Advanced
English
Making It
Through Your
HSC Year
The English teachers at Belmont High aim to:
• Encourage a love and appreciation of a variety of literary
texts from a variety of cultures
• Develop the understandings and metalanguage necessary to
a critical approach to texts
• Develop the functional and creative use of spoken, written
and media language for a variety of purposes which give
students personal power
We develop our policies, programs and procedures with
these aims in mind.
Page 1 of 33
Contents
1. Advanced English Assessment
Plans
and Schedules
Assessment Schedule
Scope and Sequence
2. Course Modules, Descriptions &
Assessment Tasks
Area of Study- Belonging
Area of Study Assessment Task #1
Performance Targets Task #1 & 2
Area of Study Assessment Task #2
Marking Criteria Task # 2 Writing
Module A: Comparative Study of Texts
Module A: Assessment Task #3
Marking Guidelines Task #3
Module C: Representation and Text:
Elective 1
Module C: Representation and Text
Assessment Task #4
Marking Guidelines Task #4
Trial Higher School Certificate
Examination- Task #5
Module B: Critical Study of Text:
Harwood
Module B: Critical Study of Text
Assessment Task #6
Marking Guidelines Task # 6
Attachments
3. Advanced English Outcomes
4. BOS Key Words Glossary
Page 2 of 33
3
4
5
6
7
8-9
10
11-12
13
14
15
16
17
18
19
2023
24
25
26
27
28-31
32-33
1. Advanced
English
Assessment
Plans &
Schedules
Page 3 of 33
ADVANCED ENGLISH ASSESSMENT SCHEDULE 2008-9
Outcomes
Components Weighting
Hl,2,3,4,5,6,7,8, Area of Study.
9,10,11,12,13.
Hl,2,3,4,6,7,8,9,
40%
Task 1
W3 Term 4
2008
Task 2
W8 Term 4
2008
Reading 10% Reading 10%
BELONGING
Writing
MODULE A
20%
MODULE C
20%
MODULE B
20%
Task 3
W7 Term 1
2009
5%
Task 4
Task 5
W6 Term 2 Late Term 2
2009
Trial HSC
Reading 5%
Imaginative
Writing 5%
Writing 5%
Speaking15%
Task 6
W6 Term 3
2009
Writing 5%
10,11,12,13.
Hl,2,3,4,5,6,7,8,
9,10,11,12,13.
Hl, 2, 3, 4, 5, 6,
7,8,9,10,11,
12,13
V /R 15% Writing 5%
Writing 5%
Marks
Listening15%
100%
10%
15%
15%
15%
30%
15%
Course Outline
a) AREA OF STUDY - BELONGING: This module is common to both the Advanced and Standard Courses. Students explore the ways in which the notion
of Belonging is considered and expressed in and through the set text and texts of their own choosing.
b) MODULE A – COMPARATIVE STUDY OT TEXTS AND CONTEXTS: This module requires students to compare texts in order to explore them in relation
to their contexts. It develops students’ understanding of the effects of context and questions of value.
MODULE B - CRITICAL STUDY OF TEXT: This module requires student to explore and evaluate a specific text and its reception in a range of contexts. It
c) develops students’ understanding of textual integrity.
MODULE C – REPRESENTATION AND TEXT: This module requires students to explore various representations of events, personalities and situations.
d) They evaluate how medium of production, textual form, perspective and choice of language influence meaning. This study develops students’
understanding of the relationship between representation and meaning.
Page 4 of 33
HSC Advanced EnglishTerm
4
1
2
3
2008-9
Scope and Sequence
4
5
6
7
8
9
Task 2
Task 1
Reading
10%
Writing
5%
Reading
10%
AREA OF STUDY – BELONGING – Romulus My Father and ORT
10
MODULE A
Task 3
Term
1
Term
2
1
2
3
4
6
7
Speaking
15%
8
9
MODULE A – COMPARATIVE STUDY OF TEXTS AND CONTEXT
– Elective: ‘Frankenstein” and “Blade Runner”
1
2
3
4
5
6
Visual
Rep
15%
MODULE C – REPRESENTATION AND TEXT –
Elective: ‘Conflicting Perspectives’ “Julius Caesar”
11
MODULE C
7
Task 4
10
8
9
10
11
TRIAL
HSC
MODULE B
INTRO
Task 5
30%
Term
3
1
2
3
4
MODULE B – CRITICAL STUDY OF
TEXTS – Poetry – Gwen Harwood
Page 5 of 33
5
6
Task 6
Listening
15%
7
R
8
E V
9
I S
I
10
O N
2. Course
Modules,
Descriptions &
Assessment Tasks
Page 6 of 33
Area of Study: Belonging
This Area of Study requires students to explore the ways in which the concept of
belonging is represented in and through texts.
Perceptions and ideas of belonging, or of not belonging, vary. These perceptions
are shaped within personal, cultural, historical and social contexts. A sense of
belonging can emerge from the connections made with people, places, groups,
