IMCC Year 8 Course 3
Program Outline 2017
Weeks
Teaching content/focus
Western Australian Curriculum
strands addressed.
Assessment
Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively
similar, yet differentiation occurs between them in the following ways: level of difficulty for assessment tasks and examination questions, complexity of analysis and concepts explored
in the classroom, level of scaffolding offered to students, level of expectation reflected in the marking process, the level of student independence expected, and the level of
sophistication facilitated through the modification of teaching resources. Appropriate pedagogy and differentiation is used to cater to the specific learning needs of students in each of
these courses. STUDY SKILLS will be embedded throughout the year, including the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions,
flash cards, retrieval charts)
Term One:
1-6
Short story Analysis
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Introduce the features of a short story and how it differs
to a novel
Re-cap narrative conventions (plot, setting,
characterisation, point of view, style/language)
Discuss tone, mood and atmosphere created in short
stories (resource on Groups)
Go through a variety of short stories in class, modelling
annotations, analysis and example responses
o Destroying Avalon (Kate McCaffrey)
o Only Ten (Allan Baillie)
o Catapult (J. A. McLeod)
Understand how rhetorical devices are used to persuade and how
different layers of meaning are developed through the use of
metaphor, irony and parody (ACELA1542)
Understand how cohesion in texts is improved by strengthening the
internal structure of paragraphs through the use of examples,
quotations and substantiation of claims (ACELA1766)
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts (ACELY1733)
Explore the ways that ideas and viewpoints in literary texts drawn
from different historical, social and cultural contexts may reflect or
challenge the values of individuals and groups (ACELT1626)
TASK 1:
(Receptive /Responding)
Short story comprehension
test – Read and analyse the
techniques used in one
unseen short story. Respond
with short answers or
paragraphs.
(Due start of week 6)
ONGOING:
Successful English 2:
One day a week
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o The Spillway (Melanie Kirkwood)
Focus should be on themes, representations, etc.
Inform students about the upcoming test and work
through sample questions and model with the class how
to write concise and well-supported/articulated responses
that address the question
Identify and evaluate devices that create tone, for example humour,
wordplay, innuendo and parody in poetry, humorous prose, drama
or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns,
dialogue, imagery and other language features, in short stories,
literary essays and plays (ACELT1767)
***ASAP classes are to begin the context and reading of
the play, Two weeks with the Queen and answering
comprehension questions.
6-10
Two Weeks With the Queen
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Discuss dramatic conventions
Research background of the play, defining AIDS and
Leukaemia
Read the play aloud in class, discussing dramatic
conventions such as expression, tone, pace and volume
Complete comprehension questions related to the plot of
the play
Complete characterisation chart, collecting evidence from
the play
Complete drama activities that explore the importance of
verbal and non-verbal communication
Introduce assignment and explore the idea of a character
monologue.
Scaffold how to write a script/monologue
Allow time for writing and rehearsing
Students are to start reading the
novel Parvana over the holidays.
Understand how conventions of speech adopted by communities
influence the identities of people in those communities (ACELA1541)
Interpret the stated and implied meanings in spoken texts, and use
evidence to support or challenge different perspectives (ACELY1730)
Use interaction skills for identified purposes, using voice and
language conventions to suit different situations, selecting vocabulary,
modulating voice and using elements such as music, images and
sound for specific effects (ACELY1808) Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content, including multimodal elements, to reflect a
diversity of viewpoints (ACELY1731) Experiment with text structures and language features to refine and
clarify ideas to improve the effectiveness of students’ own texts
(ACELY1810)
Explore the ways that ideas and viewpoints in literary texts drawn
from different historical, social and cultural contexts may reflect or
challenge the values of individuals and groups (ACELT1626) Identify and evaluate devices that create tone, for example humour,
wordplay, innuendo and parody in poetry, humorous prose, drama or
visual texts (ACELT1630) Interpret and analyse language choices, including sentence patterns,
dialogue, imagery and other language features, in short stories, literary
essays and plays (ACELT1767) Create literary texts that draw upon text structures and language
features of other texts for particular purposes and effects (ACELT1632)
TASK 2:
(Productive/Creating)
Character Monologue
Compose an original
monologue, from the
perspective of one character
from the play. Perform in
front of the class
(Due week 9/10)
ONGOING:
Successful English 2:
One day a week
Weeks
Teaching Content/ Focus
Australian Curriculum strands addressed
Assessment
Understand how cohesion in texts is improved by strengthening the
internal structure of paragraphs through the use of examples,
quotations and substantiation of claims (ACELA1766)
TASK 3:
(Receptive /Responding)
Essay – Students prepare an
essay to a seen essay
question. They are
permitted to bring in one
page of notes with them on
the day of the in-class essay
(55 mins).
