Northern Beaches Secondary College
Cromer campus
Year 7 Scope and Sequence
Mandatory Core
Representing ‘difference’
Core text: Edward Scissorhands (Film)
Students will explore how texts represent ‘difference’ in society. Through the study of the film students will gain knowledge
of the techniques employed by a composer to represent the concept of ‘difference’. Other related texts will help students
make links between texts and draw conclusions about the similarities and differences in terms of this representation.
Assessment for learning: Speaking task that includes a visual representation of the links between texts and their
relationship to the concept of difference.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
1. Hot off the press
This unit of work focuses on the print media and the
Newspaper in its social and cultural context. There will be a
focus on responding to and composing in the specific forms
and structures of both a tabloid and broadsheet newspaper.
Assessment for learning: Students will compose their
own newspaper which will be a collation of the specific
forms and structures taught explicitly in class
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
2. Take a closer look
This unit of work is a close study of Prose Fiction novel
and its structural, stylistic, thematic and contextual
Meaning. A focus on expository text types as a means of
responding to literature.
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
4. Sound – Image – Word
This unit of work looks at poetry and its expression of our
experiences in a variety of contexts. Students will both
respond to and compose poems with an emphasis on
poetic form and features (particularly figurative devices
such as metaphor, simile, personification, onomatopoeia
etc.)
Assessment for learning: Students will compose a
PowerPoint presentation of their own poems and represent
the images, sound and words in an original and creative
manner.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
5. The hero’s journey
This unit of work will emphasise the cultural myths and
legends of the past and present as a means of exploring
humanity and their relationship with the world. Students will
read widely in this unit and will both respond to and
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Assessment for learning: Students will respond to the
literary text in an exposition form- basic essay form.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
compose similar texts as a means of exploring their own
world.
Assessment for learning: Students will compose a
narrative that illustrates an understanding of the hero’s
journey. Students will illustrate an awareness of the writing
process and self-reflection.
3. Not just for kids
This unit of work is a close study of the picture book and the
evolving nature of the medium as it deals with increasingly
complex and sophisticated contextual issues. There will be
a focus on both responding to a visual nature of a text and
composing picture books of a sophisticated nature.
Assessment for learning: Students will compose a picture
book that explores a sophisticated contextual issue in both
the visual and written modes.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
6. Treading the boards
This unit of work will look closely at drama and its place
within subject English. Students will study closely a play
script and examine how meaning is made through the script
and the dramatic representation of the play. A focus on
understanding the theatricality of performance will be
emphasised through drama-based experiences.
Assessment for learning: Students will respond to a
drama script in the review model.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
Page 2 of 8
http://www.curriculumsupport.nsw.edu.au/english
Year 8 Scope and Sequence
Mandatory Core
Representing ‘Wartime Experiences’
Core Texts: Hannah’s Suitcase and either Zlata’s Diary, Diary of Anne Frank , Memorial (Picture Book), Rose
Blanche (Picture Book) or Parvana’s Journey
Students will explore how ‘wartime experiences’ are represented in a variety of non-fiction and fiction (wide reading and
viewing) texts. Students will be lead through a process of learning to make explicit links between texts and the conceptual
representation of ‘wartime experience’. A basic synthesised exposition model will be modelled as a means of assisting
students in communicating their understanding of this concept.
Assessment for learning: Students will develop an oral exposition that makes explicit links between both literary and
non-literary texts in an effort to communicate their understanding of how texts represent the concept of wartime
experience.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
1. Multitudes of magazines
Students will explore the magazine and its place in the
Australian social and cultural context. An emphasis will be
placed on the specific language forms, features and
structures of magazine based texts. Students will compose
‘feature articles’ and explore the relationship between
form/features with that of audience and purpose.
Assessment for learning: Each class will compose a
magazine with each student contributing a feature article
and one other magazine based text. These will be collated
in their student work samples folder.
4. The Song lyric….a ‘new form’ of poetry?
This unit of work explores the song lyric as a poetic form
within our social and cultural context. Song lyrics will be
analysed for poetic features and an emphasis on the
response model as a means of responding to poetry will be
emphasised.
Assessment for Learning: Each student will compose a
CD of song lyrics for their own personal anthology. These
song lyrics will be accompanied by a detailed analysis of 1
song. ICTs will be used to compose the CD cover
(emphasising the persuasive visual nature of CD covers.)
