English is a 10-credit subject or a 20-credit subject
at Stage 1.
In English students analyse the interrelationship of
author, text, and audience with an emphasis on how language and stylistic
features shape ideas and perspectives in a range of contexts. They consider
social, cultural, economic, historical, and/or political perspectives in texts
and their representation of human experience and the world.
Students explore how the purpose of a text is achieved
through application of text conventions and stylistic choices to position the
audience to respond to ideas and perspectives. An understanding of purpose,
audience, and context is applied in students’ own creation of imaginative,
interpretive, analytical, and persuasive texts that may be written, oral,
and/or multimodal.
Students have opportunities to reflect on their personal
values and those of other people by responding to aesthetic and cultural
aspects of texts from the contemporary world, from the past, and from
Australian and other cultures.
The capabilities connect student learning within and
across subjects in a range of contexts. They include essential knowledge and
skills that enable people to act in effective and successful ways.
The SACE identifies seven capabilities. They are:
· literacy
· numeracy
· information
and communication technology (ICT) capability
· critical
and creative thinking
· personal
and social capability
· ethical
understanding
· intercultural
understanding.
Literacy
Literacy is critical in the development of the skills
and strategies needed to express, interpret, and communicate complex information
and ideas. In English students apply, extend, and refine their repertoire of
literacy skills and practices as they examine how meaning is communicated and
as they engage in creative response and argument. Students compare texts and
consider how they are created for specific purposes, audiences, and contexts.
Numeracy
Students develop their numeracy capability in English
as they practise and apply the skills of interpreting and analysing, comparing
and contrasting, making connections, posing and proving arguments, making
inferences, and problem-solving as they create and respond to a range of texts.
For example, students use numeracy skills when they create and interpret
sequences and spatial information in non-fiction texts, or consider timing and
sequence when developing photo stories. They draw conclusions from statistical
information, interpret and use quantitative data as evidence in persuasive
texts, and evaluate the use of statistics in media and other reports.
Information and Communication Technology (ICT) Capability
There is a particular focus in English on ICT through
the use and analysis of digital texts and the creation of multimodal texts. For
example, students explore the effects of sound and image as they consider how
ideas are communicated in digital texts. They use digital technologies when
they access, manage, use, and critically analyse information and when they create
their own texts, including those texts in digital form. They develop skills in
reading, viewing, and responding to multimodal texts, and analysing the effects
of the use of different mediums on meaning and interpretation.
Critical and Creative Thinking
Critical and creative thinking is integral to the
creation and study of texts in English. Students analyse and evaluate ideas and
perspectives presented in texts. In thinking about and creating their own
texts, they recognise and develop arguments, use evidence, and draw reasoned
conclusions. Students experiment with text structures and language features as
they transform and adapt texts for different purposes, contexts, and audiences.
Students use critical thinking when they apply their knowledge of language to
analyse the purpose, context, and audience of a range of texts; structural and
language features; and underlying and unstated assumptions. They investigate
ways in which language is used to position individuals and social, cultural,
and interest groups. Creative thinking enables students to apply imaginative
and inventive strategies in the creation of their own original works.
Personal and Social Capability
Students develop their sense of self, and understand
their role and place in communities, through the development of their language
skills. They develop their personal and social capability in this subject by
extending their communication skills, teamwork, and understanding of verbal and
non-verbal modes of interaction.
Students develop their personal and social capability
in English by enhancing their communication skills, teamwork, and capacity to
empathise with and appreciate the perspectives of others. Close study of texts
assists students to understand different personal and social experiences, perspectives,
and challenges. Students identify and express their own opinions, ideas, and
responses by interacting with a range of texts. English actively assists
students in the development of communication skills needed for analysis,
research, and the expression of viewpoints and arguments. Students work
collaboratively and independently as part of their learning.
Ethical Understanding
Ethical understanding is explored in English through
the selection of texts for study, for example, when students engage with
ethical dilemmas presented in texts, and consider reasons for actions and the
implications of decisions. They explore and question ideas, information, and
perspectives in texts, examining how they are presented, their impact on
audiences, and how they are reflected in students’ own responses. Through the
study of English, students come to appreciate and develop greater empathy for
the rights and opinions of others. They develop increasingly advanced
communication, research, and presentation skills to express viewpoints.
