Years 7-10 English
The teaching and learning programs for students in Years 7-10 are designed by teachers to meet and reflect the learning needs of their students.
Some courses and assessment tasks are common to all teaching and learning programs. This means that the English Curriculum has a core set of concepts and assessment tasks.
Teachers determine the focus and duration of modules within their courses. This provides them with the freedom to plan and deliver relevant, fair and meaningful learning opportunities to their students against a core set of concepts and assessment tasks.
Students will be required to work through programs designed to enhance their proficiency in four key areas:
Key Areas of the Year 7 to 10 English Curricula:
- Reading and Viewing;
- Speaking and Listening.
The programs will encourage an inclusive approach to language. This means that students will be required to develop their proficiency in the key areas in an integrated way using a range of texts designed for different purposes, contexts and audiences. The range of texts used to develop and extend students’ language development and proficiency are known as study texts.
Study Texts of the Year 7 to 10 English Curricula include:
In other words, the combination of study texts will be used to develop and extend students’ proficiency in reading, writing, viewing, speaking and listening.
Assessment in English is on-going. Teachers will be observing, assessing, and recording students’ learning and classroom behaviour all the time.
Teachers will maintain a Marks Book (printed or computerised) for formal assessments. An Observation Journal for formative assessments may also be kept. Work that is completed by students during the year will be kept in a portfolio.
Students in Years 7 to 10 will receive a written report that indicates where a student’s learning is placed in relation to the course’s grade related criteria
Interim reports may also be produced and made available to parents as may other formative progress and affective reports.
Students are expected to arrive at lessons properly resourced. The students’ courses are based upon the assumption that all students have access to the listed texts from the book list, adequate stationery, including writing and correction utensils, A4-sized file paper, a durable file and an approved dictionary.
Students interested in pursuing related courses of study are encouraged to consider the Media Studies elective courses when they are offered. These courses are designed to complement the key concepts of English but often have a more practical emphasis.
The structure of a Media Studies course is more flexible than the structure of an English course. This means that students who require help with concepts in English may benefit from Media Studies as much as their counterparts who wish to extend their understanding and skills of language and communication.
Years 11-12 English
Language plays a central role in human life: it provides a vehicle for communication, a tool for thinking, a means of creativity and a source of pleasure. Through language people shape understandings of themselves and their world. An understanding of language and the ability to use it effectively empowers students. It gives them access to knowledge, enables them to play an active part in society and contributes to their personal growth.
In English students learn the conventions of English language to communicate ideas, feelings and attitudes and interact with others; to cope with increasingly complex communication demands; to explore and develop ideas, and access an increasing range of knowledge and ways of thinking. These conventions include written conventions ranging from hand writing, spelling, punctuation and grammar through to the more complex conventions of form, genre and register; oral conventions associated with different purposes, contexts and audiences; and conventions associated with the presentation of information, ideas and entertainment in the mass media, new information technologies and literature. Students learn to use these conventions to communicate ideas, feelings and attitudes and interact with others; to cope with increasingly complex communication demands; to explore and develop ideas, and access an increasing range of knowledge and ways of thinking.
Students also learn that in using language they are actively engaged in social processes and the reproduction and/or re-working of social and cultural conventions. They learn about the relationship between language and power and come to understand that well-developed language skills provide them with access to sources of power through knowledge; that the control of language and communication confers power on those in control and disempowers others; that language can be used to influence behaviour; how they use language can influence how others respond to them, and how others behave; and that a knowledge of language and how it works can be used to resist control by others.
All senior secondary English courses aim to develop students’:
- skills in listening, speaking, reading, viewing and writing
- capacity to create texts for a range of purposes, audiences and contexts
- understanding and appreciation of different uses of language.
In addition, the English ATAR course aims to develop students’ ability to:
- understand the use of language for communication
- analyse, evaluate and create sustained imaginative, interpretive and persuasive texts in a range of modes
- engage in critical analysis and evaluation.
The English General course aims to develop students’ ability to:
- use and apply language and information effectively, confidently and creatively in vocational, community and academic contexts and enhance their broader communication skills
- understand the ways in which text structure, stylistic features and register combine to make meaning and influence responses
- be proficient in comprehending and creating a range of written, oral, multimodal and digital forms
- work collaboratively, interacting confidently and effectively with others in everyday, community, social and applied learning contexts.