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
2. Argue the point!
Students will study closely ONE Prose Fiction novel.
Building on the knowledge gained in Year 7 students will
look at how the composer has shaped meaning through
his/her use of the narrative and the techniques employed.
Students will respond in basic essay form to the text and
specific essay writing techniques will be emphasised as
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
5. Quest fantasy
Students will explore the genre of quest fantasy and the
specific codes and conventions employed in a variety of
texts. Students will read widely within the genre and
compose their own texts that adhere to and subvert these
generic codes and conventions.
Assessment for learning: Students will compose a
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
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part of this unit.
Assessment for learning: Students will compose a text
specific essay response.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
3. Wonderful world of animation
Students will look at specific film techniques used in the
composition of animation film texts. An emphasis on the
‘meaning’ of the text and the sophisticated moral codes that
are created will be emphasised.
Assessment for learning: Students will compose an
interview between the director and a theatre critic to
extrapolate the meaning and cultural relevance of the text.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
narrative that adheres to (or subverts) the generic codes
and conventions of the quest fantasy. An emphasis on
narrative techniques such as foreshadowing and dialogue
will differentiate this task from the Year 7 creative writing
task.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
6. Who is Shakespeare and so what is the big deal
anyway?
Students will be introduced to Shakespeare and his context
through a study of one of his plays (either abridged version
or full version of a comedy). Students will experience the
dramatic elements of the play and experience the language
of Elizabethan theatre.
Assessment for learning: Students will complete a
research-based task that uses the information process as
its basis.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
Page 4 of 8
http://www.curriculumsupport.nsw.edu.au/english
Year 9 Scope and Sequence
Mandatory Core
Representing ‘gender’
Core Texts: Bend it like Beckham , Prince Cinders ( Picture Book) and Princess Smartypants (Picture Book)
Students will explore through an intertextual study of texts how gender roles, identities and conventions are represented.
Students will use critical analysis skills to draw conclusions and synthesise their responses to these texts. Students will
look at how gendered representations affect meaning and reflect contextual values in society. A synthesised personal
response essay will be modelled as a means of responding to these texts.
Assessment for learning: Students will present an oral report in seminar form based on a related text they have chosen.
They must make explicit links to their core visual texts (films and picture books)
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
1. Down the air waves….radio in our society
In this unit of work students will explore how radio impacts
on society and reflects a variety of audiences and
purposes. Students will respond to the ‘what’, ‘how’ and
‘why’ of what is said. Students will compose their own radiobased texts that reflect the diversity of purposes and
audiences. The social and cultural influence of radio will
also be highlighted.
Assessment for Learning: Students in pairs are to
compose a 10-minute scripted radio program (script and
recording to be handed in). Each program will include an
analysis of the program.
4. Let’s look at a poet
Students will study the poetry of ONE person (either a
contemporary or poet of the past) and their particular
stylistic features and how meaning is made in the poems.
There will be an emphasis on responding to poetry and the
techniques employed by the poet.
Assessment for Learning: Students will prepare a reading
of a variety of poems by a particular poet and illustrate
orally to the class an understanding of the stylistic
conventions of this particular poet. A written response to a
chosen poem will also be formally assessed.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
2. Comparing and contrasting two texts
Students will compare and contrast TWO Prose fiction
texts. These texts may be linked by composer, genre or
theme. Students will learn to look at how composers shape
meaning and will be lead through the writing of a
comparative essay based on the two texts.
Assessment for learning: Students will compose a
comparative essay in response to the TWO studied texts.
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
5. Genre and the narrative
Students will look at genre and how the codes and
conventions evolve through subversion. Students may
study ONE OR MORE genres and a variety of texts to
complement their understanding of basic genre theory.
Assessment for learning: Students will develop a
narrative that explores the codes and conventions of a
chosen genre. An analysis of how the narrative adheres to
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OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
3. The World Wide Web
Students will look at INTERNET based texts and both their
varied purposes, visual and written features. Students will
make choices from a variety of sites (see FICTION, FILM
AND OTHER TEXTS) and respond to these texts in a
critically analytical manner.
Assessment for learning: Students will compose their
own technology-based home page using FRONTPAGE.
and subverts codes and conventions of a particular genre
will be included in the task.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
6. Transforming Shakespeare
Students will compare and contrast a filmic appropriation of
a Shakespearean text (eg. Luhrman’s Romeo + Juliet) and
the original text. Students need to look at the process of
transforming an ‘older’ text through filmic adaptation.