Students develop an understanding of the importance of acknowledging the ideas
and views of others through appropriate referencing.
Intercultural Understanding
Intercultural understanding in English encourages
students to make connections between their own experiences and the experiences
of others. Through the study of contemporary texts, texts from the past, and
texts from diverse cultures, students explore and analyse these connections.
Students understand and can express the interdependence of language, culture,
identity, and values in the Australian and other contexts, and are able to
appreciate and empathise with the cultural beliefs, attitudes, and values of
others. They study how cultural concepts, beliefs, practices, and perspectives
are represented in a range of textual forms and for a variety of purposes and
audiences.
In partnership with Aboriginal and Torres Strait
Islander communities, and schools and school sectors, the SACE Board of South Australia supports
the development of high-quality learning and assessment design that respects
the diverse knowledge, cultures, and perspectives of Indigenous Australians.
The SACE Board encourages teachers to include
Aboriginal and Torres Strait Islander
knowledge and perspectives in the design, delivery, and assessment of teaching
and learning programs by:
· providing
opportunities in SACE subjects for students to learn about Aboriginal and
Torres Strait Islander histories, cultures, and contemporary experiences
· recognising
and respecting the significant contribution of Aboriginal and Torres Strait
Islander peoples to Australian society
· drawing
students’ attention to the value of Aboriginal and Torres Strait Islander knowledge
and perspectives from the past and the present
· promoting
the use of culturally appropriate protocols when engaging with and learning
from Aboriginal and Torres Strait Islander peoples and communities.
Students who complete 20 credits of Stage 1 English
with a C grade or better, or any Stage 2 English subject with a C– grade or
better, will meet the literacy requirement of the SACE. Credits gained from any
of the subjects can be combined with credits gained from other subjects in the
English Learning Area.
The learning requirements summarise the knowledge,
skills, and understanding that students are expected to develop and demonstrate
through their learning in Stage 1 English.
In this subject, students are expected to:
1. analyse
relationships between purpose, audience, and context, and how these influence
texts and their meaning
2. identify
ways in which ideas and perspectives are represented in texts
3. analyse how
language and stylistic features and conventions are used to convey ideas and
perspectives in texts
4. create oral,
written, and/or multimodal texts for particular purposes, audiences, and
contexts
5. identify and
analyse intertextual connections
6. apply
knowledge and understanding of accurate spelling, punctuation, syntax, and
conventions.
Stage 1 English may be undertaken as a 10-credit
subject or a 20-credit subject.
The content includes:
· Responding
to Texts
· Creating
Texts
· Intertextual
Study.
A suggested text list is available on the subject
minisite.
Responding to Texts
Students explore the human experience and the world
through reading and examining a range of texts, including Australian texts, and
making intertextual connections. In doing so, students come to understand
connections between purpose, audience, and context, and how these are achieved
through language and stylistic choices. Students demonstrate their
understanding of these links by producing, for example, an analytical essay,
article, blog, website, documentary, or special features film (behind the
scenes about the making of a film), or an oral reflection on language and
stylistic features chosen to create a text.
Students consider the impact and influence of language
features (e.g. sentence structure, punctuation, figurative language) and
stylistic features (e.g. tone, imagery, layout, nominalisation, analogies,
juxtaposition).
Students analyse the ideas, perspectives, and
influences expressed in texts and how these shape their own and others’ ideas
and perspectives. This analysis may include, for example:
· looking
at ways in which events are reported differently in the media by evaluating how
ideas, attitudes, and voices are represented to position the readers
· examining
the effectiveness of ways in which anecdotes are used in speeches to entertain,
inform, or influence
· investigating
the use of characterisation in advertising.
Students analyse ways in which language and stylistic
features shape perspectives and influence readers in a variety of modes. This
may include:
· evaluating
the effects of rhetorical devices, such as constructing arguments with
emphasis, emotive language, and imagery
· analysing
the effects of using multimodal conventions in navigation, sound, lighting, and
image
· investigating
ways in which mood and attitude are created through the use of humour in satire
and parody
· examining
how different registers and language choices in English are applied for
different purposes in different cultures or communities.
