ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Unit 1
Unit 2
Unit 3
Unit 4
Description: Essential English is designed to develop students’ literacy skills and for those who wish to undertake a practical English course. Students examine the purpose and language of a range of
texts, expanding their ability to understand, evaluate and communicate effectively in and for a range of contexts. Essential English develops and refines students’ language, literature and literacy skills to
enable them to interact confidently and effectively with others in everyday, community, social and applied learning contexts.
Rationale: Essential English focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of Standard Australian English in
many contemporary contexts including everyday, community, social, further education, training and workplace contexts. Essential English is designed to provide students with the skills that will
empower them to succeed in a wide range of post-secondary pathways.
The subject develops students’ language, literacy and literary skills to facilitate effective and fulfilling personal and public participation within society as a whole, and in the worlds of work and further
education. It enables students to communicate successfully both orally and in writing and to enjoy and value using language for both aesthetic and functional reasons.
Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written and multimodal texts, including literary, digital and media texts. Students learn how
the interaction of structure, language, audience and context helps to shape different points of view and perspectives. Both independently and collaboratively, they apply their knowledge to create
interpretive, imaginative, analytical and persuasive texts in different modes.
Aims: Essential English aims to develop students’:

capacity to use language effectively, confidently and creatively

skills in listening, speaking, reading, viewing and writing


capacity to create texts for a range of purposes, audiences and contexts
understanding of the ways in which context, purpose, audience, register and language interact
to make meaning.

understanding and appreciation of different creative processes
Organisation of achievement standards: Dimension 1: Responding to oral, written and multimodal texts; Dimension 2: Creating oral, written and multimodal texts
Unit 1
Unit 2
Unit 3
Unit 4
Outline: Unit 1 focuses on students
comprehending and responding to the ideas
and information presented in a range of texts,
in and from everyday contexts. Students are
taught a variety of strategies to assist
comprehension. They read, view and listen to
texts to connect, interpret, and visualise ideas.
They learn how to respond personally and
logically to texts, by questioning, using
inferential reasoning and determining the
importance of content and structure. The unit
considers how organisational features of texts
help the audience to understand the text. It
emphasises the relationships between context,
purpose and audience in different language
modes and types of texts, and their impact on
meaning. Students learn to interact with others
in everyday, community, social and workplace
contexts. Emphasis is placed on the
communication of ideas and information both
accurately and imaginatively through a range
of modes. Students apply their understanding
Outline: Unit 2 focuses on interpreting ideas
and arguments in a range of texts and contexts.
By analysing text structures and language
features and identifying the ideas, arguments and
values expressed, students make inferences
about the purpose and the intended audience of
texts. Students examine the connections between
purpose and structure and how a text’s meaning
is influenced by the context in which it is created
and received. Students integrate relevant
information and ideas from texts to develop their
own interpretations. They learn to interact
appropriately and persuasively with others in a
range of contexts. Analytical and creative skills
are developed by focusing on how language
selection, imagery, type of text and mode can
achieve specific effects. Knowledge and
understanding of language and literacy skills are
consolidated and demonstrated through the
analysis and creation of a range of texts for
different purposes, selected from real or
Outline: Unit 3 focuses on exploring different
points of view presented in a range of texts and
contexts. Students analyse attitudes, text
structures and language features to understand a
text’s meaning and purpose. They consider how
perspectives and values are represented in texts
to influence specific audiences. When
responding to texts, students reflect on a range
of interpretations as they develop their own.
Students learn to articulate reasoned and
persuasive arguments and to develop an
understanding of purpose and context. When
interacting with others, the emphasis is on
identifying and understanding differing
perspectives. Students learn how to
communicate logically, persuasively and
imaginatively in a range of different contexts,
for different purposes, using a variety of types
of texts.
Outline: Unit 4 focuses on community, local or
global issues and ideas presented in texts and on
developing students’ reasoned responses to
them. Students develop independent points of
view by synthesising information from a range
of sources, and analysing how ideas, attitudes
and values are represented. The way in which
authors use evidence, persuasive techniques and
language choices to influence and position
audiences is analysed. This unit provides the
opportunity for students to discuss and listen to
differing perspectives, draw conclusions,
negotiate, problem-solve, persuade, as well as
engage audiences for a range of purposes and in
different contexts. Emphasis is placed on
articulating and constructing coherent, logical
and sustained arguments and demonstrating an
understanding of purpose, audience and context.
When creating their own imaginative, analytical
and interpretive texts, students are encouraged
to consider their intended purpose, their
representation of ideas and issues, and audience
1|Page
ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Unit 1
Unit 2
Unit 3
Unit 4
of language through the creation of texts for
different purposes in real or imagined contexts.
imagined contexts.
Learning outcomes
By the end of this unit, students:
Learning outcomes
By the end of this unit, students:
Learning outcomes
By the end of this unit, students:
Learning outcomes
By the end of this unit, students:

