2017 YEAR 12 GENERAL ENGLISH_CO
Canning Vale College 2017
Year 12 General English Units 3 and 4
Term and
week
Term 1
Weeks 1-5
Key teaching points
Stage drama
Students will read a drama text exploring how perspectives
and values are presented.
Suggested plays include Blackrock by Nick Enright, The
Removalists by David Williamson, Romeo and Juliet by William
Shakespeare, Boy Gets Girl by Rebecca Gilman, The Club by
David Williamson, Educating Rita by Willy Russell, Cosi by
Louis Nowra, Dancing at Lughnasa by Brian Friel, andTwelve
Angry Men by Reginald Rose.
Focus on:
 Dramatic conventions (costumes, movement, lighting,
props, music, sound effects)
 Structure (exposition, climax, denouement)
 Language choices
 Setting
 Characterisation
 Symbolism
 Tone
 Context, purpose and audience
 Themes and issues
 Attitudes and values
Syllabus content
Use strategies and skills for comprehending texts,
including:

applying different reading strategies (such as reviewing,
skimming, and scanning) according to the nature of the
task, gaining a broad overview, reading for specific details,
identifying what the reader already knows about the topic

distinguishing different perspectives about the main ideas in
texts

understanding the way attitudes and values are presented

explaining shifts in tone and perspectives and identifying
the effect of language choices on an audience.
Consider how different perspectives and values are
presented in texts, including:

the relationships between context, purpose, and audience
in literary, everyday and workplace texts

the use of narrative techniques, for example,
characterisation and narrative point of view.
Use information for specific purposes and contexts by:

gathering different viewpoints, for example, through
interviews, surveys, questionnaires, library and/or internet
resources
Create a range of texts by:

using appropriate vocabulary, spelling and sentence
structures

using strategies for planning, drafting, revising, editing and
proofreading, and appropriate referencing.
Communicating and interacting with others:

speaking clearly and coherently about ideas, opinions and
personal experiences in a range of oral contexts

listening actively; being prepared to assert personal views

applying critical thinking and problem solving cooperatively.
1
Assessment checkpoints
Task 1: Responding
In-class essay on the studied play
Term 1, Week 5
Weighting
10%
2017 YEAR 12 GENERAL ENGLISH_CO
Term and
week
Term 1
Weeks 6-10
Term 2
Week 1
Key teaching points
Perspectives
Students will explore the social issue of mental health,
technology and the environment, from several perspectives
across language modes and types of texts. They will consider
how certain perspectives and values are presented in texts to
influence audiences.
Suggested texts:
Mental Health
 Media: feature film (Infinitely Polar Bear, Silver
Linings Playbook, A Beautiful Mind), print
advertisements (RUOK day), websites
http://www.abc.net.au/heywire/
 Non-fiction (extracts from expository text Tell Me I’m
Here by Anne Deveson)
 Fiction (song “Ana’s Song” by Silverchair, short story
“The Yellow Wallpaper” by Charlotte Perkins Gilman,
novel extract Beautiful Monster by Kate McCaffrey,
novel extract from Skating the Edge by Julia
Lawrinson)
 Workplace and everyday texts (pamphlets)
Technology
 Media : Feature film ( Disconnect /MA15+ ,
Cyberbullyhttps://www.youtube.com/watch?v=Q5yKcR-JyCU
 Non-fiction (extract from expository text Media
Mania by Hugh Mackey),Feature article : Date Night
 Fiction – Extract from Destroying Avalon, Kate
McCaffrey, Poem Chat_boi BY Alan Smith
Syllabus content
Use strategies and skills for comprehending texts,
including:





Consider how different perspectives and values are
presented in texts, including:



the relationships between context, purpose, and audience
in literary, everyday and workplace texts
the use of media, types of texts, text structures and
language features, for example, the selective use of fact,
evidence and opinion in newspaper reports, the use of
statistics and graphs in advertisements, choice of colour
and font style in websites and use of questioning strategies
and tone of voice in interviews
the use of narrative techniques, for example,
characterisation and narrative point of view.
Use information for specific purposes and contexts by:

