English Extension
Senior Syllabus 2011
ISBN: Web edition: 978-1-921802-12-6
Print edition: 978-1-921802-13-3
English Extension Senior Syllabus 2011
© The State of Queensland (Queensland Studies Authority) 2011
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
Contents
1
Rationale ................................................................................. 1
2
Dimensions and objectives ................................................... 2
Relationships between the dimensions .............................................................. 2
2.1 Dimension 1: Understanding and interpreting ............................................ 2
2.2 Dimension 2: Applying and analysing ........................................................ 3
2.3 Dimension 3: Evaluating and synthesising ................................................. 3
3
Course organisation .............................................................. 4
3.1 Course of study overview ........................................................................... 4
3.2 Advice, guidelines and resources .............................................................. 6
4
Assessment ............................................................................ 9
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Principles of exit assessment ..................................................................... 9
Planning an assessment program............................................................ 11
Special provisions .................................................................................... 12
Authentication of student work ................................................................. 12
Assessment technique ............................................................................. 12
Assessment overview .............................................................................. 14
Requirements for verification folio ............................................................ 16
Exit standards .......................................................................................... 16
Determining exit levels of achievement .................................................... 16
Glossary ....................................................................................... 20
1 Rationale
English Extension is an extension of the English Senior Syllabus (2010) and should be read in
conjunction with that syllabus. To study English Extension, students must have completed two
semesters of Senior English. In Year 12, students undertake two semesters of English Extension
concurrently with the 2010 English Senior Syllabus. The subject is designed to offer more
challenge than Senior English, and builds on the literature study students have already
undertaken.
By offering students the opportunity to specialise in the theorised study of literature, English
Extension provides students with ways they might understand themselves and the potential that
literature has to expand the scope of their experiences.
English Extension uses the lenses of a variety of theoretical approaches to analysing and
evaluating literary texts to help students explore ways of valuing literature. The subject assists
students to ask critical questions about cultural assumptions, implicit values and differing world
views encountered in an exploration of social, cultural and textual understandings about literary
texts and the ways they might be interpreted and valued.
Students will draw on different theoretical approaches to analyse and evaluate a variety of literary
texts and different ways readers might interpret these texts. They will synthesise different
interpretations and relevant theoretical approaches to produce written and spoken/signed
extended analytical texts. The nature of the learning and assessment in English Extension
demands that students are able to work independently on intellectually challenging tasks.
English Extension leads to a range of careers where understanding social, cultural and textual
influences on ways of viewing the world is a key element. This subject may lead to careers in
such areas as law, journalism, media, arts, curating, education, policy, and human resources. It
also provides a good introduction to the academic disciplines and fields of study that involve the
application of methodologies based on theoretical understandings.
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2 Dimensions and objectives
The dimensions are the salient properties or characteristics of distinctive learning for this subject.
The dimensions are described through their objectives and it is these that schools are required to
teach and that students should have the opportunity to learn. The objectives are grouped in three
dimensions.
Progress in a particular dimension may depend on the qualities and skills developed in other
dimensions. Learning through each of the dimensions must be developed in increasing
complexity and sophistication over the two-semester course of study.
Schools must assess how well students have achieved the objectives. The standards have a
direct relationship with the objectives, and are described in the same dimensions as the
objectives.
The dimensions for a course of study in this subject are:
 Dimension 1: Understanding and interpreting
 Dimension 2: Applying and analysing
 Dimension 3: Evaluating and synthesising.
Relationships between the dimensions
The three dimensions describe the complex thinking that students use when working with literary
texts and theoretical approaches in their study, and responding to assessment. The dimensions
are closely interrelated and involve iterative processes.
Understanding
and interpreting
literary texts and
theoretical approaches
to their study.
Analysing literary
texts by applying
theoretical
approaches to them.
Evaluating texts
and theoretical
approaches, and
synthesising these
understandings.
2.1 Dimension 1: Understanding and interpreting
The dimension, Understanding and interpreting, encompasses understanding and interpreting
literary texts and theoretical approaches to their study.
Understanding refers to the identification, description and explanation of aspects of a variety of
literary texts from different cultural, social and historical contexts and theoretical approaches to
their study.
Interpreting refers to the construction of meaning from literary texts and theoretical approaches to
their study.
2.1.1 Objectives
By the conclusion of the course of study, students should:
 understand the literary texts studied and the cultural, social and historical contexts in which
they were produced to develop informed interpretation/s
 recognise, understand and explain different theoretical approaches
 understand the cultural, social and historical contexts of different theoretical approaches and
the relationships among these approaches.
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2.2 Dimension 2: Applying and analysing
