Year 11 ATAR

English 11

ENGLISH
Year 11 ATAR ENGLISH 2022: Overview

By the end of this year, students:

 understand the relationships between purpose, context and audience and how these relationships influence texts and their meanings (Unit 1)
 investigate how text structures and language features are used to communicate ideas and represent people and events in a range of texts (Unit 1)
 create oral, written and multimodal texts appropriate for different audiences, purposes and contexts (Unit 1)
 understand the ways in which ideas, values and attitudes are represented in texts (Unit 2)
 examine the ways texts are constructed to position audiences (Unit 2)
 create oral, written and multimodal texts that experiment with text structures and language features for particular audiences, purposes and contexts (Unit 2)

Unit Description

Unit 1
Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are
shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts,
students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities
and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features
and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts, and reflecting on their own learning.
Unit 2
Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and
structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider
the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of
stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the
creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.

Course Outline 2022

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 Week Syllabus Content
Term 1
Week 1-6 1A - Short Narratives: Conventions and Language
Features
Study of short fiction texts
Curriculum focus points:
 Understand how stories are told, how meaning is
constructed in texts and how techniques function
within a written text
 Appreciate how written text structures and language
features are used to communicate ideas and represent
people and events
 Explore the relationships between purpose, context and
audience and how these relationships influence written
texts and their meaning
 Evaluate the impact of description and imagery
 Reflect on texts by analysing textual evidence to assess
the purpose and context of texts
 Analyse and evaluate how responses to imaginative
texts are influenced by the use of techniques associated
with this text type
 Create texts using evidence-based arguments
Term 1
Week 6-10 1B - Visual Representations and Narratives
Study of visual texts (still images)
Curriculum focus points:
 Understand how stories are told, how meaning is
constructed and how techniques function within visual
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Key Teaching Points Assessment
Only two - three short stories to be studied. Task 1: In-class short answers –
5%
Concept-focused and shorter stories used Comprehending style questions on
as the vehicle for learning course concepts: two unseen short narrative
extracts.
 Representations of people and events
 Attitudes and values in texts
 Purpose, context and audience Task 2: In-class essay – 5%
 Meaning and ideas conveyed through
Write an essay on a short story
texts
studied in class that is centred
 Analysis of key narrative conventions: around how generic conventions,
narrative point of view,
language features and text
characterisation, setting, plot and structure communicate ideas,
conflict development
create representations and impact
 Structural features reader response.
 Stylistic and language devices,
including symbolism
 Figurative language and imagery
 The difference between writing short
answer responses
(COMPREHENDING) and essay
responses (RESPONDING)
 Introduction to different visual text Task 3: In-class short answers –
types: movie posters, book covers, art, Cross Level Assessment – 8%
picture books, graphic novels, Short written responses to unseen
photojournalism. texts (written and visual), similar
 Analysis of construction methods in to Section One (Comprehending)
 Week Syllabus Content
texts
 Appreciate how visual text structures and language
features are used to communicate ideas and represent
people and events
 Explore the relationship between purpose, context and
audience and how these relationships influence visual
texts and their meaning
 Evaluate the choice of mode and medium in shaping
the response of audiences, including digital texts
 Reflect on their own and others’ texts by:
o questioning responses to texts
 Compare texts in a variety of contexts, media and
modes:
o Evaluating the construction of hybrid texts
o Analysing the style and structure of texts
 Create a range of texts:
o drawing on a range of technologies
o combining visual, spoken and written elements
where appropriate
Term 2
Week 1-3 1C - Non-Fiction Study of Persuasive Texts
21st Century issue-based persuasive study
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Key Teaching Points
visual texts: symbolism, composition,
framing, editing, visual codes and
conventions
 Consideration of audience values and
attitudes, and those attitudes and values
explicitly represented within visual
texts
 Examination of how a narrative is
constructed in visual texts
 Exploration of alternative ways of
constructing meaning in visual texts -
similarities and differences between
visual texts
 Consideration of purpose, context and
audience when deconstructing visual
texts
 Comparing the construction of visual
texts and identifying and analysing
changes in values and attitudes
Exploring how persuasive texts are
constructed and how meaning is conveyed.
Assessment
of the examination. Three
questions.
Task 4: Take home oral
presentation in the form of a
vodcast – 7%
Working in pairs, present a
vodcast on how to answer a
Comprehending style question
with two different images.
Specific focus will be on analysis
of visual and written elements and
the ability to answer the set
question by using the two images.
Students must use images
belonging to different text types
(i.e. book cover and
photojournalism, poster, and
graphic novel etc.)
Task 5: Take home composition
of a persuasive text – 7%
 Week Syllabus Content Key Teaching Points Assessment
Create a persuasive text such as
Techniques covered: an opinion piece, open letter or
Curriculum focus points:
 Selection of detail speech based on the issue/s
 Explain how texts are created in and for different  Sequencing of information and explored in the non-fiction study
contexts structure or based on students’ own wider
 Analyse how language choices are made for different  Rhetoric and persuasive devices reading.
purposes and in different contexts using appropriate  Tone, persona and voice
metalanguage
 Evaluate the choice of mode and medium in shaping Concepts to address:
the response of audiences, including digital texts  Representation (of issues)
 Explain the ways language features, text structures and  Purpose, context and target audience
conventions communicate ideas and perspectives  Formation of an argument
 Explain the ways text structures, language features and  Text types to explore: opinion pieces,
stylistic choices are used in different types of texts speeches, open letters etc. Teacher to
 Analyse how vocabulary, idiom and rhetoric are used narrow to two possible forms
for different purposes and contexts  Possible issues to explore: climate
 Analyse and evaluate how responses to texts are change, poverty, corruption, gender
influenced by purpose, taking into account that a text’s issues, the ethics of journalism, etc.
purpose is often open to debate personal, social and
cultural context Writing skills:
 Create a range of texts:  Composing persuasive texts
o using appropriate form, content, style and tone  Use of persuasive devices (Chapter 7)
for different purposes and audiences in real  Anecdotal openings
and imagined contexts  Use of imagery/figurative language
o using appropriate quotation and referencing
protocols
o using strategies for planning, drafting, editing
and proofreading