communities and the larger world. Within this Area of Study, students may
consider aspects of belonging in terms of experiences and notions of identity,
relationships, acceptance and understanding.
Texts explore many aspects of belonging, including the potential of the individual
to enrich or challenge a community or group. They may reflect the way attitudes to
belonging are modified overtime. Texts may also represent choices not to belong,
or barriers which prevent belonging.
Perceptions and ideas of belonging in texts can be constructed through a variety
of language modes, forms, features and structures. In engaging with the text, a
responder may experience and understand the possibilities presented by a sense
of belonging to, or exclusion from the text and the world it represents. This
engagement may be influenced by the different ways perspectives are given voice
in or are absent from a text.
In their responses and compositions students examine, question, and reflect and
speculate on:
• how the concept of belonging is conveyed through the representations of people,
relationships, ideas, places, events, and societies that they encounter in the
prescribed text and texts of their own choosing related to the Area of Study
• assumptions underlying various representations of the concept of belonging
• how the composer’s choice of language modes, forms, features and structures
shapes and is shaped by a sense of belonging
• their own experiences of belonging, in a variety of contexts
• the ways in which they perceive the world through texts
• the ways in which exploring the concept and significance of belonging may
broaden and deepen their understanding of themselves and their world.
• Gaita, Raymond, Romulus, My Father, Text Publishing, May 2007, ISBN-13:
9781921145759
• Other Related Texts
Page 7 of 33
BELMONT HIGH SCHOOL
HSC Course
YEAR 12 STANDARD AND ADVANCED ENGLISH
ASSESSMENT TASK 1
Reading
Outcomes to be assessed:
2
3
4
5
6
7
8
10
A student explains relationships among texts.
A student develops language relevant to the study of English.
A student explains and analyses the ways in which language forms and
features, and structures of texts shape meaning and influence responses.
A student explains and evaluates the effects of textual forms, technologies and
their media of production on meaning.
A student engages with the details of text in order to respond critically and personally.
A student adapts and synthesises a range of textual features to explore and
communicate information, ideas and values for a variety of purposes, audiences and
contexts.
A student articulates and represents own ideas in critical, interpretive and imaginative
texts from a range of perspectives.
A student analyses and synthesises information and ideas into sustained
and logical argument for a range of purposes, audiences and contexts,
DATE DUE:
WEIGHT:
Week 3 Term 4
10%
PROGRAM:
CONTENT:
TIME:
Reading: 10%
Area of Study: Belonging
Reading
50 minutes in total.
(10 minutes reading time, 40 minutes working time).
TASK: Reading
You will carefully examine a series of texts about Belonging and then answer
the questions that follow.
NOTE: This Assessment Task is a common task (Advanced and Standard).
To assist you in your preparation for this Assessment Task, please consider the
following:
The focus is on understanding how meaning is made as well as
*
what meaning is made.
Page 8 of 33
Comments made from the HSC in previous years
Paper 1 - Area of Study
Section 1 Section I of a 2 hour Area of Study Paper (Paper 1).
Students need to be aware of language techniques (ie. Poetry/Song
Lyric/Descriptive Writing = poetic devices such as similes, metaphor, personification
- visual imagery / alliteration, assonance, onomatopoeia aural imagery / appeal to
the senses, colourful description, descriptive language. Advertisement/Letter to the
Editor/Propaganda = persuasive language, rhetorical question, repetition, layout,
graphic/s, personal pronoun, etc. Web Site = technical jargon, visual text/graphics,
layout, headings sub-headings, etc. Newspaper/Magazine Article = headline, subheadings, photographs/graphics, captions, interviews - personal recount, 'boxed'
information, etc.)