comprehend information, ideas and
language in texts selected from everyday
contexts

evaluate language choices and their effects
on audiences in a variety of texts and
contexts

analyse the ways that points of view are
presented in texts for different purposes
and contexts

analyse and evaluate the way language is
used to represent issues and attitudes


understand how the structure and language
of texts varies in different modes, mediums
and contexts


understand reasons for language choice
and the likely or intended effect of these
choices in a range of texts
understand how language choices engage
and persuade an audience
understand ways in which language can be
used to influence and engage an audience

create oral, written and multimodal
texts appropriate for audience and purpose
in everyday, community, workplace, and
social contexts


create oral, written and multimodal
texts that convey different points of view
for a variety of purposes and contexts
create oral, written and multimodal
texts that communicate ideas and points of
view on issues and events for a variety of
purposes and contexts

response.
create oral, written and multimodal
texts for different purposes using
appropriate communication strategies for
interaction with others in real and imagined
contexts.
Content descriptions
Use strategies and skills for comprehending
texts including:
Content descriptions
Use strategies and skills for comprehending
texts including:
Content descriptions
Use strategies and skills for comprehending
texts including:
Content descriptions
Use strategies and skills for comprehending
texts including:

skim reading for general sense and
scanning for key words and phrases


explaining the main ideas and
different points of view in texts


using structural and language
features to identify and link main ideas,
supporting arguments and evidence,
including visual and aural cues
identifying and interpreting structural
and language features and aural and visual
cues used in texts to make meaning


analysing and making inferences from
tone, content and text structures
distinguishing between facts and
opinions
analysing issues and ideas represented
in a range of texts and explaining points of
view and implications


integrating ideas and information
presented in different parts of the text
analysing the use of supporting
evidence
evaluating evidence upon which
different views are based


identifying similarities and differences
between their interpretation of texts and that
of others
analysing and explaining how texts
appeal to the beliefs, attitudes and values
of an audience

challenging the use of supporting
evidence

explaining how different
interpretations can be constructed

evaluating the effectiveness of the
presentation of ideas, information and
interpretations in different texts

using sentence structure and word
order to decipher unfamiliar words and
predict meaning

making personal connections with
texts

questioning texts to draw
conclusions, make inferences, summarise
and visualise
Analyse how fiction and non-fiction texts are
constructed for particular purposes,
audiences and contexts including:

the ways in which texts communicate
ideas, attitudes and values

checking understanding of texts by
challenging and evaluating information and
ideas
Analyse and evaluate how different
interpretations of fiction and non-fiction texts
can be formed including:

the ways in which context, purpose and
audience influence meaning

the ways in which main ideas, values and


explaining shifts in tone and point of
view

identifying any bias and explaining
how attitudes and values are represented

evaluating techniques designed to
influence an audience
Analyse and evaluate different perspectives
about an issue or idea in fiction and nonfiction texts including:

relationships between context, purpose,
and audience, and the impact on meaning

Analyse how attitudes, values and ideas are
conveyed in fiction and non-fiction texts
including:
underlying values, attitudes, assumptions,
and the selective use of fact, evidence and

the ways in which attitudes, values and
2|Page
ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Unit 1

