IMCC Year 11 ATAR English
Program Outline 2015 – Semester 1
Term One:
Weeks
Teaching Content/ Focus
Course Content
Assessment
Introduction to ATAR English – Students must be aware of SCSA website.
Examine the language, structure and features
of imaginative, interpretive and persuasive
texts, including:
EXPOSITORY UNIT
 Glossary of expository conventions
 Read and annotate short text ‘Killing Daniel’
 Read and discuss supplementary texts to ‘Killing Daniel’ - 'Killer Stole My Childhood' & "Hiding behind dark glasses and fake
tatts, Daniel Valerio's killer walks free".
 Analysis of 'Killing Daniel' focusing on issues, use of conventions, author's purpose and the effect on the reader.

explaining the ways language features,
text structures and conventions
communicate ideas and perspectives

explaining the ways text structures,
language features and stylistic choices
are used in different types of texts
TASK ONE:
(Responding –
15%)
Short Answers
– ‘Killing Daniel’
(Due start of
Week 4)

analysing how vocabulary, idiom and
rhetoric are used for different purposes
and contexts

evaluating the impact of description and
imagery.
1-3
Explain format of assessment - short, unseen comprehension style questions and two paragraph responses. (1/2 page of notes
permitted).


4-8
Go through correct paragraph format
Go through examples and have students complete practice responses to questions similar to the ones they may receive in
their test.
FILM STUDY
 Begin The Black Balloon unit
 Revise film techniques.
 View film
 Complete A3 sheet about the characteristics of Autism, focusing on behavioural traits, common misconceptions and
stereotypes etc.
 Read VITA Magazine article
 Watch the film in its entirety and then brainstorm key issues
 View the film a second time, filling out the viewing PowerPoint booklet as you go - stop at relevant points and discuss as a
class
 Complete viewing questions on the film
 Go through the assessment task - students should start drafting their responses
Create a range of texts:

using appropriate form, content, style
and tone for different purposes and
audiences in real and imagined contexts

using evidence-based argument

using appropriate quotation and
referencing protocols
Analyse and evaluate how responses to texts,
including students’ own responses, are
influenced by:

personal, social and cultural context

the use of techniques associated with
imaginative, interpretive and persuasive
texts.
Create a range of texts:

using evidence-based argument

using appropriate quotation and
referencing protocols

using strategies for planning, drafting,
TASK TWO:
(Responding –
20%)
Essay – The
Black Balloon
QUESTION:
Visual texts
invite us to
experience the
lives of others.
Discuss with
reference to The
editing and proofreading
Summer holidays – read novel Jasper Jones
Reflect on their own and others’ texts by:

analysing textual evidence to assess the
purpose and context of texts

questioning responses to texts
Black Balloon.
(Due Week 8)
Term Two:
Weeks
1-4
Teaching Content/ Focus
Introduction to novel Jasper Jones – context 1960’s Australia
Introduce task: details below
The aim of this task is to consolidate research practice and reflect on the contextual factors in Jasper Jones in the form of a
persuasive blog.
In small groups (preferably 3 students), you will research the 3 contextual issues in 1960’s Western Australia: THE TREATMENT
OF INDIGENOUS AUSTRALIANS, THE IMPACT OF THE VIETNAM WAR and THE FACTORS THAT INFLUENCED SOCIETY IN BOTH CITY
AND RURAL AREAS. This must be presented in the form of a multimodal WIX webpage: www.wix.com
The webpage should be informative, reflective and engaging. A sample WIX webpage can be found at
http://mongerfiona.wix.com/jasperjonescontext.
Your group’s webpage should be an equal contribution of all members and must incorporate persuasive language,
images and be visually appealing. You are also encouraged to be creative and could include videos, audios or
graphics.
The link to your webpage must be emailed to your English teacher by the due date.
monger.fiona@imcc.wa.edu.au
wingham.simone@imcc.edu.au
Course Content
Investigate the relationships between
language, context and meaning by:

Examine the language, structure and features
of imaginative, interpretive and persuasive
texts, including:


ISSUE 3: The Factors that Influenced Society in both City and Rural Areas
 Read articles/excerpts on Eric Edgar Cooke and how his reign of terror changed Perth in the sixties
purpose, taking into account that a
text’s purpose is often open to debate
Create a range of texts:
Spend approximately 2/3 lessons on each of the 3 contextual factors.
ISSUE 2: The Impact of the Vietnam War
 Analyse a selection of images/short texts – use as a stimulus for the reflection/blog
explaining the ways text structures,
language features and stylistic choices
are used in different types of texts
Analyse and evaluate how responses to texts,
including students’ own responses, are
influenced by:

ISSUE 1: The Treatment of Indigenous Australia
 Watch SBS documentary First Australians Episode 6 – ‘A Fair Deal for a Dark Race’ – complete handout and discuss
 Aboriginal poem – use as a stimulus for the reflection/blog
 Discuss the 1967 Referendum
Students must complete their HOME PAGE for their website by Week 2 – groups must be allocated class time to complete this task.
evaluating the choice of mode and
medium in shaping the response of
audiences, including digital texts.
using appropriate form, content, style
and tone for different purposes and
audiences in real and imagined contexts

drawing on a range of technologies

combining visual, spoken and written
elements where appropriate
Reflect on their own and others’ texts by:

investigating the impact and uses of
imaginative, interpretive and persuasive
texts.
Assessment
Ongoing:
Read novel
Jasper Jones
(must be read
by Week 5)
TASK THREE:
(Responding –
20%)
Multimodal
context website
– 1960’s
Australia (small
group
assessment)
(Due Tuesday
Week 5)
Guidelines for
multimodal
assessment:
Groups must
complete their
HOME PAGE for
their website by
Week 2.

View images and short extracts on city and rural living
NB: As this is a new type of assessment, please let students know that they can contact Mrs Monger on
monger.fiona@imcc.wa.edu.au - I will also be running website tutorials on Thursdays after school for the first 4 weeks (details will
be in the Daily Notices)
Novel Study - Jasper Jones
5-9
Comprehension questions
Revise narrative conventions
THEMES – complete A3 charts on each theme
 Morality and Ethics
 Scapegoats
 Atonement
 Law and Legality
Discuss context, quotations, values and attitudes, language conventions and the message presented
Complete worksheet ‘More Themes and Characters in Jasper Jones’
CHARACTERS – narrative conventions used to construct characters
SETTING – look at the significance of this and how it becomes a character in itself
Focus questions which require an extended paragraph response
Introduce essay questions:
Question One: Novels, whilst set in a different context, can teach us lessons which are relevant in today’s society. Discuss with
reference to Jasper Jones.
Question Two: Racial Prejudice, Ignorance and Injustice are key themes that appear in Jasper Jones. How do characters convey these
to the reader?
Writing/planning of essay
Plan and draft essays – provide scaffolding and sample paragraphs
NO NOTES PERMITTED FOR THIS ASSESSMENT
Term Three:
Investigate the relationships between
language, context and meaning by:

explaining how texts are created in and
for different contexts

analysing how language choices are
made for different purposes and in
different contexts using appropriate
metalanguage
Examine the language, structure and features
of imaginative, interpretive and persuasive
texts, including:

explaining the ways language features,
text structures and conventions
communicate ideas and perspectives

explaining the ways text structures,
language features and stylistic choices
are used in different types of texts

evaluating the impact of description and
imagery.
Analyse and evaluate how responses to texts,
including students’ own responses, are
influenced by:

personal, social and cultural context

the use of techniques associated with
imaginative, interpretive and persuasive
texts.
Create a range of texts:

using evidence-based argument

using appropriate quotation and
referencing protocols

using strategies for planning, drafting,
editing and proofreading

using accurate spelling, punctuation,
syntax and metalanguage.
TASK FOUR:
(Responding –
15%)
Jasper Jones
Essay – seen
question (choice
of two)
(Due Week 9)
Weeks
1-3
Teaching Content/ Focus
Creative Writing Unit
Introduce students to a variety of creative writing examples
Use some creative writing starters/activities
Focus on descriptive language and voice
WACE good answers – show how students can have a different interpretation of a stimulus
 The piece that is submitted must be original and unique with a strong sense of voice
Course Content
Create a range of texts:

using appropriate form, content, style
and tone for different purposes and
audiences in real and imagined contexts

using strategies for planning, drafting,
editing and proofreading

using accurate spelling, punctuation,
syntax and metalanguage.
Assessment
TASK FIVE:
Creative
Writing – pick
from stimuli
booklet
(Creating –
20%)
Analyse and evaluate how responses to texts,
including students’ own responses, are
influenced by:
3-4
EXAMINATION REVISION - Y11 Exams in weeks 5 and 6
END OF FIRST SEMESTER

purpose, taking into account that a
text’s purpose is often open to debate

the use of techniques associated with
imaginative, interpretive and persuasive
texts.
EXAM:
(Creating and
Responding –
15%)