Discussion of area of study often superficial

Quoted references were often too long

Focus on 'Visual Literacy'

Quotations needed to be used and not merely quoted. EXPLAIN!

Take note of the number of marks allocated to each question

Students need much more preparation on the 'how'.

Figurative language a problem for many. (Literal versus Metaphorical)

Students need to be explicit in their comments and not assume marker
knowledge
Page 9 of 33
Area of Study: Task 1 & 2
READING (10%)
Performance Targets

A
13-15
Insightful


B
10-12
Effective


C
7-9
Sound


D
4-6
Limited


E
1-3
Elementary

Demonstrates an insightful understanding of the way
perceptions of belonging are shaped in a through texts
Insightful description, explanation and analysis of the
relationship between language, text and context
Demonstrates an effective understanding of the way
perceptions of belonging are shaped in a through texts
Effective description, explanation and analysis of the
relationship between language, text and context
Demonstrates a sound understanding of the way
perceptions of belonging are shaped in a through texts
Sound description, explanation and analysis of the
relationship between language, text and context
Demonstrates limited understanding of the way
perceptions of belonging are shaped in a through texts
Limited description/explanation of the relationship
between language, text and context
Demonstrates an elementary understanding of the way
perceptions of belonging are shaped in a through texts
Elementary description/explanation of the relationship
between language, text and context
Page 10 of 33
BELMONT HIGH SCHOOL
HSC Course English Advanced and Standard
ASSESSMENT TASK 2:
DATE DUE:
WEIGHT:
Reading/Writing
Term 4 2008 (Week 8)
Reading 10%
Writing 5%
Outcomes to be assessed:
1. A student explains and evaluates the effects of different contexts of responders and
composers on texts.
2. A student explains relationships among texts.
3. A student develops language relevant to the study of English.
4. A student explains and analyses the ways in which language forms, features and structures of
texts shape meaning and influence responses.
6. A student engages with the details of text in order to respond critically and personally.
10. A student analyses and synthesises information and ideas into sustained and logical argument
for a range of purposes, audiences and contexts.
13. A student reflects on own processes of learning.
________________________________
__________________________________________________
PROGRAM:
AREA OF STUDY
‘Belonging’
Part 1: Reading (10%)
You will be given a passage from a suitable Other Related Text and you will be
required to answer a series of questions related to the meaning conveyed and the
relationship of the text to the concept of ‘Belonging’.
Part 2: Writing (5%)
ONE of the following questions WILL be the question you will be required to
respond to on the day of the assessment.
a) Perceptions and ideas of belonging, or not belonging, vary.
Discuss this statement, drawing your ideas from your prescribed text and TWO
texts of your own choosing.
OR
Page 11 of 33
b) A sense of belonging can emerge from the connections made with people, places,
groups, communities and the larger world.
To what extent is this suggested in your prescribed text, and TWO texts of your own
choosing?
OR
c) How do the texts you have studied explore the barriers to belonging?
In your response refer to your prescribed text and TWO other texts of your own
choosing.
_________________________________________________________________________
In this section you will be assessed on how well you:
 demonstrate your understanding of the concept of belonging in the
context of your study
 analyse, explain and assess the ways belonging is represented in a
variety of texts
 organise, develop and express ideas using language appropriate to
audience, purpose and context
__________________________________________________________________
Prescribed Texts:
Advanced: Gaita, Raymond, Romulus, My Father, (non-fiction)
Standard: Luhrmann, Baz, Strictly Ballroom, Fox, 1992 (film)
Page 12 of 33
Area of Study: Task 2 Writing (5%)

