IMCC Year 12 Stage 3A English
Program Outline 2015 – Semester 1 (Language and Identity)
Term Spring:
Weeks
Teaching Content/ Focus
Expository texts
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1-3
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4-8
8-9
Students revise expository/feature article conventions
Go over the concept of Australian identity, representations,
etc.
Go over a practice article (“Sorry officer, but I’m drinking for
Australia”) and annotate (conventions, meaning etc.) Focus on
the representation of Australian identity through expository
conventions. Also focus on the values and attitudes that are
endorsed or subverted in the text
Other practice texts include “We still deny aliens’ existence”
and the passage from “Hook’s Mountain”
Prepare for in-class essay on unseen feature article by
providing students with a similar question to practise with
Go over the concept of a mini-essay (similar to that of the
Reading Section of the exam)
Syllabus Content
Conventions
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role of word usage and grammatical conventions in constructing conceptions of identity and otherness
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relationship between sociocultural context, language and identity.
Contextual understanding
Context

influence of situational, social and economic contexts on production and reception of constructions of identity

influence of previous and co-existing texts on constructions of identity.
Purpose

comprehending and composing texts in terms of conceptions of identity

constructions of identity as social, rather than individual
Audience

role of audiences in influencing constructions of identity and otherness
Accessing and generating ideas and information

use of a variety of reading practices

identifying and critiquing nuances of word usage and grammatical conventions

maintaining comprehension when dealing with more complex language

comparing, contrasting, evaluating and synthesising ideas in different texts to arrive at own conclusion
Reflection and evaluation
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reflection on the influence of language on construction of identity
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reflection on the influence of situational and sociocultural influences on one’s own use of language and conceptions of
identity.
Documentary study: Teenage Paparazzo (Adrian Grenier)
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Contextual Understanding
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influence of previous and co-existing texts on constructions of identity.
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situational, social, political, economic and cultural purposes served by constructions of identity and otherness
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dominant and subordinate ideologies
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influence of situational and sociocultural context on audience responses
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challenges to dominant constructions of identity.
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***In the week after the assessment, ask students to start reading
the novel, The Book Thief, and go over the next task (image tutorial).
Annotate a couple of images as a class and ask students to select
their own image over the holidays
TASK ONE:
(Response)
In-class essay – Response to an
unseen article (unseen question)
in a 30 minute period (10
minutes reading time)
(Due week 3)
Processes and strategies
Textual conventions

language conventions associated with constructions of identity, for example, the role of connotation in reflecting and
shaping ideas

relationship between generic conventions and conceptions of identity.
Go over documentary conventions sheet
Watch the documentary all the way through
Brainstorm the main issues/ideas in the text
Start working through analysis questions (booklet)
Students continue re-watching the doco and working through
analysis questions in detail as a class, focusing on conventions,
issues and representations (identity) of different social/cultural
groups in the documentary
Go through the assessment task sheet
Practice drafting the essay with sample questions
Revise paragraph structure and look at sample paragraphs
Students compile notes for the essay
Assessment
Processes and Strategies
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resistant reading, writing, viewing and oral practices.
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note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies
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comparing constructions of identity and otherness
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reconstructing information and ideas in different forms, for different purposes and audiences

the influence of culture on construction of identity and the influence of identity on one’s use of language

critiquing and evaluating constructions of identity and otherness
TASK TWO:
(Response)
In-class essay – Essay from a
choice of 2 possible questions. 1
period in class to complete with 1
page of dot-point notes
permitted (hand-written)
(Due week 8)
Term One:
Image Tutorial
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1-4
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Students must have their selected images approved and must start doing their
own annotations
As a class, continue to revise visual conventions and annotate a selection of
images, with particular focus on the conventions, the context, purpose,
audience, issues and impact on the viewer
Go over sample PowerPoint presentation to establish the standard expected
Students begin drafting and rehearsing their oral presentation
*** Throughout these weeks, students will continue to read the novel and answer
comprehension questions (Study questions booklet)
Textual conventions

language conventions associated with constructions of identity, for example, the role of connotation
in reflecting and shaping ideas

