MOUNT LAWLEY SENIOR HIGH SCHOOL

ENGLISH LEARNING AREA:

YEAR 11 ATAR ENGLISH 2024
Units 1&2

General capabilities and cross curriculum priorities:

Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability

Ethical understanding Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Unit 1 - Unit description

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 - Unit description

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 and persuasive 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.

Learning Outcomes
By the end of this unit, students:
 understand relationships between texts, audiences, purposes, genres and contexts
 investigate the effects of different conventions and media on responses
 create oral, written and multimodal texts in a range of media and styles

Production Process
 using appropriate language and stylistic features to sustain a personal voice and perspective for different
purposes, contexts and audiences
 using appropriate quotation and referencing protocols
 using strategies for planning, drafting, editing and proofreading
 using accurate spelling, punctuation, syntax and metalanguage.
 MLSHS Course Outline - English ATAR Year 11 2024

Week Teaching Focus Syllabus Content Assessment Tasks Week Due

Semester 1 2024
Term 1 Comprehension Investigate the relationships Task 1: Responding 7% Term 1
Weeks 1-3 Students undertake between language, context and Comprehending Week 2/3
study of a range of meaning by: In-class, short answer
written extracts,  explaining how texts are created format, 2 questions
visual and multimodal in and for different contexts responding in 200-300
texts. Consider how  analysing how language choices words per question.
texts represent the are made for different purposes 1 text written, 1 text visual
world and human and in different contexts using or multimodal.
experience, analyse appropriate metalanguage.
the representation of Examine the language, structure
ideas and attitudes and features of imaginative,
through close analysis interpretive and persuasive texts,
of the construction of including:
unseen texts.  explaining the ways language
features, text structures and
conventions communicate ideas
and perspectives
 explaining the ways text
structures, language features
and stylistic choices are used in
different types of texts
 analysing how vocabulary, idiom
and rhetoric are used for
different purposes and contexts
 evaluating the impact of
description and imagery.

Term 1 Novel Study Analyse and evaluate how Task 2A: Responding 3% Term 1
Weeks 3-8 Students study a responses to texts, including Novel Tutorial [ORAL] Week 6
novel to analyse the students’ own responses, are In pairs present a class
relationship between influenced by: tutorial with a one-page
purpose, context and  purpose taking into account that handout exploring
audience and how a text’s purpose is often open to thematic concerns.
these relationships debate
influence a text’s  personal, social and cultural
meaning. They context Task 2B: Responding 10%
critically examine the  the use of techniques associated Novel Essay Term 1
effect of stylistic with imaginative, interpretive In-class essay on an Week 8
choices in texts and and persuasive texts. extended text. 5 questions.
the ways in which Reflect on their own and others’ No notes.
these choices position texts by:
audiences for  analysing textual evidence to
particular purposes, assess the purpose and context
revealing and/or of texts.
shaping attitudes,
values and
perspectives.
Term 1 Composing Analyse and evaluate how Task 3: Creating 12% Term 2
Week 8 – Students apply responses to texts, including Composing Exam Week 1
Term 2 knowledge of text students’ own responses, are Students complete a
Week 1 form and type to influenced by: sample Composing
create an imaginative,  the use of techniques associated section. They can select
interpretive or with imaginative, interpretive from imaginative,
persuasive text that and persuasive texts. persuasive or interpretive
presents a Create a range of texts: writing. Stimulus unseen.
perspective and  using appropriate form, content,
shapes an audience style and tone for different
response. purposes and audiences in real
and imagined contexts
 drawing on a range of
technologies
 combining visual, spoken and
written elements where
appropriate
 using evidence-based argument
 using appropriate quotation and
referencing protocols
 using strategies for planning,
drafting, editing and
proofreading
 using accurate spelling,
punctuation, syntax and
metalanguage.
Term 2 Film Study Compare texts in a variety of Task 4: Responding 10% Term 2
Weeks 2-4 Students study a contexts, media and modes by: Film Essay Week 4
feature film to  explaining the relationship In-class essay on studied
critically examine the between purpose and context film. 5 questions. No
stylistic choices in  analysing the style and structure notes.
texts and the ways in of texts
which these choices  evaluating the construction of
position audiences for hybrid texts.
particular purposes, Investigate the representation of
revealing and/or ideas, attitudes and voices in texts,
shaping attitudes, including:
values and  analysing the ways language
perspectives. features, text structures and
stylistic choices shape
perspectives and interpretations
 evaluating the effects of
rhetorical devices
 analysing the effects of using
multimodal and digital features
 analysing how attitude and
mood are shaped.

