Irene McCormack Catholic College
Literature 3A
Scheme of Assessment 2014/2015
Assessment
type
Task
weightings
Short Written
Response
Informal
Assessment
Text
Task
Task: Revision Journal
Oral
Production
Short Written
Response
Extended
Written
Response
Creative
Writing and
Analysis
Short Written
Response
Short Written
Response
Short Written
Response
Examination
All Texts
Students to actively revise each text in
a revision workbook, to be collected on
a periodic basis.
Task 1: Oral Production
5%
2.5%
A Doll’s
House
Paired presentation of a topic given to
students by teacher
A Doll’s
House
Task 2: In Class Essay
Unseen question, ½ page of notes
Task 3: In-Class Essay
5%
5%
7.5%
5%
Robert Frost
Robert Frost
Book Thief
Bruce Dawe
Students to complete an essay on a
topic over two periods. One page of
notes allowed.
Task 4: Creative Writing
Take home task. Students to write a
creative piece that explores an issue in
Robert Frost’s poetry.
Task 5: In-Class Essay
Unseen question, no notes.
Task 6: In-Class Essay
Unseen question, no notes.
Due Date
Autumn
Term
Week 4
Reading
Outcome
Producing
Outcome
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Year 12 Lit UNIT 3A
Weightings for 2014/2015
Assessment Table: Stage Three
Spring
Term
Week 5

Spring
Term
Week 6

Summer
Term
Week 3
Types of
Assessment
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Summer
Term
Week 2
Summer
Term
Week 7
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

Curriculum
Council
weightings
IMCC
weightings
10-30%
10%
Short Written
Response
30-50%
40%
Oral
Production
10-20%
10%
Creative
Writing
10-20%
10%
20-30%
30%
100%
100%
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

Extended
Written
Response
Autumn
Term
Week 2


School
Examination
TOTAL
5%
All Texts
Task 7: Practical Criticisms
A reading of an unseen text (preparation
for exam section one).
Autumn
Term
Week 3


15%
All Texts
Task 8: Semester examination
Students complete an in-class exam, which
covers a range of topics from the semester.
Autumn
Term
Week 5


Weighting Percentage 3A
Irene McCormack Catholic College
Literature 3B
Scheme of Assessment 2014/2015
Assessment
type
Task
weightings
Short Written
Response
Informal
Assessment
All Texts
Creative
Writing and
Analysis
5%
Short Written
Response
Text
Task
Due Date
Winter
Term
Week 10
No Sugar
Task 9: Creative Writing
Students to create a piece exploring an
issue in No Sugar poetry. Take home.
Autumn
Term
Week 11
7.5%
No Sugar
Task 10: In-Class Essay
Unseen question
Winter
Term
Week 2
Extended
Written
Response
7.5%
The White
Tiger
Task 11: In Class Research Essay
Students research, compile notes and
complete a draft on a choice of questions.
Students to complete the essay over two
periods. One page of notes allowed.
Winter
Term
Week 6
Short Written
Response
7.5%
The White
Tiger
Short Written
Response
2.5%
Oral
Production
5%
Various
Excerpts
15%
All Texts
Examination
Producing
Outcome

Task: Revision Journal
Students to actively revise each text in a
revision workbook, to be collected on a
periodic basis.
Various
Excerpts
Reading
Outcome
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Winter
Term
Week 7
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Task 13A: Practical Criticisms Essay
Students to construct a reading of an
excerpt from one of the three genres
studied in the course. Take home.
Winter
Term
Week 9


Task 13B: Practical Criticisms Tutorial
Students to conduct a tutorial of their
passage.
Winter
Term
Week 9

