Over Stage 4, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 3 to Stage 4 and from Stage 4 to Stage 5.
Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:
The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.
In each Year of Stage 4 students must study examples of:
Across the stage, the selection of texts must give students experience of:
In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.
Note: students with special education needs may not be able to use all or some of the language modes. Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students and make appropriate curriculum adjustments.
Over Stage 5, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 4 to Stage 5.
Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:
Fiction (at least two works)
Poetry (a variety drawn from different anthologies and/or study of one or two poets)
Film (at least two works)
Nonfiction (at least two works)
Drama (at least two works)
The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.
In each Year of Stage 5 students must study examples of:
Across the stage, the selection of texts must give students experience of:
In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.
Note: students with special education needs may not be able to use all or some of the language modes. Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students and make appropriate curriculum adjustments.