(3 body paragraphs, 1-2
quotes in each)
(Due: Start Week 5)
Term Two:
Novel study – Parvana, by Deborah Ellis
1-5
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Students are guided through some background
information on the historical, religious, political and social
contexts of Afghanistan
Read the novel as a class and complete comprehension
questions. Some chapters may be set for homework
reading.
Introduce the term ‘narrative conventions’ – discuss
setting, point of view, plot conflict, characterisation,
style/language etc.
Work through the Parvana work booklet as a class. This
booklet guides students through the novel, looking at
narrative conventions, themes, analysis of quotes, etc.
Students will focus on issues relating to gender and
political oppression in Afghanistan, ideological differences
in values/attitudes and consider how these differ from our
own context.
Review paragraph format, and complete practice
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts (ACELY1733)
Use comprehension strategies to interpret and evaluate texts by
reflecting on the validity of content and the credibility of sources,
including finding evidence in the text for the author’s point of view
(ACELY1734)
Explore the ways that ideas and viewpoints in literary texts drawn
from different historical, social and cultural contexts may reflect or
challenge the values of individuals and groups (ACELT1626)
Understand and explain how combinations of words and images in
texts are used to represent particular groups in society, and how
texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world,
cultures, individual people and concerns represented in texts
ONGOING:
Successful English 2:
One day a week
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Weeks
5-8
paragraph responses using quotes in relation to narrative
conventions and themes. Encourage students in C3 and
EXT to use 2 quotes per paragraph.
Introduce the essay question – go through the process of
preparing a response explicitly (i.e: unpacking the
question, planning a response)
Model writing an introduction, and allow students time to
draft and edit their work
Model essay body paragraphs, and allow students time to
draft and edit their work
Model writing a conclusion for essays, and allow students
time to draft and edit their work
Give students a lesson to prepare their notes
Write in class essay at the start of Week 6
Exam revision
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(ACELT1807)
Review of all outcomes
TASK 4: (Receptive)
Examination – students
complete an exam that tests
their knowledge of spelling,
grammar, comprehension of
a short story and analysis of
a novel.
(Exams Weeks 7 & 8)
Understand how rhetorical devices are used to persuade and how
different layers of meaning are developed through the use of
metaphor, irony and parody (ACELA1542)
TASK 5:
(Receptive /Responding)
Short story comprehension
test – Read and analyse the
techniques used in one
unseen short story. Respond
with short answers or
paragraphs.
(Due start of week 10)
Students revise the concepts learned over the
semester
Provide students with a practice exam in the same
style as the one they will be given and work through
some practice questions, etc.
***During the exam weeks when we see students in class
and for the remainder of the term, classes are to begin
the context and reading of the play, Two weeks with the
Queen and answering comprehension questions.
8-10
Short story Construction.
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Revise narrative conventions studied in Term 1
Look at, and annotate a few short narrative texts,
including ones written by students. Use marking keys to
assess, so students get a feel for how marks are discerned
Work through a number of creative writing sheets,
focusing on voice, figurative language, creating characters
and unique settings and ‘show, don’t tell’ activities
Ongoing practice with varied prompts (visual, auditory
and tactile) – practice short, timed writing
Understand how cohesion in texts is improved by strengthening the
internal structure of paragraphs through the use of examples,
quotations and substantiation of claims (ACELA1766)
Apply increasing knowledge of vocabulary, text structures and
language features to understand the content of texts (ACELY1733)
Explore the ways that ideas and viewpoints in literary texts drawn
from different historical, social and cultural contexts may reflect or
ONGOING:
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Provide students with a number of stimuli – give students
time to plan and draft their creative writing piece
Emphasise self, peer and teacher editing
challenge the values of individuals and groups (ACELT1626)
Identify and evaluate devices that create tone, for example humour,
wordplay, innuendo and parody in poetry, humorous prose, drama
or visual texts (ACELT1630)
Students are to start reading the
novel Crow Country over the holidays.
Interpret and analyse language choices, including sentence patterns,
dialogue, imagery and other language features, in short stories,
literary essays and plays (ACELT1767)
Teaching Content/ Focus
Australian Curriculum strands addressed
Weeks
Successful English 2:
One day a week
Assessment
Term Three.
