English – ATAR Year 11- 2015
Unit 1
Course Outline
Unit 1
Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped
by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts, students consider
how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between
texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and
creativity. They are able to respond to texts in a variety of ways, creating their own texts, and reflecting on their own learning.
Week
1
2-4
Key teaching points
 Unit overview
 Organisation of English books/files etc.
 Task expectations
 Written and oral communication standards
 English Assessment Policy
 Use of portfolios
 Senior School Reference Book
 Concepts of representation and context
 Narrative techniques
Through the study of two Tim Winton short stories (“A
Blow, A Kiss” and “Big World”), students will come to
an understanding of how a range of narrative
techniques, especially symbolism, description and
imagery can be used to shape audience response and
make meaning.
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Short story genre – conventions
Tim Winton – background information and
influences
The Australian context
Representations in the text
Values and attitudes
Syllabus content
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Assessment Tasks
Rationale
Aims
Organisation
Grade descriptions
Glossary
Assessment outline
Investigate the relationships between language, context and
meaning by:
 explaining how texts are created in and for different
contexts
 analysing how language choices are made for different
purposes and in different contexts using appropriate
metalanguage
Examine the language, structure and features of imaginative
texts including:
 explaining the ways language features, text structures
and conventions communicate ideas and perspectives
 analysing how vocabulary, idiom and rhetoric are used
for different purposes and contexts
 evaluating the impact of description and imagery.
Analyse and evaluate how responses to texts, including
students’ own responses, are influenced by:
 personal, social and cultural context
 the use of techniques associated with imaginative texts
Task 1: Responding 5%
In-class short answer
responses to two short stories
studied with a focus on
language features employed
by the author, such as
symbolism, description and
imagery.
Task set: Semester 1 Week 2
Task due: Semester 1 Week 4
5-6
Students will create a text that promotes the study of Tim
Winton short stories. The focus will be on considering
context, audience and purpose when determining an
appropriate form. Possible text forms include
speeches, articles, blogs, essays, web pages,
narratives.
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6-8
Revisit concept of context
Text structures and conventions
Planning and editing techniques
Effective research techniques and recording
bibliographic information
Through a study of expository text techniques and visual
text conventions, students will explore the way that
texts can represent similar ideas and groups of people
in different ways.
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7-10
Representation
Context
Expository texts – structure and techniques
Visual codes and conventions
Reader positioning
Reading practices
Students will chose a controversial issue to research and
Create a range of texts:
 using appropriate form, content, style and tone for
different purposes and audiences in real and imagined
contexts
 using appropriate quotation and referencing protocols
 using strategies for planning, drafting, editing and
proofreading
 using accurate spelling, punctuation, syntax and
metalanguage.
Task 2: Creating 10%
Production of a text promoting
studied short stories with
particular emphasis on using
appropriate form, content,
style and tone to suit a
particular context, purpose
and audience.
Task set: Semester 1 Week 5
Task due: Semester 1 Week 6
Investigate the relationships between language, context and
meaning by:
 explaining how texts are created in and for different
contexts
 analysing how language choices are made for different
purposes and in different contexts using appropriate
metalanguage
Examine the language, structure and features of imaginative,
interpretive and persuasive texts, including:
 explaining the ways language features, text structures
and conventions communicate ideas and perspectives
 explaining the ways text structures, language features
and stylistic choices are used in different types of texts
 analysing how vocabulary, idiom and rhetoric are used
for different purposes and contexts
Analyse and evaluate how responses to texts, including
students’ own responses, are influenced by:
 purpose, taking into account that a text’s purpose is
often open to debate
 personal, social and cultural context
 the use of techniques associated with imaginative,
interpretive and persuasive texts.
Task 3: Responding 7.5%
In-class essay on at least two
unseen texts (one expository
written text and one still
image) that represent the
same social group in different
ways.