Term 2
Week 4-6 1D - Semester 1 Revision and Examination Task 6: Semester 1 Examination
– 13%
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 Week Syllabus Content Key Teaching Points Assessment
Week 5: Non-Assessment Week/Revision Content: Duration: 3 hours
 Review of course concepts  Comprehending 30% (Short
Weeks 6 and 7: Semester 1 Examinations  Revision techniques answer questions on a number of
 Study strategies unseen texts)
 Practice of past papers  Responding 40% (One question
from a choice of five on a text
studied)
 Composing 30% (One question
from a choice of five)
Week 7-10 2A – Short Films: Evaluating Representations Task 7: Take home multimodal
Explore how short films develop comparative analysis in the
Curriculum focus points: representations of ideas, issues, and form of a vodcast – 7%
attitudes.
 Evaluate the effectiveness of texts in representing Multimodal comparative filmed
ideas, issues and attitudes analysis of the way different
 Revision of film codes and visual representations are constructed in
 Compare texts in a variety of contexts, media and elements
modes two or more short films,
 Structural features of short films evaluating how effectively the
 Evaluate the construction of hybrid texts
 Investigate texts in an open-ended way ideas, issues and attitudes are
 Analyse and evaluate how and why responses to texts exploring how meaning is constructed developed.
vary through analysing changing responses to texts and how representations are formed
over time and in different cultural contexts
 Comparative structure and analysis
 Create a range of texts:
 Analyse how representations have been
o using elements for different purposes, contexts
developed or have changed over time
and audiences
 Compare text construction on the basis
o experimenting with text structures, language
of purpose, context and audience
features and multimodal devices
 Work in pairs to plan, draft and present
o using appropriate quotation and referencing
a filmed discussion based on analysis of
protocols two short films.
Term 3
Week 1-5 2B - Novel Study
Analysis of narrative conventions and text Task 8: Take home composition
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 Week Syllabus Content
Curriculum focus points:
 Analyse the representation of ideas, values, attitudes,
voices and perspectives in texts
 Critically examine how and why texts position
readers
 Analyse the ways language features, text structures
and stylistic choices shape perspectives and
interpretations
 Create a range of texts:
o selecting and applying appropriate textual
evidence to support arguments
o using imaginative elements for different purposes,
contexts and audiences
o experimenting with text structures and language
features
o using strategies for planning, drafting, editing and
proofreading
o using accurate spelling, punctuation, syntax and
metalanguage
Key Teaching Points
construction elements including:
 Voice
 Perspective
 Reader responses
 Exploration of values and attitudes,
ideas and issues addressed in texts
 Investigation of context: historical,
production, reception
 Language features and imagery
 Narrative conventions: characterisation,
setting (Time; Place;
Atmosphere/Mood), narrative point of
view, plot and structure, etc.
Assessment
of an imaginative text – 7%
Create an imaginative text in
relation to the class novel.
Task 9: Cross Level Assessment
– in-class essay – 10%
Write an essay on the novel
studied in class that is centred
around concepts such as language
features, values and attitudes,
voice, perspective, ideas, issues
and context. Exam conditions: no
notes and no notice of questions.