Term 2 Exam Revision

Week 5

Term 2 Semester 1 Exam Examination of Unit 1 Content Task 5: Examination 10% Term 2
Weeks 6-7 Semester One Exam Week 6-7

Term 2 Exam Review

Week 8
Week Teaching Focus Syllabus Content Assessment Tasks Week Due
Semester 2 2024
Term 2 Short Story Study Examine the language, structure Task 6: Creating 12% Term 3
Week 9 – Through the close and features of imaginative texts Linked to Short Story Week 2
Term 3 study of multiple including: Study
Week 2 short stories,  explaining the ways language Students compose a
students consider features, text structures and fictional piece of writing
how meaning is conventions communicate ideas inspired by a quote or a
shaped through the and perspectives visual image.
relationships  explaining the ways text
between language, structures, language features and
text, purpose, context stylistic choices are used.
and audience. Focus Reflect on their own and others’
is on creating and texts by:
composition of  analysing the values and attitudes
imaginative literary expressed in texts
texts.  evaluating the effectiveness of
texts in representing ideas,
attitudes and voices.
Create a range of texts:
 using appropriate form, content,
style and tone for different
purposes and audiences in real
and imagined contexts
 drawing on a range of
technologies
 combining visual, spoken and
written elements where
appropriate
 using strategies for planning,
drafting, editing and
proofreading using accurate
spelling, punctuation, syntax and
metalanguage.
Term 3 TV Drama Study Analyse and evaluate how and why Task 7A: Responding 10% Term 3
Weeks Consider how responses to texts vary through: TV Drama Essay Week 8/9
3 – 8/9 different TV Dramas  the impact of language and In-class essay. 5 questions
represent the world structural choices on shaping responding to TV drama
and human own and others’ interpretations studied in class.
experience, analysing  the ways ideas, attitudes and
the representation of voices are represented
ideas, attitudes and  the interplay between
voices. imaginative, interpretive and
persuasive techniques
 analysing changing responses to
texts over time and in different
cultural contexts.
Create a range of texts:
 using imaginative, interpretive
and persuasive elements for
different purposes, contexts and
audiences
Term 3  experimenting with text Task 7B: Creating 11% Term 4
Week 9 – structures, language features TV Drama Speech [Oral] Week 2/3
Term 4 and multimodal devices Students select a TV
 Week 2/3  developing and sustaining voice, Drama and argue for its
tone and style inclusion in the ATAR
 selecting and applying course. They will present
appropriate textual evidence to their analysis to the
support arguments class.
 using strategies for planning, 7-10 MIN MAX
drafting, editing and
proofreading
 using accurate spelling,
punctuation, syntax and
metalanguage
 using appropriate quotation and
referencing protocols.
Reflect on their own and others’
texts by:
 analysing the values and
attitudes expressed in texts
 evaluating the effectiveness of
texts in representing ideas,
attitudes and voices
 critically examining how and why
texts position readers and
viewers.
Term 4 Exam Revision
Week 3/4
Term 4 Semester 2 Exam Examination of Unit 1 and 2 Task 8: Examination 15% Term 4
Weeks 5-6 Content Semester Two Exam Week 5-6
Term 4 Exam Review
Week 7
Time and completion requirements
The notional hours for each unit are 55 class contact hours. This pair of units is being delivered combined over a one year period. The grade
and numerical mark students receive mid-year will be indicative of current progress only. Final marks and grades will be determined at year’s
end using the Curriculum Council’s Grade descriptors and work samples. PLEASE NOTE THAT FINAL MARKS MAY BE SUBJECT TO
STANDARDISATION USING EXAM RESULTS (AND EXTERNALLY MARKED PIECES) AS THE STANDARDISATION POINTS.
A unit is completed when all assessment requirements for that unit have been met. Only completed units will be recorded on a student's
statement of results.