Creating Texts
Students create imaginative, interpretive, and/or
persuasive texts for different purposes, audiences, and contexts, in written,
oral, and/or multimodal forms. The text type and mode chosen for creating a
text should be appropriate for the intended purpose, context, and audience,
either real or implied.
For example, students might create:
· an
advocacy website
· a
written narrative
· an
article for a youth magazine
· an
advertisement that targets adolescents
· an
interactive children’s story
· a
visual essay on a topic of interest
· a
digital slide display to inform a target group about a community issue.
Students create original oral texts or base their oral
response on an existing text(s). Examples include a monologue as a character
from a text, or a presentation of poetry, or a scene from a play. Students are
supported in presenting their oral texts through speaking to an audience such
as the whole class or a small group, or in a one-on-one conversation. Oral
responses are delivered to an audience or recorded in an appropriate digital
form. Contexts may be real or implied. The use of digital technology and
multimedia in oral presentations is encouraged.
Students may create texts following the reading,
listening, or viewing of another text. For example, students may develop a
theme or style of a text to create an entirely new text with its own
distinctive features. Students experiment with text conventions, language
features, and multimodal techniques observed in text analysis to develop and
sustain voice, tone, and style in their own text.
Students are expected to use accurate spelling,
punctuation, syntax, and conventions. This is achieved, in part, through
considered planning, drafting, editing, and proofreading.
Hearing-impaired and/or speech-impaired students may
demonstrate their learning using alternative means of communication, such as
signing or the use of appropriate technology, for the oral modes.
Intertextual Study
Students reflect on their understanding of
intertextuality by:
· analysing
the relationships between texts, or
· demonstrating
how their knowledge of other texts has influenced the creation of their own
texts.
When analysing or creating texts to show their
understanding of intertextuality, students may also consider:
· intertextual
references within texts (texts that make explicit or implied references to
other texts)
· ways
in which they, as readers, make intertextual connections based on their
previous experiences of texts or their own experiences and beliefs.
Potential areas of study could include:
· two
or more texts by the same author
· two
or more examples of the text type (e.g. two film trailers or three editorials)
· a
text type and a mode of communication covering the same topic
· different
text types about a similar idea, designed to meet the needs of a particular
audience
· a
text that is based on or makes reference to other texts
· hybrid
texts, such as infotainment or product placement in film.
Assessment at Stage 1 is school based.
The following assessment types enable students to
demonstrate their learning in Stage 1 English:
· Assessment
Type 1: Responding to Texts
· Assessment
Type 2: Creating Texts
· Assessment
Type 3: Intertextual Study
For a 10-credit subject, students should provide evidence
of their learning through four assessments, with at least one assessment from
each assessment type. At least one assessment should be an oral or multimodal
presentation, and at least one should be in written form. Each assessment type
should have a weighting of at least 20%.
For a 20-credit subject, students should provide
evidence of their learning through eight assessments, with at least two
assessments from each assessment type. At least two assessments should be oral
or multimodal presentations, and at least two should be in written form. Each
assessment type should have a weighting of at least 20%.
It is anticipated that from 2018 all assessments
(written, oral, and multimodal) will be submitted electronically.
The assessment design criteria are based on the
learning requirements and are used by teachers to:
· clarify
for the student what he or she needs to learn
· design
opportunities for the student to provide evidence of his or her learning at the
highest possible level of achievement.
The assessment design criteria consist of specific
features that:
· students
should demonstrate in their learning
· teachers
look for as evidence that students have met the learning requirements.
For this subject the assessment design criteria are:
· knowledge
and understanding
· analysis
· application.
The specific features
of these criteria are described below.
The set of assessments, as a whole, must give students
opportunities to demonstrate each of the specific features by the completion of
study of the subject.
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge
and understanding of ideas and perspectives explored in texts.
KU2 Knowledge
and understanding of language features, stylistic features, and conventions to
make meaning.
KU3 Knowledge
and understanding of ways in which texts are created for a range of purposes
and audiences.
Analysis
The specific features are as follows:
An1 Analysis
of the relationship between purpose, audience, and context, and how they shape
meaning.
An2 Analysis
of how language features, stylistic features, and conventions are interpreted
by readers.