A
13-15
Insightful

B
10-12
Effective






C
7-9
Sound



D
4-6
Limited



E
1-3
Elementary


Marking Criteria
demonstrates and insightful understanding of the concept
of belonging in the context of your study
insightfully analyses, explains and assesses the ways
belonging is represented in a variety of texts
organises, develops and expresses ideas using language
appropriate to audience, purpose and context
demonstrates an effective understanding of the concept of
belonging in the context of your study
effectively analyses, explains and assesses the ways
belonging is represented in a variety of texts
organises, develops and expresses ideas using language
appropriate to audience, purpose and context
demonstrates a sound understanding of the concept of
belonging in the context of your study
sound analysis, explanation and assessment of the ways
belonging is represented in a variety of texts
organises, develops and expresses ideas using language
appropriate to audience, purpose and context. May have
some inconsistencies.
demonstrates a limited understanding of the concept of
belonging in the context of your study
limited analysis, explanation and assessment of the ways
belonging is represented in a variety of texts
limited ability to organise, develop and express ideas
using language appropriate to audience, purpose and
context
demonstrates an elementary understanding of the concept
of belonging in the context of your study
elementary analysis, explanation and assessment of the
ways belonging is represented in a variety of texts
elementary ability to organise, develop and express ideas
using language appropriate to audience, purpose and
context
Page 13 of 33
Module A: Comparative Study of Texts and
Contexts
This module requires students to compare texts in order to explore them in relation to
their contexts. It develops students’ understanding of the effects of context and
questions of value.
Each elective in this module requires the study of groups of texts which are to be
selected from a prescribed text list. These texts may be in different forms or media.
Students examine ways in which social, cultural and historical context influences
aspects of texts, or the ways in which changes in context lead to changed values
being reflected in texts. This includes study and use of the language of texts,
consideration of purposes and audiences, and analysis of the content, values and
attitudes conveyed through a range of readings.
Students develop a range of imaginative, interpretive and analytical compositions that
relate to the comparative study of texts and context. These compositions may be
realised in a variety of forms and media.
Elective 2: Texts in Time
In this elective students compare how the treatment of similar content in a pair
of texts composed in different times and contexts may reflect changing values
and perspectives. By considering the texts in their contexts and comparing
values, ideas and language forms and features, students come to a heightened
understanding of the meaning and significance of each text.
Prescribed Texts
Prose Fiction and Film
• Shelley, Mary, Frankenstein, Penguin Red Classics, 2006, ISBN-13:
9780141024448 AND
• Scott, Ridley, Blade Runner (Director’s Cut), Warner Bros, 1982
Page 14 of 33
BELMONT HIGH SCHOOL
HSC Advanced English
ASSESSMENT TASK 3
Speaking (15%)
OUTCOMES ASSESSED:
1
2
2a
5
10
Outcomes 1, 2, 5, 10
Explains and evaluates the effects of different contexts of responders and
composers on texts
Explains the relationships among texts
Recognises different ways in which particular texts are valued
Explains and evaluates the effects of textual forms, technologies and their media of
production on meaning
Analyses and synthesises information and ideas into sustained and logical argument
for a range of purposes and audiences
TEXT AND COMPONENT: Module A: Comparative Study of Text
and Context
WEIGHT: 15%
DUE: Week 7, Term 1, 2008.
TASK:
How has the context of each of the composers (Mary Shelley and Ridley Scott)
affected the representation of their respective worlds and the place of nature
and the natural in these worlds?
____________________________________________________________
Length: 5 minutes.
Remember: Palm cards are to be submitted on the due date. Make sure you plan
your speech according to the time limit, the first warning bell will sound at 4 minutes, a
second at 5 minutes, a final warning bell will sound at 6 minutes and you will be asked
to conclude your speech (if you exceed the time limit)
ASSESSMENT CRITERIA
In your answer you will be assessed on how well you:
 Demonstrate an understanding of the ideas expressed in the text
 Evaluate the text’s reception in different contexts
 Organise, develop and express ideas using language appropriate to audience,
purpose and form.
Page 15 of 33
Comparative Study of Texts and Contexts
Task # 3 Speaking (15%)
Marking Guidelines
Marking Criteria
17-20
A
Perceptive
 Demonstrates a sophisticated understanding of the ideas
expressed in the text
 Insightful evaluation of the text’s reception in different contexts
 Organises, develops and expresses ideas using language
appropriate to audience, purpose and form
13-16
B
Effective
 Demonstrates an effective understanding of the ideas
expressed in the text
 Effective evaluation of the text’s reception in different contexts
 Organises, develops and expresses ideas using language
appropriate to audience, purpose and form
9-12
C
Sound
 Demonstrates a sound understanding of the ideas expressed in
the text
 Sound evaluation of the text’s reception in different contexts
 Organises, develops and expresses ideas using language
appropriate to audience, purpose and form. May have some
inconsistencies.
5-8
D
Limited
 Demonstrate a limited understanding of the ideas expressed in
the text
 Limited evaluation of the text’s reception in different contexts
 Limited ability to organise, develop and express ideas using
language appropriate to audience, purpose and form
1-4
E
Elementary
 Demonstrates an elementary understanding of the ideas
expressed in the text
 Elementary evaluation the text’s reception in different contexts
 Elementary ability to organise, develop and express ideas using
language appropriate to audience, purpose and form
Page 16 of 33
Module C: Representation and
text
This module requires students to explore various representations of events,
personalities or situations. They evaluate how medium of production, textual form,
perspective and choice of language influence meaning. The study develops
students’ understanding of the relationships between representation and meaning.
Each elective in this module requires the study of one prescribed text offering a
representation of an event, personality or situation. Students are also required to
supplement this study with texts of their own choosing which provide a variety of
representations of that event, personality or situation. These texts are to be drawn
from a variety of sources, in a range of genres and media.
Students explore the ways in which different media present information and ideas
to understand how various textual forms and their media of production offer
different versions and perspectives for a range of audiences and purposes.
Students develop a range of imaginative, interpretive and analytical compositions
that relate to different forms and media of representation. These compositions
may be realised in a variety of forms and media.
Elective 2: Conflicting Perspectives
In their responding and composing, students consider the ways in which
conflicting perspectives on events, personalities or situations are represented in
their prescribed text and other related texts of their own choosing. Students
analyse and evaluate how acts of representation, such as the choice of textual
forms, features and language, shape meaning and influence responses.
Prescribed Text: Shakespeare
• Shakespeare, William, Julius Caesar, Cambridge University Press, New Cambridge
Shakespeare, 2004, ISBN-13: 9780521535137; or Cambridge School Shakespeare,
1992, ISBN-13: 9780521409032
Page 17 of 33
BELMONT HIGH SCHOOL
YEAR 12 ADVANCED ENGLISH
ASSESSMENT TASK #4
Viewing/Representing 15%
Outcomes to be assessed:
4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning
and influence responses.
6. A student engages with the details of text in order to respond critically and personally.
7. A student adapts and synthesises a range of textual features to explore and communicate
information, ideas and values for a variety of purposes, audiences and contexts.
8. A student evaluates the effectiveness of a range of processes and technologies for various
learning purposes including the investigation and organisation of information and ideas.
9. A student evaluates the effectiveness of a range of processes and technologies for various
learning purposes including the investigation and organisation of information and ideas.
11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of
language.
DATE DUE:
Week 6 Term 2 2008
WEIGHT:
Viewing/Representing 15%
PROGRAM: CONTENT:
Module C: Representation and Text
Elective 1: Conflicting Perspectives
TASK
Create a visual text on Elective 1: Conflicting Perspectives
1. At Home: Create a group of print and visual texts (no larger than A3 in
size) which you deal with your Elective for Module C: Representation and
Text.
2. In Class: Consider the techniques you have used in your visual rep and
the techniques Shakespeare has used to create conflicting perspectives
towards Julius Caesar and the events contained within the course of the
drama.
Compose a transcript of the conversation that you might have with
Shakespeare about the techniques he has used within the text and
medium of production to construct conflicting perspectives and shape
audience response and how you have attempted to represent his vision.
ASSESSMENT CRITERIA
You will be assessed on how well you:

