LITERATURE

YEAR 11 ATAR
YEAR 11 LITERATURE ATAR
UNITS 1 & 2

Unit 1
Unit 1 develops students’ knowledge and understanding of different ways of reading and
creating literary texts drawn from a widening range of historical, social, cultural and
personal contexts. Students analyse the relationships between language, text, contexts,
individual points of view and the reader’s response. This unit develops knowledge and
understanding of different literary conventions and storytelling traditions and their
relationships with audiences. A range of literary forms is considered: prose fiction, poetry
and drama. The significance of ideas and the distinctive qualities of texts are analysed
through detailed textual study. Through the creation of analytical responses, students
frame consistent arguments that are substantiated by relevant evidence. In the creation
of imaginative texts, students explore and experiment with aspects of style and form.

Unit 2
Unit 2 develops students’ knowledge and understanding of intertextuality, the ways
literary texts connect with each other. Drawing on a range of language and literary
experiences, students consider the relationships between texts, genres, authors,
readers, audiences and contexts. The ideas, language and structure of different texts
are compared and contrasted. Exploring connections between texts involves analysing
their similarities and differences through an analysis of the ideas, language used and
forms of texts. Students create analytical responses that are evidence-based and
convincing. By experimenting with text structures and language features, students
understand how their imaginative texts are informed by analytical responses.

TEXTS
The following text areas will be addressed during this course:

 Prose fiction: Remembering Babylon [David Malouf];

“The Drover’s Wife” [Lawson];
“The Chosen Vessel” [Baynton];
“The Golden Shanty” [Dyson]
 Drama: Oedipus the King [Sophocles];
Macbeth [Shakespeare]
 Poetry: Ezra Pound and other Imagists;
Maya Angelou
ASSESSMENT

Students will be assessed according to the following assessment types:

Extended written response

This can include analytical, discursive and reflective responses in a number of forms, for
example, long essays, research assignments, feature articles or a collection of journal
entries.
Short written response
This can include analytical, discursive and reflective responses in a number of forms, for
example, short essays, close readings, short responses to a series of questions or
individual journal entries.
Creative production of a literary text
This can include writing in the three genres of poetry, prose fiction and drama, for
example, poems, short stories, scripts or the production of multimodal texts that make
use of literary conventions.
Oral
This can include oral work in a number of forms, for example, speeches, tutorials, group
discussions, panel discussions or performances such as role play or readers’ theatre.
Examination
Typically conducted at the end of each semester and/or unit. In preparation for Unit 3
and Unit 4, the examination should reflect the examination design brief included in the
ATAR Year 12 syllabus for this course.

Students will be expected to maintain a folio which contains all assessed work covered
in this unit. Students may be required to submit their folio to their teacher for moderation
purposes.

All students will be required to adhere to the college’s assessment policy for the
submission of late work.
Combined Assessment and Course Outline

S T W Text(s) Key Teaching Points Syllabus content Assessment %

Type

1-4 Prose: Analysis of the  the ways in which texts are influenced by other texts and by Extended 9
conventions of the genre, contexts written
“The Drover’s Wife” stylistic choices, and  the relationship between conventions of genre, audience response
[Lawson] audience expectations expectations and interpretations of texts
“The Chosen Vessel”  the ways in which informed reading influences interpretation of
[Baynton] First impressions texts
“The Golden Shanty” compared to a more  the ways in which text structures, language features and
[Dyson] considered, informed stylistic choices provide a framework for audiences’
“As Boys to Wanton reading expectations, responses and interpretations
Flies” [Wilding]  the ways in which texts resemble and/or refer to other texts,
“A Blow, A Kiss” Construction of logical including through parody, imitation, appropriation and
[Winton] arguments presented transformation; and the ways in which adaptations of earlier
within the form of an texts allow new insights into original texts
analytical intertextual  the ways in which different literary forms may evolve by
essay blending and borrowing conventions from other texts and/or
genres
Context – 19th and 20th  the use of literary techniques, including poetic, dramatic and
century Australia narrative structure and devices
 the use of a combination of sound and visual devices in literary
Biblical allusion
texts.
 organising viewpoints and arguments in different ways, for
TCV as reaction to TDW
example, in essays, reviews and visual presentations
Australia as an idea that  using appropriate linguistic, stylistic and critical terminology to
is constantly being compare and contrast texts
debated  selecting appropriate argument and evidence to support
readings/interpretations
Australian identity as a
contested term – inclusive
and exclusive of various
groups depending on
perspective
TERM ONE

5-8 Drama: Analysis of the  the ways in which texts are influenced by other texts and by Short 8
conventions of the genre, contexts written
Oedipus the King stylistic choices, and  the relationship between conventions of genre, audience response
SEMESTER ONE

