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 and listening.

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.

Unit 3
The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts by exploring ideas suggested by their reading within the chosen Context, and the ability to explain choices they have made as authors.

Unit 4
The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen Context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

Both Units focus on three main Areas of Study that include:

1. Reading and Responding to Texts
This area of study focuses on the reading of a range of literary texts to develop critical and supported responses. Students examine the structures, features and conventions used by authors of a range of selected texts to construct meaning. They identify, discuss and analyse these in order to explain how meaning is constructed through textual elements such as language and images. They also examine the ways in which the same text is open to different interpretations by different readers; for example, the ways in which a text can be read differently in a different time, place or culture. In identifying and analysing explicit and implied values embodied in texts, students examine the ways in which readers or viewers are invited to respond to the texts. They describe and analyse the way in which social, historical and/or cultural values are embodied in texts. They develop and justify a detailed written interpretations of selected texts, using appropriate metalanguage.

2. Creating and Presenting
The focus in this area of study is on reading and writing and their interconnection. Two texts, one in Unit 3 and one in Unit 4, will support this area of study. In addition to these selected texts and to support the achievement of the outcome, students are provided with opportunities to read other texts - print, non-print and multimodal - that explore ideas and/or arguments associated with the selected Context. Students will read these texts in order to identify, discuss and analyse ideas and/or arguments associated with the selected Context. They will reflect on the ideas and/or arguments suggested by these texts, explore the relationship between purpose, form, audience and language, and examine the choices made by authors in order to construct meaning. Students will then draw on the ideas and/or arguments they have gained from the texts studied to construct their own texts. They write for a specified audience and purpose and draw on their experience of exploring texts to explain their own decisions about form, purpose, language, audience and context.

3. Using Language to Persuade
The focus of this area of study is on the analysis and comparison of the use of language in texts that debate a topical issue which has appeared in the Australian media since 1 September of the previous year. Students read, view and listen to texts such as feature articles and opinion columns, cartoons, editorials, letters to the editor, interviews on current affairs programs, websites and CD-ROMs, speeches, excerpts from online focus and discussion groups, and advertisements in magazines and newspapers, and on websites and television. They analyse and compare the ways in which verbal and non-verbal (including visual) language of these texts is used to persuade readers and viewers to share the point/s of view being presented.

Navigate to your left to read the overview of the Year 12 course.