Unit 2
Unit 3
supporting details are represented
the ways in which text structures and
language features are used to influence
and persuade audiences

choices of text structures, language features,
types of texts and mediums and their effects

the use and effects of different styles,
vocabulary choices, registers and tone

the effects of tone and style

the use of characterisation, description,
imagery, dialogue and narrative point of
view
Conduct research for specific purposes and
contexts by:
Unit 4
opinion


assumptions are represented
the selection of text structures, language
features, types of texts, mediums and the
use of persuasive techniques in the
construction of an argument

the privileging, marginalisation or
omission of particular points of view

the use of subjective and objective
reasoning
the representation of contrasting values and
attitudes in the interplay between narrative
points of view and authorial perspective

the ways in which text structures, language
features, rhetorical devices and stylistic
features are manipulated to influence and
persuade audiences

assessing the reliability and credibility of
the narrator or author

locating, selecting, collecting and recording
information from a variety of sources

using different technologies and mediums


Conduct research for specific purposes and
contexts by:
identifying the relevance and usefulness of
each source
categorising and analysing information
about specific themes or ideas

integrating ideas and information


locating, selecting, collecting and
recording information from different
sources

using appropriate referencing, for example,
footnotes, in-text citations and reference
lists
determining the reliability and validity of
information sources


investigating a wide range of source
material
applying knowledge of text structures,
such as indexes, chapter headings,
bibliographies
Create a range of texts:
gathering different points of view, through
interviews, surveys, questionnaires, library
and/or internet resources


using appropriate medium, text structures
and language features

assessing the relevance of source material
to the context and topic
identifying ethical issues arising from the
research or topic

using graphic organisers to collect and
process information

selecting persuasive and visual techniques
to engage audiences

challenging the reliability and validity of
information sources
using appropriate referencing

taking notes to summarise and/or
paraphrase the information
evaluating the ethical use of evidence to
represent an issue or argument

using personal voice and differing points
of view

using appropriate referencing

using information, reasoning and a range
of evidence to express a logical point of
view and to persuade an audience about an
idea or an issue

experimenting with a range of techniques,
including stylistic features and visual
techniques, to engage audiences

integrating and transforming text structures
and language features in a range of
mediums and digital technologies to
communicate and represent ideas

using accurate spelling, punctuation and
grammar of Standard Australian English

using strategies for planning, drafting,





the use of emotive language, connotations
and stereotypes, and visual and non-verbal
language
using appropriate referencing , including
direct and indirect quotations and
paraphrasing

Create a range of texts:

experimenting with text structures and
language features to communicate and
represent ideas in a range of mediums and
digital technologies

adapting different mediums, text structures
and language features for effect

selecting persuasive and visual techniques
to position audiences in particular ways

adapting text structures and language
features in a range of mediums and digital
technologies to communicate and represent
ideas

using accurate spelling, punctuation and
grammar of Standard Australian English

using strategies for planning, drafting,
revising, editing and proofreading
using appropriate language, content and
mode for purpose and audience

using accurate spelling, punctuation and
grammar of Standard Australian English

selecting and manipulating language
features of texts to express a concept,
issue or idea

using strategies for planning, drafting,
revising, editing and proofreading
selecting text structures, including
introductions and conclusions, paragraphs,
topic sentences, connectives, and logical
sequencing of ideas and events to
communicate and represent ideas in a
range of mediums and digital technologies
Conduct research for specific purposes and
contexts by:
Create a range of texts:
using evidence from texts where
appropriate


Conduct research for specific purposes and
contexts by:
Create a range of texts:
3|Page
ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Unit 1
Unit 2

using accurate spelling, punctuation and
grammar of Standard Australian English

using strategies for planning, drafting,
revising, editing and proofreading
Unit 3
Achievement Standards Units 1 and 2
Responding to oral, written and
multimodal texts – The student:
A
B

evaluates how effectively
ideas and arguments are
presented in texts

analyses the relationship
between the purpose and context
of a text and the effect on
audience response