Environment



Non-fiction: ABC website-portal including stories,
interviews and videos
www.abc.net.au/environment/, Book-Society and
Environment 3 by Alan Atkinson, Barry Cohen,
Geraldine Ditchburn, David King and Sharon
Szczecinkski (scans on S Drive or borrow from
HASS department), Feature articles / informational
texts on S Drive, News articles on S Drive, WWF
website www.wwf.org.au , DVD X-treme
Endangered (Series:Scope, 30 mins, CH 10
15/10/15, in HASS department), Advert campaigns
www.demilked.com/social-advertisement-powerful-
applying different reading strategies (such as reviewing,
skimming, and scanning) according to the nature of the
task, gaining a broad overview, reading for specific details,
identifying what the reader already knows about the topic
distinguishing different perspectives about the main ideas in
texts
identifying facts, opinions, supporting evidence and bias
understanding the way attitudes and values are presented
explaining shifts in tone and perspectives and identifying
the effect of language choices on an audience.
gathering different viewpoints, for example, through
interviews, surveys, questionnaires, library and/or internet
resources
categorising and integrating ideas and evidence about
specific issues
employing ethical research practices such as
acknowledging sources, and avoiding plagiarism and
collusion.
Create a range of texts by:



using appropriate vocabulary, spelling and sentence
structures
using personal voice and adopting different points of view
and/or perspectives to influence audiences in a range of
media
selecting text structures, language features, and visual
2
Assessment checkpoints
Weighting
Task 2: Responding
In-class short answer response in
relation to unseen texts (fiction,
non-fiction and media)
Term 1, Week 9
10%
Task 3: Creating
11%
Panel discussion exploring
different perspectives
Term 2, Week 1
2017 YEAR 12 GENERAL ENGLISH_CO
Term and
week
Key teaching points

ads/ (more links on S Drive), Documentary “Places
we love” on TenPlay website
Fiction: Poem “Do You Think We'll Ever Get To See
Earth, Sir?” by Sheenagh Pugh (1982), My Country
by Dorothea Mackellar
Syllabus content

Assessment checkpoints
Weighting
techniques to communicate and present ideas and
information for different contexts and purposes
using strategies for planning, drafting, revising, editing and
proofreading, and appropriate referencing.
Communicating and interacting with others:
Focus on:

Fiction techniques (characterisation, narrative point of
view, language choices, structure, symbolism, tone)

Non-fiction techniques (persuasive devices including use
of statistics, selection of detail, symbolism, narrative
voice, figurative language, tone, structure, diction, visual
elements)

Media conventions (symbolic [mise-en-scene], written,
audio and technical [camera angles, camera distance,
camera movement, shot duration, editing, juxtaposition,
lighting, special effects])

Context, purpose and audience

Themes and issues

Attitudes and values
Term 2
Weeks 2-5
Reality television
Students will watch a range of reality TV shows and examine
the ways that perspectives are represented and how visual
language choices influence specific audiences.
Suggested texts include The Bachelor, The Bachelorette,
Australia’s Next Top Model, Master Chef, My Kitchen Rules,
The Block, House Rules, The X Factor, Project Runway, The
Real Housewives, Dance Moms, The Apprentice and The
Farmer Wants a Wife.
Focus on:

Media conventions (symbolic [mise-en-scene], written,
audio and technical [camera angles, camera distance,
camera movement, shot duration, editing, juxtaposition,
lighting, special effects])

