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ENGLISH DEPARTMENT

YEAR 12 LITERATURE 3A/B


SEMESTER ONE 2015
TEXT AND TIMELINE

TEACHING/LEARNING FOCUS

Weeks 1 Term One


Week 4 Term Two

The Poetry of Gwen


Harwood

Weeks 5-8 Term One


Blackrock
by Nick Enright

Weeks 9 Term One


Week 1-3 Term Two
The Great Gatsby
By F.Scott Fitzgerald

Creative writing
Weeks 4-6 Term two

Poetic devices used in Harwoods poetry used to


construct experiences of family and marginalised
groups in Australian society.
Attitudes towards social authority represented in
Harwoods poetry.
Australian myths and their presence and disruption
in Harwoods poetry.
Representations of gender.
Evaluating the extent to which Harwoods poems
challenge or perpetuate assumptions made about
women and men in different contexts (production,
reception and within a gendered reading
framework).
Multiple readings of texts.

The conventions of drama. (Set, props, stage


design dramatic structure, characterisation, nonverbal elements etc.) and how they are used in
Blackrock to construct ideas.
Examining the text as Tragedy.
The texts attitude towards Australian society.
Evaluating the representation of gender in the play.
Representations of class.
Evaluating the extent to which the play challenges
or perpetuates assumptions about masculinity in
Australian society.
Evaluating the representation of Australian culture
and cultural myths. (Violence, class, mateship, the
fair go etc.).
Multiple readings of texts.

The narrative elements used in the novel to


construct the experience of the individuals search
for identity within particular social contexts.
The texts representation of different social groups
from Americas past and the way that this reflects
the ideological beliefs at the time of writing.
Reading for representations of gender, class race
and relationships in the text.
Evaluating the extent to which the text challenges
or perpetuates Patriarchal middle-class ideological
assumptions and particular American cultural
myths.
Multiple readings of texts.

Construct a folio of creative writing that reflects themes


and styles of authors studied

Examinations
CHURCHLANDS SENIOR HIGH SCHOOL
YEAR 12 LITERATURE

ASSESSMENT
Rigorous test one.
Response to unseen
poem. (0 marks)

Researched and
prepared essay
exploring the use of
poetic conventions and
the representation of
Australian cultural
myths in Harwoods
poetry.(6 marks)
Comparability: In-class
essay response to an
unseen poem .from
Harwood. (4 marks)
Essay on dramatic
representations of ideas
in Blackrock (5marks)
In-class oral
presentation on a
specific scene from
Blackrock explaining
how characters and
action may be
interpreted by different
audiences through the
dramatic devices.(5
marks)

Extended essay
(researched and
prepared) on how
narrative elements are
used in The Great
Gatsby to construct a
particular response
from an audience(6
marks)

In class response to a
passage from The Great
Gatsby(4 marks)
Creative writing folio
submit term 3. (10marks)

14 marks

ENGLISH DEPARTMENT
YEAR 12 LITERATURE 3A/B
SEMESTER TWO 2015
TEXT AND TIMELINE

TEACHING/LEARNING FOCUS

Weeks 7-9 Term 2

The Metaphysical Poets

Weeks 10 Term 2; Weeks


1-3 Term 3
Othello
by William Shakespeare

Weeks 4-7 Term 3)

Heart of Darkness
by Joseph Conrad

Weeks 12 - 14
(Weeks 8, 9&10 Term 3)

Attitudes towards love, sex and marriage in the


(17th and how these are reflected or challenged in
the poems.
Close reading of images in poetry and different
ways of interpreting these within particular reading
frameworks and contexts.
How gender is constructed in texts through a
combination of the language of the text and
readers cultural understandings (gaps and
silences).
The production of dominant, resistant and
alternative readings (e.g. Marxist, Post-colonial).
Intertextual connections.

The dramatic devices used in tragedy and how


they are used in the play to construct an experience
of marginalised social groups.
The texts representation of power structures and
beliefs of Elizabethan society through dramatic
and narrative elements and the extent to which
these are confirmed or disrupted by the text.
Evaluating the representation of gender, class and
race in the play.
Using the text to produce readings that comment
on Patriarchal and/or Eurocentric ideological
beliefs (Reading within Feminist and Post-colonial
reading frameworks).
Intertextual connections focussing on Tragedy,
Gender, Race and Class (and other).

The narrative elements used in the novel to


construct a criticism of European Imperialism in
the 19th century.
The texts representation of different social groups
and the way that this reflects and or challenges the
ideological beliefs at the time of writing.
Reading for representations of gender, class and
race in the text and the production of resistant
readings to key passages to expose Patriarchal or
Eurocentric assumptions underpinning dominant
readings of the text.
Commenting on the complexity and confusions
which arise from the dual discourse of the text.
Intertextual connections focussing on Tragedy,
Gender, Race and Class (and other).