An3 Analysis
of intertextual connections.
Application
The specific features are as follows:
Ap1 Precision,
fluency, and coherence of writing and speaking.
Ap2 Use
of appropriate language features, stylistic features, and conventions for a
range of audiences and purposes.
Ap3 Use
of evidence from texts to support conclusions, with textual references
incorporated in responses.
Assessment Type 1: Responding to Texts
For a 10-credit subject, students complete at least
one response to text. For a 20-credit subject, students complete at least two responses
to texts.
The responses may be written, oral, and/or multimodal.
The texts may be functional, informational, analytical, imaginative,
interpretive, and/or persuasive in purpose.
A written response should be a maximum of 800 words;
an oral response should be a maximum of 5 minutes; a response in multimodal
form should be of equivalent length.
In responding to texts, students consider ways in
which the authors, readers, and viewers of texts use language and stylistic
features to make meaning and influence opinions.
Students also develop an understanding of ways in
which texts are composed for a range of purposes and audiences.
In responding to texts, students develop skills in
supporting conclusions with direct reference to evidence taken from their
reading, viewing, or listening to the text(s).
Responses to texts could include, but are not limited
to:
· an
oral presentation with visual images
· an
analytical essay examining how a film-maker communicates a sense of place
· a
commentary on a collection of poems
· a
discussion of different interpretations or critical perspectives of a text
· a
website explaining the meaning of a novel in its historical context
· a
role play (e.g. an interview with a director)
· an
online blog
· a
short film.
For this assessment type, students provide evidence of
their learning in relation to the following assessment design criteria:
· knowledge
and understanding
· analysis
· application.
Assessment Type 2: Creating Texts
Students create written, oral, and/or multimodal
texts.
For a 10-credit subject, students create at least one
text. For a 20-credit subject, students create at least two texts.
In creating texts, students aim to achieve a level of
precision, fluency, and coherence appropriate for audience and context.
A written text should be a maximum of 800 words; an
oral should be a maximum of
5 minutes; a text in multimodal form should be of equivalent length.
5 minutes; a text in multimodal form should be of equivalent length.
The texts created could include, but are not limited
to:
· a
persuasive piece (e.g. an advocacy website, essay, or blog comment(s))
· a
written narrative or imaginative short story
· a
digital slide presentation on a topic of interest
· a
multimedia display to inform a target group about a community issue
· a
feature article for a magazine
· a
news item for a news service, either printed, on television, on the radio, or
online
· a
narrative with a writer’s statement
· a
text based on themes or characters from another text
· a
poem
· a
play script
· an
infographic
· a
short film
· a
speech
· a
recount, or a chapter of an autobiography or a biography.
For this assessment type, students provide evidence of
their learning primarily in relation to the following assessment design
criteria:
· knowledge
and understanding
· application.
Assessment Type 3: Intertextual Study
For
a 10-credit subject, students produce at least one intertextual study. For a
20-credit subject, students produce at least two intertextual studies.
Students
may either produce responses to texts or create texts to demonstrate their
understanding of intertextuality.
Responses
to texts could include, but are not limited to:
· an
investigation of language features in more than one text (e.g. articles,
speeches, blogs, websites, infotainment, hypertext, poetry, novels, reality TV,
graphic texts)
· a
study of two texts with common ideas, perspectives, and/or voices that provide
different points of view
· an
analysis of a text that has been adapted from one mode to another (e.g. such as
comparing a film version of a text with the original novel).
A
created text must be based on a published text and include a writer’s
statement. In the writer’s statement students explain how their created text
has been influenced by the published text.
Students
may negotiate the choice of texts for analysis or the type of text for the text
creation and writer’s statement.
Responses
to texts or created texts may be written, oral, and/or multimodal. A written
response or created text should be a maximum of 1000 words (including the
writer’s statement); an oral response or created text should be a maximum of 6
minutes; a response in multimodal form should be of equivalent length.
For
this assessment type, students provide evidence of their learning in relation
to the following assessment design criteria:
· knowledge
and understanding
· analysis
· application.
The
performance standards describe five levels of achievement, A to E.
Each
level of achievement describes the knowledge, skills, and understanding that
teachers refer to in deciding how well a student has demonstrated his or her
learning, on the basis of the evidence provided.
