Year 12 – English – General

Course Outline 2019

Week Content Assessments

Term 1

1-4

Introduction to the course

⦿ Course outline and class expectations

⦿ Text – Life of Pi (Students to begin reading)

⦿ 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.

Task 1A – Week 4 – 5%
Responding: (In class and at home)

Maintain a reflective journal and respond to a series of focus questions across your reading and viewing.

Task 1B – Week 5 – 10%

Creating: (In class)

Group presentation to the class which conveys a range of perspectives on one social issue facing young Australians and explores some of the values underpinning these perspectives.

5-7

The Outsiders

⦿ 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.

 
8-10

The Perks of Being a Wallflower

⦿ Film text – The Perks of Being a Wallflower

⦿ 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.

Task 2: – Week 10 – 10%

Creating: (In class and at home) Create a digital or print multimodal feature article for a website or magazine of your choice, exploring how one television series/program presents the world in a particular way.

Term 2

1-3

Novel Study

Text – Life of Pi

⦿ Apply different reading strategies

⦿ Explore attitudes, text structures and language features to understand a text’s meaning and purpose

⦿ Use information for specific purposes and contexts

⦿ Examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning

⦿ Explaining shifts in tone and perspectives and identifying the effect of language choices on an audience

Task 3: Week 3 – 10%

Responding: (In class)

Short answer responses to questions based on studied texts.

4 Exam Revision Assessment Free week
5-6 Exams

Task 4: 15%

Externally set task

7-10

Not fair

⦿ Students work in groups to research a workplace issue affecting young members of the workforce

⦿ Panel discussion – exploring issues from a range of viewpoints and perspectives.

⦿ Perspectives and values – context, purpose and audience

⦿ Text structures, language features and visual techniques to communicate and present ideas and information

⦿ Categorise and integrate ideas and evidence about specific issues

⦿ Employ ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion

⦿ Planning, drafting, revising, editing and proofreading, and appropriate referencing strategies

⦿ Communicating logically, persuasively and imaginatively for different purposes

 

Task 5: Week 8 – 5%

Responding: (Oral and written in class and at home)

Panel discussion exploring at least one workplace issue from a range of viewpoints and perspectives. Each group to create an infographic which summarises its findings for distribution to the class. Panelists are expected to be aware of workplace rights and obligations.

Task 6: Week 10 – 10%

Responding: (In class)

Explore how some perspectives are privileged while others are marginalised or silenced in at least one reading and/or viewing text you have studied this year.

Term 3

1-6

Hope in dark times

⦿ Students read and view a range of dystopian and post-apocalyptic texts to consider the perspectives offered and examine how written and visual language is used to appeal to the beliefs, attitudes and values of an audienc

Task 7: Week 6 – 10%
Creating: (In class and at home)

Write a series of journal entries/a diary entry/an extract from the autobiography of a character in a dystopian/post-apocalyptic text to provide a perspective on an event or events in the text to appeal to the beliefs, attitudes and values of a particular audience.

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.

Task 8: Week 9 – 10%

Responding: (Oral)
Individually or in pairs, research a range of different viewpoints on a controversial issue in popular music culture and
examine the role of social media in communicating perspectives and shaping viewpoints. Your presentation to the class may include video clips, recorded music or printed lyrics and should consider how and why some viewpoints are given preference over others.

Term 4

1-3

Your West Weekend

⦿ Students work cooperatively and collaboratively to create a magazine similar in format to West Weekend, targeting a specified audience to communicate a range of relevant information using different types of texts (see Glossary) and including original photographs and advertising. Students have the opportunity to create a wide range of text types and forms in a range of language modes.

Task 9: Week 2 – 15%

Creating: (In class and at home)

Working cooperatively and collaboratively in groups, students create and publish a magazine similar in format to the West Weekend, targeting a specified audience. Communicate to this audience a range of relevant information using different types of texts and including original photographs and advertising.

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