Stage 5 Overview
English
By the end of Stage 5 students respond to and compose a comprehensive range of imaginative, factual and critical texts using different modes and technologies. They enjoy, reflect on, critically assess and articulate processes of response and composition. They respond to and compose a wide range of simple and complex texts for pleasure, critical analysis and information-gathering, varying their approach according to a text's purpose, audience and context. They focus on details of texts to analyse meaning, perspective, cultural assumptions, ideologies and language.
Students use varying technologies to compose texts. They apply their knowledge of the elements that shape meaning in texts. They use a range of strategies to shape their texts to address purpose and audience in different contexts. They conform to or challenge an audience's preconceptions and expectations about content and form, and they evaluate the effectiveness of each approach. Students display a developing personal style in their personal, imaginative, critical and analytical compositions. They work through the composing process, including planning, researching, drafting, conferencing, editing and publishing. Students reflect on their composing process and how it has affected the final version of their text.
Students respond to texts from different cultures that offer a range of perspectives. In considering possible meanings, they develop sustained interpretations supported by evidence and think creatively beyond the text. They infer and interpret, and investigate the similarities and differences between and among texts. Through close and wide engagement with texts students extend their imaginations and engage with images of their real and imagined worlds. They respond imaginatively and critically to verbal and visual imagery and iconography, considering how these and other features reflect the cultural context of the text. By critically evaluating texts, students identify strengths and weaknesses and are able to articulate coherent responses. From their responses to individual texts they generalise about views of the world and strategies that are used to communicate and sustain such views.
Students reflect on their own and others' learning, assessing learning strategies and purposes to adapt their knowledge, understanding and skills to new contexts.
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Year 9 |
Representations of War Hana's Suitcase, posters, war footage, war poetry and songs
Speaking and Reading NAPLAN PREPARATION |
NAPLAN PREPARATION Documentaries Documentary Handbook and various documentaries
Reading & Writing Half Yearly Exam |
Novel Study To Kill A Mockingbird, Hunger Games,
Representing & Writing
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Drama/Comedy Drama Scripts, Parody Booklet, YouTube clips, movies, articles, cartoons
Writing - Yearly Exam Listening |
Year 10 |
Representations of Shakespeare Macbeth or R&J and a modern appropriation
Speaking |
Close Study of Poetry Faculty Poetry Handbook
Reading & Writing – Half Yearly Exam and in class Analytical Essay |
Close Study of an Author Of Mice and Men
Raw
Listening and Reading |
Creative & Essay Writing/Popular Culture
Film study – Mean Girls/Breakfast Club Puberty Blues Viewing Yearly Examination |
Drama
Year 10 |
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The Year 10 course extends the skill and knowledge development from the previous year of study. The units studied in this year are increasingly complex and require students to expand their understanding of the origins of Drama and how these historical influences are reflected in modern performances. Assessment in Year 10 has an increasing emphasis on independent work and individual performance in order to best prepare students for the demands of senior studies. |
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Topic |
Commedia dell'Arte |
Shakespeare |
Pantomime |
Showcase |
Assessment |
Original Monologue |
Group Devised Performance |
Scripted Performance |
Yearly Exam |
*Please note, the information contained on these pages is subject to change. Whilst every effort is made to ensure the content is updated and correct we recommend you consult the Head Teacher of each faculty to ensure up to date and accurate information.