[Sophocles] audience expectations expectations and interpretations of texts

 the ways in which informed reading influences interpretation of
First impressions texts
compared to a more  how readings are constructed as a result of the reading
considered, informed practices or strategies that readers apply and as a result of
reading readers relating the text to their understandings of the world. In
this way, multiple readings of a text are possible.
Construction of logical  the ways in which text structures, language features and
arguments presented stylistic choices provide a framework for audiences’
within the form of an expectations, responses and interpretations
analytical essay  the ways in which texts resemble and/or refer to other texts,
including through parody, imitation, appropriation and
Context of ancient transformation; and the ways in which adaptations of earlier
Greece, Greek theatre texts allow new insights into original texts
 how aspects of literary texts have been appropriated into
Origins of the story in popular culture
mythology
 the ways in which different literary forms may evolve by
blending and borrowing conventions from other texts and/or
Aristotle’s conception of
genres
tragedy applied to this text
 the use of literary techniques, including poetic, dramatic and
narrative structure and devices
Freudian psychoanalysis
and this text  the use of a combination of sound and visual devices in literary
texts.
Oedipus in popular culture  organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology to
compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations

9- Poetry: Analysis of the  the ways in which texts are influenced by other texts and by Short 8
10 conventions of the genre, contexts written
Maya Angelou stylistic choices, and  the relationship between conventions of genre, audience response
1-2 audience expectations expectations and interpretations of texts
 the ways in which informed reading influences interpretation of
First impressions texts
compared to a more  how readings are constructed as a result of the reading
considered, informed
TERM TWO

practices or strategies that readers apply and as a result of

reading readers relating the text to their understandings of the world. In
this way, multiple readings of a text are possible.
Construction of logical
arguments presented
 within the form of an  the ways in which text structures, language features and
analytical essay stylistic choices provide a framework for audiences’
expectations, responses and interpretations
Context of the civil rights  how aspects of literary texts have been appropriated into
movement and feminism popular culture
in the USA in the mid 20C  the ways in which different literary forms may evolve by
blending and borrowing conventions from other texts and/or
Reading for ideas about genres
race and/or gender  the use of literary techniques, including poetic, dramatic and
narrative structure and devices
Maya Angelou as a  the use of a combination of sound and visual devices in literary
cultural signifier (on a texts.
stamp, buildings)  organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology to
compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations

4 Oral Presentation How do students as  the ways in which texts are influenced by other texts and by Oral 5
individuals account for contexts
their reactions to an  the relationship between conventions of genre, audience
aspect of one of the texts expectations and interpretations of texts
studied so far?  how the choice and combinations of mode and form transform
texts
Identity  the ways in which informed reading influences interpretation of
texts
Prior reading  how aspects of literary texts have been appropriated into
popular culture
Personal experiences  organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology to
compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations
 experimenting with different modes, media and forms.

3 Creative writing Construction of literary  how the choice and combinations of mode and form transform Creative 5
texts requires making texts production
stylistic choices  the ways in which texts resemble and/or refer to other texts, of a literary
including through parody, imitation, appropriation and text
Prior reading can affect transformation; and the ways in which adaptations of earlier
these choices texts allow new insights into original texts
 how aspects of literary texts have been appropriated into
Knowledge of generic popular culture
conventions and audience  integrating real and imagined experiences by selecting and
expectations can affect adapting particular aspects of texts to create new texts
these choices  using analysis of literary texts to inform imaginative/creative
responses
Personal experiences can  transforming texts studied in one medium or genre to another
affect these choices for different audiences and purposes
 reflecting on the significance and effects of variations to texts.

5-6 Examination Students will sit an exam Examination 15

designed to test a variety
of understandings and
skills taught throughout
the semester

7- Prose: Analysis of the  the ways in which texts are influenced by other texts and Short 8
10 conventions of the genre, by contexts written
Remembering stylistic choices, and  the relationship between conventions of genre, audience response
Babylon [Malouf] audience expectations expectations and interpretations of texts
 how the choice and combinations of mode and form
First impressions transform texts
compared to a more  the ways in which informed reading influences
considered, informed interpretation of texts
W1 reading  how readings are constructed as a result of the reading
T2
SEMESTER TWO

practices or strategies that readers apply and as a result of

Construction of logical readers relating the text to their understandings of the
arguments presented world. In this way, multiple readings of a text are possible.
within the form of an  the ways in which text structures, language features and
analytical essay stylistic choices provide a framework for audiences’
expectations, responses and interpretations
Context of colonial  the ways in which texts resemble and/or refer to other
Australia texts, including through parody, imitation, appropriation and
transformation; and the ways in which adaptations of
Notions of cultural earlier texts allow new insights into original texts
hybridity
 how aspects of literary texts have been appropriated into
popular culture
Post-colonial perspective
 the ways in which different literary forms may evolve by
blending and borrowing conventions from other texts
Magic realism
and/or genres
 “Lost boy” as signifier of  the use of literary techniques, including poetic, dramatic
cultural anxieties over and narrative structure and devices
integrity of whiteness  the use of a combination of sound and visual devices in
literary texts.
Eco-critical focus  organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
Representation of animal-  using appropriate linguistic, stylistic and critical terminology
human collapse to compare and contrast texts
 selecting appropriate argument and evidence to support
Close reading passages readings/interpretations