The dimension, Applying and analysing, encompasses analysing literary texts by applying
theoretical approaches to them.
Applying refers to the use of theoretical approaches to make meaning from a variety of literary
texts.
Analysing refers to the examinations of literary texts that are made possible by using these
theoretical approaches.
2.2.1 Objectives
By the conclusion of the course of study, students should:
 apply different theoretical approaches and ways of valuing literary texts to develop a range of
interpretations
 analyse how different genres, structures and textual features of literary texts support different
interpretations
 use appropriate patterns and conventions of extended analytical texts for academic
communication
 use textual features in extended analytical responses to create desired effects for specific
audiences.
2.3 Dimension 3: Evaluating and synthesising
The dimension, Evaluating and synthesising, encompasses evaluating literary texts and
theoretical approaches, and synthesising these understandings.
Evaluating refers to the judgments made about literary texts and the usefulness of theoretical
approaches to draw different meanings from these texts.
Synthesis refers to drawing together ideas about literary texts and theoretical approaches to their
study to produce coherent extended analytical responses.
2.3.1 Objectives
By the conclusion of the course of study, students should:
 evaluate theoretical approaches used to produce different interpretations of literary texts
 evaluate their own interpretations of literary texts, making explicit the theoretical approaches
that underpin them
 synthesise ideas, interpretations and viewpoints with supporting evidence.
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3 Course organisation
3.1 Course of study overview
3.1.1 Units of study
A course of study in English Extension is organised around three sequential and developmental
units of study:
 Readings and defences
 Complex transformation and defence
 Exploration and evaluation.
The units of study reflect the required assessment instruments and support schools to plan a
coherent course of study for their students. The resource Approaches to reading practices can be
accessed on the English Extension page <www.qsa.qld.edu.au/17601.html>. It is a useful source
for information about theoretical approaches to literary texts and may assist schools in planning
units of study for English Extension.
3.1.2 Unit 1: Readings and defences
Focus
This unit focuses on building students’ knowledge and understanding of different theoretical
approaches and the application of these approaches to literary texts to produce individual
readings. In a reading, students make meaning of a text by applying interpretive strategies
associated with particular theoretical approaches. Students also learn to produce a defence to
support their readings. In a defence, students analyse the reading they have produced,
explaining how the theoretical approach used has allowed them to make meaning of the text in
particular ways.
Aligning teaching, learning and assessment
This introductory unit prepares students to respond to Assessment instrument 1 (see Section 4.6:
Assessment overview). Student responses to this instrument must focus on applying a theoretical
approach to a text to produce a reading and accompanying defence. To prepare students to
select a theoretical approach for Assessment instrument 1, teaching and learning in Unit 1 must
offer students opportunities to learn about and apply different theoretical approaches to literary
texts. These experiences must include:
 reader-centred approaches, to allow students to reflect on their own interpretive strategies
 author-centred or text-centred approaches.
These approaches are likely to be most accessible to students at this introductory stage of the
course of study.
Teaching and learning in Unit 1 must also offer students learning experiences focusing on
producing defences for readings. These learning experiences must include:
 identifying specific assumptions and values promoted by texts that can be challenged by
applying different theoretical approaches
 showing how relevant textual features support these assumptions and values.
4 | English Extension Senior Syllabus 2011
3.1.3 Unit 2: Complex transformation and defence
Focus
This unit builds on students' learning in Unit 1 by exploring the relationship between writing
practices and reading positions. This involves investigating the invited readings of texts that
students might want to challenge, and constructing alternative meanings by intervening in those
texts. These investigations must involve a consideration of particular textual features that could
be manipulated to produce alternative meanings. In a complex transformation, the rewritten text
invites alternative and/or resistant readings other than those that the base text seems to invite.
Alternative and resistant readings require students to make an ideological shift that moves
beyond mere inversion. Transformations must relate to repositioning the reader in a purposeful
way and must be theoretically defensible.
Students must continue to build on their knowledge and understanding of defences in this unit.
Further to Unit 1, learning experiences in Unit 2 must include:
 identifying relevant aspects of base texts that allow opportunities for intervention
 explaining how the application of particular theoretical approaches can be used to rewrite texts
to generate alternative readings of those texts, focusing on the aspects of the base text that
were the stimulus for intervention
 evaluating how effectively transformed texts offer readers alternative position/s.
Aligning teaching, learning and assessment
This unit prepares students to respond to Assessment instrument 2 (see Section 4.6: Assessment
overview). When responding to this instrument students must produce a complex transformation
of a base text and a defence for this transformation. The unit also explores the relationship
between complex transformations and defences. Learning experiences must, therefore, include
opportunities for students to explain and evaluate how the complex transformations realise the
repositioning of readers.
3.1.4 Unit 3: Exploration and evaluation
Focus
This unit is the culmination of students’ learning in the course of study, bringing together their
knowledge, understanding and experiences with literary texts and theoretical approaches. From
their learning in Units 1 and 2, students can now challenge a variety of texts and ideas in
theoretically defensible ways. For this reason, a key element of Unit 3 is increasing student
independence, in the selection both of texts and of theoretical approaches.
Unit 3 builds towards students evaluating their learning throughout the course of study, offering
them opportunities for in-depth exploration of texts they find particularly interesting and evaluation
