VCE English
Literature
Unit 1
In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text.
There are two Areas of Study:
1. Reading practices
2. Ideas and concerns in texts
Outcomes:
• Students should be able to respond to a range of texts and reflect on influences shaping these responses.
• Students should be able to analyse the ways in which a selected text reflects or comments on the ideas and concerns of individuals and particular groups in society.
Unit 2
In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis. There are two areas of study:
1. The text, the reader and their contexts
2. Exploring connections between texts
Outcomes
• Students should be able to analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context.
• Students should be able to compare texts considering the dialogic nature of texts and how they influence each other.
Unit 3
In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts.
There are two Areas of study:
1. Adaptations and transformations
2. Creative responses to texts
Outcomes:
Students should be able to:
• analyse the extent to which meaning changes when a text is adapted to a different form.
• respond creatively to a text and comment on the connections between the text and the response.
Unit 4
In this unit students develop critical and analytic responses to texts. They consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.
There are two Areas of study:
1. Literary perspectives
2. Close analysis
Outcomes:
Students should be able to:
• produce an interpretation of a text using different literary perspectives to inform their view
• should be able to analyse features of texts and develop and justify interpretations of texts.
Unit 1 & 2 texts include poetry, film, a play, a graphic novel, literary criticism and prose fiction.
Unit 3 & 4 texts include poetry, plays, literary criticism and prose fiction.
English Language
This subject covers a broad spectrum of study areas and is a mix of linguistics, sociology, psychology and history, to name but a few. It aims to have relevance to students’ daily lives by looking at the way we use English in our interactions and communication with others to achieve particular effects. It examines the nature of language in different social contexts and teaches students to be more competent writers and speakers. Like all other English studies, it can be picked up at Unit 1, Unit 2 or Unit 3.
Assessments take the form of:
short answer tests to analyse texts
oral presentations
research essays
extended expository responses
Unit 1: Language and communication
The focus of this Unit is language and its use in communication. Students explore the different functions of language in written and spoken communication, including conversations, advertising, graffiti, and various other text types. Students investigate children’s ability to learn language and the stages of acquisition across a range of subsystems. The following areas are studied:
1. The nature and functions of language
2. Language acquisition
Unit 2: Language Change
The focus of this Unit is how English has changed over the centuries, and the current role of English in global society. As English has spread across the world, different English varieties have emerged, such as African- American Vernacular English, Singaporean English, and Jamaican English. At the same time, students consider the cultural impact of the spread of English on minority languages, including Australian Indigenous languages that are now threatened. The following areas are studied:
1. English across time
2. Englishes in contact
Unit 3: Language Variation and Social Purpose
Unit 3 looks at English is the Australian social setting along the continuum of informal and formal language registers. Students look at the stylistic features of different formalities and how this is reflected through the synthesis of language. This Unit focuses on how language uses written and spoken modes to communicate information, ideas, attitudes, prejudices and ideological stances. Students examine how texts are influenced by situational and cultural contexts and how language can indicate relationships, power structures and purpose. The following areas are studied:
1. Informal language
2. Formal language
Unit 4: Language Variation and Identity
Unit 4 focuses on the role that language plays in establishing and challenging different identities. A variety of texts are analysed to see how different identities are constructed through language. Students explore how our sense of who we are is constantly evolving and responding to the situations in which we find ourselves and is determined not only be how we see ourselves, but by how others see us. Students will also undertake to strengthen their understanding of the International Phonetic Alphabet and how to represent a range of Australian accents. The following areas are studied:
1. Language variation in Australian society
2. Individual and group identities
English
All units of English have three areas in common
• Reading texts
In each of the Units 1 - 4, students will study a set text, with at least one each year being either a novel or form of prose. Students will discuss the characters, themes and ideas of each text; analyse how authors present certain views; examine how authors use structures, features and conventions to convey meaning; present their own responses to the texts both orally and in writing.
• Creating and Comparing
In each of the Units 1 - 4, students will read or view a set text, using the ideas presented by these texts and other support material as catalysts for various types of writing. They will examine the structures, features and conventions of a range of texts created for different purposes; discuss how form, context, audience and purpose affect style and language; learn the metalanguage necessary to discuss structures, features and forms of their own writing; present their own writing in various forms based on the ideas presented by the texts. Units 1 and 3 will require the creation of texts, Units 2 and 4 will require the comparison of texts.