Context, purpose and target audience

Themes and issues

Attitudes and values




speaking clearly and coherently about ideas, opinions and
personal experiences in a range of oral contexts
planning and carrying out projects in small groups, sharing
tasks and responsibilities, for example, collaborating using
email and discussion forums
listening actively; being prepared to assert personal views
applying critical thinking and problem solving cooperatively.
Use strategies and skills for comprehending texts,
including:

distinguishing different perspectives about the main ideas in
texts

identifying facts, opinions, supporting evidence and bias

understanding the way attitudes and values are presented

explaining shifts in tone and perspectives and identifying
the effect of language choices on an audience.
Consider how different perspectives and values are
presented in texts, including:

the relationships between context, purpose, and audience

the use of media, types of texts, text structures and
language features

the use of narrative techniques, for example,
characterisation and narrative point of view.
Use information for specific purposes and contexts by:

gathering different viewpoints, for example, through
interviews, surveys, questionnaires, library and/or internet
resources

categorising and integrating ideas and evidence about
specific issues
3
Task 4: Externally set task
15%
A written task or item or set of
items of one hour duration
developed by the School
Curriculum and Standards
Authority and administered by the
school.
Term 2, Weeks 4-6
Task 5: Creating
In-class written review of a
selected reality show
Term 2, Week 5
12%
2017 YEAR 12 GENERAL ENGLISH_CO
Term and
week
Key teaching points
Syllabus content
Assessment checkpoints
Weighting

employing ethical research practices such as
acknowledging sources, and avoiding plagiarism and
collusion.
Create a range of texts by:

using appropriate vocabulary, spelling and sentence
structures

using personal voice and adopting different points of view
and/or perspectives to influence audiences in a range of
media

selecting text structures, language features, and visual
techniques to communicate and present ideas and
information for different contexts and purposes

using strategies for planning, drafting, revising, editing and
proofreading, and appropriate referencing.
Communicating and interacting with others:

speaking clearly and coherently about ideas, opinions and
personal experiences in a range of oral contexts

listening actively; being prepared to assert personal views

applying critical thinking and problem solving cooperatively.
Work placement
Term 2
Weeks 6-7
Term 2
Weeks 8-10
Genre and short stories
Students will read short stories from a range of genres
(science fiction, fantasy, romance, drama, western, crime,
thriller/suspense, horror, ghost, adventure, humour, war etc.)
identifying the common and unique conventions of each genre.
Suggested short stories include “The Whole Town’s Sleeping”
by Ray Bradbury (suspense/thriller), “Lamb to the Slaughter”
by Roald Dahl (suspense/thriller), “The Prisoners” by William
March (war), “The Sea Devil” by Arthur Gordon (action) and
“The Veldt” by Ray Bradbury (science fiction).
Suggested short story anthologies include Mystery Stories,
Adventure Stories and StoriesFrom Different Genres.
Focus on:

Structure (exposition, climax, denouement)

Language choices

Narrative point of view

Characterisation

Setting
Use strategies and skills for comprehending texts,
including:

analysing issues and ideas in texts and explaining
perspectives and implications

explaining how texts use language to appeal to the beliefs,
attitudes and values of an audience

discuss the way ideas and information are presented in
texts
Consider how attitudes and assumptions are presented in
texts, including:

community, local or global issues in literary, everyday and
workplace texts

the use of media, types of texts, text structures and
language features
Use information for specific purposes and contexts by:

investigating and synthesising ideas and collating
appropriate information from a range of source material
Create a range of texts:

using appropriate vocabulary, spelling and sentence
structures

using and adapting text structures and language features to
communicate ideas in a range of media.
4
Task 6: Creating
In-class composition of short story
from a chosen genre (based on a
visual prompt) and a student
reflection on written task
Term 2, Week 10
11%
2017 YEAR 12 GENERAL ENGLISH_CO
Term and
week
Key teaching points





Term 3
Weeks 1-4
Symbolism
Tone
Context, purpose and audience
Themes and issues
Attitudes and values
Novel
Students will read a novel that focuses on community, local or
global issues and ideas.
Suggested texts include Boofheads by Mo Johnson, The Wave
by Morton Rhue, Go Ask Alice by anonymous, No Worries by
Bill Condon, Popcorn by Ben Elton, Rita Hayworth and
Shawshank Redemption by Stephen King, Red Dog by Louis
de Bernieres, Survival by Russell Evans and A New Kind of
Dreaming by Anthony Eaton.
Focus on:

Structure (exposition, climax, denouement)

Language choices

Characterisation

Setting

Symbolism

Tone

Context, purpose and audience

Themes and issues

Attitudes and values
Syllabus content
Assessment checkpoints
Weighting
Communicating and interacting with others:

recognising when to work with others and when to work
independently
Use strategies and skills for comprehending texts,
including:

analysing issues and ideas in texts and explaining
perspectives and implications

evaluating the evidence upon which different views are
based

explaining how texts use language to appeal to the beliefs,
attitudes and values of an audience

discuss the way ideas and information are presented in
texts.
Consider how attitudes and assumptions are presented in
texts, including:

community, local or global issues in literary, everyday and
workplace texts

the use of media, types of texts, text structures and
language features

how some perspectives are privileged while others are
marginalised or silenced.
Use information for specific purposes and contexts by:

determining the relevance of source material to the context
and topic

investigating and synthesising ideas and collating
appropriate information from a range of source material

employing ethical research practices such as
acknowledging sources, and avoiding plagiarism and
collusion.
Create a range of texts:

using appropriate vocabulary, spelling and sentence
structures

expressing a logical point of view about an idea, issue or
event in a range of media and digital technologies

integrating text structures, language features and visual
techniques to engage and persuade audiences

using editing processes and appropriate referencing

using and adapting text structures and language features to
communicate ideas in a range of media.
Communicating and interacting with others:

recognising when to work with others and when to work
independently
5
Task 7: Responding
In class production of a speech by
the author of the studied text (E.g.
at the book launch/ 10th year
anniversary)
Term 3, Week 4
10%
2017 YEAR 12 GENERAL ENGLISH_CO
Term and
week
Term 3
Weeks 5-10
Key teaching points
Feature film
Students will explore how ideas, attitudes and values about
high school are presented in a range of feature films.
Suggested texts include Clueless, Mean Girls, The Duff, Pretty
in Pink, Sixteen Candles, Fast Times at Ridgemont High, Dead
Poets Society, Napoleon Dynamite, To Sir With Love, She’s All
That, High School Musical, Easy A, Bring It On, 10 Things I
Hate About You.




Media conventions (symbolic [mise-en-scene], written,
audio [sound effects, music] and technical [camera
angles, camera distance, camera movement, shot
duration, editing, juxtaposition, lighting, special effects])
Context, purpose and target audience
Themes and issues
Attitudes and values
Syllabus content
Use strategies and skills for comprehending texts,
including:

analysing issues and ideas in texts and explaining
perspectives and implications

evaluating the evidence upon which different views are
based

explaining how texts use language to appeal to the beliefs,
attitudes and values of an audience

discuss the way ideas and information are presented in
texts.
Consider how attitudes and assumptions are presented in
texts, including:

community, local or global issues in literary, everyday and
workplace texts

the use of media, types of texts, text structures and
language features

how some perspectives are privileged while others are
marginalised or silenced.
Use information for specific purposes and contexts by:

determining the relevance of source material to the context
and topic

investigating and synthesising ideas and collating
appropriate information from a range of source material
Create a range of texts:

using appropriate vocabulary, spelling and sentence
structures

expressing a logical point of view about an idea, issue or
event in a range of media and digital technologies

integrating text structures, language features and visual
techniques to engage and persuade audiences

using and adapting text structures and language features to
communicate ideas in a range of media.
Communicating and interacting with others:

creating oral texts that communicate ideas and
perspectives

using the language of negotiation, problem solving and
conflict resolution.
6
Assessment checkpoints
Task 8: Responding
Weighting
10%
In-class short answer questions
on a studied feature film
Term 3, Week 7
Task 9: Creating
Multimodal oral presentation – “a
guide to surviving high school”
Term 3, Weeks 9-10
11%