of how texts and theoretical approaches can work together to produce close readings. Students
develop focus questions to define and scope their exploration and evaluation. Focus questions
need to allow opportunities to explore the strengths and weaknesses of theoretical approaches and
how they can complement one another and/or clash in producing close readings of literary texts.
Through these learning experiences, students will understand that the focus question for
Assessment instrument 3 must be achievable, given time constraints and guidelines for the length
of response. Developing this understanding might include analysing sample focus questions
prepared by the teacher or peers to help students understand the characteristics of successful
focus questions. Students must also understand that developing a focus question is an iterative
process during which they revisit and refine their question.
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Aligning teaching, learning and assessment
This unit prepares students to respond to Assessment instrument 3 (see Section 4.6: Assessment
overview). Student responses to this instrument must take the form of an analytical exposition in
the style of an academic paper. After selecting a literary text or texts for this culminating
instrument and at least two theoretical approaches to apply to the text/s, students develop a
focus question for their exploration and evaluation of the selected text/s and selected theoretical
approaches.
The focus question developed must allow for evaluation of the effectiveness of at least two
theoretical approaches when applied to the chosen text/s to produce a close reading. The text/s
chosen must have enough complexity to sustain depth of analysis.
Teaching and learning in Unit 3 must offer students experiences to:
 develop focus questions for proposed literary investigations that explore how texts and
theoretical approaches can work together to produce particular readings of the text —
teachers guide students in developing and refining the focus questions for Assessment
instrument 3
 apply theoretical approaches to produce close readings of texts
 evaluate the effectiveness of different theoretical approaches in producing close readings that
address focus questions
 support development of an extended analytical exposition for an academic audience.
3.1.5 Time allocation
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over two semesters (110 hours).
3.2 Advice, guidelines and resources
The following advice, guidelines and resources support the implementation of the syllabus, and
unless otherwise stated, are available from the English Extension subject page of the QSA
website <www.qsa.qld.edu.au/17601.html>.
Aboriginal and Torres Strait Islander perspectives1
The Queensland Studies Authority (QSA) recognises Aboriginal and Torres Strait Islander
peoples, their traditions, histories and experiences from before European settlement and
colonisation through to the present time. To strengthen students’ appreciation and understanding
of the first peoples of the land, opportunities exist in the syllabus to encourage engagement with
Aboriginal and Torres Strait Islander:
 frameworks of knowledge and ways of learning
 contexts in which Aboriginal and Torres Strait Islander peoples live
 contributions to Australian society and cultures.
English Extension provides opportunities to explore the literary traditions and expressions of
Aboriginal and Torres Strait Islander peoples. This body of works includes inscriptional and oral
narrative traditions, as well as contemporary literature2. When studying Australian literature,
1
The Queensland Government has a vision that Aboriginal and Torres Strait Islander Queenslanders have their cultures affirmed,
heritage sustained and the same prospects for health, prosperity and quality of life as other Queenslanders. The QSA is
committed to helping achieve this vision and encourages teachers to include Aboriginal and Torres Strait Islander perspectives
in the curriculum.
2
The Shape of the Australian Curriculum: English, May 2009, National Curriculum Board, p. 8
6 | English Extension Senior Syllabus 2011
consideration could be given to making connections between the literary works of Aboriginal and
Torres Strait Islander peoples and those of non-Indigenous Australians. In the context of world
literature, consideration could be given to comparing the past and present experiences of
Aboriginal and Torres Strait Islander peoples and other nations' Indigenous peoples. Aboriginal
and Torres Strait Islander perspectives could also inform the selection of theoretical approaches
to the study of literature that are explored in this course of study.
Subject-specific resources are available on the English Extension subject page. In addition,
guidelines about Aboriginal and Torres Strait Islander perspectives and resources for teaching
can be accessed on the QSA website at <www.qsa.qld.edu.au/577.html>.
Educational equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools need
to provide opportunities for all students to demonstrate what they know and what they can do.
All students, therefore, should have equitable access to educational programs and human and
material resources.
In addition to the subject-specific resources available on the English Extension subject page,
guidelines about educational equity and resources for devising an inclusive work program can be
accessed on the QSA website at <www.qsa.qld.edu.au/10188.html>.
General Capabilities
Students require a number of skills and dispositions in preparation for life and work. These
include “planning and organising, the ability to think flexibly, to communicate well and to work in
teams … the capacity to think creatively, innovate, solve problems and engage with new
disciplines”, according to the Melbourne Declaration on Educational Goals for Young
Australians3. The Australian Curriculum identified seven general capabilities for their entitlement
curriculum. These are:
 Literacy
 Numeracy
 Information and communication technology (ICT) competence
 Critical and creative thinking
 Personal and social competence
 Ethical behaviour
 Intercultural understanding.
It is the responsibility of teachers to continue to develop the general capabilities established in the
Prep to Year 10 Learning areas that are appropriate to English Extension.
Learning experiences and sample unit/s of work
This resource provides guidelines for learning experiences and unit/s of work, along with sample
unit/s of work.
Reference materials
This resource provides links to reference materials, text and reference books, websites,
newspaper reports, periodicals, electronic media and learning technology, and organisations and
community resources for the subject.
3
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals
for Young Australians, accessed 5 May 2011, <www.mceecdya.edu.au/mceecdya/publications,11582.html>.