*
*


Use and analyse appropriate language forms, features and structures to explore
and express differing perspectives, ideas and values in critical, interpretative and
imaginative texts.
Communicate your understanding of your created text, clearly and in a manner
appropriate to audience purpose and context
Analyse the ways meaning is created
Page 18 of 33
Representation and Text
Visual Representation Task # 4
Marking Guidelines
Marking Criteria
 Shows insightful understanding of how text and context shape
meaning
 Demonstrates skilful use of the forms, structure and features of
language appropriate to the prescribed form (type of text)
 Adapts and skilfully synthesises a variety of appropriate texts to
compose an imaginative and interpretive response
 Shows perceptive understanding of how text and context shape
meaning
 Demonstrates effective use of the forms, structure and features
of language appropriate to the prescribed form (type of text)
 Adapts and effectively synthesises a range of appropriate texts
to compose an imaginative and interpretive response
 Shows sound understanding of how text and context shape
meaning
 Uses language forms, features and structure of the prescribed
form (type of text)
 Adapts and attempts to synthesise a range of texts to compose
an imaginative and interpretive response
 Shows limited understanding of how text and context shape
meaning
 Uses the form, structure and features of language inconsistently
in the prescribed form (type of text)
 Attempts to adapt some texts to compose an imaginative an
interpretive response
 Shows elementary understanding of how text and context shape
meaning
 Attempts to compose an imaginative and interpretive response
with limited reference to texts
 Attempts to use the prescribed form to communicate ideas
Page 19 of 33
Mark
A
13-15
Insightful
B
10-12
Perceptive
C
7-9
Sound
D
4-6
Limited
E
1-3
Elementary
BELMONT HIGH SCHOOL Year 12 Advanced
and Standard English
ASSESSMENT TASK - TRIAL EXAM
Reading and Writing
OUTCOMES:
ALL
DATE DUE:
Last Two weeks of Term 2 2008
Please consult your exam timetable.
WEIGHT:
30%
PAPER 1:
TIME:
AREA OF STUDY: ‘Belonging’
2 hours and 10 minutes in total.
(10 minutes reading time, 2 hours working
time).
Section I:
Section II:
Section III:
PAPER 2:
TIME:
Reading
Creative Response
Analytical Response
5%
5%
5%
MODULES
2 hours and 5 minutes in total.
(5 minutes reading time, 2 hours working time).
Section I: Module A 5%
Section II: Module B 5%
Section III: Module C 5%
Please consult your course notes for clarification on the structure of each paper. Study for
the English Trial Examinations should have already commenced. In addition to your own
study plan you can also access the Board of Studies website for past papers. See your
class teacher for any assistance. You will need to prepare for and attempt all sections of
both English papers, otherwise this could be considered and treated as a non-serious
attempt.
Page 20 of 33
To assist and guide you in your study, carefully note the following
helpful instructions;
AREA OF STUDY
Paper 1 Section I – Reading
(15 marks)
This section will comprise at least three unseen texts and follow the same format as
Assessment # 1 – Reading
Paper 1 Section II- Imaginative Writing
(15marks)
One of the following questions will appear in the Trial Paper in this section of the paper:
a) ‘All he wanted was to belong’
Create an extended piece of writing that is based on this idea.
b) “Immigrants to new countries never really belong – and often, neither do
their offspring.”
Create an extended piece of writing that is based on this idea.
c) Use this image as the basis for a piece of writing that explores the concept of
belonging.
Page 21 of 33
Paper 1 Section III- Analytical Writing
(15 marks)
One of the following questions will appear in the Trial Paper in this section of the paper:
a) How is the concept of belonging represented in your prescribed text and
TWO other related texts of your choosing?
b) To what extent does the different groups we belong to, define who we are?
In your answer, refer to your prescribed text and at least TWO other related texts of your
own choosing.
c) ‘The need to belong marks us as human and it is such connections that lead to
fulfilment.’
After studying belonging, to what extent do you agree with this statement?
In your answer, refer to your prescribed text and at least TWO other related texts of your
own choosing.
MODULES
Paper 2 Section I- Module A
Elective 2: Texts in Time
(20 marks)
One of the following questions will appear in the Trial Paper in this section of the paper:
a) When they are considered together, how do Shelley’s and Scott’s representations
sustain interest in what it means to be human?
b) Evaluate how important knowledge of the composer’s audience and purpose has
