English

English Year Level Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose isaesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

English Content Descriptions

Language Language variation and change 1. Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)

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cara.edu.au/vocabulary/mode/r Language for interaction 1.

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

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cara.edu.au/vocabulary/mode/r 2.

Understand that peoples evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication(ACELA1565)

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cara.edu.au/vocabulary/mode/r Text structure and organisation 1.

Compare the purposes, text structures andlanguage features of traditional and contemporarytexts in different media (ACELA1566)

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Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

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cara.edu.au/vocabulary/mode/r 3.

Understand conventions for citing others, and how to reference these in different ways (ACELA1568)

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cara.edu.au/vocabulary/mode/r Expressing and developing ideas 1.

Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authorsdesign and craft texts (ACELA1569)

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cara.edu.au/vocabulary/mode/r 2. Analyse how higher order concepts are developed in complex texts through language features includingnominalisation, clause combinations, technicality and abstraction (ACELA1570)

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cara.edu.au/vocabulary/mode/r 3.

Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

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4.

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

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cara.edu.au/vocabulary/mode/s 5.

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

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cara.edu.au/vocabulary/mode/r Literature Literature and context 1.

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

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cara.edu.au/vocabulary/mode/r Responding to literature 1.

Reflect on, extend, endorse or refute others interpretations of and responses to literature (ACELT1640)

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cara.edu.au/vocabulary/mode/r 2.

Analyse and explain how text structures, language features and visual features of texts and the contextin which texts are experienced may influenceaudience response (ACELT1641)

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cara.edu.au/vocabulary/mode/r 3. Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

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cara.edu.au/vocabulary/mode/r Examining literature 1.

Identify, explain and discuss how narrativeviewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text(ACELT1642)

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2.

Compare and evaluate how voice as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

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cara.edu.au/vocabulary/mode/r 3.

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts(ACELT1774)

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cara.edu.au/vocabulary/mode/s Creating literature 1.

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

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cara.edu.au/vocabulary/mode/s 2.

Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

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Create imaginative texts that make relevant thematic and intertextual connections with other texts(ACELT1644)

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cara.edu.au/vocabulary/mode/s Literacy Texts in context 1.

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented intexts, including media texts, through language, structural and/or visual choices (ACELY1749)

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cara.edu.au/vocabulary/mode/r Interacting with others 1.

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to createpurposeful texts that inform, persuade and engage(ACELY1750)

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cara.edu.au/vocabulary/mode/r 2.

Use organisation patterns, voice and languageconventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engageaudiences (ACELY1813)

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cara.edu.au/vocabulary/mode/w 3.

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action(ACELY1751)

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cara.edu.au/vocabulary/mode/w Interpreting, analysing, evaluating 1.

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences(ACELY1752)

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cara.edu.au/vocabulary/mode/r 2.

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts(ACELY1753)

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cara.edu.au/vocabulary/mode/r 3.

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

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cara.edu.au/vocabulary/mode/r Creating texts 1.

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

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Review, edit and refine students own and otherstexts for control of content, organisation, sentencestructure, vocabulary, and/or visual features to achieve particular purposes and effects(ACELY1757)

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Use a range of software, including word processing programs, confidently, flexibly and imaginatively tocreate, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

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English Achievement Standard

Receptive modes (listening, reading and viewing) By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Productive modes (speaking, writing and creating) Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Rationale
The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australias future.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation. The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australias links to Asia.