Examinations
CHURCHLANDS SENIOR HIGH SCHOOL
YEAR 12 LITERATURE

ASSESSMENT
Researched and
prepared extended
essay on how the poetic
treatment of issues
articulate the
values/attitudes of a
specific cultural context
with Reference to
Metaphysical poets
(6 Marks)
In-class essay
Analysis of unseen
poem.(4Marks)
Research and prepare
responses to 3
questions on Othello.
In-class essay response
to one of the 3
questions using 1 A4
page of notes.
(6 Marks)

Comparability
In-class essay response
to a passage from
Othello(4 Marks)

Research and prepare


responses to 3
questions on Heart of
Darkness. In-class
essay response to one
of the 3 questions using
1 A4 page of notes.
(6 Marks)
Oral presentation of a
passage from the text
Heart of Darkness.
(5 Marks)

16 marks

YEAR 12 LITERATURE 3A/B 2015


ASSESSMENT STRUCTURE AND WEIGHTINGS
Date due
Week 4 (Term 1)
Week 6 (Term 1)

%
4
6

Week 8 (Term 1)

Drama: Oral presentation on the dramatic impact of a particular scene


from Blackrock on audiences

Week 2 (Term 2)

Drama: Essay on dramatic representation of ideas in Blackrock

Week 3 (Term 2)
Week 4 (Term 2)

Prose: In-class essay: unseen passage from The Great Gatsby


(Short written)
Prose: Extended essay (researched and prepared) on narrative and
contextual elements in the novel The Great Gatsby
(Extended written)

4
6

Creative Writing Portfolio to be advised

10

Semester One Exam

14

Week 8 (Term 2)

Poetry: In-class essay: unseen poem (short written)

Week 1 (Term 3)

Poetry: Researched and prepared extended essay on how the poetic


treatment of issues articulate the values/attitudes of a specific cultural
context
(extended writing -2000 word min)

Week 2 (Term 3)

Drama: In class response to Othello

Week 7 (Term 3)

Drama: Extended essay (researched and prepared) on the representation


of beliefs and ideologies in the play
(extended writing 2000 word min)
Prose: Essay (researched and prepared) on narrative and contextual
elements in the novel Heart of Darkness. Written in class.

Week 6 (Term 3)

Prose :Oral analysis of a passage from Heart of Darkness

Semester Two Examination

16

Week 4 (Term 3)

Task Type
Poetry: In-class essay: unseen poem from Gwen Harwood
(Short written)
Poetry: Extended essay researched and prepared on cultural myths in
Harwoods poetry.

Course work

70

Examination

30

Total

100

Note: Creative writing will not be included in Semester One reporting, it will be incorporated
into the year mark.
ASSESSMENT WEIGHTING PERCENTAGES
Table 1- Syllabus Content
Syllabus Content
Extended written response
Short written response
Creative writing
Oral
Exams
TOTAL

CC Recommended

Churchlands Senior High School

10-30
30-50
10-20
10-20
20-30

20-30
30-40
10
10
30
100

CHURCHLANDS SENIOR HIGH SCHOOL


YEAR 12 LITERATURE

YEAR 12 LITERATURE 3A/B 2015


IMPORTANT POINTS ON ASSESSMENT PROCEDURES
1.

The units 3A and 3B are taught concurrently. Your Semester One mark will be a
representation of what you have achieved in 3A/B, not 3A. Your final year mark will
be a mark based on what you have achieved over the year and will be accredited
to you for both 3A and 3B. Therefore, whatever you achieve at the end of the year
will be submitted to Curriculum Council as both your 3A and your 3B mark.

2.

LATE WORK

3.
4.

All assessments must be submitted on the due date. All in-class


assessments must be attended on the due date.
If you are unable to meet a deadline you must provide written evidence as
to your reason. Your teacher has the discretion to determine whether your
reason is acceptable. You will require a medical certificate for illness.
Computer malfunctions are not to be used as an excuse for a missed
deadline.
Late work is penalised 10% for each day for two days. Failure to submit by
the third day will result in a mark of 0 being recorded.
It is your responsibility to arrange to sit in-class assessments you have
missed on the first day you return to school. This applies to written and oral
assessments.
You may be required to sit in-class tests during period 5 Wednesday.

MODERATION AND STANDARDISATION


NOTE:
Your marks may be subject to moderation against other classes
Your marks will be subject to standardisation as per whole school practice.

PROGRAMS AND ASSESSMENTS MAY BE ALTERERED. ALL STUDENTS WILL BE NOTIFIED


SHOULD THIS BE NECESSARY.

CHURCHLANDS SENIOR HIGH SCHOOL


YEAR 12 LITERATURE

CHURCHLANDS SENIOR HIGH SCHOOL


YEAR 12 LITERATURE