Task set: Semester 1 Week 6
Task due: Semester 1 Week 8
Create a range of texts:
Task 4: Creating 10%
use the information found and their understanding of
persuasive techniques, visual impact and effective oral
techniques to produce, and present to the class, a
multi-modal text that argues a particular point of view
and encourages the audience to take a particular
action. One mode used in the text must be the spoken
aspect.
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11-14
Elements of a multi-modal text
Persuasive techniques
Impact of visual images/visual codes and
conventions
 Effective public speaking
Through the study of the novel Of Mice and Men, students
will study the context of the time in which the text was
both written and set. Students will also study the
narrative techniques used by the author including
point of view, foreshadowing, imagery, dialogue and
description.
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15
Historical and social context – 1930’s America
Author profile
Narrative conventions/techniques
Values and attitudes
Different readings of the text
Examination
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using appropriate form, content, style and tone for
different purposes and audiences in real and imagined
contexts
 drawing on a range of technologies
 combining visual, spoken and written elements where
appropriate
 using evidence-based argument
Analyse and evaluate how responses to texts, including
students’ own responses, are influenced by:
 purpose, taking into account that a text’s purpose is often
open to debate
 personal, social and cultural context
 the use of techniques associated with imaginative,
interpretive and persuasive texts.
Investigate the relationships between language, context and
meaning by:
 explaining how texts are created in and for different
contexts
 analysing how language choices are made for different
purposes and in different contexts using appropriate
metalanguage
Examine the language, structure and features of imaginative,
interpretive and persuasive texts, including:
 explaining the ways language features, text structures and
conventions communicate ideas and perspectives
 explaining the ways text structures, language features and
stylistic choices are used in different types of texts
 analysing how vocabulary, idiom and rhetoric are used for
different purposes and contexts
 evaluating the impact of description and imagery.
Production and presentation
of a multi-modal text
(including an oral component)
that argues a particular point
of view and encourages a
particular action by the
audience.
Task set: Semester 1 Week 7
Task due: Semester 1 Week 10
Task 5: Responding 7.5%
In-class essay on novel studied
with particular reference to
the context of production.
Task set: Semester 1 Week 11
Task due: Semester 1 Week 14
Task 6: Examination 10%
English – ATAR Year 11- 2015
Unit 2
Course Outline
Unit 2
Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and
structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider
the interplay of imaginative, interpretive and persuasive elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices
and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their own
texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.
Week
1-3
Key teaching points
Study of film as text examining how the text structure and
use of visual conventions (stylistic choices) can be used
to position us to accept certain values and attitudes and
to present the human experience in a certain light.
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Film as text
Feature film conventions
Point of view (narrator’s voice)
Values and attitudes
Differing readings of texts
Syllabus content
Compare texts in a variety of contexts, media and modes
by:
 explaining the relationship between purpose and context
 analysing the style and structure of texts
Investigate the representation of ideas, attitudes and voices
in texts, including:
 analysing the ways language features, text structures
and stylistic choices shape perspectives and
interpretations
 evaluating the effects of rhetorical devices
 analysing the effects of using multimodal and digital
conventions
 analysing how attitude and mood are shaped.
Analyse and evaluate how and why responses to texts vary
through:
 the impact of language and structural choices on
shaping own and others’ interpretations
 the ways ideas, attitudes and voices are represented
Assessment Tasks
Task 7: Responding 10%
In-class essay on the way in
which values and attitudes are
presented in a film text, with an
emphasis on the use of the
narrator’s voice.
Task set: Semester 2 Week 1
Task due: Semester 2 Week 3
3-5
Students to present an oral analysis of a film scene or still
image to the class focusing on how visual elements have
been used to convey a particular idea or issue and/or
mood to the audience.
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6-8
Review of visual codes and conventions with
emphasis on appropriate metalanguage
Oral presentation skills
Elements of genre
Students to study a graphic novel in order to discuss the
interplay between visual and written text and how that
is used to present a particular perspective on the world
and human experience.