Creating oral, written and multimodal texts –
The student:


creates texts appropriate for different
purposes, audiences and contexts,
integrating ideas and information from
varied sources
selects persuasive and detailed
examples and evidence to support a point
of view
evaluates how the selection
of text structures and language
features varies according to
mode, type of text and context

adapts text structures and language
features creatively in different modes and
types of texts

communicates ideas demonstrating
fluency and control of language

analyses how ideas and
arguments are presented in texts


analyses how the purpose
and context of a text affect
audience response
creates texts for different purposes,
audiences and contexts, drawing on ideas
and information from sources

selects relevant examples and
evidence to support a point of view

evaluates the use of text
structures and language features
in different modes, types of text
and contexts
Unit 4
revising, editing and proofreading


uses effective text structures and
language features in different modes and
types of texts
communicates ideas using clear and
appropriate language
Achievement Standards Units 3 and 4
Creating oral, written and multimodal texts –
The student:
Responding to oral, written and multimodal texts
– The student:

evaluates how different perspectives are
represented in texts

evaluates how effectively information
and ideas are used to engage and persuade
an audience

evaluates the effectiveness of text structures
and language features used to achieve
particular purposes

synthesises ideas and information
drawn from varied sources to present ideas
and points of view on issues and events

applies consistent reasoning and
logical argument, supported by relevant and
detailed examples and evidence, to express
a point of view

experiments with text structures and
language features in different modes, types
of texts, contexts and for specific purposes

communicates ideas expressively using
fluent and controlled language which is
appropriate for different purposes,
audiences and contexts

integrates ideas and information from
varied sources to present ideas and points of
view on issues and events

analyses different perspectives
presented in texts

analyses how information and ideas are
used to engage and persuade an audience


evaluates how text structures and language
features are used to achieve particular
purposes
applies reasoning and argument,
supported by relevant examples and
evidence, to express a point of view

adapts text structures and language
features for different modes, types of texts
and contexts

communicates ideas using clear and
4|Page
ACARA Draft Senior English Courses May 2012: Unit comparison for Essential English
Achievement Standards Units 1 and 2
Responding to oral, written and
multimodal texts – The student:
Creating oral, written and multimodal texts –
The student:
Achievement Standards Units 3 and 4
Creating oral, written and multimodal texts –
The student:
Responding to oral, written and multimodal texts
– The student:
controlled language which is appropriate
for different purposes, audiences and
contexts


C
D

explains ideas and
arguments presented in texts
explains the purpose and
context of a text and their impact
on audiences
explains how text structures
and language features vary in
different contexts

creates texts for different purposes
and contexts, using ideas and information
from a limited range of sources



explains how information and ideas
engage and persuade an audience

draws ideas and information from
sources to present ideas or a point of view
on issues and/or events
selects examples and evidence to
support a point of view


analyses the use of text structures and
language features

selects relevant examples and evidence
to express a consistent point of view
uses text structures and language
features in different modes and types of
texts

uses text structures and language
features appropriate to different modes,
types of texts and contexts

communicates ideas demonstrating
control of language

communicates ideas demonstrating some
control of language appropriate to different
purposes, audiences and contexts

creates texts for different purposes,
using ideas and information from a limited
range of sources

presents ideas and information drawn
from a limited range of sources on an issue
or event

uses some examples and evidence to
communicate a point of view
explains perspectives presented in texts

describes ideas and
information presented in texts

describes the purpose,
audience and context of texts

describes text structures and
language features used in
different texts
selects some examples or evidence to
support a point of view

uses text structures and language
features in a narrow range of modes and
types of texts

uses text structures and language
features in different modes and types of
texts

communicates ideas demonstrating some
control of language

communicates ideas demonstrating some
control of language for purpose and
audience


identifies some ideas and
information presented in texts

identifies the purpose,
audience and context of a text

identifies some text structures
and language features used in
texts
E



describes information, ideas and points
of view presented in texts

describes text structures and language
features that engage and/or persuade an
audience
uses limited examples or information to
support a point of view

identifies some ideas and information
presented in texts
uses few text structures and language
features to communicate ideas,
demonstrating limited control of
language

identifies a limited range of text structures
and/or language features that engage or
persuade an audience
 presents ideas or points of view on an
issue or event with limited use of
supporting examples or evidence
 uses few text structures and language
features in texts to communicate ideas,
demonstrating limited control of
language
5|Page