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The Year 10 English curriculum enables students to consolidate and further develop proficiency in the three interrelated strands of language, (knowing about the English language) literature (understanding, appreciating, responding to, analysing and creating literature) and literacy (expanding the repertoire of English usage). Teaching and learning programs balance and integrate all three strands. Together the strands focus on extending students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in Year 9, and teachers revisit and strengthen these as needed.

The Year 10 English course is structured around two ‘big ideas’: ‘refining and responding’ and ‘extending and enriching’ where students continue to practise, consolidate and extend upon what they have learned from Year 9. Through their study and exploration of a range of texts (including a close study of one Shakespearean play, one novel, a film text and poetry), and an in-depth Context study, students extend and enrich their understandings about the human condition and recognise and value the diversity of social and cultural backgrounds and opinions (including marginalised ‘voices’) within our community as well as nationally and globally. 

Students continue to refine and extend their understanding of how language works, and how to transfer this knowledge to different contexts. To achieve this, students refine their understanding of the requirements of different types of texts; they respond to increasingly sophisticated analyses of various kinds of literary, popular culture, and everyday texts, and they extend and enrich their understandings by engaging with the technical aspects of texts, including those of their own choosing – and to explain why they made that choice.

They refine and extend their understanding of how literature texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts. They continue to engage with a variety of genres and modes. They re-enact, represent and analyse texts in order to display their understanding of narrative, theme, purpose, context and argument and to defend their ideas in written and oral modes. Students are given further opportunities to enrich their learning by creating increasingly sophisticated and multimodal texts in groups and individually.

The Year 10 course continues to contribute both to nation-building and to internationalisation. It extends students to engage imaginatively and critically with contemporary literature and literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience (that includes indigenous and Asian literature) to expand and enrich the scope of their experience.

Participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. Proficiency in English language enables the learner to master and use the patterns of discourse characteristic of the many forms of knowledge information and ideas, empowering the learner, so that he can act in the world with greater critical understanding and control. Throughout Year 10, students will be involved in reading, viewing, listening, writing, creating, comparing, researching, problem solving, reflecting and talking about a range of text types to consolidate end establish proficiency as effective communicators:

  • study of one play and one novel
  • study of selected poetry and creating original poems
  • study of one or more films related to the Context unit
  • study of different text types and creating different texts for different purposes and audiences
  • study of how argument and language influence people
  • study of nature and functions of language
  • active involvement in Literature Circles, the wide-reading programme

Students demonstrate their achievement against the standards of reading, writing, speaking and listening, and from all four learning areas and capabilities of critical and creative thinking, ethical, intercultural, and personal and social capabilities (which are described below).

Students are set both short and long term assignments which require drafting and revision; tasks are undertaken during class time with homework spent preparing and polishing the task. Parents are encouraged to assist their son to develop sound study habits by regularly monitoring their work and in particular, noting when work is due. To assist in this process, assignments are accompanied by checklist and progress record sheets. Students may not necessarily have nightly English homework due the following day, but they will often have an on-going assignment to work on, and they are expected to regularly engage in nightly wide-reading.

Year 10 English is a pathway into VCE Year 11 English; it helps our students develop the knowledge and skills needed for VCE, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society and plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

This study is designed to enable students to consolidate and extend their:

  • ability to speak, listen, read, view, write create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts with enjoyment, purpose, effect and confidence in a wide range of contexts
  • knowledge of the ways in which language varies according to context, purpose, audience and content, and the capacity to apply this knowledge
  • appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
  • knowledge of the linguistic patterns used to construct different texts, and the capacity to apply this knowledge, in writing and speaking
  • ability to discuss and analyse texts and language critically; and relate knowledge to aspects of contemporary society and personal experience
  • knowledge of the ways textual interpretation and understanding may vary according to cultural, social and personal differences, and the capacity to develop reasoned arguments about interpretation and meaning.

The study of English is organised around three language modes:

Reading and Viewing
Reading and Viewing involves students understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts. It encompasses reading and viewing a wide range of texts and media, including literary texts. Reading involves active engagement with texts and the development of knowledge about the relationship between them and the contexts in which they are created. It also involves the development of knowledge about a range of strategies for reading.
Click here to view the key skills students are expected to learn and develop at Year 10.

Writing
Writing involves students in the active process of conceiving, planning, composing, editing and publishing a range of texts. Writing involves using appropriate language for particular purposes or occasions, both formal and informal, to express and represent ideas and experiences, and to reflect on these aspects. It involves the development of knowledge about strategies for writing and the conventions of Standard Australian English. Students develop a metalanguage to discuss language conventions and use.
Click here to view the key skills students are expected to learn and develop at Year 10.

Speaking and Listening
Speaking and Listening refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and an understanding of the conventions of different spoken texts.
Click here to view the key skills students are expected to learn and develop at Year 10.

Content Structure
The Year 10 English curriculum is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:

Language: knowing about the English language
Literature: understanding, appreciating, responding to, analysing and creating literature
Literacy: expanding the repertoire of English usage.

Each strand is grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are:

 Language  Literature  Literacy
 Language variation and change  Literature and context  Texts in context
 Language for interaction  Responding to literature  Interacting with others
 Text structure and organisation  Examining literature  Interpreting, analysing and evaluating
 Expressing and developing ideas  Creating literature  Creating texts
 Sound and letter knowledge    

Level 10 English Achievement Standard

The Level 10 achievement standards indicate the quality of learning students should typically demonstrate by the end of Year 10.

An achievement standard describes the quality of learning (the extent of knowledge, the depth of understanding and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement.

Reading and viewing

  • evaluate how text structures can be used in innovative ways by different authors
  • explain how the choice of language features, images and vocabulary contributes to the development of individual style
  • develop and justify their own interpretations of texts
  • evaluate other interpretations, analysing the evidence used to support them
To achieve these standards, students are expected to have demonstrated, through their coursework and assessment tasks, development of knowledge, understanding and skills in the mode of reading and viewing.

Writing

  • show how the selection of language features can achieve precision and stylistic effect
  • explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments
  • develop their own style by experimenting with language features, stylistic devices, text structures and images
  • create a wide range of texts to articulate complex ideas
    demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts
To achieve these standards, students are expected to have demonstrated, through their coursework and assessment tasks, development of knowledge, understanding and skills in the mode of writing.

Speaking and Listening

  • listen for ways features within texts can be manipulated to achieve particular effects
  • show how the selection of language features can achieve precision and stylistic effect
  • explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments
  • develop their own style by experimenting with language features, stylistic devices, text structures and images
  • create a wide range of texts to articulate complex ideas
  • make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments

To achieve these standards, students are expected to have demonstrated, through their coursework and assessment tasks, development of knowledge, understanding and skills in the mode of speaking and listening.

Achievement is also demonstrated through the integrated cross-curriculum capabilties in the four areas of critical and creative thinking, ethical, intercultural, and personal and social capabilities.
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Last up-dated 4 Novembert, 2016
Website constructed and maintained by G. Marotous, 2004
© George Marotous. Melbourne High School English Faculty
 
     
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