Term 3
Week 6-9 2C - Non-Fiction Study of Interpretive Texts
 Analysis of a variety of interpretive Task 10: In-class composition of
texts focusing on Asia and Australia’s an interpretive text – 7%
Curriculum focus points: engagement with Asia, and addressing Create an interpretive text which
 Compare texts in a variety of contexts, media and form, purpose, context and audience clearly conveys a particular voice,
modes by: tone and style, and which deals
o explaining the relationship between purpose and  Consideration of the techniques used to with Asia and Australia’s
context convey style, voice and tone engagement with Asia.

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 Week Syllabus Content
o analysing the style and structure of texts
o evaluating the construction of hybrid texts
 Investigate the representation of ideas, attitudes and
voices in texts, including:
o analysing the ways language features, text
structures and stylistic choices shape perspectives
and interpretations
Term 3-4
Term 3, 2D – Specific Genre TV Drama Study
Week 10
-  Brief overview of television drama as a
Term 4, Curriculum focus points:
Week 1-4
 Understand the ways in which ideas, values and
attitudes are represented in texts
 Examine the ways texts are constructed for particular
purposes, to elicit responses and position audiences
 Investigate the representation of people, ideas, issues
and voices in texts, including analysing how attitude
and mood are shaped
 Analyse and evaluate how and why responses to
texts vary through:
o the impact of language and structural choices on
shaping own and others’ interpretations
o the ways ideas, attitudes and voices are
represented
o the interplay between techniques
o analysing changing responses to texts over time
and in different cultural contexts
 Compare texts in a variety of contexts, media and
modes by:
o explaining the relationship between purpose and
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Key Teaching Points Assessment
 Guiding questions: Why are these texts
important? How do they differ from
other text types? What forms does
interpretive writing take?
Task 11: In-class comparative
essay – 7%
genre and changes over time
 How popular culture and social change Write a comparative essay on two
is reflected in entertainment TV drama texts that is centred
 Purpose of contemporary television around genre, representation,
drama values and attitudes, purpose,
 Viewership and broadcasting response and film language.
implications of television drama in the
21st century
 Analysis of visual codes and
conventions
 Investigation of context: historical,
production, reception
 Comparison of TV dramas within the
same genre
 Exploration of ideas, values and
attitudes and issues addressed in visual
texts
 Week Syllabus Content Key Teaching Points Assessment
context
o analysing the style and structure of texts

Week 5-8 2E - Semester 2 Revision and Examination Content:
 Review of course concepts
Week 5: Non-Assessment Week/Revision  Revision techniques
 Study strategies
Weeks 6 and 7: Semester 2 Examinations  Review of Semester 1 Examination and
Cross Level Assessments
 Practice of past papers
Week 8: Exam Feedback and Reflection  Reflection upon results and skill
development for 2023
Task 12: Semester 2
Examination – 17%
Duration 3 hours
 Comprehending 30% (Short
answer questions on a number of
unseen texts)
 Responding 40% (One question
from a choice of five on a text
studied)
 Composing 30% (One question
from a choice of five)

Assessment Outline 2022

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 Assessment CCGS Assessment
Assessment Task Week Due
Type Task Weighting
Term 1
Responding 5% Task 1: In-class short answers on unseen narrative texts (#NEX001) Set Week 4
Due Week 4
Comprehending style questions on at least two unseen short narrative extracts.
(Tuesday, 22nd February)

Responding 5% Task 2: In-class essay (#NEX002) Set Week 6

Write an essay on a short story studied in class that is centred around how generic conventions, Due Week 6 in-class
language features and text structure communicate ideas, create representations and impact reader (Tuesday, 8th March)
response. Students will not receive notice of the questions but are permitted to bring in a page of
15 quotes maximum from their studied short story.
Responding 8% Task 3: After school Cross Level Assessment (short answers to unseen texts) (#NEX003) Set Week 9
Short written responses to unseen texts (written and visual), similar to Section Due Wednesday Week 9
One/Comprehending of the English ATAR Examination. Cross Level after school
(Wednesday, 30th March)

Creating 7% Task 4: Oral presentation in the form of a vodcast (#NEX004) Set Week 7
Working in pairs, present a vodcast on how to answer a Comprehending style question with two Due Week 10
different images. Specific focus will be on analysis of visual and written elements and the ability (Thursday, 7th April by
to answer the set question by using the two images. Students must use images belonging to 3.05pm on Nexus)
different text types (i.e. book cover and photojournalism, poster and graphic novel etc.) Some
time will be given in class and at home to work on this assessment.