Late Assignment Policy

Please note that it is vital for students to practise their organisation and time management skills.

All tasks in the ATAR English course will be completed in-class. Students who miss an assessment must bring documentary evidence (medical
certificate/note from parent/caregiver) to substantiate the reason/s for absence. Students who miss an assessment will complete it at the next
available opportunity. Students who miss an assessment without due cause will be penalised 10% per calendar day up to a maximum of 60%.

Students attending TAFE or with other training commitments are responsible for catching up on any work missed.

Oral assessments must be completed on the designated day. Students who miss an oral without satisfactory reason will be penalised 10% per
calendar day up to a maximum of 60%.
Contact will be made with parents/guardians notifying them of the missed deadline. (Medical certificates and letters from Parents/Guardians
explaining illness or misadventure should be submitted for consideration)
Students are encouraged to print drafts and completed work at least one day prior to any deadline as malfunctioning computers, printers and
email may not be used as an acceptable excuse.

Assessments
The English Department will only accept assignments by email or USB drive in particular circumstances. Teachers will acknowledge receipt of
work by email. Students should not assume it has been received until they receive such acknowledgement from their teacher. Unless
previously negotiated, all assessment material MUST be handed in on the due day in hard copy.
 MOUNT LAWLEY SENIOR HIGH SCHOOL
Year 11 ATAR English 2024 - Assessment Outline

ASSESSMEN SCSA TASK Due Content TASKS

T TYPE Weightings Weightings
Style; structure; representation; perspectives; Task 1: Comprehension
interpretations; attitude; mood; multimodal In-class, short answer format, 2 questions
Semester 1 images; ideas; issues; persuasive techniques. responding in 200-300 words per question.
7% Term 1 Week 2/3

Personal, social and cultural context; responses

to texts; purpose; narrative conventions; Task 2A: Responding
Semester 1
language features; representation. Novel Tutorial
3% Term 1 Week 6
In pairs present a class tutorial with a one-page
handout exploring thematic concerns.
Semester 1
Task 2B: Responding Novel
40% 10% Term 1 Week 8
Responding In-class essay on extended text. No text or
notes.
Style; structure; representation; perspectives; Task 4: Responding Film
interpretations; attitude; mood; multimodality; In-class essay on extended text. Q unseen. No
visual language features. notes.
Semester 1
10%
Term 2 Week 4

Representation of ideas, attitudes, voices; Task 7A: Responding TV Drama

perspectives; text structures; stylistic choices. In-class – essay 5 questions responding to TV
Semester 2 Personal, social and cultural context; responses drama studied in class.
10%
Term 3, Week 8 to texts; purpose; visual language features.
 Using imaginative, interpretive and persuasive Task 3: Creating
elements for different purposes, contexts and Composing Exam
Semester 1 audiences. Students complete a sample Composing exam
12% Term 2 Week 1 section. They can select from imaginative,
persuasive or interpretive writing. Stimulus
unseen.

Form, content, style and tone; using Task 6: Creating

imaginative, interpretive and persuasive Linked to Short Story Study
elements for different purposes, contexts and Inspired by the study of model texts, students
Creating 35% Semester 2
12% audiences; experimenting with text structures, compose a fictional piece of writing that
Term 3, Week 2
language features and choices; text structures; demonstrates control over conventions in
different contexts; ideas and perspectives. response to an unseen quote or image prompt.