been for comparing the two texts that you have studied for this Elective, “Texts in
Time’
c) In this Elective you have studied two texts composed at different times.
How do these texts reflect changing values and perspectives?
Page 22 of 33
Paper 2 Section II- Module B
Poetry- Harwood
(20 marks)
The following question will appear in the Trial Paper in this section of the paper:
Your class has been exploring the question, ‘What will continue to make Harwood’s
poetry worthy of critical study?’
Your personal response has been challenged by another student. Defend your response
through a critical evaluation of Harwood’s poetry, analysing the construction, content and
language of the text.
In your response, refer to ONE poem and at least TWO readings you have studied.
The prescribed texts are:
Harwood, Gwen, Selected Poems, Penguin, 2001, ISBN-13: 9780141006680
‘Father and Child (Parts I & II)’,
‘The Violets’,
‘At Mornington’,
‘A Valediction’,
‘Triste Triste’,
‘The Sharpness of Death’,
‘Mother Who Gave me Life’
Paper 2 Section III- Module C
Elective 1: Conflicting Perspectives
(20 marks)
One of the following questions will appear in the Trial Paper in this section of the paper:
1. How do the textual form, perspective and language influence meaning in texts?
Discuss with reference to your prescribed text and at least two other texts of your
own choosing.
2. In what ways have conflicting perspectives on events, personalities or situations
been represented in the prescribed text and two other related texts?
3. Analyse and evaluate how the acts of representation, such as the choice of textual
forms, features and language, shape meaning and influence responses in your
prescribed text and at least two other related materials.
Page 23 of 33
Module B: Critical Study of Text
This module requires students to explore and evaluate a specific text and its reception in a
range of contexts. It develops students’ understanding of questions of textual integrity.
Each elective in this module requires close study of a single text to be chosen from a list of
prescribed texts.
Students explore the ideas expressed in the text through analysing its construction,
content and language. They examine how particular features of the text contribute to
textual integrity. They research others’ perspectives of the text and test these against their
own understanding and interpretations of the text. Students discuss and evaluate the ways
in which the set work has been read, received and valued in historical and other contexts.
They extrapolate from this study of a particular text to explore questions of textual integrity
and significance.
Students develop a range of imaginative, interpretive and analytical compositions that
relate to the study of their specific text. These compositions may be realised in a variety of
forms and media.
Poetry
Through study of the following poet, students explore the distinctive qualities of each poem
in the prescribed selection, the ways these poems reflect the poet’s concerns and literary
style and the values implied in different readings of the poetry.
Prescribed Text
• Harwood, Gwen, Selected Poems: A New Edition, Penguin Books, 2001,
ISBN 0141006684
‘Alter Ego’, ‘The Glass Jar’, ‘At Mornington’, ‘Prize-Giving’, ‘Father and Child (Parts I &
II)’, ‘The Violets’
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BELMONT HIGH SCHOOL
HSC Advanced English
ASSESSMENT TASK # 6
Listening
Due: Week 5, Term 3
Weight: 15%
Outcomes to be assessed:
1.
2A.
3.
6.
10.
A student explains and evaluates the effects of different contexts of responders and composers of texts.
A student recognises different ways in which particular texts are valued.
A student develops language relevant to the study of English.
A student engages with the details of text in order to respond critically and personally.
A student analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes, audiences and contexts.
A student draws upon the imagination to transform experience and ideas into text demonstrating control of
language.
11.
PROGRAM:
CONTENT:
Module B: Critical Study of Texts.
Poetry. Harwood, Gwen Selected Poems: A New Edition,
Penguin, 2001.
'Alter Ego', 'The Glass Jar', 'At Mornington', 'Prize-Giving',
'Father and Child (Parts I & II)', 'The Violets'.
TASK
You will be played an audio text that deals with the texts you have studied.
You will be asked a series of questions relating to the audio text.
ASSESSMENT CRITERIA
You will be assessed on how well you:



Demonstrate an understanding of how composers use audio devices to
shape responses to the worlds in texts
Use language and form to compose informed and analytical responses
Evaluates the effectiveness of the excerpt played
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ASSESSMENT TASK # 6
Marking Criteria
Mark