English courses at Como are available in three pathways. Please see our Pathway links to determine which pathway is the best for you.
Years 11 and 12 General English
Available to all students.
Unit 1 (Year 11)
Focuses on students comprehending and responding to the ideas and information presented in texts. Students:
- employ a variety of strategies to assist comprehension
- read, view and listen to texts to connect, interpret and visualise ideas
- learn how to respond personally and logically to texts by questioning, using inferential reasoning and determining the importance of content and structure
- consider how organisational features of texts help the audience to understand the text
- learn to interact with others in a range of contexts, including everyday, community, social, further education, training and workplace contexts
- communicate ideas and information clearly and correctly in a range of contexts
- apply their understanding of language through the creation of texts for different purposes.
Unit 2 (Year 11)
Focuses on interpreting ideas and arguments in a range of texts and contexts. Students:
- analyse text structures and language features and identify the ideas, arguments and values expressed
- consider the purposes and possible audiences of texts
- examine the connections between purpose and structure and how a text’s meaning is influenced by the context in which it is created and received
- integrate relevant information and ideas from texts to develop their own interpretations
- learn to interact effectively in a range of contexts
- create texts using persuasive, visual and literary techniques to engage audiences in a range of modes and media.
Unit 3 (Year 12)
Focuses on exploring different perspectives presented in a range of texts and contexts. Students:
- explore attitudes, text structures and language features to understand a text’s meaning and purpose
- examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning
- consider how perspectives and values are presented in texts to influence specific audiences
- develop and justify their own interpretations when responding to texts
- learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.
Unit 4 (Year 12)
Focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students:
- explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives
- analyse the ways in which authors influence and position audiences
- investigate differing perspectives and develop reasoned responses to these in a range of text forms for a variety of audiences
- construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context
- consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.
Years 11 and 12 – ATAR English
Recommended only for students who earn A B grade in year 10 english.
Unit 1 (Year 11)
Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts, and reflecting on their own learning.
Unit 2 (Year 11)
Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.
Unit 3 (Year 12)
Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them. Understanding of these concepts is demonstrated through the creation of imaginative, interpretive, persuasive and analytical responses.
Unit 4 (Year 12)
Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context. This provides the opportunity for students to extend their experience of language and of texts and explore their ideas through their own reading and viewing. Students demonstrate understanding of the texts studied through creation of imaginative, interpretive, persuasive and analytical responses.
Years 11 and 12 Literature
This subject examines the ways in which literary meaning is made through relationships between reader, writer, text and context. Close knowledge of the literary text and its language is central to this subject and students will be given the opportunity to read a wide range of specific literary works. Through this reading the students will develop concepts and skills appropriate to the study of the subject, refine their expressive abilities in both oral and written forms, and broaden their understanding of self and others through the imaginative experience of diverse literary works.
The purpose of the Literature course is to provide study which is serious, involving, coherent and pleasurable. It forms both a self-contained subject for Year 11 students who do not go on to further literary studies, and a firm foundation for the more analytical and exam-oriented studies of Year 12.
Year 12 Literature follows on from the Year 11 course, and is intended to offer students a more analytical study of English Literature. The course continues to reinforce the critical practice of reading texts in terms of the contexts in which they are produced and received. The texts studied are selected from three genres: poetry, prose fiction and drama.
The texts prescribed for the course reveal how genres vary across cultures and time. Cross-generic approaches are encouraged so that students may realise that meanings also arise from intertextual relationships. Students will come to understand how cultural and social contexts shape the production of texts and the reading of texts.
Another emphasis in the course is based on specific critical and contextual issues. Students will pursue a study of texts in social, cultural or historical contexts selecting from the intersecting areas of Gender, Class, Cultural Identity, and Race and/or Ethnicity.