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Winter
Holidays


Task 12: Unseen In Class Essay
Handwritten, no notes.
Task 14: Semester examination
Students complete an in-class exam, which
covers a range of topics from the semester.
IMCC Year 12 Literature 3A
Semester 1 Program 2014-2015
Weeks
Teaching Focus
T4 1-2
Introduction to Course
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Content Addressed
Assessment
Exam results and feedback
Review of language, genre and context – main syllabus points.
Discussion of personal context and forming opinions about texts
LANGUAGE AND GENERIC CONVENTIONS
A Doll’s House
Henrik Ibsen
T4 2 -5
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Contextual Understandings: Background to the Play
Historical, Social and Cultural Context of the play
Authorial Context—Ibsen
Ibsen’s Influences and generic considerations – naturalism, realism and modernism
Performance history, criticism and significance to meaning of play
The role of men and women at the time
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Comprehending the Play
Students to read play at home
Teacher to provide link to students to watch play on youtube:
http://www.youtube.com/watch?v=m81oiq5yvCc
Analysis – Language and Generic Conventions; Context
Focus on the conventions of theatre – how Ibsen adapted the conventions of the wellmade play – the idealistic storyline popular at the height of the romantic period – and
adopted the conventions of to serve his purpose. Discussion of differences between
naturalism and realism.
Characterisation
Themes
Significance of language and author’s style in the play – imperial voice, colloquial ease
and naturalistic dialogue
Plot structure and staging
Symbolism
Readings of the play: Marxist, Feminist, Gendered Criticism
Discussion of discourse and ideology – patriarchal, feminist, etc.
Focus on reception of play in different contexts
Intertextual links to Kate Chopin’s “The Story of an Hour” – close study of short story
with reference to similarities to A Doll’s House
LG1: genres may have social, ideological and
aesthetic functions. For example, writers may blend
and borrow conventions from other genres to
appeal to particular audiences
LG2: language is a cultural medium; its meanings
may vary according to context
LG6: different groups of people use different terms
to represent their ideas about the world and these
different ways of thinking and speaking (discourses)
offer particular representations of the world.
Contextual understandings—the relationships between
writer, reader, text and context
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CU1: reading is not neutral or natural; it is a process
influenced by the readers’ cultural assumptions, their
cultural backgrounds, social position, gender etc.
CU2: readings that are constructed by the reader are
related to their ways of thinking about the values,
attitudes and beliefs circulating in their culture.
Different groups might read the same text in
different ways and produce dominant, alternative or
resistant readings
CU3: representations may reinforce habitual ways of
thinking about the world or they may challenge
popular ways of thinking and in doing so reshape
values, attitudes and beliefs
CU4: by reading intertextually we can examine the
ways texts may reflect, reinforce or challenge ideas in
other texts, and the way literary texts contribute to
the circulation and construction of ideas, beliefs and
Task:
Revision
Journal
Students to
actively revise
each text in a
revision
workbook, to
be collected
on a periodic
basis.
Task 1: Oral
Production
Paired
presentation of
critical
perspective
Task 2: SWR
In Class
Essay
In class
comparative
essay on
Reading
Practices
Assessment 1

OP Part 1:
 Paired presentation of article that features a critical perspective of the play. Students
to teach classmates about the main points of the thesis and engage their peers in
critical discussion of their chosen reading. Articles to be studied:
“Human Rights: Children and Patriarchy in Ibsen’s A Doll’s House” By Joshua Kerr
“A Doll’s House and a Marxist perspective in its evening”
“Tarantism and Tarantella in A Doll’s House” by Sandra Colella
“The Identity In-Between: The Enquiry of Apathy and Existential Anguish in Henrik Ibsen’s A
Doll’s House” by Abdur Rahman Shahin

