The English language is central to
the way in which students understand, critique and appreciate their
world, and to the ways in which they participate socially, economically
and culturally in Australian society. The study of English encourages
the development of literate individuals capable of critical and
imaginative thinking, aesthetic appreciation and creativity. The
mastery of the key knowledge and skills described in the VCAA Study
Design underpins effective functioning in the contexts of study
and work as well as productive participation in a democratic society
in the twenty-first century. The study draws on interstate and international
models and reflects recent developments in the study of English.
Students will continue the learning established through the Victorian
Essential Learning Standards (VELS) in the key discipline concepts
of texts and language, and the dimensions of reading, writing, speaking
The English curriculum is interesting and challenging
for students with a wide range of expectations and aspirations.
They have the opportunity to read a variety of texts and focus on
creating and analysing texts, understanding and interpreting texts,
and moving beyond interpretation to reflection and critical analysis.
The focus of this unit is on the reading of a range of texts, particularly
narrative and persuasive texts, in order to comprehend, appreciate
and analyse the ways in which texts are constructed and interpreted.
Students will develop competence and confidence in creating written,
oral and multimodal texts.
The focus of this unit is on reading and responding to an expanded
range of text types and genres in order to analyse ways in which
they are constructed and interpreted, and on the development of
competence and confidence in creating written, oral or multimodal
Both Units focus on three main Areas of Study
1. Reading and Responding
In this area of study the range of texts expands to include a variety
of text types and genres, including print, non-print and multimodal
texts. (e.g. novel, anthologies of poetry, short stories, scripts
for radio, television or stage, narrative films, documentary films,
CD-ROMs, and hyperfiction). Students discuss and analyse the structures
and features used by the authors of these texts to construct meaning.
They identify and discuss, for example, linear and non-linear narrative
structures, and features such as point of view, the use of camera
angles, symbolism, images and design features. Students also examine
the ways in which readers construct meaning from texts through,
for example, an awareness of context and purpose, and their knowledge
of other texts. They also examine the ways in which texts are open
to different interpretations by different readers. They prepare
and construct a response to a text, using appropriate metalanguage
to facilitate their discussion, and evidence from the texts to support
their response. They explore and use strategies for identifying
the point of view and values of the author.
2. Creating and Presenting
In this area of study students' writing is informed by their reading
of a range of texts relevant to the chosen Context. They are encouraged
to read widely and to study at least one set text or a collection
of shorter set texts in order to examine the effects of form, purpose,
audience and context on the authors' choice of structure and language.
They draw on the knowledge gained from this study to create their
own written and/or multimodal texts in a process which includes
planning, reviewing and editing.
3. Using Language to
The focus of this area of study is on the use of language in the
presentation of a point of view. Students study a range of texts
whose main purpose is to persuade readers and viewers to share a
particular point of view. Texts include, for example, editorials,
letters to the editor, opinion columns, essays, reviews, speeches,
segments from radio programs, talkback radio programs, CD-ROMs,
television, newspaper or magazine advertisements, cartoons, documentaries,
e-zines and websites. Students identify and discuss how language,
verbal and non-verbal (including visual), is used in the chosen
texts to position readers and viewers in particular ways. For example,
students identify the use in these texts of persuasive techniques
such as use of repetition, sound effects (including music), association,
colour, symbols, gestures, emotive appeals, logical appeals, active
and passive voice, and omission and vocabulary choice, and discuss
and analyse their intended effect on the reader or viewer. Students
further explore the use of persuasive language in the construction
of a reasoned point of view on an issue of social or personal relevance
Navigate to your left to read the overview
of the Year 11 course.