Assessment for learning: Students will prepare a
museum exhibition that explores and represents the role of
medium, context and values in a Shakespearean text and a
filmic representation of that text.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
Page 6 of 8
http://www.curriculumsupport.nsw.edu.au/english
Year 10 Scope and Sequence
Mandatory Core
Representations of the ‘adolescent experience’
Core Texts: (at least two) A Bridge to Wiseman’s Cove, Deadly Unna?, Touch Me, Tyro, Idiot Pride, Blackrock,
Nukkin Ya, Catcher in the Rye
Students will explore how the various facets of the adolescent experience are represented in at least ONE contemporary
young adult fiction text and ONE other text of your own choosing. Students will use critical analysis skills to draw
conclusions and synthesise their responses to these texts. Students will look at how representations of adolescent
experience affect meaning and reflect contextual values in society. A synthesised personal response essay will be
modelled as a means of responding to these texts.
Assessment for learning: Students will present an in-class seminar on a related text from another context or culture they
have chosen. They must make explicit links to their core texts. They will need to address the principle that ‘the adolescent
experience is universal and never changes despite contextual differences’.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
1. Television as a social phenomena
Students will explore the role of television in our
contemporary culture- examining the social phenomena
that is television in our world. Students will examine the
varying television genres and what values they represent in
our contemporary world. Students will analyse the visual
features of programs and respond in essay form to
television-based texts.
Assessment for learning: Students will prepare two letters
to the editor that illustrates two opposing views to the
impact of television on society.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
4. Poetry in context – a look at poetic movements and
forms
Students will explore how poetry is affected and influenced
by context. This may be done through a study of a poetic
movement (eg. ‘Romantics’ or ‘Beat poetry’) or through a
study of a genre (eg. Protest or War poetry) or a study of
the poetry of a particular culture (eg. Australian ‘bush’
poetry). This will enable students to gain a further
understanding of how context influences the choices and
subject matter of a poet.
Assessment for learning: Students will complete a
listening task and written response at least Two poems
from their studied context or ‘movement’.
2. Satirical lense…
Students will look at the specific techniques associated with
satire as a means of composers commenting on and
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
5. Writing the ‘self’- biography and autobiography
Students will respond to various non-fiction biographical
and autobiographical texts such as ‘Desert Flower’ or
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
Page 7 of 8
http://www.curriculumsupport.nsw.edu.au/english
ridiculing aspects of society and its personalities. Students
will gain an overview through the study of a variety and
range of satirical texts.
Assessment for learning: Students will compose an essay
that responds to the statement; “satire is am means of
correcting society; not only making us laugh but think.”
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
3. Genre or Auteur Study in film
Students will study a series of films linked by either ‘genre’
or ‘auteur’. Students will look at the common elements of
the films and extrapolate how meaning is shaped either
within the genre or by the auteur. Students will further their
understanding of filmic techniques and their ability to
respond to film in a sophisticated manner.
Assessment for learning:
Students are to develop a visual and text-based brochure
that explores their auteur or genre study of film.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
‘Anna’s Story’ and the techniques employed by writers
when writing about the self in the biography and
autobiography genres. Students will compose their own
autobiographical narratives and look at how to develop
perspective and point of view in writing.
Assessment for learning: Students will complete a
biographical or autobiographical writing task that
demonstrates a competent and sophisticated understanding
of how biographers utilise techniques to shape meaning.
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
6. Life as reflected on the stage
Students will study a play (or screenplay) and experience
the dramatic qualities of a play in performance. This unit will
emphasise the dramatic qualities of the play and the way in
which these qualities and techniques are used to shape
meaning in the play.
Assessment for learning:
Students will develop a dramatic monologue from the point
of view of a character from their studied play- the students
will develop a 3 minute monologue that reflects on a
decision made within the play and the results of this
decision on other characters. (Refer to Assessment for
Learning CD ROM and ARC website
<http://arc.boardofstudies.nsw.edu.au/> for models)
OUTCOMES: 1-2-3-4-5-6-7-8-9-10-11
NB: Following the S.C English-Literacy Test Year 10 students will be broken into a School Leavers and HSC
Preparation group to complete work devised to prepare them for their immediate futures.
English Stages 4-5
NSW Department of Education and Training
Curriculum K-12 Directorate
January 2005
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