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INTRODUCTION
English aims to develop students’ critical understanding and mastery of the English language and to help them communicate in a wide range of social contexts. The study of an English will help students to develop a level of competence to meet the demands of post-school employment, further education and participation in an open democratic society.
REQUIREMENTS
English is a compulsory subject for all students completing VCE. To meet the English requirement of the VCE, students must select their FOUR English units from within the English group consisting of English, Literature, or English as an Additional Language. No more than two units of Units 1 and 2 may count toward the English requirement, and all Units 3 and 4 studies must be taken as a sequence. Students with an interest in English can choose two English sequences which will count towards their ATAR.
WHICH ENGLISH UNITS SHOULD STUDENTS CHOOSE?
VCE English and VCE English as an Additional Language (EAL) focuses on the how English language is used to create meaning in print and digital texts of varying complexity. Texts selected for study are drawn from the past and present, from Australia and from other cultures, and comprise many text types, including media texts, for analysis of argument. The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for whom English is an additional language.
VCE Literature focuses on the meanings derived from texts, the relationships between texts, the contexts in which texts are produced, and how readers’ experiences shape their responses to texts. Students are provided with opportunities to read deeply, widely and critically; to appreciate the aesthetic qualities of texts; and to write creatively and analytically. VCE Literature enables students to examine the historical, social and cultural contexts within which both readers and texts are situated. Accordingly, the texts selected for study are drawn from a wide range of eras, a variety of forms and diverse social and cultural contexts.
ENGLISH
ENGLISH
Units 1-2
Units 1-2
English aims to develop students’ critical understanding and mastery of the English language and to help them communicate in a wide range of situations. The study of English will help to develop the skills to meet the demands of employment, further education and participation in an open democratic society.
UNIT 1
UNIT 1
On completion of this unit the student should be able to make personal connections with, and explore the vocabulary, text structures, language features and ideas in, a text. The student should also be able to demonstrate an understanding of effective and cohesive writing through the crafting of their own texts designed for a specific context and audience to achieve a stated purpose; and to describe individual decisions made about the vocabulary, text structures, language features and conventions used during writing processes.
ASSESSED TASKS
a personal response to a set text
two student-created texts such as: short stories, speeches (with transcripts), essays (comment, opinion, reflective, personal), podcasts (with transcripts), poetry/songs, feature articles (including a series of blog postings) and memoirs
a description of writing processes.
UNIT 2
UNIT 2
On completion of this unit the student should be able to explore and analyse how the vocabulary, text structures, language features and ideas in a text construct meaning. The student should be able to explore and analyse persuasive texts within the context of a contemporary issue, including the ways argument and language can be used to position an audience; and to construct a point of view text for oral presentation.
ASSESSED TASKS
an analytical response to a set text
a set of annotated persuasive texts (including visual texts) that identify arguments, vocabulary, text structures and language features
an analysis of the use of argument and persuasive language and techniques in text(s)
an oral presentation of a point of view text.
Units 3-4
Units 3-4
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, compared and used to persuade. They develop competence in creating written texts by exploring ideas suggested by their reading and the ability to explain choices they have made as authors.
UNIT 3
UNIT 3
On completion of this unit the student should be able to analyse ideas, concerns and values presented in a text, informed by the vocabulary, text structures and language features and how they make meaning. The student should also be able to demonstrate effective writing skills by producing their own texts, designed to respond to a specific context and audience to achieve a stated purpose; and to explain their decisions made through writing processes.
ASSESSED TASKS
An analytical response to text in written form.
Written text constructed in consideration of audience, purpose and context.
Commentary reflecting on writing processes in relation to the written text.
UNIT 4
UNIT 4
On completion of this unit the student should be able to analyse explicit and implicit ideas, concerns and values presented in a text, informed by vocabulary, text structures and language features and how they make meaning. The student should also be able to analyse the use of argument and language in persuasive texts, including written text (print or digital) and text in another mode (visual, audio and/or audio visual); and develop and present a point of view text.
ASSESSED TASKS
An analytical response to text in written form.
An analytical response to argument and language in one persuasive written text, which must include a different mode (visual or audio or audio visual).
The issue for the selected text must have appeared in the media since 1 September of the previous year
A point of view oral presentation.
LITERATURE
LITERATURE
Units 1-2
Units 1-2
The study of Literature is based on the enjoyment and appreciation of reading that comes from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations of texts and the views others hold. The subject requires a strong commitment to the set reading and covers a range of forms including film, novels, plays, short stories and poetry.
UNIT 1
UNIT 1
On completion of this unit the student should be able to respond to a range of texts through close analysis. The student should also be able to explore conventions common to a selected movement or genre, and engage with the ideas, concerns and representations from at least one complete text alongside multiple samples of other texts considered characteristic of the selected movement or genre.
ASSESSED TASKS
a close analysis of one of more selected passages
a debate
reading journal entries
a creative
UNIT 2
UNIT 2
On completion of this unit the student should be able to explore and reflect on the voices, perspectives and knowledge in the texts of Aboriginal and Torres Strait Islander authors and creators. The student should also be able to analyse and respond to the representation of a specific time period and/or culture explored in a text and reflect or comment on the ideas and concerns of individuals and groups in that context.
ASSESSED TASKS
an essay (comparative or analytical)
a close analysis of selected passages
an oral or a written review
a multimedia response
Units 3-4
Units 3-4
The study of Literature is based on the belief that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the text. The study of Literature encourages independent and critical thinking, which will assist students in the workforce and in future academic study.
UNIT 3
UNIT 3
On completion of this unit the student should be able to analyse aspects of a text, drawing on close analysis of textual detail, and then discuss the extent to which meaning changes when that text is adapted to a different form. The student should also be able to develop interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading.
ASSESSED TASKS
A written interpretation of a text, supported by close textual analysis, using a key passage.
An analysis of how textual form influences meaning.
Students may:
compare a dramatised version of a scene or scenes from a text with the original text
compare a print text with the text’s adaptation into another form.
Part A: An initial interpretation of the text’s views and values within its historical, social and cultural context.
Part B: A written response that compares/interweaves and analyses an initial interpretation with a subsequent interpretation, using a key moment from the text.
UNIT 4
UNIT 4
On completion of this unit the student should be able to respond creatively to a text and comment critically on both the original text and the creative response. The student should also be able to analyse literary forms, features and language to present a coherent view of a whole text.
ASSESSED TASKS
A creative response to a text.
Students may:
submit an original piece of writing, presented in a manner consistent with the style and context of the original text
recreate or rework an aspect of the text, such as adding to the text, recasting a part of the text in another setting or form, or presenting an episode in the text from another point of view.
A close analysis of a key passage from the original text, which includes reflections on connections between the creative response and the original text.
A close analysis of a text, supported by an examination of textual details, based on a selection of passages.
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