mhslink
     
   
   
  Year 9 Page Links
  9 English Course
  9 Course Overview
  Assessment Dates
  Assessment Policy
  Plagiarism
     
   
 
 
spacer

The Year 9 English curriculum is built around 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 developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers revisit and strengthen these as needed.

At Year 9 students continue to practise, consolidate and extend what they have learned from previous levels. They also extend their understanding of how language works, and learn to transfer this knowledge to different contexts. To achieve this, students develop an understanding of the requirements of different types of texts; they are introduced to increasingly sophisticated analyses of various kinds of literary, popular culture, and everyday texts, and they are given opportunities to engage with the technical aspects of texts, including those of their own choosing – and to explain why they made that choice.

The notion of valuing certain texts as ‘literature’ is introduced. Students learn how such texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts. Students engage with a variety of genres and modes. They re-enact, represent and describe 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 create increasingly sophisticated and multimodal texts in groups and individually.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The English curriculum contributes both to nation-building and to internationalisation, including Australia’s links to Asia. English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. 

The Year 9 English course is structured around two ‘big ideas’: ‘exploring and reflecting’ and ‘creating and consolidating’. Through their study and exploration of a range of texts (including a close study of one novel and one Shakespearean play), both units encourage students to reflect upon the human condition and thereby recognise and value the diversity of social and cultural backgrounds and opinions (including marginalised ‘voices’) within our community as well as nationally and globally. By exploring a range of ideas and issues from their in-depth analysis of texts and film, they consolidate their understandings through the creation and presentation of their own original written and multimodal texts. Both units focus on creative self-expression through speaking and listening in a variety of contexts, creative and formal writing, analysis of issues, analytical and persuasive essays, and creating and performing original poetry.

Throughout Year 9, students will be involved in reading, viewing, listening, writing, creating, comparing, researching, problem solving, reflecting and talking about a range of text types:

  • study of one play and one novel
  • study of selected short stories and creating an original short story
  • study of selected poetry and creating original poems
  • study of one or more films related to the thematic unit
  • study of persuasive langauge; learning to recognize the language of persuasion and using persuasive language to influence people
  • study of a thematic unit and creating different texts for different purposes and audiences
  • study of language, grammar, punctuation, note-taking and summary writing
  • active involvment 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.

Therefore, the study of English 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 develop:

  • 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 9.

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 9.

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 9.

Content Structure
The Year 9 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    

Each strand contributes to the study of Year 9 English its own distinctive goals, body of knowledge, history of ideas and interests, and each relates to material worth studying in its own right. Teaching, learning and assessment programs balance and integrate the three strands in order to support the development of knowledge, understanding and skills. The key focal point for a unit of work or a learning activity may arise from any one of the strands, but the intention is that units and activities draw on all three strands in ways that are integrated and clear to learners.

Level 9 English Achievement Standard

The Level 9 achievement standards indicate the quality of learning students should typically demonstrate by the end of Year 9.

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

  • analyse the ways that text structures can be manipulated for effect
  • analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors
  • evaluate and integrate ideas and information from texts to form their own interpretations
  • select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience

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

  • understand how to use a variety of language features to create different levels of meaning
  • understand how interpretations can vary by comparing their responses to texts to the responses of others
  • in creating texts, demonstrate how manipulating language features and images can create innovative texts
  • create texts that respond to issues interpreting and integrating ideas from other texts
  • edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation

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 texts position an audience
  • understand how to use a variety of language features to create different levels of meaning
  • understand how interpretations can vary by comparing their responses to texts to the responses of others
  • in creating texts, demonstrate how manipulating language features and images can create innovative texts
  • create texts that respond to issues, interpreting and integrating ideas from texts
  • make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues

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.

spacer
     
   
     
 
 
Last up-dated 8 Novembert, 2016
Website constructed and maintained by G. Marotous, 2004
© George Marotous. Melbourne High School English Faculty
 
     
mhslink