attitudes in society
CU5: literary texts can be read in terms of a range of
ideologies; literary texts can be read as complex,
even contradictory, in their treatment of ideologies;
literary texts can be read as both serving and
challenging ideologies
CU6: the social, cultural and historical spaces in
which texts are produced and read mediate texts and
readings/readers.
PRODUCING TEXTS
OP Part 2:
 Focus on representations in the play: power, wealth, privilege, social class, modernism
and modern life, femininity, masculinity, gender, family life, marriage, gender roles,
characters, money.
 Relationship of representations with context – of production, reception, etc.
 Do the representations in the play reinforce habitual ways of thinking about the world
or challenge popular ways of thinking and in doing so reshape values, attitudes and
beliefs?
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Assessment 3 In Class Essay: Seen essay question on the application of different reading
practices.
Focus as a whole class on three lenses:
1. New Historicism: Completion of activities in critical perspective booklet.
2. Psychoanalytical: Completion of activities in critical perspective booklet.
3. Marxist: Completion of activities in critical perspective booklet.
Student have option to choose two of the above critical perspectives or to
research an additional lens.
PT1: use the terminology of a literary discourse
PT2: take control of the processes of textual
production, reflecting upon their own work, and
making independent but informed judgements about
the strengths and weaknesses of their work, either
individually or collaboratively
PT3: produce analytical, discursive, reflective and
creative texts taking into account considerations of
audience, purpose and context.
LANGUAGE AND GENERIC CONVENTIONS
Robert Frost
Pastoral Poetry
T4 7-9
T1 1-3
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Contextual Understandings: Background of Frost
Authorial Context: Robert – teacher generated PowerPoint
The Pastoral Movement and the role of Robert Frost.
Social/Political Context – Colloquialisms and rural America, Eco- Criticism
Religious/Philosophical Context – Moral decision making, the Arcadian Myth, the
Golden Age, the ruin of the human world, humour and satire, duality
Teacher generated PowerPoint to provide an overview of context
Introduction to Pastoral poetry through Christopher Marlowe
Focus of metre and sounds in Frost poetry
Focus on the style and tone of Frost- conversational and colloquial
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LG1: genres may have social, ideological and
aesthetic functions. For example, writers may blend
and borrow conventions from other genres to
appeal to particular audiences
LG3: writers may manipulate grammatical and
stylistic elements for ideological and/or aesthetic
purposes
LG4: choice of language is related to ideological and
aesthetic considerations
LG6 different groups of people use different terms
to represent their ideas about the world and these
different ways of thinking and speaking (discourses)
Task: Revision
Journal
Students to
actively revise
each text in a
revision
workbook, to
be collected on
a periodic basis.
Task 3: Creative
Writing on
themes,
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Annotation of 6 Frost poems
Ideologies – discussion and practical application of ideologies in the text. Practice
paragraph on ideology and aesthetics. Students to complete A3 chart
Review for assessment
Students investigate different possible readings of the poems- focus on
psychoanalytical and eco-criticism
offer particular representations of the world.
Contextual understandings—the relationships between
writer, reader, text and context
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Assessment Three:
Creative writing in poetic, prose of dramatic form that links with the context
theme or style of Frost
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Assessment Four:
Students are to prepare for an in-class EWR focusing on the representation of man and
nature to make social comment
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Intertextual links: Winton, Hope, Meeker The Comedy of Survival
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Weeks
3-7
The Book Thief
Before Reading: Students to view teacher generated powerpoint
introducing them to the context of the novel
Reading and Comprehension of the text
CU1: reading is not neutral or natural; it is a process
influenced by the readers’ cultural assumptions, their
cultural backgrounds, social position, gender etc.
CU2: readings that are constructed by the reader are
related to their ways of thinking about the values,
attitudes and beliefs circulating in their culture.
Different groups might read the same text in
different ways and produce dominant, alternative or
resistant readings
CU 3 representations may reinforce habitual ways of
thinking about the world or they may challenge
popular ways of thinking and in doing so reshape
values, attitudes and beliefs
CU5: literary texts can be read in terms of a range of
ideologies; literary texts can be read as complex,
even contradictory, in their treatment of ideologies;
literary texts can be read as both serving and
challenging ideologies
CU6: the social, cultural and historical spaces in
which texts are produced and read mediate texts and
readings/readers.
context or style
of Frost
Task 4: Seen In
Class Essay
EWR
Page of notes
PRODUCING TEXTS
PT1: use the terminology of a literary discourse
PT2: take control of the processes of textual
production, reflecting upon their own work, and
making independent but informed judgements about
the strengths and weaknesses of their work, either
individually or collaboratively
PT3: produce analytical, discursive, reflective and
creative texts taking into account considerations of
audience, purpose and context.
L&GC1
genres may have social, ideological and aesthetic functions. For example, writers Task: Revision
may blend and borrow conventions from other genres to appeal to particular
Journal
audiences
Students to
L&GC2
actively revise
language is a cultural medium; its meanings may vary according to context
each text in a
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T1 W8T2 W2
Discussion of conventions of a Epistolary novel
Completion of worksheets with a focus on writing techniques
and how they influence reader’s view of characters, places
and events
Close study of narrative point of view with practice essay
question as homework
Analysis Activities
Students to receive glossary of narrative conventions,
discussion of how readers can make meaning through
conventions; Completion of various worksheets and activities
on conventions
Discussion of different discourses apparent in the novel
Comparison of the ideological and aesthetic functions of the
novel
Creation of character profiles in groups, discussion of how we
view each character…use of quotes and analysis to support
conclusions
Discuss of values and attitudes put forward by the novel’s
characters and events
Analysis of the different groups represented in the novel
Assessment Preparation
Review of literary lenses and how to apply them to The Book
Thief
Workshop on how to construct a close reading; students to
read student samples from the Good Answers guide
L&GC4
choice of language is related to ideological and aesthetic considerations
L&GC5
language can be shaped to produce particular meanings and effects
L&GC6
different groups of people use different terms to represent their ideas about the
world and these different ways of thinking and speaking (discourses) offer particular
representations of the world.
CU 1
reading is not neutral or natural; it is a process influenced by the readers’ cultural
assumptions, their cultural backgrounds, social position, gender etc.
CU2
readings that are constructed by the reader are related to their ways of thinking
about the values, attitudes and beliefs circulating in their culture. Different groups
might read the same text in different ways and produce dominant, alternative or
resistant readings
CU3
representations may reinforce habitual ways of thinking about the world or they may
challenge popular ways of thinking and in doing so reshape values, attitudes and
beliefs
CU4
by reading intertextually we can examine the ways texts may reflect, reinforce or
challenge ideas in other texts, and the way literary texts contribute to the circulation
and construction of ideas, beliefs and attitudes in society
CU5
literary texts can be read in terms of a range of ideologies; literary texts can be read
as complex, even contradictory, in their treatment of ideologies; literary texts can be
read as both serving and challenging ideologies
CU6
the social, cultural and historical spaces in which texts are produced and read
mediate texts and readings/readers.
PT 1
use the terminology of a literary discourse
PT 2
take control of the processes of textual production, reflecting upon their own work,
and making independent but informed judgements about the strengths and
weaknesses of their work, either individually or collaboratively
PT 3
produce analytical, discursive, reflective and creative texts taking into account
considerations of audience, purpose and context.
Bruce Dawe Poetry
Poems to study:
Enter without so much as knocking
Drifters
LANGUAGE AND GENERIC CONVENTIONS
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LG1: genres may have social, ideological and aesthetic functions. For example,
writers may blend and borrow conventions from other genres to appeal to
particular audiences
revision
workbook, to
be collected
on a periodic
basis.
Task 5:
Unseen SWR
Essay –
Ideology vs
Aesthetics
Or Discourse
Task 6
SWR- Inclass unseen
essay
Homo Suburbiensis
Life Cycle
And a Good Friday was Had By All
Weapons Training
Homecoming
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Contextual Understandings: Background to Dawe’s Poetry
Author’s Context – Bruce Dawe. Watch brief video, write
points on board and discuss
Article: Uncommon voice of the common
!950s context – materialism, Americanism, influence of TV
1960s context on board – social change, women’s rights,
Vietnam War, Hippie Revolution, Indigenous rights
Vietnam War context and brief discussion
Australian values in Dawe’s poetry
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Contextual understandings—the relationships between writer, reader, text and
context
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Analysis – Language and Generic Conventions; Context
Analysis of seven poems as a whole class
Student complete in-class practice reading with one poem
Enter without so much as knocking: watch video analysis as
class, homework: Discuss how Dawe shapes language and text
forms to comment on social, cultural and historical conditions.
Two body paragraphs. Show students sample paragraph
Drifters: students to complete close reading chart
Intertextuality: The bible and Life Cycle, And a Good Friday
was had by all
Language, meanings and effects
Genre and purpose: social, ideological, aesthetic
Student to complete close reading charts
Discussion of readings of all poems
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Practical Criticisms and Exam Preparation
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Review of content from semester
Whole class, group, partner and individual work on samples
for close reading
Students to practice writing outlines, drafting and completing
practice essays.
Students to complete one unseen reading (from a selection)
CU1: reading is not neutral or natural; it is a process influenced by the readers’
cultural assumptions, their cultural backgrounds, social position, gender etc.
CU2: readings that are constructed by the reader are related to their ways of
thinking about the values, attitudes and beliefs circulating in their culture.
Different groups might read the same text in different ways and produce
dominant, alternative or resistant readings
CU3: representations may reinforce habitual ways of thinking about the world
or they may challenge popular ways of thinking and in doing so reshape values,
attitudes and beliefs
CU4: by reading intertextually we can examine the ways texts may reflect,
reinforce or challenge ideas in other texts, and the way literary texts contribute
to the circulation and construction of ideas, beliefs and attitudes in society
CU5: literary texts can be read in terms of a range of ideologies; literary texts
can be read as complex, even contradictory, in their treatment of ideologies;
literary texts can be read as both serving and challenging ideologies
CU6: the social, cultural and historical spaces in which texts are produced and
read mediate texts and readings/readers.
PRODUCING TEXTS


