Year 12 – English – Foundation

Course Overview 2019

Week Content Assessments

Term 1

1-4

Introduction to the course

⦿ Course outline and class expectations

⦿ Feature Articles

⦿ Students explore a range of social issues from several perspectives across language modes and types of literary, every day and workplace texts. They consider how certain perspectives and values are presented in texts to influence audiences.

When reading texts, students learn

⦿ how texts work

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how texts use language for particular purposes and audiences

⦿ how texts promote values and attitudes

⦿ how to discuss what has been learned about how texts work

how texts can be interpreted in different ways

Task 1: 10% – Week 6

Report

You are to choose a documentary or Feature article and create a report based on the bullet points of content covered by this task.

 

5-7

Graphic Novels/ Picture Book

⦿ Students read and view selected books/picture books and/or graphic novel/s to consider how changing purposes, contexts and audiences have influenced the world views and values these texts have conveyed over time.

When producing and reading texts, students learn

⦿ how texts work

⦿ how texts use the conventions of a particular form

⦿ how texts use language

⦿ how texts promote values and attitudes

⦿ how to discuss what has been learned about how texts work

⦿ how texts can be interpreted in different ways

⦿ how to use language

⦿ how to spell and pronounce words effectively

⦿ how and when to use punctuation

⦿ how to shape or structure a text to make it work

⦿ how to reflect on the strengths and weaknesses of texts created

Task 2: 10% – Writing

Due Week 8

Take a walk and produce a short piece of writing (300-600 words) that develops a first-person narrative from the point of view of a character (you) who sees, feels and thinks.

8-10

Film

⦿ Film text – The Outsiders

⦿ Students explore the extent to which the world is depicted in a realistic way in a selected text. Students focus on how different perspectives and values are presented in a text and how these views are communicated, presenting their findings in a comprehensive feature article.

Term 2

1-3

Part 1: When reading texts, students learn

⦿ how texts work, for example, their structures, conventions, techniques

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how texts use language for particular purposes

how to discuss what has been learned about how texts work

Part 2: When producing texts, students learn

⦿ how to shape or structure a text to make it work

⦿ why a particular form is appropriate

⦿ how to use the conventions of a particular form

⦿ how to use language, including appropriate spelling, punctuation and grammar

⦿ how to shape language for particular purposes

⦿ how to brainstorm ideas

⦿ how to reflect on the strengths and weaknesses of texts created

how and when to use punctuation

Part 3: When speaking and listening, students learn

⦿ how to shape or structure an oral text

⦿ how to use the spoken language conventions of a particular form

how to use spoken language techniques

⦿ how to listen attentively and purposefully

⦿ how to promote values and attitudes

⦿ how to engage in a variety of speaking and listening scenarios

When producing texts, students learn

how to spell and pronounce words effectively

Task 3: 7.5% – Writing

Due Week 2

Prepare a resume and write a job application letter.

Task 4: 10% – Oral communication

Due Week 3

Participation in interview scenarios.

4 Exam Revision Assessment Free week
5-6 Exams

Task 5: 15%

Externally set task

7-10

Not fair

Part 2: When producing texts, students learn

  • how to shape or structure a text to make it work
  • how to use the conventions of a particular form
  • how to use language
  • how to shape language for particular purposes

⦿ how to learn and use concepts of English grammar

Task 6: 7.5% – Writing

Due Week 8

Select an issue within your local or wider community that you believe has created a problem. You will propose a solution that requires a change in government policy or in the actions of a government agency, an industry or a private company.

Term 3

1-6

Hope in dark times

⦿ Dystopian texts

Part 1: When reading texts, students learn

⦿ how texts work

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how texts use language for particular purposes

⦿ how texts promote values and attitudes

⦿ how to discuss what has been learned about how texts work

how texts can be interpreted in different ways

Part 2: When producing texts, students learn

⦿ how to shape or structure a text to make it work

⦿ how to use the conventions of a particular form

⦿ how to use language

⦿ how to shape language for particular purposes

how to learn and use concepts of English grammar

Part 3: When speaking and listening, students learn

⦿ how to shape or structure an oral text

⦿ how to use the conventions of a particular form

⦿ how to use spoken language conventions

⦿ how to listen attentively and purposefully

⦿ how to promote values and attitudes

Task 7: 7.5% – Oral communication

Due Week 3

Feedback and reflection

When you have completed your campaign material, present it to two students in the class who will provide feedback and you will offer feedback to at least two other students.

Task 8: 5% – Writing

Due Week 4

Using the feedback that you received from Task 7, you will write a reflection on your efforts. In your reflection, respond to set questions.

Task 9: 7.5% – Week 9

Due Week 6

Participate in a range of role-plays which investigate issues concerning personal space, social and anti-social behaviour.

7 Practical Trial Examinations
7-9

Hip-hopping mad

⦿ Students explore an issue in popular music culture and examine the role of social media in communicating perspectives and shaping viewpoints.

Part 1: When reading texts, students learn

⦿ how texts work

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how texts use language

⦿ how texts promote values and attitudes

⦿ how to discuss what has been learned about how texts work

how texts can be interpreted in different ways

Part 2: When reading texts students learn

⦿ how texts work

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how to discuss what has been learned about how texts work

When producing texts students learn

⦿ how to brainstorm

⦿ how to shape or structure a text to make it work

⦿ why a particular form is appropriate

how to use the conventions of a particular form

Part 3: When reading texts students learn

⦿ how texts work

⦿ why texts use a particular form

⦿ how texts use the conventions of a particular form

⦿ how texts use language for particular audiences and purposes

When producing texts students learn

⦿ how to shape or structure a text to make it work

⦿ how to brainstorm

⦿ how to shape or structure a text to make it work

⦿ why a particular form is appropriate

⦿ how to use the conventions of a particular form (report)

⦿ how to use language, including appropriate spelling, punctuation and grammar

how to promote attitudes and values

Task 10: 10% – Due Week 9

Preparing to attend a music festival

Compile your findings for the three activities into the four sections:

1. Event camping

2. Event budget

3. Event rules report

A list of the website links used

Term 4

1-3

Poetry

When reading texts, students learn

⦿ how texts work

⦿ why texts use a particular form,

⦿ how texts use the conventions of a particular form

⦿ how texts use language for particular purposes and audiences

⦿ how texts promote values and attitudes

⦿ how to discuss what has been learned about how texts work

how texts can be interpreted in different ways

Task 11: 10% – Week 2

You will write six 100-word explanations of what six poems from Top Lines mean to you, how these poems work and why other students might not understand the poems the way you do.

This document is subject to revision.

The Year 12 Syllabus for English – General can be found on the SCSA website.

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2