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Work program requirements
A work program is the school’s plan of how the course of study will be delivered and assessed,
based on the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students. Work program requirements, checklists and samples are
available on the English Extension subject page of the QSA website. Instructions for online
submission of work programs are available from
<https://www.qsa.qld.edu.au/wponline/login.qsa>.
8 | English Extension Senior Syllabus 2011
4 Assessment
Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it is the
purposeful, systematic and ongoing collection of information about student learning outlined in
the senior syllabuses.
In Queensland, assessment is standards based. The standards for each subject are described in
dimensions, which identify the valued features of the subject about which evidence of student
learning is collected and assessed. The standards describe the characteristics of student work.
The major purposes of assessment in senior Authority subjects are to:
 promote, assist and improve learning
 inform programs of teaching and learning
 advise students about their own progress to help them achieve as well as they are able
 give information to parents and teachers about the progress and achievements of individual
students to help them achieve as well as they are able
 provide comparable levels of achievement in each Authority subject which may contribute
credit towards a Queensland Certificate of Education
 provide base data for tertiary entrance purposes
 provide information about how well groups of students are achieving for school authorities and
the State Education and Training Minister.
4.1 Principles of exit assessment
All the principles of exit assessment must be used when planning an assessment program and
must be applied when making decisions about exit levels of achievement.
A standards-based assessment program for the two-semester course of study requires
application of the following interdependent principles:
 Information is gathered through a process of continuous assessment, i.e. continuous
assessment.
 Balance of assessment is a balance over the course of study and not necessarily a balance
over a semester or between semesters, i.e. balance.
 Exit achievement levels are devised from student achievement in all areas identified in the
syllabus as being mandatory, i.e. mandatory aspects of the syllabus.
 Assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program, i.e. significant aspects of the course
of study.
 Selective updating of a student’s profile of achievement is undertaken over the course of
study, i.e. selective updating.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study, i.e. fullest and latest.
While most students will exit a course of study after two semesters, some will exit after one
semester.
Continuous assessment
Judgments about student achievement made at exit from a course of study must be based on an
assessment program of continuous assessment.
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Continuous assessment involves gathering information on student achievement using
assessment instruments administered at suitable intervals over the developmental
two-semester course of study.
In continuous assessment, all assessment instruments have a formative purpose — to improve
teaching and student learning and achievement.
When students exit the course of study, teachers make a summative judgment about their levels
of achievement in accordance with the standards matrix.
The process of continuous assessment provides the framework in which the other five principles
of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the
course of study, selective updating, and fullest and latest information.
Balance
Judgments about student achievement made at exit from a course of study must be based on a
balance of assessments over the course of study.
Balance of assessments is a balance over the course of study and not a balance within a
semester or between semesters.
Balance of assessments means judgments about students’ achievements of all the dimensions
are made a number of times using a variety of assessment techniques and a range of
assessment conditions over the developmental two-semester course of study.
See also Section 4.7: Requirements for verification folio.
Mandatory aspects of the syllabus
Judgments about student achievement made at exit from a course of study must be based on
mandatory aspects of the syllabus.
The mandatory aspects are:
 the objectives of the dimensions Understanding and interpreting, Applying and analysing and
Evaluating and synthesising
 the three units of study: Readings and defences, Complex transformation and defence and
Exploration and evaluation.
To ensure that the judgment of student achievement at exit from a two-semester course of study
is based on the mandatory aspects, the exit standards for the dimensions stated in the standards
matrix (see Section 4.9.2) must be used.
Significant aspects of the course of study
Judgments about student achievement made at exit from a course of study must be based on
significant aspects of the course of study.
Significant aspects are those areas described in the school’s work program that have been
selected from the choices permitted by the syllabus to meet local needs.
The significant aspects must be consistent with the objectives of the syllabus and complement
the developmental nature of learning in the course of study over two semesters.
Selective updating
Judgments about student achievement made at exit from a course of study must be selectively
updated throughout the course of study.
Selective updating is related to the developmental nature of the course of study and works in
conjunction with the principle of fullest and latest information.
10 | English Extension Senior Syllabus 2011
As subject matter is treated at increasing levels of complexity, assessment information gathered
at earlier stages of the course of study may no longer be representative of student achievement.
Therefore, the information should be selectively and continually updated (not averaged) to
accurately represent student achievement.
Schools may apply the principle of selective updating to the whole subject-group or to individual
students.
Whole subject-group
A school develops an assessment program so that, in accordance with the developmental nature
of the course of study, later assessment information based on the same groups of objectives
replaces earlier assessment information.
Individual students
A school determines the assessment folio for verification or exit. The student’s assessment folio
must be representative of the student’s achievements over the course of study. The assessment
folio does not have to be the same for all students; however, the folio must conform to the