T2 W3
LG3: writers may manipulate grammatical and stylistic elements for ideological
and/or aesthetic purposes
LG4: choice of language is related to ideological and aesthetic considerations
LG5: language can be shaped to produce particular meanings and effects
PT1: use the terminology of a literary discourse
PT2: take control of the processes of textual production, reflecting upon their
own work, and making independent but informed judgements about the
strengths and weaknesses of their work, either individually or collaboratively
PT3: produce analytical, discursive, reflective and creative texts taking into
account considerations of audience, purpose and context.
Review of all outcomes
Task 7:
Practical
Criticisms
Practice of
exam type
questions
with focus on
the reading
and one unseen question (from a selection) for a mark.
EXAM REVISION
section.
Exams
T2
WK5
Task 8:
Semester
examination
Students
complete an
in-class exam,
which covers
a range of
topics from
the semester.
IMCC Year 12 Literature 3B
Semester 1 Program Outline 2015
Weeks
Teaching Focus
Content Addressed
No Sugar
By Jack Davis
T2 WK8
–T3 WK2
LANGUAGE AND GENERIC CONVENTIONS
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Contextual Understandings: Background to the Play
Watch Documentary: First Australians, unhealthy government
experiment. Resource on teacher computer.
Students to individually research and make notes on a topic: author’s
context, Great Depression, Treatment of Aborigines in 1930s, Cultural
Context, Historical Places, Figures and Events, Context of production.
Handouts to be given to peers
Discussion of context of reception in class: Sorry Day, Modern-day media
representation of Aboriginal people, etc.
Student to fill out note-making chart to consolidate information about
context
Reading of the Aborigines’ Act of 1905 and discussion of implications
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Analysis – Language and Generic Conventions; Context
Read the play as a class. Whilst reading students to become an expert on
one of the following topics: characterisation, themes, values and
attitudes, dramatic conventions, setting and structure, writing