Using imaginative, interpretive and persuasive Task 7B: Creating

elements for different purposes, contexts and TV Drama Speech [Oral]
audiences; experimenting with text structures, Students select a TV Drama and argue for its
Semester 2
11% language features and multimodal devices. inclusion in the ATAR course. They will present
Term 4, Week 2
their analysis to the class.
7-10 MIN MAX

Semester 1 A representative sample of Unit 1 content Task 5: Semester 1 Exam

10% Term 2, Week 6-7 3 Hour Exam – Comprehending, Responding,
Composing
Examination 25%
A representative sample of Unit 1 & 2 content Task 8: Semester 2 Exam
Semester 2
15% 3 Hour Exam – Comprehending, Responding,
Term 4, Week 5-6
Composing
TOTAL 100% 100%

*This outline (including assessment dates) are subject to change based on course requirements.
Appendix 1 – Grade descriptions Year 11
In responding to texts, the student In creating texts, the student
Language, language Produces articulate, concise and Controls language and language
features, expression cohesive analysis of the language features for precision, fluency of
and style used, the language features and the expression and stylistic effect.
stylistic choices in texts.
Mechanics of Sustains control of the mechanics of Sustains control of the mechanics of
grammar, spelling grammar, spelling and punctuation. grammar, spelling and punctuation.
and punctuation
Purpose, audience, Analyses the relationships between Controls the relationships between
genre purpose, audience and genre. purpose, audience and genre.
A Structure Organises analysis within a coherent Selects and controls an effective
structure. structure.
Context Applies an understanding of contexts Integrates an understanding of context
to comprehend, interpret and evaluate to engage audiences.
texts.
Comparisons of Makes perceptive comparisons of
texts texts.
Supporting Provides pertinent evidence (by way
evidence of quotes and/or examples) to enhance
analysis.

In responding to texts, the student In creating texts, the student

Language, language Produces clearly expressed and logical Uses language and language features
features, expression analysis of the language used and the for clarity of expression and
and style stylistic choices made in texts. development of style.
Mechanics of Controls most of the mechanics of Controls most of the mechanics of
grammar, spelling grammar, spelling and punctuation. grammar, spelling and punctuation.
and punctuation
Purpose, audience, Analyses the purpose, audience and Applies a clear understanding of
genre genre. purpose, audience and genre.
B Structure Organises analysis within a logical Selects and controls most elements of
structure. structure.
Context Applies an understanding of contexts Uses an understanding of context to
to make meaning(s) of texts. engage audiences.
Comparisons of Makes meaningful comparisons of
texts texts.
Supporting Provides relevant evidence (by way of
evidence quotes and/or examples) to develop
and support analysis.
 In responding to texts, the student In creating texts, the student
Language, language Discusses some language features and Uses some language and language
features, expression stylistic choices using some clear features appropriate to purpose and
and style expression. style of expression.
Mechanics of Controls some of the mechanics of Controls some of the mechanics of
grammar, spelling grammar, spelling and punctuation. grammar, spelling and punctuation.
and punctuation
Purpose, audience, Discusses the purpose, audience and Uses some understanding of purpose,
genre genre. audience and/or genre.
C Structure Provides some structure for the Controls some elements of structure.
response.
Context Demonstrates some understanding of Uses some understanding of context to
contexts. engage audiences.
Comparisons of Makes some relevant comparisons of
texts texts.
Supporting Provides some evidence (by way of
evidence quotes and/or examples) to support
analysis.

In responding to texts, the student In creating texts, the student

Language, language Identifies a limited range of language Uses a limited range of language
features, expression features and clarity of expression is and/or language features and clarity of
and style limited. expression is limited.
Mechanics of Demonstrates limited control of the Demonstrates limited control of the
grammar, spelling mechanics of grammar, spelling and mechanics of grammar, spelling and
and punctuation punctuation. punctuation.
Purpose, audience, Identifies the purpose, audience and/or Demonstrates limited understanding of
genre genre. purpose, audience and/or genre.
D Structure Presents ideas within a limited Provides limited evidence of structure.
structure.
Context Demonstrates limited understanding Makes limited connection between
of contexts. context and audience.
Comparisons of Makes limited comparisons of texts.
texts
Supporting Provides limited evidence (by way of
evidence quotes and/or examples) to support
analysis.