relationship between generic conventions and conceptions of identity.
Contextual understanding
Context

influence of situational, social and economic contexts on production and reception of constructions
of identity

influence of previous and co-existing texts on constructions of identity.
Purpose

constructions of identity as social, rather than individual

situational, social, political, economic and cultural purposes served by constructions of identity and
otherness

dominant and subordinate ideologies

challenges to dominant constructions of identity.
TASK THREE:
(Oral Production/ Response)
Oral presentation – Students
select one image and present
their analysis to the class in the
form of an interactive tutorial
with a PowerPoint presentation.
(Due: Week 4)
Audience

role of audiences in influencing constructions of identity and otherness
Processes and Strategies

oral protocols associated with resolving disagreements or conflicts

resistant reading, writing, viewing and oral practices.
Processing and organising ideas and information
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note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies
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comparing and synthesising ideas and language in texts
Processing and organising ideas and information

note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies

comparing and synthesising ideas and language in texts

critiquing and evaluating constructions of identity and otherness

reflection on the influence of situational and sociocultural influences on one’s own use of language
and conceptions of identity.
Novel study: The Book Thief (Markus Zusak)
5-9
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Go through comprehension questions
Begin context on WW2 – retrieval chart and discussion
Read through contextual information booklet
Distribute student workbook on themes and commence working through the
analysis of the novel
Themes focused on are The Power or Words, War & Suffering, Love, Nazi
Socialism, Guilt and the dilemma of the persecuted, The duality of human
identity, Gender etc.
Work through sheet on ideologies and gender representations
Go through sample essay questions and paragraphs
Students can start drafting their essay
Conventions
Word usage and grammatical conventions

tone

vocabulary

syntax and punctuation

spelling

role of word usage and grammatical conventions in constructing conceptions of identity and
otherness

relationship between sociocultural context, language and identity.
Textual conventions

language conventions associated with constructions of identity, for example, the role of connotation
in reflecting and shaping ideas

relationship between generic conventions and conceptions of identity.
Contextual understanding
Context

influence of situational, social and economic contexts on production and reception of constructions
of identity
Purpose

comprehending and composing texts in terms of conceptions of identity /dominant and subordinate
ideologies
Audience

role of audiences in influencing constructions of identity and otherness
Processes and strategies
TASK FOUR: (Response)
In-class essay – students
complete an essay from a choice
of three questions (no notes
permitted)
(Due: Week 9)
Accessing and generating ideas and information
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use of a variety of reading practices

productive reading strategies such as overviewing, scanning and skimming

resistant reading, writing, viewing and oral practices.

maintaining comprehension when dealing with more complex language

identifying selection, omission and emphasis

identifying and critiquing nuances of word usage and grammatical conventions

reading on different levels.
Reflection and evaluation

reflection on the influence of language on construction of identity

critiquing and evaluating constructions of identity and otherness
Term Two:
1-3
4-5
Short story responses (Australian Identity)
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Brainstorm on board what Australian Identity is, and common stereotypes that
are associated with us. Create an explosion chart with input from the class on
their understanding of a dominant Australian Identity.
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Revise short story conventions.
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Read through the short story, Christmas Spirit, by Jennifer Dabbs, first.
Annotate, discuss the dichotomous representations of identity offered and
how they reflect the context of the story and how a text can challenge or
endorse dominant understandings and views
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Follow the same process for the short story, Neighbours, by Tim Winton. Focus
particularly on how the structure and character development in the text not
only reflects contextual factors related to its textual context, but also how it
can shape attitudes and endorse particular values relating to Australian
identity in the current context of readers. Complete worksheets on Teachers’
Drive.
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Follow the same process for the short story, Growing Up, by Anthony Hill.
Focus particularly on how the resolution of the story mirrors contextual factors
at the time of the story’s production and how it may shape values and
attitudes of readers. Consider the representation of indigenous and white
Australians offered.
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Go through the task sheet and explain the concept of short, guided response
questions and answers. Teachers are to select a short story (one of the above
can be used instead as the assessment task and not explicitly taught to
students) and carry out the unseen, in-class assessment with that text.
Students can practice with sample questions and paragraphs to indicate the
standard expected.
Examination
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Students revise course content for Semester One
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Practice exam papers and past responses
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Student revision seminar to be conducted to revise key concepts and texts
**** SEMESTER TWO STARTS WEEK 8 after students return from exams and
retreat in Week 7***
Conventions
Word usage and grammatical conventions