LG1: genres may have social, ideological and aesthetic functions.
For example, writers may blend and borrow conventions from
other genres to appeal to particular audiences
LG2: language is a cultural medium; its meanings may vary
according to context
LG6: different groups of people use different terms to represent
their ideas about the world and these different ways of thinking
and speaking (discourses) offer particular representations of the
world.
Assessment
Task 1: Revision
Journal
Students to
actively revise
each text in a
revision
workbook, to
be collected on
a periodic basis.
Contextual understandings—the relationships between writer, reader,
text and context
Task 9: Creative
writing on an
issue from No
Sugar
CU1: reading is not neutral or natural; it is a process influenced by
the readers’ cultural assumptions, their cultural backgrounds, social
position, gender etc.
CU2: readings that are constructed by the reader are related to
their ways of thinking about the values, attitudes and beliefs
Task 10:
Unseen Essay
In class. Choice
of three
questions, no
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techniques.
Teacher to point out relevant links to topic whilst reading, students to
create handouts to be given to their peers
Teacher generated handouts and discussion of conflict, irony and
parody, allegory and intertextuality
Representation in the play – how social/racial groups are constructed as
marginalised/dominant. Relation of representation to the context of
production.
Post-colonial reading
Ideologies in the play and paternal discourse
Genre and generic conventions – Protest and Revisionist play and
political, social and cultural function of genre.
circulating in their culture. Different groups might read the same
text in different ways and produce dominant, alternative or
resistant readings
CU3: representations may reinforce habitual ways of thinking
about the world or they may challenge popular ways of thinking
and in doing so reshape values, attitudes and beliefs
CU5: literary texts can be read in terms of a range of ideologies;
literary texts can be read as complex, even contradictory, in their
treatment of ideologies; literary texts can be read as both serving
and challenging ideologies
CU6: the social, cultural and historical spaces in which texts are
produced and read mediate texts and readings/readers.



notes.
PRODUCING TEXTS


PT1: use the terminology of a literary discourse
PT2: take control of the processes of textual production, reflecting
upon their own work, and making independent but informed
judgements about the strengths and weaknesses of their work,
either individually or collaboratively
PT3: produce analytical, discursive, reflective and creative texts
taking into account considerations of audience, purpose and
context.

