Transcript VCE ENGLISH UNITS 3 & 4

The award of satisfactory completion for a unit is
based on a decision that the student has
demonstrated achievement of the set of outcomes
specified for the unit.
 There are three outcomes in Unit 1 and two
outcomes in Unit 4 – these will be explained in the
following slides.
 The decision to award students a satisfactory
completion of the subject will be based on the
teacher’s assessment of the student’s performance
on assessment tasks designated for the unit that are
based on the key knowledge and skills that need to
be demonstrated in each outcome.
 The factors that affect satisfactory completion are:

Students must achieve a grade higher than 40% on
each assessment task.
 Students must have a minimum attendance of 80%
of classes.

Outcomes:
U
n
i
t
Work Requirements:
SACs (100 marks):
required for authentication
and to achieve an ‘S’.
Required for graded
assessment / Study Score.
Outcome 1:
Reading &
Responding
Sighted coursework
and a “folio” of practice
essay tasks.
An extended written
analysis of the text
“Year of Wonders”.
Outcome 2:
Creating &
Presenting
A folio of practice writing
tasks showing
experimentation with
various styles and forms.
A sustained written
context piece of 9001200 words, with S of I.
Sighted research notes,
planning and drafting of
speech; transcript of
completed speech.
An Oral Presentation
presenting a persuasive
point of view on a given
issue. 20 marks
3
Outcome 3:
Using Language
to Persuade
A folio of practice
annotations and
language analysis
pieces.
30 marks
30 marks
A written analysis of the
use of language to
persuade in media texts.
20 marks
The 3 Outcomes for unit 3 are:
 OUTCOME 1: Reading and Responding
 OUTCOME 2: Creating and Presenting
 OUTCOME 3: Using Language to Persuade.
There will be work requirements such as
questions to answer and practice tasks, as well
as assessment tasks (SACs) for each outcome,
they are explained in the following slides...
TEXT: “Year of Wonders” – Geraldine Brooks
 Students
will examine the structures,
features and conventions used by the
author to construct meaning.
 Students will consider the ways in which
texts are open to different
interpretations.
 Students will describe and analyse the
ways in which social, historical or cultural
values are embodied in a text.
The assessment task for this outcome is 1 essay
completed in SAC conditions during class time.
 This
SAC is worth 30 marks and is to be
completed in 150 minutes (3 periods).
 You are permitted to bring in a dictionary.
 The expected word length is approx. 8001000 words.
CONTEXT: The Imaginative Landscape
TEXTS: ‘One Night the Moon’ – a short film and
‘Island’- a collection of short stories
Students focus on the interconnection between
reading and writing.
 Students should be able to identify and describe
ideas and arguments presented in selected texts
and draw on those ideas and arguments to
create written texts for a specified audience and
purpose.
 Students should explain their own decisions
about form, purpose, language, audience and
context in their writing.