2-5 Drama: Analysis of the  the ways in which texts are influenced by other texts and Short 8
conventions of the genre, by contexts written
Macbeth stylistic choices, and  the relationship between conventions of genre, audience response
[Shakespeare] audience expectations expectations and interpretations of texts
 how the choice and combinations of mode and form
First impressions transform texts
compared to a more  the ways in which informed reading influences
considered, informed interpretation of texts
reading  how readings are constructed as a result of the reading
practices or strategies that readers apply and as a result of
Construction of logical readers relating the text to their understandings of the
arguments presented world. In this way, multiple readings of a text are possible.
within the form of an  the ways in which text structures, language features and
analytical essay stylistic choices provide a framework for audiences’
expectations, responses and interpretations
Nature of power,  the ways in which texts resemble and/or refer to other
ambition, evil, gender texts, including through parody, imitation, appropriation and
transformation; and the ways in which adaptations of
Context of Elizabethan earlier texts allow new insights into original texts
English (The Great Chain
 how aspects of literary texts have been appropriated into
of Being, Divine Right of
popular culture
Kings, Gunpowder Plot,
 the ways in which different literary forms may evolve by
Shakespearean theatre)
blending and borrowing conventions from other texts
and/or genres
Shakespearean tragedy
as opposed to Aristotelian  the use of literary techniques, including poetic, dramatic
tragedy and narrative structure and devices
 the use of a combination of sound and visual devices in
Macbeth in popular literary texts.
culture (Breaking Bad)  organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology
to compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations
TERM THREE

6- Poetry: Analysis of the  the ways in which texts are influenced by other texts and Extended 9
10 conventions of the genre, by contexts written
Imagism [Pound, HD, stylistic choices, and  the relationship between conventions of genre, audience response
Aldington, Williams] audience expectations expectations and interpretations of texts
 how the choice and combinations of mode and form
First impressions transform texts
compared to a more  the ways in which informed reading influences
considered, informed interpretation of texts
reading  how readings are constructed as a result of the reading
practices or strategies that readers apply and as a result of
Construction of logical readers relating the text to their understandings of the
arguments presented world. In this way, multiple readings of a text are possible.
within the form of an  the ways in which text structures, language features and
analytical essay stylistic choices provide a framework for audiences’
expectations, responses and interpretations
Feature and origins of  the ways in which texts resemble and/or refer to other
modernism and Imagism texts, including through parody, imitation, appropriation and
transformation; and the ways in which adaptations of
Connections to other earlier texts allow new insights into original texts
styles of poetry (haiku)
 how aspects of literary texts have been appropriated into
and art (cubism)
popular culture
 the ways in which different literary forms may evolve by
The effect that a
blending and borrowing conventions from other texts
knowledge of a text as
and/or genres
belonging to a movement
can have on our reading  the use of literary techniques, including poetic, dramatic
of that text and narrative structure and devices
 the use of a combination of sound and visual devices in
literary texts.
 organising viewpoints and arguments in different ways, for
example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology
to compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations
 3 Revision tutorials Various concepts covered  organising viewpoints and arguments in different ways, for Oral 5
during the year example, in essays, reviews and visual presentations
 using appropriate linguistic, stylistic and critical terminology
to compare and contrast texts
 selecting appropriate argument and evidence to support
readings/interpretations
 experimenting with different modes, media and forms.

3 Creative writing Construction of literary  integrating real and imagined experiences by selecting and Creative 5
texts requires making adapting particular aspects of texts to create new texts production
stylistic choices  using analysis of literary texts to inform of a literary
text
TERM FOUR

imaginative/creative responses
Prior reading can affect  transforming texts studied in one medium or genre to
these choices another for different audiences and purposes
 reflecting on the significance and effects of variations to
Knowledge of generic texts.
conventions and audience
expectations can affect
these choices

Personal experiences can

affect these choices

5 Examination Students will sit an exam Examination 15

designed to test a variety
of understandings and
skills taught throughout
the year

Assessment Type Weighting Requirement Mercy Weighting

Extended written response 10%-20% 18%
Short written response 30%-40% 32%
Creative production of a literary text 10%-20% 10%
Oral 10%-20% 10%
Examination 20%-30% 30%