tone

vocabulary

syntax and punctuation

spelling

role of word usage and grammatical conventions in constructing conceptions of identity and
otherness

relationship between sociocultural context, language and identity.
TASK FIVE: (Responding)
In-class guided responses –
students read an unseen text and
complete guided response
questions in one period
(Due: Week 3)
Textual conventions

language conventions associated with constructions of identity, for example, the role of connotation
in reflecting and shaping ideas

relationship between generic conventions and conceptions of identity.
Contextual understanding
Context

influence of situational, social and economic contexts on production and reception of constructions
of identity
Purpose

comprehending and composing texts in terms of conceptions of identity

constructions of identity as social, rather than individual

situational, social, political, economic and cultural purposes served by constructions of identity and
otherness
Processes and strategies
Accessing and generating ideas and information

use of a variety of reading practices

productive reading strategies such as overviewing, scanning and skimming

note-making

comparing constructions of identity and otherness

comparing, contrasting, evaluating and synthesising ideas in different texts to arrive at own
conclusion

identifying selection, omission and emphasis

identifying and critiquing nuances of word usage and grammatical conventions

reflection on the influence of situational and sociocultural influences on one’s own use of language
and conceptions of identity.
All syllabus points revised
TASK SIX: (Response)
Exam – 3 hour examination that
tests students on knowledge of
Semester 1 content
(Exams: Week 5-6)
IMCC Year 12 Stage 3B English
Program Outline 2015 – Semester 2 (Language and Ideas)
Weeks
Teaching Content/ Focus
Syllabus Content
Assessment
Term Two (continues into Semester 2):
Stage Drama study: No Sugar (Jack Davis)
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8-11
Examination feedback
Distribute and read through context booklet on The Aboriginal
Protection Act, History of WA and biography of Jack Davis.
 Show SBS Documentary Episode 5- 'An Unhealthy Government
Experiment'. Answer questions that accompany the
documentary. Documentary can be found on the SBS website.
 Revise stage drama conventions
 Students read play aloud in class, taking turns at different
characters. Annotate throughout, paying particular attention to
staging, stage directions, thematic and contextual indicators
and character construction.
 Answer questions about the title, characters and themes whilst
reading, which are in the context booklet.
 Complete definitions page and textual references
 Complete A3 chart, which deconstructs play and staging
conventions.
 Complete short answer responses both in class and for
homework, with the expectation that students are writing
comprehensive, essay-style responses.
 Vocabulary worksheet
 Ideology worksheet – focus on how ideologies at the time of
the play’s production are evident in the text and also how the
play may endorse or subvert dominant attitudes and
viewpoints of modern readers.
 Revise what a panel discussion is. Watch excerpts of panel style
forums on Youtube or TV
 Form groups, decide on the topic for discussion or
performance, decide on roles etc.
 Students start drafting and rehearsing their performance.
 Performances in last week of term.
*** Students asked to read Broken Lives over the holidays. Provide
chapter questions to keep them on track
Conventions
Word usage and grammatical conventions

tone

vocabulary

syntax and punctuation

spelling

variations in word usage and grammatical conventions among disciplines, vocations and/or theoretical approaches

levels and nature of connotation in language associated with different disciplines, vocations and/or contexts.
Textual conventions

variations in generic conventions among fields, discourses and/or contexts, such as tone, voice and mode of address

oral protocols in resolving disagreements or conflicts.
Contextual understanding
Context

relationship between context and specialist language

effect of context on approaches to ideas such as its role in valuing particular areas of investigation, forms of evidence and
modes of presentation
Purpose

influence of particular approaches to ideas and uses of language on the circulation of ideas in society and in creating
dominant and subordinate understandings of the nature of the world

