SENIOR HANDBOOK for 2012

ENGLISH
Why study English?
Studies in Senior English develop students’ knowledge of how language works in particular texts and how
language works in our culture. To study English at senior level is to build understanding of the relationships
between language, text studies and literacy. We look at how these relationships help to make meaning in
particular social and cultural contexts.
A course of study in Senior English aims to develop students’:
Knowledge of the relationship between language and culture
Awareness of the flexibility, diversity and dynamism of language
Understanding, appreciation and enjoyment of language and its uses in texts
Creative and critical engagement with texts, to explore the students’ world and worlds beyond their own
Ability to reflect on the ways language is used in a wide range of cultural contexts and socials situations to
shape meanings
Ability to use language appropriately, effectively, purposefully, aesthetically and critically to participate in
communities and cultures, as well as to think, write and speak about texts
Participation in the diversity of Australian cultures and contribution to their enrichment
Participation in life-long learning as active citizens shaping the future.
Prerequisites
Year 10 English students working at C‾ or less for English are likely to experience some difficulty with the
concepts and standard of communication required in Year 11 English. Such students are advised to study English
Communication. Students who do not read a variety of texts will find Senior English very difficult.
Course Content
Students will be required to communicate to a wide variety of audiences. Features of the course include
continuity, increasing complexity of challenge, range, increasing independence and accommodation of cultural,
social and individual differences. Novels, plays, poems, short stories, film, documentaries, newspapers and non
fiction will be studied.
Assessment
Assessment is continuously undertaken at varying times and under varying conditions. At the end of each
semester students are awarded an overall achievement level based on the following criteria:
Knowledge and control of texts in their contexts
Knowledge and control of textual features
Knowledge and application of the constructedness of texts
The student’s folio of work contains a representative range of both written and oral tasks to provide the fullest
and latest information on the language achievement of the student. Students must obtain at least a minimum
Sound Level of Achievement in both written and oral components of the course in order to receive a minimum
Sound Level of Achievement at Exit.
Homework
Homework is on-going and is usually directly linked to assignments.
St Margaret Mary’s College Senior Handbook for 2012 Page 42