Demonstrates highly developed and insightful understanding of
how composers use audio devices to shape responses to the
worlds in texts
 Evaluates skilfully the effectiveness of the excerpt played
 Uses language and form skilfully to compose an informed and
analytical response
A
13-15
Insightful

Demonstrates a perceptive and developed understanding of how
composers use sound devices to shape responses to the worlds
presented in the texts
 Evaluates the effectiveness of the excerpt played
 Uses language and form effectively to compose an informed and
analytical response
B
10-12
Perceptive

Demonstrates a sound understanding of how composers use
images to shape responses to the worlds presented in texts
 Attempts to evaluate the effectiveness of the excerpt played
 Uses language and form competently to compose an analytical
response
C
7-9
Sound

Demonstrates a limited understanding of how composers use
sound devices to shape responses to the worlds presented in texts
 Attempts to evaluate, in a limited way, the effectiveness of the
excerpt played.
 Uses simple language and inconsistent form to compose an
analytical response
D
4-6
Limited

Demonstrates an elementary understanding of how composers
use sound devices to shape responses to the worlds presented in
texts
 Attempts to compose a response with some relevance
Page 26 of 33
E
1-3
Elementary
3. ADVANCED
English
Outcomes
4. Glossary of Key
Terms
Page 27 of 33
HSC English (ADVANCED) Course Objectives,
Outcomes and Content
The table below sets out the content of the HSC English (Standard) course and
illustrates the relationship between the objectives, the outcomes and the content.
Students will work to achieve the outcomes by responding to and composing
increasingly complex texts in a variety of modes and media.
English (Advanced)
Objectives
HSC English
(Advanced) Outcomes
1.
A student explains and
evaluates the effects
of different contexts
of responders and
composers on texts.
HSC English (Advanced) Content
1.
1.1
1.2
1.3
1.4
Students will develop
knowledge and
understanding of the
purposes and effects of a
range of textual forms in
their personal, social,
historical, cultural and
workplace contexts.
1.5
2.
A student explains
relationships among
texts.
2.
2.1
2.2
2.3
2A. A student recognises
different ways in
which particular texts
are valued.
2A.
2A.1
2A.2
3.
A student develops
language relevant to
the study of English.
3.
3.1
3.2
3.3
3.4
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Students learn to evaluate the effects of different
contexts of responders and composers on texts by:
comparing and contrasting texts and their contexts
responding to and composing texts to achieve
meaning in a range of contexts
explaining how values and attitudes are reflected
in texts
explaining and evaluating changes in meaning
arising from changes of context
generalising about the relationships between
context and meaning.
Students learn to explain the relationships among
texts by:
comparing and contrasting the forms and features
of texts
describing and explaining the connections
between texts
describing and explaining the ways in which texts
are influenced by other texts and contexts.
Students learn to recognise ways in which
particular texts are valued by:
responding to a range of texts that are valued
differently in particular personal, social, cultural,
historical and workplace contexts
explaining how and why they are valued.
Students learn the language relevant to their study
of English including:
its terminology
language for making connections, questioning,
affirming, challenging, speculating about and
generalising about texts
language of personal, cultural, public and critical
expression
conventions of language.
English (Advanced)
Objectives
HSC English
(Advanced) Outcome
Students will develop
knowledge and
understanding of the ways
in which language forms
and features, and
structures of texts shape
meaning in a variety of
textual forms.
4. A student explains and
analyses the ways in
which language forms
and features, and
structures of texts
shape meaning and
influence responses.
HSC English (Advanced) Content
4.
4.1
4.2
4.3
5. A student explains and
evaluates the effects of
textual forms,
technologies and their
media of production on
meaning.
5.
5.1
5.2
5.3
5.4
Students will develop
skills in responding to and
composing a range of
complex texts.
6. A student engages with
the details of text in
order to respond
critically and
personally.
6.
6.1
6.2
6.3
6.4
Students will develop
skills in effective
communication at
different of levels of
complexity.
7. A student adapts and
synthesises a range of
textual features to
explore and
communicate
information, ideas and
values for a variety of
purposes, audiences
and contexts.
7.
7.1
7.2
Students learn about the ways in which language
forms and features, and structures of texts shape
meaning and influence responses by:
explaining and analysing the effects of a variety of
language forms and features, and the structures of
texts
identifying a range of possible responses to texts
influenced by their language forms and features, and
their structure
using various language forms and features, and
structures of texts to influence meaning and
responses.
Students learn to evaluate how textual forms and
media of production represent information, ideas and
values by:
describing and explaining the conventions and the
effects of textual forms, technologies and media of
production on meaning
choosing from the range of textual forms,
technologies and media of production to compose
texts for specific audiences and purposes
reflecting on the effects of a change in textual form,
technology or medium of production through their
own processes of composing
explaining the relationships between representation
and meaning.
Students learn about the ways they can respond to
texts by:
analysing texts in detail
composing sustained arguments supported by textual
evidence
composing and supporting a personal response to
texts
evaluating the responses of others.
Students learn to communicate information, ideas and