Does not meet the requirements of a D grade and/or has completed insufficient assessment tasks to be
E assigned a higher grade.
Appendix 2 – Glossary –
This glossary is provided to enable a common understanding of the key terms in this syllabus.
Aesthetic A sense of beauty or an appreciation of artistic expression.
Analyse Consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences.
Appreciation The act of discerning quality and value of literary texts.
Attitudes An outlook or a specific feeling about something. Our values underlie our
attitudes. Attitudes can be expressed by what we say, do and wear.
Audience The group of readers, listeners or viewers that the writer, designer, filmmaker or
speaker is addressing. Audience includes students in the classroom, an
individual, the wider community, review writers, critics and the implied
audience.
Author The composer or originator of a work (for example, a novel, film, website,
speech, essay, autobiography).
Context The environment in which a text is responded to or created. Context can include
the general social, historical and cultural conditions in which a text is responded
to and created (the context of culture) or the specific features of its immediate
environment (context of situation). The term is also used to refer to the wording
surrounding an unfamiliar word that a reader or listener uses to understand its
meaning.
Convention An accepted practice that has developed over time and is generally used and
understood, for example, the use of specific structural aspects of texts such as in
report writing with sections for introduction, background, discussion and
recommendations. Conventions can be techniques, features or elements that
belong to a genre. In order to belong to a particular genre, a text should adhere
to, abide by or follow the conventions of that genre.
Digital technologies The use of digital resources to effectively find, analyse, create, communicate,
and use information in a digital context and incorporates the hardware of
mobile phones, cameras, tablets, laptops and computers and the software to
power these devices.
Digital texts Audio, visual or multimodal texts produced through digital or electronic
technology, which may be interactive and include animations and hyperlinks.
Examples of digital texts include DVDs, websites and e-literature.
Evaluate Evaluation of an issue or information that includes considering important factors
and available evidence in making judgement that can be justified.
Figurative language Word groups/phrases used in a way that differs from the expected or everyday
usage. They are used in a non-literal way for particular effect
(for example, simile – ‘white as a sheet’; metaphor – ‘all the world’s a stage’;
personification – ‘the wind grabbed at my clothes’).
Form; forms of texts The shape and structure of texts. Literary texts, for example, include a broad
range of forms such as novels, poetry, short stories, plays, fiction, multimodal
texts, and non-fiction. (See Texts under Organisation of content.)
Genre The categories into which texts are grouped. The term has a complex history
within literary theory and is often used to distinguish texts on the basis of their
subject matter (for example, detective fiction, romance, science fiction, fantasy
fiction), form and structure (for example, poetry, novels, biography, short
stories).
Hybrid texts Composite texts resulting from a mixing of elements from different sources or
genres (for example, infotainment). Email is an example of a hybrid text,
combining the immediacy of talk and the expectation of a reply with the
permanence of print.
Ideas In this course the word has an open meaning and can be interpreted as
understandings, thoughts, notions, opinions, views or beliefs.
Idiom A group of (more or less) fixed words having a meaning not deducible from the
individual words. Idioms are typically informal expressions used by particular
social groups and need to be explained as one unit (for example, ‘I am over the
moon’, ‘on thin ice’, ‘a fish out of water’, ‘fed up to the back teeth’).
Interpretation See Reading and Readings.
Issues Matters of personal or public concern that are in dispute; things which directly
Readings Readings are particular interpretations of a text. The classification of readings
into alternative, resistant or dominant is quite arbitrary, depending on the
ideology held by the reader.
Alternative readings: readings that focus on the gaps and silences in texts to
create meanings that vary from those meanings that seem to be foregrounded
by the text.
Dominant reading: is the reading that seems to be, for the majority of people in
society, the natural or normal way to interpret a text. In a society where there
are strongly competing discourses (i.e. most societies), the definition of what is
a dominant reading depends on the ideology of the person making the decision.
Resistant reading: a way of reading or making meaning from a text which
challenges or questions the assumptions underlying the text. Resistant readings