Term 2
Creating 7% Task 5: Take home composition of a persuasive text (#NEX005) Set Week 3
Create a persuasive text such as a feature article, opinion piece, open letter or speech either based Due Week 3
on the issue/s explored in the non-fiction study or from students’ own wider reading. (Friday, 13th May by
12.45pm on Nexus)

Examination 13% Task 6: Semester 1 Examination (#NEX006, #NEX007, #NEX008) Week 5-6
 Comprehending 30% (Short answer questions on unseen texts) Duration: 3 hours
 Responding 40% (One question from a choice of five on a studied text)
 Composing 30% (One question from a choice of five)
Creating Task 7: Oral presentation in the form of a vodcast (#NEX010) Set Week 8
7%
Multimodal comparative filmed discussion and analysis evaluating how effective two short films Due Week 10
10 have been in representing issues, ideas and/or attitudes (completed in pairs). (Wednesday 29th June by
3.05pm on Nexus)

Term 3
Creating 7% Task 8: Composition of an imaginative text (#NEX011) Set Week 2
Note: The assessment outline is only to be used as a guide and is subject to change. Students and subject teachers will be notified closer to the date regarding the content of
each assessment item in greater detail.

Assessment Type Weightings

Semester 1 = 45% Semester 2 = 55%

Assessment Type CCGS SCSA guidelines

Creating 35% 35 – 40%

Responding 35% 35 – 40%

Examination 30% 20 – 30%

Total Weighting 100% 100%

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 Notes for Students and Parents: Year 11 English ATAR
 Late submission of assignments incurs a penalty of 10% deduction per day (excluding weekend days) and results in zero after three days.

 Where a student is absent on the day of submission or in-class assessment, a medical certificate must be supplied, or a note from the School Medical Centre
in the case of boarders, as per general school policy, to verify that the absence was legitimate.

o Students will sit the assessment, or a modified assessment, at the Department’s discretion.
o Take-home assessments can still be submitted via Nexus or email.

 All assessments must be retained in portfolios (provided) for revision and moderation purposes.

 For those assessments where students are afforded notes the specific conditions of such notes will be made clear in the specific assessment task sheet. The
teacher has the discretion to remove, redact or modify any notes deemed in violation of assessment conditions.

 Should any changes occur in the assessment program, students will be advised as and when appropriate via email. In addition, an updated program will be
uploaded onto Nexus.

 Hard copies of work must be submitted unless under exceptional circumstances which have been the subject of discussion with, and agreement by, the class
teacher.

 Students have a responsibility to approach all assessments in an ethical manner. Any use of unauthorised notes during assessments, or instances of
plagiarism in any assessment, will result in strict marking penalties being applied. Additionally, departmental detentions will be issued.

 The English Department expects Year 11 students to be studying for a minimum of 2 hours per week in addition to homework. Teachers will offer
suggestions for study, but students are expected to be proactive in seeking out assistance for their study program. Some approaches include:
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 o Rewriting past assessments and incorporating relevant teacher feedback.
o Practising Essays, Comprehensions and Compositions.
o Vocabulary and concept revision (through flashcards).

 On those occasions where no formal homework is set there is an expectation that students are reading for at least 30 minutes a night.

 The class texts will be, at times, issued during dedicated lessons in term. Students will be informed of the date these are to be returned to the Bookroom
(behind the Marshall’s Office) and will be encouraged to make a note of this. Novels are to be returned to the Bookroom. Each text is individually barcoded
by the Bookroom, meaning students must return their own copy in person to a member of the Bookroom staff. The student will be automatically billed
for a replacement copy if the text is a) not returned by the date set, b) damaged, or c) not returned in the manner outlined above.

 The Year 11 English ATAR Prize will be awarded to the student who achieves the highest result based on the following criteria:

o The total mark of the Semester 1 Examination; plus

o The total mark of the Semester 2 Examination doubled.

 The syllabus glossary is made up of essential vocabulary, terms and concepts that students need to familiarise themselves with in order to achieve success in
the course. It is expected that students will make regular revision of this glossary an integral part of their study program, particularly given the frequent
reference within class and the use of such terms in assessment tasks.

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