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Audience, purpose and context
Conventions of graphic novels
Shaping audience response
Compare texts in a variety of contexts, media and modes
by:
 analysing the style and structure of texts
Investigate the representation of ideas, attitudes and voices
in texts, including:
 analysing the ways language features, text structures
and stylistic choices shape perspectives and
interpretations
 analysing how attitude and mood are shaped.
Create a range of texts:
 using imaginative, interpretive and persuasive
elements for different purposes, contexts and
audiences
 using strategies for planning, drafting, editing and
proofreading
 using accurate spelling, punctuation, syntax and
metalanguage.
Compare texts in a variety of contexts, media and modes
by:
 explaining the relationship between purpose and
context
 analysing the style and structure of texts
 evaluating the construction of hybrid texts.
Investigate the representation of ideas, attitudes and voices
in texts, including:
 analysing the ways language features, text structures
and stylistic choices shape perspectives and
interpretations
Analyse and evaluate how and why responses to texts vary
through:
 the impact of language and structural choices on
shaping own and others’ interpretations
 the ways ideas, attitudes and voices are represented
Reflect on their own and others’ texts by:
 analysing the values and attitudes expressed in texts
 evaluating the effectiveness of texts in representing
ideas, attitudes and voices
 critically examining how and why texts position
readers and viewer
Task 8: Creating 5%
Create an oral presentation that
interprets a film scene or still
image and describes how
particular ideas and issues
and/or are conveyed to the
viewer.
Task set: Semester 2 Week 3
Task due: Semester 2 Week 5
Task 9: Responding 5%
In-class short answer responses
to a hybrid novel evaluating
how aspects of construction
have been used to shape
audience response.
Task set: Semester 2 Week 6
Task due: Semester 2 Week 8
10-12
Students will explore a range of texts in different modes
that present differing perspectives on the same or
similar issue in order to understand that structure and
language choices can shape audience response.
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13-14
Students to create a written text that demonstrates their
ability to take on a persona and sustain a specific voice
throughout the text.
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14
Structure and conventions of different text types
Rhetorical devices
Context of production and reception
Audience, purpose, genre
Elements of short story writing
Elements of persuasive texts
Planning and editing techniques
Examination
Compare texts in a variety of contexts, media and modes
by:
 explaining the relationship between purpose and
context
Investigate the representation of ideas, attitudes and voices
in texts, including:
 analysing the ways language features, text structures
and stylistic choices shape perspectives and
interpretations
 evaluating the effects of rhetorical devices
 analysing how attitude and mood are shaped.
Analyse and evaluate how and why responses to texts vary
through:
 the impact of language and structural choices on
shaping own and others’ interpretations
 the ways ideas, attitudes and voices are represented
Reflect on their own and others’ texts by:
 analysing the values and attitudes expressed in texts
 evaluating the effectiveness of texts in representing
ideas, attitudes and voices
 critically examining how and why texts position
readers and viewers.
Create a range of texts:
 using imaginative, interpretive and persuasive
elements for different purposes, contexts and
audiences
 experimenting with text structures, language features
and multimodal devices
 developing and sustaining voice, tone and style
 selecting and applying appropriate textual evidence to
support arguments
 using strategies for planning, drafting, editing and
proofreading
 using accurate spelling, punctuation, syntax and
metalanguage
 using appropriate quotation and referencing
protocols.
Task 10: Responding 5%
In-class short answer responses
to two or more unseen texts
that present different
perspectives on the same issue,
with emphasis on both the
context and the voices in the
text.
Task set: Semester 2 Week 10
Task due: Semester 2 Week 12
Task 11: Creating 10%
Creation of a written text
(imaginative or persuasive) that
takes on a specific voice and
tone which is sustained
throughout the piece of writing.
Task set: Semester 2 Week 13
Task due: Semester 2 Week 14
Task 12: Examination 15%
TBA