syllabus requirements and the school’s approved work program.
Selective updating must not involve students reworking and resubmitting previously graded
responses to assessment instruments.
Fullest and latest information
Judgments about student achievement made at exit from a course of study must be based on the
fullest and latest information available.
 “Fullest” refers to information about student achievement gathered across the range of
objectives.
 “Latest” refers to information about student achievement gathered from the most recent period
in which achievement of the objectives is assessed.
The fullest and latest assessment data on mandatory and significant aspects of the course of
study is recorded on a student profile.
4.2 Planning an assessment program
To achieve the purposes of assessment listed at the beginning of this section, schools must
consider the following when planning a standards-based assessment program:
 dimensions and objectives (see Section 2)
 course organisation (see Section 3)
 principles of exit assessment (see Section 4.1)
 required assessment techniques over the two-semester course of study (see Section 4.5)
 conditions in which assessment instruments are undertaken (see Sections 4.5 and 4.6)
 verification folio requirements, i.e. the assessment instruments necessary to reach valid
judgments of students’ standards of achievement (see Section 4.7)
 exit standards (see Section 4.8).
Further information can be found on the English Extension page of the QSA website
<www.qsa.qld.edu.au/17601.html>.
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4.3 Special provisions
Guidance about the nature and appropriateness of special provisions for particular students may
be found in the QSA’s Policy on Special Provisions for School-based Assessments in Authority
and Authority-registered Subjects (2009), available from <www.qsa.qld.edu.au/2132.html>.
This statement provides guidance on responsibilities, principles and strategies that schools may
need to consider in their school settings.
To enable special provisions to be effective for students, it is important that schools plan and
implement strategies in the early stages of an assessment program and not at the point of
deciding levels of achievement. The special provisions might involve alternative teaching
approaches, assessment plans and learning experiences.
4.4 Authentication of student work
It is essential that judgments of student achievement be made on accurate and genuine student
assessment responses. Teachers should ensure that students’ work is their own, particularly
where students have access to electronic resources or when they are preparing collaborative
tasks.
The A–Z of Senior Moderation contains a section on authenticating student work
<www.qsa.qld.edu.au/1426.html>. This provides information about various methods teachers can
use to monitor that students’ work is their own. Particular methods outlined include:
 teachers seeing plans and drafts of student work
 student production and maintenance of documentation for the development of responses
 student acknowledgment of resources used.
Teachers must ensure students use consistent accepted conventions of in-text citation and
referencing, where appropriate.
Further advice on drafting of student assessment responses is available on the English Extension
page of the QSA website <www.qsa.qld.edu.au/17601.html>.
4.5 Assessment technique
The technique and associated conditions of assessment most suited to the judgment of student
achievement in this subject are described in the following sections. In English Extension, all
student assessment is in the form of extended responses. Each assessment instrument must
assess relevant aspects of the three dimensions.
For each dimension, standards are described. For each assessment instrument, schools develop
instrument-specific standards from the syllabus standards descriptors for relevant aspects of the
three dimensions (see Section 4.9.2: Standards matrix). These instrument-specific standards are
used for making judgments about the quality of students’ responses. Students must be given
instrument-specific standards for each assessment instrument.
12 | English Extension Senior Syllabus 2011
4.5.1 Extended response
Purpose
Extended responses assess the sustained application of higher order cognition (analysis,
synthesis and evaluation) in the creation of students’ written and spoken/signed responses.
Description
In English Extension, extended responses may be presented in a variety of modes. Students are
required to analyse, synthesise, manipulate and evaluate information and ideas to create their
own texts for a specific purpose and audience. These assessments occur over a period of time
using class and students’ own time.
In English Extension extended responses explain, analyse, evaluate and synthesise ideas.
The following are examples:
 analytical exposition
 seminar.
Dimensions to be assessed
All English Extension assessment instruments assess relevant aspects of all the dimensions.
Conditions clearly stated on the assessment
Semesters 1 and 2
 Reading and defence
- Written: 1000–1500 words
 Complex transformation and its defence
- Complex transformation (written or multimodal):
 Written: 100–800 words
 Multimodal: 3–5 minutes
- Defence (spoken/signed):
 Spoken/signed: 8–10 minutes
 Exploration and evaluation
- Written: 2500–3000 words.
Advice for teachers
 Ensure assessment instruments allow the full range of standards to be demonstrated.
 Consider the instrument conditions in relation to the requirements of the assessment
instrument.
 Inform the students and indicate on the assessment which objectives and standards will be
assessed.
 Provide learning experiences that support the mode and genre of the instrument, modelling
the assessment technique where possible.
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4.6 Assessment overview
Assessment instrument 1. Reading and defence
Preparing for this instrument:
 Students explore a number of theoretical
approaches.
 One of these approaches is used to
produce a reading of the chosen text.
 The defence must explain how the
MONITORING FOLIO
VERIFICATION FOLIO
selected approach has allowed the
student to make meaning of the text in
this particular way.
Students produce:
 reading of the selected text
 defence of the reading.
Mode:
 reading — written
 defence — written
Conditions:
 Length of response: 1000–1500 words.
 Students must have prior notice of task.
 Students must have access to material and human
resources.
Reading:
Students select a literary text and apply a theoretical
approach to produce a reading of the text. The
reading must include direct and indirect references to
the selected text.
Defence:
Students analyse and evaluate the aspects and
strategies of the chosen theoretical approach they
have used to produce the reading of the selected
text.
Assessment instrument 2. Complex transformation and its defence