relationships among approaches to ideas, language and ideology
Processes and strategies
Accessing and generating ideas and information

individual and group strategies for interpreting and producing new or unfamiliar language and genres and for processing new
information, ideas or concepts

assessing authority and reliability of sources
Processing and organising ideas and information

individual and group strategies for interpreting and producing new or unfamiliar language and genres and for processing new
information, ideas or concepts
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adopting different reading practices
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comprehending and using complex syntax
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comprehending and producing complex textual, linguistic and/or semantic patterns

discerning and interpreting linguistic and cultural nuances and complexities

identifying and using specialist generic conventions

identifying and evaluating implicit assumptions, beliefs and values

critiquing texts in terms of contextual influence

evaluating texts in terms of their possible social impact.
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TASK ONE:
(Production)
Group Panel Discussion – Panel
discussion in groups in response
to issues that were presented in
the play No Sugar
(Due week 11)
Term Three (final term)
Creative Writing: Short story production
1-3
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Go through the task sheet
Immerse students in reading a range of creative writing texts
Expose students to a collection of short stories (preferably
student-written and also from past WACE exam papers, where
students have responded to a stimulus etc) and discern what
makes a successful short story
Discuss generic features of a short story
Discuss how to “add the meat” to a story, first by mapping the
basic plot and then adding nuances and idiosyncrasies to the
characterisation to make more unique and ‘real’ characters
Explore notions of a central motif, subtle references in the plot
that later reveal their significance, etc.
Revise figurative language techniques and show examples of
stories that utilise this language effectively to engage the
reader or create atmosphere
Look at examples of short texts that vary sentence structure for
impact.
Teach students how “show” the reader, rather than “tell” the
reader by working through short examples as a class to model
the editing process.
Students select one stimulus that they will base their creative
piece on
Brainstorm various interpretations of each stimulus
Students plan and draft their creative piece.
Conventions
Word usage and grammatical conventions

tone

vocabulary

syntax and punctuation

spelling

variations in word usage and grammatical conventions among disciplines, vocations and/or theoretical approaches

levels and nature of connotation in language associated with different disciplines, vocations and/or contexts.
Contextual understanding
Context

relationship between context and specialist language

effect of context on approaches to ideas such as its role in valuing particular areas of investigation, forms of evidence and
modes of presentation
TASK TWO:
(Production)
Creative short story based on
stimulus – Students create a
short story – minimum 2 pages
long, size 12 typed font based on
ONE of the stimuli offered
(Due week 3)
Purpose

purpose/s of texts associated with particular fields, discourses and/or contexts

influence of particular approaches to ideas and uses of language on the circulation of ideas in society and in creating
dominant and subordinate understandings of the nature of the world
Audience

assumptions about audiences for texts associated with particular fields, discourses and/or contexts.
Processes and strategies
Accessing and generating ideas and information

individual and group strategies for interpreting and producing new or unfamiliar language and genres and for processing new
information, ideas or concepts
Processing and organising ideas and information

individual and group strategies for interpreting and producing new or unfamiliar language and genres and for processing new
information, ideas or concepts

identifying and using specialist generic conventions
Reflection and evaluation

note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies
*** Throughout the term students must be reading Broken
Lives
3-5
Film Study: Gran Torino (Clint Eastwood)
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Students watch the film in its entirety
Brainstorm: Discuss prominent themes and issues that are
explored in the film
Re-watch the film whilst stopping throughout during significant
scenes, with a particular focus on use of film conventions to
portray key issues, character journeys and reflect societal issues
Discuss ideologies in the film and how they are endorsed or
subverted through the characters and their experiences
Apply reading lenses to the text – discussion of how gender is
Conventions
Word usage and grammatical conventions

levels and nature of connotation in language associated with different disciplines, vocations and/or contexts.
Textual conventions

variations in generic conventions among fields, discourses and/or contexts, such as tone, voice and mode of address
Contextual understanding
Context

effect of context on approaches to ideas such as its role in valuing particular areas of investigation, forms of evidence and
modes of presentation.
Purpose