values for a variety of purposes, audiences and
contexts by:
identifying and explaining the effects of language
forms and features, and structures of texts
composing and adapting texts to address different
purposes and audiences.
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English (Advanced)
Objectives
HSC English
(Advanced) Outcomes
8.
A student articulates
and represents own
ideas in critical,
interpretive and
imaginative texts from
a range of
perspectives.
HSC English (Advanced) Content
8.
8.1
8.2
8.3
8.4
Students will develop
skills in independent
investigation, individual
and collaborative learning.
9.
A student evaluates
the effectiveness of a
range of processes and
technologies for
various learning
purposes including the
investigation and
organisation of
information and ideas.
9.
9.1
9.2
9.3
Students will develop
skills in imaginative,
critical and reflective
thinking about meaning.
10. A student analyses
and synthesises
information and ideas
into sustained and
logical argument for a
range of purposes,
audiences and
contexts.
10.
Students will develop
skills in reflection as a
way to evaluate their
processes of composing,
responding and learning.
11. A student draws upon
the imagination to
transform experience
and ideas into texts
demonstrating control
of language.
11.
Students learn to compose imaginative, personal and
critical texts from a range of perspectives by:
engaging with complex texts
refining the clarity of their composition to meet the
demands of increasing complexity of thought and
expression
using and manipulating a range of generic forms in a
range of modes and media for different audiences and
purposes
using stylistic devices appropriate to purpose,
audience and context.
Students learn to evaluate the effectiveness of
processes and technologies by:
using, individually and in groups, different available
technologies to investigate, clarify, organise and
present ideas
using individual and collaborative processes to
generate, clarify, organise, refine and present ideas
assessing the most appropriate technologies and
processes for particular purposes of investigating,
clarifying, organising and presenting ideas.
Students learn to synthesise information and ideas
into sustained and logical argument by:
10.1 discerning ideas, attitudes and values reflected in
texts
10.2 making connections between information and ideas,
and synthesising these for various purposes and
audiences
10.3 using the information and ideas gathered from a range
of texts to present a point of view in analytic,
expressive, imaginative and evaluative ways.
11.1
11.2
11.3
11.4
Students learn about the role of imagination in
responding to and composing texts by:
making connections between life experience and
imagined experience
experimenting with ways of transforming experience
into imaginative texts in different contexts for
specified audiences
recreating texts into new texts by changing
perspective and context
analysing, explaining and generalising about the
relationships between imagination and cultural forms
and ideas.
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English (Advanced)
Objectives
HSC English
(Advanced) Outcomes
12.
A student reflects on
own processes of
responding and
composing.
HSC English (Advanced) Content
12.
12.1
12.2
12.3
12A. A student explains
and evaluates
different ways of
responding to and
composing texts.
12A.
12A.1
12A.2
12A.3
12A.4
12A.5
13.
A student reflects on
own processes of
learning.
13.
13.1
13.2
13.3
13.4
Page 31 of 33
Students learn about reflecting on their own
processes of responding and composing by:
assessing and evaluating the compositional style
of others to experiment with their own texts
editing their work to correct errors, reshape
structure and refine style
evaluating their own compositions and
compositional style.
Students learn to explain and evaluate the
different ways of responding to and composing
texts by:
articulating the ways they approach texts
questioning meaning in and through texts
evaluating the effect of a range of different
images, perspectives and voices on meaning
generalising about the relationships between
perspective and meaning
reflecting on their own processes of responding.
Students learn to reflect on their own processes of
learning by:
articulating and monitoring their own learning and
that of others
assessing the effectiveness of their various
learning strategies
comparing their own learning processes with those
of others
writing to reflect on their own learning and that of
others.
A Glossary of Key Words (HSC)
Syllabus outcomes, objectives, performance bands and examination questions have key
words that state what students are expected to be able to do. A glossary of key words has
been developed to help provide a common language and consistent meaning in the Higher
School Certificate documents.
Using the glossary will help teachers and students understand what is expected in responses
to examinations and assessment tasks.
Account
Account for: state reasons for, report on. Give an account
of: narrate a series of events or transactions
Analyse
Identify components and the relationship between them;
draw out and relate implications
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
Make a judgement of value, quality, outcomes, results or
size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically
Add a degree or level of accuracy depth, knowledge and
(analyse/evaluate) understanding, logic, questioning, reflection and quality to
(analyse/evaluate)
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
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Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different
from; to note differences between
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between
things evident; provide why and/or how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument,
suggestion) for consideration or action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole
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