English

English can take you anywhere whether it be knowledge based, skills based, as a freelancer or as an entrepreneur. Extra learning support is offered by way of teaching assistants, individual conferencing, extension work and point of need intervention and instruction. Extra learning opportunities include debating and speech development, undertaking state and national wide reading challenges, creative writing competitions as well as film and visual text competitions and challenges.

Curriculum Information

Year 7

Students develop increasing independence as readers, writers, viewers, listeners and speakers. Students engage with a wide range of texts as well as viewing, analysing, evaluating and creating in a number of modes. These texts include autobiographical narratives, First Nations materials, various visual texts including multimodal, film narrative, online and digital texts and they may use them as models for creating their own works. We provide opportunities for students to extend their interests beyond their own communities, and they begin to develop awareness about wider issues. Students’ are encouraged to see how their interest in the natural, social, cultural and technological world is often related to the impact on them personally and can help them in their current and future lives.

Year 8

Students’ growing independence and peer-group orientation is built upon by providing opportunities for them to participate in important forms of decision‑making within the classroom and to work with others. They are encouraged to assume increased responsibilities, explore values and further refine their social and collaborative work skills. Students are encouraged to respond in a variety of ways including comprehension, analysis, reflection, oral and visual creation as well as responding to individual and group. perspectives. Critical literacy is nurtured by getting students to actively question, analyse, evaluate and synthesise the texts they engage with. They learn how text structures, language features and intertextual references vary according to audience and purpose, and how some texts may be hybrids, and combine different genres. They learn how texts represent values and how techniques position the audience to form perspectives.

Year 9

Students are encouraged to develop an open and questioning view of themselves as active participants in their society and the world. They are provided with opportunities to understand and develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live. Students use spoken, written or visual communication to interact with others and experience learning in familiar and unfamiliar contexts, including local or global community and vocational contexts. Learning experiences enable students to draw on increasingly diverse sources of information that facilitate comparing, contrasting, synthesising, questioning and critiquing information. students learn how authors and creators adapt and experiment with text structures and language features. They learn how texts represent people and places and how techniques contribute to style, mood and tone. Students learn how authors and creators adapt and experiment with text structures and language features. They learn how texts represent people and places and how techniques contribute to style, mood and tone.

Year 10

Students use spoken, written or visual communication to interact with others and experience learning in familiar and unfamiliar contexts, including local or global community and vocational contexts. We encourage students to develop an open and questioning view and seek texts that enable students to draw on increasingly diverse and complex sources of information that facilitate comparing, contrasting, synthesising, questioning and critiquing information.

In their developing critical literacy students learn how language features and text structures may have aesthetic qualities and how representations of individuals, groups and places relate to context and how techniques shape values, beliefs and attitudes.

Themes and issues may involve levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of how texts, language, and visual and audio features relate to context, purpose and audience. They understand how the features of texts may be used as models for creating their own work.