purpose/s of texts associated with particular fields, discourses and/or contexts

influence of particular approaches to ideas and uses of language on the circulation of ideas in society and in creating
dominant and subordinate understandings of the nature of the world
TASK THREE:
(Response)
In-class essay – Students respond
to an unseen question (no notes
permitted) in one period
(Due week 5)
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6-9
Expository Text Study: Broken Lives (Estelle Blackburn)
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9-10
constructed, the idea of the ‘other’ – how Asian migrants are
represented etc, and how these representations empower or
disempower those groups through their portrayal in the film
Provide students with practice essay question similar to the one
they will be given
Go through sample paragraphs and revise essay structure
Students begin drafting their essay
Complete in-class essay in W5
By this stage, students should have read the text in its entirety
Contextual study – information about Eric Edgar Cooke (Night
caller documentary)
Explore genre – expository texts
Students complete first worksheet, which looks at the Preface,
opening chapters, purpose context, title. multimodal factors in
the text (images, maps, etc.)
Complete second worksheet exploring further chapters,
comparing the interwoven narrative of John Button and EE
Cooke, consider creative licence of the author and how
language is manipulated to evoke entirely different reactions
from readers
Complete analysis table, looking at expository conventions,
figurative and narrative conventions and how they are blended
to create both a factual but highly persuasive text
Work through worksheet on Setting
Work through A3 charts on different themes, focusing on how
Blackburn persuasively presents issues to the readers in order
to control our response
Focus on how values and attitudes are confronted and shaped
with regards to our perceptions of police, the judicial system,
human nature etc.
Students are given 3 practice questions that cover similar
content to the real questions
Discuss possible content and structure for each, looking at
sample paragraphs
Students choose a question to focus on and begin the drafting
process
Examination

Students revise course content for Semester One

Practice exam papers and past responses

Student revision seminar to be conducted to revise key
concepts and texts

relationships among approaches to ideas, language and ideology
Processes and strategies
Processing and organising ideas and information

adopting different reading practices

discerning and interpreting linguistic and cultural nuances and complexities

identifying and using specialist generic conventions
Reflection and evaluation

note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies

evaluating coherence and consistency of ideas

evaluating use of evidence, logic and argumentation

identifying and evaluating implicit assumptions, beliefs and values

critiquing texts in terms of contextual influence

evaluating texts in terms of their possible social impact.
Conventions
Word usage and grammatical conventions

levels and nature of connotation in language associated with different disciplines, vocations and/or contexts.
Textual conventions

variations in generic conventions among fields, discourses and/or contexts, such as tone, voice and mode of address
Contextual understanding
TASK FOUR:
(Response)
In-class essay – Students respond
to an unseen question (no notes
permitted) in one period
(Due week 5)
Context

effect of context on approaches to ideas such as its role in valuing particular areas of investigation, forms of evidence and
modes of presentation.
Purpose

purpose/s of texts associated with particular fields, discourses and/or contexts

influence of particular approaches to ideas and uses of language on the circulation of ideas in society and in creating
dominant and subordinate understandings of the nature of the world

relationships among approaches to ideas, language and ideology

variations in what are considered appropriate sources of information and forms of evaluation among different fields,
discourses and/or contexts.
Audience

assumptions about audiences for texts associated with particular fields, discourses and/or contexts.
Processes and strategies
Processing and organising ideas and information

individual and group strategies for interpreting and producing new or unfamiliar language and genres and for processing new
information, ideas or concepts

discerning and interpreting linguistic and cultural nuances and complexities

identifying and using specialist generic conventions

synthesising ideas from a range of sources

identifying gaps and silences.
Reflection and evaluation

note-making, planning, conferencing, drafting, revising, editing, proofreading and rehearsal strategies

evaluating coherence and consistency of ideas

evaluating use of evidence, logic and argumentation

identifying and evaluating implicit assumptions, beliefs and values

critiquing texts in terms of contextual influence

evaluating texts in terms of their possible social impact.
All syllabus content revised
TASK SIX: (Response)
Exam – 3 hour examination that
tests students on knowledge of
Semester 1 & 2 content
(Exams: Term 3 holidays)