Preparing for this instrument:
 There must be a clear relationship
between a complex transformation and
its defence. The defence must explain
how the transformation realises the
repositioning of readers.
 The defence must focus on aspects of
the base text that were the motivation for
the complex transformation as well as the
textual features of the complex
transformation and strategies used to
offer readers an alternative position/s.
14 | English Extension Senior Syllabus 2011
Students produce:
 theory-based complex transformation of the selected text
 defence of the theory-based complex transformation
- explaining how they applied theoretical approaches to
rewrite the text
- evaluating how the rewritten text offers readers an
alternative position/s.
Mode:
 complex transformation — written or multimodal
 defence — spoken/signed
Conditions:
 Length of response for complex transformation
- Written: 100–800 words
- Multimodal: 3–5 minutes.
 Length of response for defence:
- Spoken/signed: 8–10 minutes.
 Students must have prior notice of task.
 Students must have access to material and human
resources.
Complex transformation:
Students select a literary text suited to the instrument
demands. They select and apply aspects and
strategies from theoretical approaches to intervene in
the selected base text, or part of the text, to offer
readers an alternative position/s.
Defence:
In the defence of the complex transformation,
students:
 identify the key assumptions and values
underpinning the text that they would like to
challenge
 show how relevant textual features and language
details of the base text support/construct these
assumptions and values
 explain how they applied the theoretical
approaches in the intervention in the text, or part
of the text
 evaluate how the rewritten text offers readers an
alternative position/s through application of
theoretical understandings.
VERIFICATION FOLIO
Assessment instrument 3. Exploration and evaluation
Preparing for this instrument:
 Students must develop a focus question to
explore how texts and theoretical approaches can
work together to produce a particular close
reading of the chosen text/s.
 This focus question must allow for evaluation of
the effectiveness of at least two theoretical
approaches when applied to the chosen text/s to
produce a close reading. This includes
evaluation of:
- the strengths and weaknesses of particular
theoretical approaches
- how the particular approaches may be
complementary and/or how they clash.
 To control the scope of their response, students
must be discerning when selecting texts and
theoretical approaches to explore the focus
question.
 The text/s chosen must have enough complexity
to sustain depth of analysis.
 The focus question must be achievable given the
time constraints and guidelines for the length of
student response. It may be necessary to revisit
and refine the focus question as students work on
their response.
 There must be a clear link between the focus
question and the analysis and evaluation of the
texts and theoretical approaches in the response.
Students produce:
 An extended analytical response which evaluates
the ways selected theoretical approaches may be
applied in investigating a complex text/s in
response to a focus question.
Mode:
 written.
Conditions:
 Length of response: 2500–3000 words.
 Students must have prior notice of task.
 Students must have access to material and
human resources.
Exploration and evaluation — investigation of a
focus question:
 Students select at least one complex literary text
and at least two theoretical approaches to apply
to the text/s. They use these theoretical
approaches to produce a close reading of the
selected text/s to explore a focus question. This
focus question must allow them to evaluate how
effective these theoretical approaches have been
in producing the close reading.
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4.7 Requirements for verification folio
A verification folio is a collection of a student’s responses to assessment instruments on which
the level of achievement is based. For students who are to exit with two semesters of credit, each
folio should contain the range of assessments for making summative judgments as stated below.
Students’ verification folios for English Extension must contain:
 responses to the three required assessment instruments
 evidence that the dimensions and objectives have been assessed
 a student profile completed to date.
For information about preparing monitoring and verification submissions, schools should refer to
the The A–Z of Senior Moderation, available at <www.qsa.qld.edu.au/1426.html>.
4.8 Exit standards
The purpose of standards is to make judgments about students’ levels of achievement at exit
from a course of study. The standards are described in the same dimensions as the objectives of
the syllabus. The standards describe how well students have achieved the objectives and are
stated in the standards matrix.
The following dimensions must be used:
 Dimension 1: Understanding and interpreting
 Dimension 2: Applying and analysing
 Dimension 3: Evaluating and synthesising.
Each dimension must be assessed in each assessment instrument. Each dimension is to make
an equal contribution to the determination of exit levels of achievement.
4.9 Determining exit levels of achievement
When students exit the course of study, the school is required to award each student an exit level
of achievement from one of the five levels:
 Very High Achievement (VHA)
 High Achievement (HA)
 Sound Achievement (SA)
 Limited Achievement (LA)
 Very Limited Achievement (VLA).
Exit levels of achievement are summative judgments made when students exit the course of
study. For most students this will be after two semesters. For these students, judgments are
based on exit folios providing evidence of achievement in relation to all objectives of the syllabus.
All the principles of exit assessment must be applied when making decisions about exit levels of
achievement.
4.9.1 Determining a standard
The standard awarded is an on-balance judgment about how the qualities of the student’s work
match the standards descriptors overall in all three dimensions. This means that it is not
necessary for the student to have met every descriptor for a particular standard.
16 | English Extension Senior Syllabus 2011
Some students will exit after one semester. For these students, judgments are based on folios
providing evidence of achievement in relation to the objectives of the syllabus covered to that
point in time. The particular standards descriptors related to those objectives are used to make
the judgment.
Further information can be found at <www.qsa.qld.edu.au/1426.html>.
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Applying and analysing
Understanding and interpreting
4.9.2 Standards matrix
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

