, contexts
and audiences
others’ responses to texts
 communicates some
ideas in texts created for
different purposes,
contexts and audiences
response to texts
 communicates
some ideas in texts
 uses stylistic features
 uses some stylistic
 uses some stylistic
appropriate to different
modes, mediums and genres
features
 adapts text structures and
 selects text structures and
 uses texts structures and
conventions when synthesising and
conveying ideas
conventions to appropriately and
effectively communicate and
develop ideas
 demonstrates effective control of
expression
conventions appropriately to
communicate ideas
features in different
modes, mediums and
genres
 uses text structures
and language features to
communicate some ideas
 demonstrates control of
 demonstrates variable
 demonstrates
expression
control of expression
limited control of
expression
 communicates fluently and
expressively using precise and
nuanced expression
A student who achieves a B grade
typically
A student who achieves a C
grade typically
A student who achieves
an E grade typically
 identifies some
 uses some text
structures and
language features
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Achievement Standards for Literature (T) Units 1 and 2
Creating oral, written and multimodal texts
Responding to oral, written and multimodal texts
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C grade
typically
A student who achieves a D
grade typically
A student who achieves
an E grade typically
 critically analyses how
 analyses how relationships
 explains relationships
 describes relationships
 identifies
relationships between texts and
contexts shape responses to texts
 evaluates how effectively
language and stylistic features are
used together in texts to influence
meanings and interpretations
 critically analyses how effectively
literary conventions, modes and
mediums are integrated to achieve
literary effects
between texts and contexts shape
responses to texts
 evaluates how language and
stylistic features are used
together in texts to influence
meanings and interpretations
 analyses how literary
conventions, modes and mediums
are used together to achieve
literary effects
between texts and contexts
between texts and
contexts
 describes language and
stylistic features used in
texts
 evaluates the effectiveness of
 analyses how and explains why
 explains how and why literary
 describes how literary
literary transformations for
different contexts, purposes and
audiences
 synthesises language and stylistic
features effectively for imaginative
and analytical purposes
literary texts are transformed for
different contexts, purposes and
audiences
 combines language and stylistic
features appropriately for
imaginative and analytical
purposes
 presents analytical responses
which are logically argued and
substantiated by effective textual
references
texts can be transformed for
different contexts, purposes and
audiences
 selects language and stylistic
features for imaginative and
analytical purposes
texts can be transformed
for different contexts,
purposes and audiences
 uses some language and
stylistic features for
imaginative and analytical
purposes
 presents analytical
responses comprising
some argument and
textual reference
relationships between
texts or contexts
 identifies some
aspects of language or
stylistic features used
in texts
 describes some
aspects of literary
conventions, modes
and mediums used to
create texts
 identifies how
literary texts can be
transformed
 presents imaginative responses
 presents imaginative
 presents imaginative
 presents limited
which are effective in form and
style and draw on appreciation of
literary texts
 demonstrates effective control
of expression in different modes
and mediums
responses which are coherent in
form and style and draw on
literary texts
 demonstrates control of
expression in different modes
and mediums
responses using some
elements of form and style
drawn from literary texts
 demonstrates some
control of expression in
different modes and
mediums
imaginative responses
 presents comprehensive
analytical responses which are
compellingly argued and
substantiated by apt textual
references
 presents imaginative responses
which are refined in form and style
and draw on appreciation of
literary texts
 demonstrates fluent control of
expression in different modes and
mediums
 explains how language and
stylistic features used in texts
influence meanings and
interpretations
 explains how literary
conventions, modes and
mediums are used to achieve
literary effects
 presents analytical responses
comprising clear argument and
relevant textual references
 describes how literary
conventions, modes and
mediums are used to
create texts
 uses some language
and stylistic features
 presents limited
analytical responses
 demonstrates
limited control of
expression in different
modes and mediums
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Achievement Standards for Literature (T) Units 3 and 4
Creating oral, written and multimodal texts
Responding to oral, written and multimodal texts
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C grade
typically
A student who achieves a D
grade typically
A student who achieves
an E grade typically
 describes some
 critically evaluates how
 analyses how relationships
 explains how contexts
 makes some link between
relationships between content,
contexts and texts influence
responses to texts
 critically analyses how literary
conventions and language and
stylistic features are integrated to
represent culture and identity
between content and contexts
influence texts and responses to
texts
 analyses how literary
conventions and language and
stylistic features are used
together to represent culture
and identity
 compares and analyses
interpretations of texts to
present a reasoned and
independent response
 analyses the connection
between analytical and
imaginative texts and how they
inform each other
 selects forms, conventions and
stylistic features effectively for
imaginative and analytical
purposes
 compares and analyses
different interpretations of a text
in the development of their own
response
 creates effective imaginative
texts informed by detailed
understanding of literary texts
influence texts and responses
texts and their contexts
elements of texts and
contexts
 explains how literary
 describes how language
 recounts the
conventions and language and
stylistic features are used to
represent aspects of culture and
identity
 compares and explains
interpretations of texts to
develop an independent
response
 explains how analytical and
imaginative texts inform each
other
features are used to portray
people, ideas and events
portrayed in texts
subject matter of
texts
 outlines own and others’
 presents a limited
responses to texts
response to texts
 describes analytical and
 describes analytical
imaginative responses
or imaginative
responses
 selects forms, conventions and
 uses some forms,
 uses some forms
stylistic features for imaginative
and analytical purposes
conventions or stylistic
features for particular
purposes
 presents their own
response to a text
and features for
different purposes
 creates imaginative texts
 creates imaginative
which make some reference
to literary texts
texts
 demonstrates precise control
 demonstrates clear control of
 demonstrates variable
 demonstrates some
of expression
expression
control of expression
control of expression
 synthesises a range of
interpretations of texts to present
a coherent and independent
response
 evaluates the relationships
between analytical and
imaginative texts and how
effectively they inform each other
 adapts forms, conventions and
stylistic features discerningly for
imaginative and analytical
purposes
 compares and synthesises
different interpretations of a text
in the development of their own
response
 creates sophisticated
imaginative texts informed by
insightful understanding and
appreciation of literary texts
 demonstrates nuanced control
of expression
 compares different
interpretations of a text in the
development of their own
response
 creates imaginative texts which
demonstrate understanding of
literary texts
 presents a limited
response to a text
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161