English - Curriculum - Victorian Curriculum

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Level 10

Level 10 Description

In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide...

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts.

Literary texts that support and extend students in Levels 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

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Level 10 Content Descriptions

Speaking and Listening

Language Elaborations

Language variation and change

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (VCELA482)
1. investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
2. experimenting with and incorporating new words and creative inventions in own written and spoken texts
3. understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

Language for interaction

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (VCELA483)
1. identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
2. identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
3. identifying references to shared assumptions
4. identifying appeals to shared cultural knowledge, values and beliefs
5. reflecting on experiences of when language includes, distances or marginalises others
6. creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

Literature Elaborations

Responding to literature

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (VCELT484)
1. determining, through debate, whether a text possesses universal qualities and remains relevant
2. presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
3. creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
4. reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Literacy Elaborations

Interacting with others

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)
1. identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
2. identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
3. applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
4. selecting subject matter and language to position readers to accept representations of people, events, ideas and information
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486)
1. using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

Level 10 Achievement Standard

Reading and Viewing

By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.

Writing

Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Speaking and Listening

Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.