discerning understanding
of the complexities of
literary texts and their
social, historical and
cultural contexts to
produce discriminating and
defensible interpretations

thorough understanding of
literary texts and their
social, historical and
cultural contexts to
produce informed and
defensible interpretations

understanding of literary
texts and their social,
historical and cultural
contexts to produce
informed interpretations

partial understanding of
literary texts and their
social and cultural contexts
to produce interpretations

partial understanding of
aspects of literary texts to
produce simple
interpretations

discerning understanding
and insightful interpretation
of different theoretical
approaches

thorough understanding
and interpretation of
different theoretical
approaches

understanding and
explanation of different
theoretical approaches

partial understanding and
explanation of different
theoretical approaches

partial understanding and
explanation of aspects of
theoretical approaches

discerning understanding
of the social, historical and
cultural contexts of
different theoretical
approaches and of subtle
similarities and differences
among them.

thorough understanding of
the social, historical and
cultural contexts of
different theoretical
approaches and of
substantial similarities and
differences among them.

understanding of the
social, historical and
cultural contexts of
different theoretical
approaches and of obvious
similarities and differences
among them.

partial understanding of the
social and cultural contexts
of theoretical approaches.
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

discerning application of
different theoretical
approaches and ways of
valuing literary texts to
produce insightful and
defensible interpretations of
literary texts

effective application of
different theoretical
approaches and ways of
valuing literary texts to
produce defensible
interpretations of literary
texts

application of different
theoretical approaches and
ways of valuing literary
texts to produce
interpretations of literary
texts

uneven application of
theoretical approaches to
produce interpretations of
literary texts

uneven use of aspects of
theoretical approaches to
produce simple
interpretations

discerning analysis of how
different genres, structures
and textual features of
literary texts support
different interpretations

thorough analysis of how
different genres, structures
and textual features of
literary texts support
different interpretations

analysis of how different
genres, structures and
textual features of literary
texts support different
interpretations

partial analysis of different
genres, structures and/or
textual features of literary
texts

description of aspects of
genres, structures and/or
textual features of literary
texts
18 | English Extension Senior Syllabus 2011
Evaluating and synthesising
Standard A
Standard B
Standard C
Standard D
Standard E

discerning manipulation of
the roles, relationships,
patterns and conventions
associated with academic
communication, including
terminology

effective use of the roles,
relationships, patterns and
conventions associated
with academic
communication, including
terminology

use of the roles,
relationships, patterns and
conventions associated
with academic
communication, including
terminology

uneven use of the roles,
relationships, patterns and
conventions associated
with academic
communication, including
terminology

uneven use of aspects of
the roles and conventions
associated with academic
communication

discerning use of textual
features to consistently
achieve desired effects for
specific audiences.

effective use of textual
features to achieve desired
effects for specific
audiences.

use of textual features to
achieve effects for
audiences.

uneven use of textual
features to achieve effects.