employ a discourse different from the discourse that produces the dominant
reading.
Representation Representation refers to the way people, events, issues or subjects are
presented in a text. The term implies that texts are not mirrors of the real world;
they are constructions of ‘reality’. These constructions are partially shaped
through the writer’s use of conventions and techniques.
Rhetoric The language of argument, using persuasive and forceful language.
Rhetorical devices Language techniques used in argument to persuade audiences
(for example, rhetorical questions, repetition, propositions, figurative language).
Short answer response Well-developed paragraph or paragraphs in Standard Australian English which
include supporting detail and typically ranging between 200-300 words
depending on time allocation. While not required to conform to the conventions
of formal essay writing, short answer responses should be succinct and directly
address the question.
Standard Australian English The variety of spoken and written English language in Australia used in more
(SAE) formal settings such as for official or public purposes, and recorded in
dictionaries, style guides and grammars. While it is always dynamic and evolving,
it is recognised as the ‘common language’ of Australians.
Stylistic choices The selection of stylistic features to achieve a particular effect.
Stylistic features The ways in which aspects of texts are arranged and how they affect meaning.
Examples of stylistic features are lexical choice, syntax, narrative point of view,
voice, structure, language patterns and language features, both written and
visual. Style can distinguish the work of individuals, for example, Winton’s
stories, Wright’s poems and Luhrmann’s films as well as the works of a particular
period.
Synthesise Combine elements (information/ideas/components) into a coherent whole.
Text structure The ways in which information is organised in different types of texts
(for example, chapter headings, subheadings, tables of contents, indexes and
glossaries, overviews, introductory and concluding paragraphs, sequencing,
topic sentences, taxonomies, cause and effect). Choices in text structures and
language features together define a text type and shape its meaning. Examples
of text structures in literary texts include sonnets, monologues and hypertext.
Theme An idea, concern or argument developed in a text; a recurring element
(for example, the subject of a text may be love, and its theme could be how love
involves sacrifice). A work may have more than one theme.
Tone Tone describes the way the ‘voice’ is delivered. For example, the tone of a voice
or the tone in a passage of writing could be friendly or angry or persuasive.
Types of texts Classifications of texts according to the particular purposes they are designed to
achieve. In general, in the senior courses in the English curriculum, texts are
classified as imaginative, interpretive, persuasive or analytical types of texts,
although these distinctions are neither static nor discrete and particular texts
can belong to more than one category.
Analytical texts
Texts whose primary purpose is to identify, examine and draw conclusions about
the elements or components that make up other texts. Analytical texts develop
an argument or consider or advance an interpretation. Examples of these texts
include commentaries, essays in criticism, reflective or discursive responses and
reviews.
Imaginative texts
Texts whose primary purpose is to entertain or provoke thought through their
imaginative use of literary elements. They are recognised for their form, style
and artistic or aesthetic value. These texts include novels, traditional tales,
poetry, stories, plays, fiction for young adults and children, including picture
books, and multimodal texts such as film.
Interpretive texts
Texts whose primary purpose is to explain and interpret personalities, events,
ideas, representations or concepts. They include autobiography, biography,
feature articles, documentary, satire and allegory.
Persuasive texts
Texts whose primary purpose is to put forward a viewpoint and persuade a
reader, viewer or listener. They form a significant part of modern
communication in both print and digital environments. They include advertising,
debates, arguments, discussions, polemics and essays and articles.
Visual elements Visual components of a text such as composition, framing, representation of
action or reaction, shot size, social distance and camera angle.
Voice Voice, in a literary sense, is the distinct personality of a piece of writing. Voice
can be created through the use of syntax, punctuation, vocabulary choices,
persona and dialogue. Texts often contain ‘multiple voices’. These are the views,
positions, ideas and perspectives of individuals or groups. It is important to
recognise the various voices in a text, how they relate to one another, and how
the creator of a text uses these to shape audience response.