The assessment task for this outcome is 1 sustained
piece of imaginative/expository/persuasive writing,
based on the idea in the context – ‘The Imaginative
landscape’, the prompt you are given on the day and
the texts you have studied.
 This will include a WRITTEN EXPLANATION of your
writing choices in terms of form, language,
audience, purpose and your connections to the
context, prompt and texts.
 This SAC is worth 30 marks and must be completed
in 150 minutes (3 periods).
 You are permitted to bring in a dictionary.
 Expected word length will be approx. 900-1200
words.
 Students
will analyse and compare the use of
language in texts that debate a topical issue.
 Students view, read and listen to texts such
as, feature articles, opinion pieces, cartoons,
editorials, letters to the editor, interviews on
current affairs programs, websites and
speeches.
There are TWO assessment tasks for this
outcome:
 an
oral presentation conveying a point of
view on a certain issue (5-7 minutes).
 an analysis of the use of persuasive language
in 3 or more articles on the issue. This will
done over 4 periods – 200 minutes. The
expected word length will be approx. 8001000 words.
(These two tasks are worth 20 marks each).
Outcomes:
U
n
i
t
4
Work Requirements:
SACs (100 marks):
required for authentication
and to achieve an ‘S’.
Required for graded
assessment / Study
Score.
Outcome 1:
Reading &
Responding
Sighted coursework
and a “folio” of practice
essay tasks.
An extended written
analysis of the text
“Richard III”.
Outcome 2:
Creating &
Presenting
A folio of practice writing
tasks showing
experimentation with
various styles and forms.
A written context
piece of 900-1200
words, with S of I.
50 marks
50 marks
 OUTCOME
1: Reading and Responding
 OUTCOME 2: Creating and Presenting
As you may notice these are the same as in
Unit 3, but in Unit 4 you are expected to have
developed your skills in these areas of study.
TEXT: Richard III by William Shakespeare
 This
outcome builds on Outcome 1 from
Unit 3.
 Students identify, discuss and analyse the
structures, features and conventions of a
text.
 Students will analyse the ways in which
authors express or imply a point of view
or values.
 Students develop and justify a detailed
written interpretation of a selected text.
The assessment task for this outcome is 1 essay
completed in SAC conditions during class time.
 This
SAC is worth 30 marks and is to be
completed in 150 minutes (3 periods).
 You are permitted to bring in a dictionary.
 The expected word length is approx. 8001000 words.
CONTEXT: The Imaginative Landscape
TEXTS: ‘Tirra Lirra by the River’ – a novel and a
collection of poetry by Robert Frost.
Students focus on the interconnection between
reading and writing.
 Students should be able to identify and describe
ideas and arguments presented in selected texts
and draw on those ideas and arguments to
create written texts for a specified audience and
purpose.
 Students should explain their own decisions
about form, purpose, language, audience and
context in their writing.

The assessment task for this outcome is 1 sustained
piece of imaginative/expository/persuasive writing,
based on the idea in the context – ‘The Imaginative
landscape’, the prompt you are given on the day and
the texts you have studied.
 This will include a WRITTEN EXPLANATION of your
writing choices in terms of form, language, audience,
purpose and your connections to the context, prompt
and texts.
 This SAC is worth 30 marks and must be completed in
150 minutes (3 periods).
 You are permitted to bring in a dictionary.
 Expected word length will be approx. 900-1200
words.
3 Writing Tasks:
E
n
g
l
i
s
h
E
x
a
m
Task Details:
Allocated Marks:
Outcome 1:
Reading &
Responding
A well developed
analysis essay on
either Year of Wonders
or Richard III.
Outcome 2:
Creating &
Presenting
A context writing piece
in response to a given
prompt and the chosen
stimulus text/s.
20 marks
A well developed
analysis of language
used to persuade in
media text/s.
20 marks
Outcome 3:
Using Language
to Persuade
20 marks
E
N
G
L
I
S
H
Unit 3 SAC performance:
4 SACs / 100 marks
25%
Unit 4 SAC performance:
2 SACs / 100 marks
25%
English Exam:
3 writing tasks / 60 marks
50%
English
Study Score
(out of 50)

Begin work on the first SAC for next year; the
Issues Oral presentation. Including:
Research the issues topic by collecting and reading
newspaper articles related to the issues we will be
exploring.
 Choose a narrowed topic for your oral presentation
and develop a scenario for your topic that includes a
persona, audience and setting.
 Answer the questions on the homework sheet you will
be given.

Read the novel “Year of Wonders” which will be
our first text.
 Write brief chapter summaries of key events in
the novel.

TOPIC:“AUSTRALIA AS A GLOBAL
CITIZEN”
 For
this Outcome, we will examine
Australia’s impact as a global citizen, looking
at our involvement in: International wars,
addressing the refugee crisis, foreign aid,
climate change, the G20 summit, etc.
 You will need to ask questions like:
 What
decisions impacting the global
community has Australia made recently?
 What
responsibilities does Australia have? Is
the nation addressing these responsibilities?
 What
are the possible future actions for
Australia on the world stage?
 What
are the responsibilities of individuals and
governments in regard to living in a global
community?
A
sustained and reasoned point of view on
the issue in the form of an oral
presentation.
 Students should adopt a relevant persona
and deliver the presentation from their
point of view.
 The presentation should be 5-7 minutes in
length.
 Costumes and/or visual aids are
recommended.
 This will be your first SAC next year.
Do a little more than you’re paid to;
Give a little more than you have to;
Try a little harder than you want to;
Aim a little higher than you think possible.