uneven use of textual
features.
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

thorough and discriminating
evaluation of different
theoretical approaches
used to produce a variety of
insightful and defensible
interpretations of literary
texts

thorough evaluation of
different theoretical
approaches used to
produce a variety of
defensible interpretations
of literary texts

evaluation of theoretical
approaches used to
produce different
defensible interpretations
of literary texts

partial evaluation of
aspects of theoretical
approaches used to
produce interpretations of
literary texts

partial explanation of
aspects of theoretical
approaches

thorough and
discriminating evaluation of
own interpretations,
making explicit the different
theoretical approaches that
underpin them

thorough evaluation of own
interpretations, making
explicit the different
theoretical approaches that
underpin them

evaluation of own
interpretations, making
explicit the theoretical
approaches that underpin
them

partial evaluation of
aspects of own
interpretations

partial explanation of
aspects of own
interpretations

thorough and systematic
synthesis of relevant ideas,
interpretations and
viewpoints with
discriminating supporting
evidence.

systematic synthesis of
relevant ideas,
interpretations and
viewpoints with convincing
supporting evidence.

synthesis of some relevant
ideas, interpretations and
viewpoints with supporting
evidence.

partial explanation of
ideas, interpretations and
viewpoints with some
evidence.

partial explanation of
ideas, interpretations and
viewpoints.
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Glossary
Glossary term
Explanation
academic paper
An academic paper is written by scholars of a discipline for other scholars.
The aim of the academic paper is to help readers understand the topic
more fully. Academic writing in English Extension involves students
developing a focus question to explore how texts and theoretical
approaches can work together to produce close readings of texts. The
paper examines the chosen text/s from a particular perspective that is
made clear in the thesis (see Unit 3).
base text
The text the student selects for the complex transformation is referred to as
the base text.
close reading
Close reading operates on the premise that a text will be more fully
understood and appreciated when the nature and interrelations of its parts
become apparent.
In English Extension, close reading involves focusing on specific details of
texts, for example words, layout and graphics, in order to open texts up to a
broader consideration of issues and ideas. In particular, close reading in
this subject allows for the strategic application of theory to texts for the
purpose of exploring and evaluating the different ways that texts can be
read and interpreted.
For many literary critics, close reading is the term used for the conscious
and deliberate effort to read a text with as much care and attention as
possible to what the words on the page are doing. It requires re-reading of
the text and attention to the language and structures of the text rather than
using external considerations, such as biographical or historical context, to
help generate meaning. One of the goals of this intense scrutiny of the
characteristics of a text is to understand how the stylistic and formal
aspects of a work of literature contribute to meaning.
Through close reading the reader often notices new aspects of the text and
their effect.
complex
transformation
A complex transformation involves students intervening in a base text by
rewriting it, to reposition the reader. A transformation is complex when the
rewritten text makes available alternative and/or resistant readings other
than those that the base text seems to invite.
defence
A defence is an analysis of a reading. In English Extension a defence
provides an explanation of how a theoretical approach has been used to
make meaning of a text in particular ways.
interpretive
strategies
Interpretive strategies are various ways of making meaning of a text. These
strategies or reading practices are generated from a range of theoretical
understandings about how meaning is made.
intervention
Intervention in a text involves making changes to some aspect or aspects
of the text in order to produce a new invited reading of the text.
literary texts
The term includes a broad range of forms, such as novels, poetry, short
stories, plays, films and a variety of non-fiction works, from different cultural
contexts and times.
20 | English Extension Senior Syllabus 2011
multimodal
Multimodal refers to the use of more than one mode of communication. In
assessment, multimodal refers to assessments where there is significant
contribution from at least two modes (e.g. a seminar using a PowerPoint
presentation).
patterns and
conventions
Patterns and conventions are a genre’s distinguishing structures, features
and patterns that relate to context, purpose and audience.
positioning
Positioning refers to how texts influence readers to read or make
meaning in certain ways. Readers are positioned or invited to construct
particular meanings in relation to the characters, the arguments, or the
groups in the text.
readings
Readings are the meanings produced when a reader applies particular
meaning-making strategies or reading practices to interpret a text.
Some ways of interpreting texts include:
- invited readings
By reading with the text the reader produces the meaning/s the text
seems to invite
- alternative readings
By reading across the text the reader may challenge aspects of the
invited reading/s but not totally oppose it/them
- resistant or oppositional reading
By reading against the text the reader recognises the invited reading/s
but challenges or opposes it/them.
Readers may shift among a range of interpretations as they read and reread texts or parts of texts.
theoretical
approaches
Various sets of meaning-making strategies or reading practices generated
from a range of theoretical understandings about how meaning is made
can be categorised into major theoretical approaches. Each of these can
be identified, in broad outline, with a range of theories.
The major approaches of author-centred, text-centred, reader-centred and
world-context-centred are one way of conceptualising changes in the
theories and practices of literary study that have evolved during the
twentieth and twenty-first centuries. These approaches are characterised
by particular assumptions and values, and place greater or lesser
emphasis on the interactions that occur between author, text, reader and
the world context as we read.
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22 | English Extension Senior Syllabus 2011
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au