Mrs G Bradley
Head of Learning Area English
English as an Additional Language or Dialect – Years 11 and 12
The English as an Additional Language or Dialect (EAL/D) ATAR course focuses on language learning and the explicit teaching of the structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE). Through close study of language and meaning, students of English as an Additional Language or Dialect explore how learning in and through English language and literature influences their own and others’ personal, social and cultural identities and thought processes. They develop skills that enable them to use different registers of spoken and written SAE so they can communicate effectively in a range of contexts and for a variety of purposes in order to become effective cross‐cultural users of language and dialect. In the Western Australian context, the English as an Additional Language or Dialect ATAR course makes specific provision for the development of SAE by users of Aboriginal English (AE) in a bi‐dialectal approach based on the growing understanding of Aboriginal English as a marker of identity and deep level cultural conceptualisations.
The English as an Additional Language or Dialect ATAR course provides opportunities for students to engage reflectively and critically with a broad range of spoken, written and multimodal texts, including literary and non‐literary texts, for example, academic, every day and workplace texts. Students learn to create, individually and collaboratively, increasingly complex texts for different purposes and audiences in different forms, modes and media.
Unit 1 to Unit 4 develop students’ academic English skills in order to prepare them for tertiary study.
Within each unit, students regularly use the language modes of listening, speaking, reading, viewing and writing to develop their communicative skills in SAE for a range of purposes, audiences and contexts.
The English as an Additional Language or Dialect ATAR course aims to develop students’
- understanding of the relationships between language, texts and ways of thinking and knowing in SAE
- ability to communicate ideas, feelings, attitudes and information appropriately in and through SAE across the curriculum areas
- inferential comprehension, critical analysis and reflection skills.
Unit 1 (Year 11)
Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. The relationship between these structures and features and the context, purpose and audience of texts is explored. The unit will enhance students’ confidence in creating texts for different purposes and across all language modes in both real and imagined contexts. It will broaden their understanding of the sociocultural and sociolinguistic elements of SAE and develop skills for research and further academic study.
Unit 2 (Year 11)
Unit 2 focuses on analysing and evaluating perspectives and attitudes presented in texts and creating extended texts for a range of contexts. SAE language skills for effective communication in an expanding range of contexts are consolidated. The use of cohesive text structures and language features is developed. The unit focuses on developing planning and editing skills to create extended oral, written and multimodal texts. Attitudes, values and culturally based assumptions within texts are identified, analysed and compared. Strategies for collecting, analysing, organising and presenting ideas and information are refined.
Unit 3 (Year 12)
Unit 3 focuses on analysing how language choices are used to achieve different purposes and effects in a range of contexts. SAE language skills are developed so that they can be used to describe, inform, express a point of view and persuade for different purposes and audiences. The ways in which language choices shape meaning and influence audiences are explored through the study and creation of a range of oral, written and multimodal texts. The representation of ideas, attitudes and values and how these vary across cultures and within different contexts, particularly the Australian context, is analysed and evaluated. Effective and independent research skills are consolidated throughout the unit.
Unit 4 (Year 12)
Unit 4 focuses on analysing, evaluating and using language to represent and respond to issues, ideas and attitudes in a range of contexts. By extending and consolidating language and communication skills, critical use of SAE for a range of contexts, purposes and audiences is developed. Independent and collaborative investigation and analysis are used to explore how language and texts achieve specific purposes and effects. Extended oral, written and multimodal texts and presentations are created, adapted and refined for a variety of contexts, purposes and audiences. Effective research strategies and referencing protocols are used to present ideas, information, conclusions, arguments and recommendations.
Homework and Study
At Como Secondary College, students are expected to aim for the highest standard. Students are encouraged to demonstrate pride, care and commitment to their work. Students are expected to complete all homework. This will include the finishing of work started in the classroom, reading chapters of assigned novels and the learning and revision of spelling words and grammar. Students are expected to read widely and often. Parents will be notified if homework is not being completed on a regular basis. Students are expected to bring homework diaries to every lesson and to use them in class and at home.
Study is especially important in Senior School. This is self-directed, unlike homework. It includes reviewing and thoroughly learning the day’s or week’s work; preparation for assessments and exams. With help from parents and carers, students should develop a study timetable that encompasses all subjects and other commitments and recreational activities. English teachers are able to provide guidance, support and feedback in matters of study – what to study and how. Study is just as important in English as it is in any other subject. It encompasses a set of skills and knowledge that need to be practiced and learned.