The White Tiger
T3
WK 2WK7
Contextual Understandings: Background to the novel
Powerpoint: Caste system in India and implications
Handout on the Dalits
Video: Gulabi Gang and worksheet
Ganges River, Religions in India, Mahatma Ghandi, Political System, ‘Great
Socialist,’ Social Issue, Lightness and Darkness
Video: India rising, One billion reasons to care
Video: I am Guragaon and worksheet. Comparisons to the Guragaon
portrayed in the text.
LANGUAGE AND GENERIC CONVENTIONS
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Analysis – Language and Generic Conventions; Context
Analysis of seven poems as a whole class
Student complete in-class practice reading with one poem
Enter without so much as knocking: watch video analysis as class,
homework: Discuss how Dawe shapes language and text forms to
comment on social, cultural and historical conditions. Two body
LG1: genres may have social, ideological and aesthetic functions.
For example, writers may blend and borrow conventions from
other genres to appeal to particular audiences
LG2: language is a cultural medium; its meanings may vary
according to context
LG3: writers may manipulate grammatical and stylistic elements
for ideological and/or aesthetic purposes
LG4: choice of language is related to ideological and aesthetic
considerations
LG5: language can be shaped to produce particular meanings and
effects
Contextual understandings—the relationships between writer, reader,
text and context

CU1: reading is not neutral or natural; it is a process influenced by
Task : Revision
Journal
Students to
actively revise
each text in a
revision
workbook, to be
collected on a
periodic basis.
Task 11:
Creative
Writing
In- Class EWR
based on
research and
notes
Task 12: SWR
Unseen inclass
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
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paragraphs. Show students sample paragraph
Drifters: students to complete close reading chart
Intertextuality: The bible and Life Cycle, And a Good Friday was had by
all
Language, meanings and effects
Genre and purpose: social, ideological, aesthetic
Student to complete close reading charts

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
the readers’ cultural assumptions, their cultural backgrounds, social
position, gender etc.
CU2: readings that are constructed by the reader are related to
their ways of thinking about the values, attitudes and beliefs
circulating in their culture. Different groups might read the same
text in different ways and produce dominant, alternative or
resistant readings
CU3: representations may reinforce habitual ways of thinking
about the world or they may challenge popular ways of thinking
and in doing so reshape values, attitudes and beliefs
CU5: literary texts can be read in terms of a range of ideologies;
literary texts can be read as complex, even contradictory, in their
treatment of ideologies; literary texts can be read as both serving
and challenging ideologies
On a choice of
two questionsno notes
PRODUCING TEXTS
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Wk 7 10
Practical Criticisms and Exam Preparation
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


Review of content from semester
Whole class, group, partner and individual work on samples for close
reading
Students to practice writing outlines, drafting and completing practice
essays.
Students to complete one unseen reading (from a selection) and one
unseen question (from a selection) for a mark.
Students are then given an unseen text each and have a week to create a
tutorial with two different readings of the text. The need to write one of
the readings and hand in also
EXAM REVISION
PT1: use the terminology of a literary discourse
PT2: take control of the processes of textual production, reflecting
upon their own work, and making independent but informed
judgements about the strengths and weaknesses of their work,
either individually or collaboratively
PT3: produce analytical, discursive, reflective and creative texts
taking into account considerations of audience, purpose and
context.
Review of all outcomes
Task 13A:
Practical
Criticisms
Practice of
exam type
questions with
focus on the
reading
section.
Task 13B:
Practical
Criticisms
Tutorial
Students to
conduct a
tutorial of their
passage.
Holiday
Exams
Task 14:
Examination
Students
complete
Mock Exam,