Weeks
1-10
Novel study – Crow Country by Kate Constable
 Read the remainder of the novel in class
 Complete comprehension questions
 Discuss narrative conventions used in the novel, including
setting, characterisation, symbolism, point of view and
style/language
 Students complete the vocabulary/definitions cut-out
activity in pairs
 Work through the Crow Country analysis booklet, which
guides students through the narrative conventions,
themes and analysis of relevant quotes
 After every section of the booklet, complete a sample
paragraph as a class on the board, and then have students
practice their own. These are collected and marked
informally out of 10. Photocopy top paragraphs and
discuss with the class
 Focus on issues in Australia’s past, and the text’s
comment on the continuation of colonial attitudes and
values in our modern context
 Explore values and attitudes presented in the text
Understand how cohesion in texts is improved by strengthening the
internal structure of paragraphs through the use of examples,
quotations and substantiation of claims (ACELA1766) Understand the effect of nominalisation in the writing of informative
and persuasive texts (ACELA1546)
Recognise that vocabulary choices contribute to the specificity,
abstraction and style of texts (ACELA1547) Explore the ways that ideas and viewpoints in literary texts drawn
from different historical, social and cultural contexts may reflect or
challenge the values of individuals and groups (ACELT1626)
Explore the interconnectedness of Country and Place, People, Identity
and Culture in texts including those by Aboriginal and Torres Strait
Islander authors (ACELT1806) Understand and explain how combinations of words and images in
texts are used to represent particular groups in society, and how texts
position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures,
individual people and concerns represented in texts (ACELT1807) Interpret and analyse language choices, including sentence patterns,
TASK 6:
(Receptive /Responding)
Essay – Students prepare an
essay to a seen essay
question. They are
permitted to bring half a
page of notes with them on
the day of the in-class essay
(55 mins).
(Due: Week 10)
ONGOING:
Successful English 2:
One day a week
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Review essay and paragraph structure. Model example
introduction, body paragraph and conclusion
Allow students to draft and prepare their essays
dialogue, imagery and other language features, in short stories, literary
essays and plays (ACELT1767) Teaching Content/ Focus
Australian Curriculum strands addressed
Weeks
Term Four.
Assessment
Film Study: Wall-e
1-6
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Revise SWAT codes
Watch the film all the way through
Brainstorm the main themes/issues explored in the film
Work through the analysis booklet, looking out how film
codes are utilised to convey meaning, stopping and
answering every question as a class on the board
Graffiti lesson: print off the collection of key film stills.
Annotate one as a class, focusing on visual conventions
Spread all other images around the class and in groups of
2-3, students make their way around to the various stills
in 5 minutes slots and add to the annotations. Once all
groups are back at the start, collect and photocopy
Go through class annotations, and add any other relevant
annotations together
Revise paragraph structure and scaffold a number of
practice questions in the lead up to the test, with
reference to different still images from the film
Understand how cohesion in texts is improved by strengthening the
internal structure of paragraphs through the use of examples,
quotations and substantiation of claims (ACELA1766) Use comprehension strategies to interpret and evaluate texts by
reflecting on the validity of content and the credibility of sources,
including finding evidence in the text for the author’s point of view
(ACELY1734) Apply increasing knowledge of vocabulary, text structures and language
features to understand the content of texts (ACELY1733) Explore and explain the ways authors combine different modes and
media in creating texts, and the impact of these choices on the
viewer/listener (ACELY1735) Analyse how the text structures and language features of persuasive
texts, including media texts, vary according to the medium and mode of
communication (ACELA1543) TASK 7:
(Receptive/Responding)
Analysis short-answer test
Students will respond to a
number of short answer
questions relating to the
film’s construction and
themes/issues. Some of
these will include paragraph
responses
(Due week 6)
ONGOING:
Successful English 2:
One day a week
Investigate how visual and multimodal texts allude to or draw on other
texts or images to enhance and layer meaning (ACELA1548) Interpret the stated and implied meanings in spoken texts, and use
evidence to support or challenge different perspectives (ACELY1730) Understand and explain how combinations of words and images in texts
are used to represent particular groups in society, and how texts
position readers in relation to those groups (ACELT1628) Recognise and explain differing viewpoints about the world, cultures,
individual people and concerns represented in texts (ACELT1807)
6-8
Exam revision
 Students revise the concepts learned over the
semester
 Provide students with a practice exam in the same
style as the one they will be given and work through
some practice questions, etc.
Review of all outcomes
TASK 8: (Receptive)
Examination – students
complete an exam that tests
their knowledge of spelling,
grammar, comprehension of
a short story and
understanding of a novel or
and/or film.
(Exam Week 8)
*** For the remainder of the term, students will work through a non-assessed unit on Newspapers (Fairy-tale/Christmas themed)/ Reading Log.. Please see Jess
Stylianou for resources.