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PATHWAYS

2019

 
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VCE English

English as an Additional Language (EAL) Unit 1 and 2

Prerequisites

This course should only be undertaken by those students who meet the VCAA requirements for entry to VCE English as an Additional Language.

A student is eligible for EAL if at the time of commencing Unit 1 - 2 study:

  • he/she has been a resident in Australia or New Zealand or other predominantly English-speaking country for no more than seven years. The period of seven years is to be calculated cumulatively over the student's whole life.
  • English has been the student's major language of instruction for a total period of not more than seven years over the period of his/her education.

Course Description

In Units 1 and 2, students read 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 develop competence and confidence in creating written, oral and multimodal texts.

Across the Unit 1 and 2 sequence, EAL students must read and study at least three set texts. For the achievement of Outcome 1 in each unit, EAL students must read and study at least one set text.

For the achievement Unit 1 Area of Study 1, students must read at least one set text.

For the achievement of Unit 2, Area of Study 1, students should study two texts selected by the school.

In either Unit 1 or 2, at least one set text must be a written text in one of the following forms: a novel, a play, a collection of short stories or a collection of poetry.

Areas of Study

In Unit 1 students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences.

Reading and Creating Texts

In this area of study, students explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes and build the world of the text for the reader. Students investigate how the meaning of a text is affected by the contexts in which it is created and read.

Analysing and Presenting Argument

In this area of study, students focus on the analysis and construction of texts that attempt to influence an audience. Students read a range of texts that attempt to position audiences in a variety of ways. They explore the use of language for persuasive effect and the structure and presentation of argument. They consider different types of persuasive language, including written, spoken, and visual and combinations of these, and how language is used to position the reader. In considering the presentation of arguments in oral form, students also learn the conventions of oral communication for persuasive purposes. Students consider the impact of tone, diction and audience engagement in the presentation of a viewpoint.

In unit 2, students compare the presentation of ideas issue and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

Reading and Comparing Texts

In this area of study, students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied.

Analysing and Presenting Argument

In this area of study students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of texts where the primary purpose is to convince an audience to share a point of view, and the impact of the language used. Students practise developing and presenting reasoned points of view on issues of contemporary social relevance. In constructing arguments students focus on the logical development of their own ideas and select evidence and language to support their arguments. At least one text studied in Outcome 2 should be in spoken form to allow for the assessment of listening.

Assessment

Unit 1 Outcomes
Assessment Tasks
(school-assessed coursework)
Produce analytical and creative responses to texts. Analytical / creative responses.
Analyse how argument and persuasive language can be used to position audiences and create their own texts intended to position audiences.

Written analytical response, including a listening assessment, and a persuasive oral response.

 

Unit 2 Outcomes
Assessment Tasks
(school-assessed coursework)
Compare the presentation of ideas, issues, and themes in two texts. Comparative analytical response.

Identify and analyse how argument and persuasive language are used in texts that attempt to influence an audience, and create a text which represents a point of view.
Written analytical response, including a listening assessment, and a persuasive response.

Note: In addition to graded tasks, English coursework must be completed to satisfactorily achieve the outcomes in each unit. This coursework includes reading and annotating set texts, writing reflections and completing practice writing tasks. 

Overall Final Assessment

End of Semester Examination 

Information can be obtained from the Victorian Curriculum and Assessment Authority, Victoria, Australia: www.vcaa.vic.edu.au