• Analysing and Presenting Argument
In Units 1 - 4, students will examine various forms of persuasive texts in order to critically analyse the language used in the presentation of a point of view and to construct their own persuasive texts. They will learn to recognise and discuss the features of effective persuasive text; use appropriate metalanguage to identify and discuss persuasive techniques of both visual and print material; plan and construct a coherent and reasoned point of view both orally and in writing. Units 1 and 2 will require analysing and presenting arguments, Unit 3 will require analysis only and Unit 4 will require presenting only.
English students
Unit 1 and 2 texts are selected collectively by the teachers of the subject.
A total of four texts across the Units 3 and 4 sequence must be selected from the Text Lists published annually by the VCAA.
For Unit 3 Area of Study 1, students must read and study two selected texts from Text List 1.
For Unit 4 Area of Study 1, students must read and study one pair of texts (that is, two texts) from Text List 2.
At least two set texts must be selected from the following categories: novels, plays, collections of short stories or collections of poetry.
Unit 1
The focus of this Unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.
Students must demonstrate the following Outcomes:
• Be able to identify and discuss key aspects of a set text, and to construct a response in oral or written form.
• Be able to create and present texts taking account of audience, purpose and context.
• Be able to identify and discuss, either in writing and/or orally, how language can be used to persuade readers and/or viewers.
Unit 2
The focus of this Unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral or multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes1 and 2.
Students must demonstrate the following Outcomes:
1. Be able to discuss and analyse how texts convey ways of thinking about the characters, ideas and themes, and construct a response in oral or written form.
2. Be able to create and present texts taking account of audience, purpose and context.
3. Be able to identify and analyse how language is used in a persuasive text and to present a reasoned point of view in an oral or a written form.
Unit 3
The focus of this Unit is on reading and responding both orally and in writing to a range of texts.Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors. A list of prescribed Contexts will be published annually in the VCAA Bulletin. Students analyse how language and visuals attempt to persuade readers and/or viewers.
Students must demonstrate the following Outcomes:
1. Be able to analyse, either orally or in writing, how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations.
2. Be able to draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.
3. Be able to analyse the use of language in texts that present a point of view on an issue currently debated
in the Australian media, and to construct, orally or in writing, a sustained and reasoned point of view on the selected issue.
Unit 4
The focus of this Unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.
Students must demonstrate the following Outcomes:
1. Be able to develop and justify a detailed interpretation of a selected text.
2. Be able to draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.
The exam in November requires students to write on one text (Reading & Responding), one text (Creating & Presenting) and to analyse written and visual language (Using Language to Persuade).
Unit 3 & 4 Texts (2019)*
*Check final booklist for 2020 texts
Extinction
Station Eleven
English as an Additional Language
EAL students
A total of three texts across the Units 3 and 4 sequence must be selected from the Text Lists published annually by the VCAA.
EAL students must read and study one selected text from Text List 1 and a pair of texts (that is, two texts) from Text List 2.
Two texts must be used for Unit 3 Area of Study 1, one selected from List 1, and one of the pair selected from List 2.
The pair of texts from Text List 2 should be used for Unit 4 Area of Study 1.
In either Unit 3 or 4, at least one set text must be a written text in one of the following forms: a novel, a play, a collection of short stories or a collection of poetry.
ENGLISH/EAL (English as an Additional Language)
This subject is available only at Units 3/4 level at Mac.Rob. Students must meet VCAA criteria which relate to years of education in English and years of residence in an English-speaking country.
English as an Additional Language follows the course outlined for English. The difference is that in Unit 3, students will complete an additional Area of Study - Listening to Texts. To facilitate this, the class in 2017 has run separately for Unit 3, however, is integrated into a mainstream Unit 4 class.
The assessment criteria for English as an additional language for all the SACs take into account the fact that students are studying English as an additional language and are accordingly modified. Additional time is given for the conduct of each of the SACs. The exam in November requires students to write on one text (Reading & Creating), to complete a note-form summary and analyse the arguments of written and visual material (Analysing Argument), and to answer questions based on unfamiliar spoken text/s (Listening to Texts).