During
the teaching and learning program the teacher gives students feedback on their
learning, with reference to the performance standards.
At
the student’s completion of study of a subject, the teacher makes a decision
about the quality of the student’s learning by:
· referring
to the performance standards
· taking
into account the weighting of each assessment type
· assigning
a subject grade between A and E.
Teachers can use a SACE Board school assessment grade
calculator to help them to assign the subject grade. The calculator is
available on the SACE website (www.sace.sa.edu.au).
Performance Standards for Stage 1 English
|
Detailed knowledge and
understanding of ideas and perspectives explored in a diverse range of texts.
Extensive knowledge and
understanding of the variety of language features, stylistic features, and
conventions authors use to make meaning.
Comprehensive knowledge
and understanding of ways in which texts are created for a range of purposes
and audiences.
|
Perceptive evaluation
of the complex relationship between purpose, audience, and context and how
they shape meaning.
Insightful analysis of
how language features, stylistic features, and conventions combine to
influence readers in various text types.
Analysis of complex
intertextual connections between different texts.
|
Fluent and precise
writing and speaking.
Sophisticated use of
appropriate language features, stylistic features, and conventions for a
range of audiences and purposes.
Detailed and
appropriate use of evidence from texts to support conclusions, with textual
references integrated into responses.
|
|
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Knowledge and
understanding of ideas and perspectives explored in a range of texts.
Knowledge and
understanding of a range of language features, stylistic features, and conventions
authors use to make meaning.
Knowledge and
understanding of ways in which texts are created for a range of purposes and
audiences.
|
Effective analysis of
the relationship between purpose, audience, and context and how they shape
meaning.
Analysis of how
language features, stylistic features, and conventions influence readers in
various text types.
Analysis of
intertextual connections between different texts.
|
Mostly fluent and
precise writing and speaking.
Use of accurate
language features, stylistic features, and conventions for a range of
audiences and purposes.
Accurate use of
evidence from texts to support conclusions, with textual references
incorporated fluently in responses.
|
|
|
Knowledge and
understanding of ideas and some perspectives explored in a range of texts.
Knowledge and
understanding of some language features, stylistic features, and conventions authors
use to make meaning.
Knowledge and
understanding of ways in which texts are created for familiar purposes and
audiences.
|
Description, with some
analysis of purpose, audience, and context and how they shape meaning.
Description, with some
analysis, of how language features, stylistic features, and conventions
influence readers in some text types.
Description, with some
analysis of intertextual connections between different texts.
|
Generally fluent and
accurate writing and speaking.
Use of language
features, stylistic features, and conventions appropriate for familiar
audiences and purposes.
Use of evidence from
texts to support conclusions, with some textual references incorporated in
responses.
|
|
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Reference to simple
ideas explored in texts.
Knowledge and
understanding of a narrow range of language features and conventions authors
use to make meaning.
Knowledge and
understanding of a restricted range of ways in which texts are created for
limited purposes and audiences.
|
Identification of the purpose,
audience, and context of texts.
Reference to some ways
in which conventions and language features influence readers in some text
types.
Recognition of
similarities and or differences between texts.
|
Some control and
fluency of expression.
Use of some language
features and conventions appropriate for audience and purpose.
Limited use of evidence
from texts to support conclusions, with limited textual references to support
responses.
|
|
|
Identification of an
idea in a text.
Recognition of a
restricted range of language features used by authors.
Acknowledgment of one
or more ways in which texts are created for a purpose or an audience.
|
Reference to the
purpose and audience of a text.
Recognition of a way in
which language features influence readers in a text type.
Recognition of a
connection between texts.
|
Emerging development of
control of expression.
Emerging use of some
language features appropriate for audience and/or purpose.
|
Audience
The
group of readers, listeners, or viewers that the writer, film-maker, or speaker
is addressing. Audience, real and implied, includes an individual, students in
the classroom, and the wider community.
Context
The
environment in which a text is responded to or created. Context can include the
social, historical, and cultural conditions in which a text is responded to and
created (the context of culture) or the specific features of its immediate
environment (context of situation).
Convention
An
accepted practice that has developed over time and is generally used and
understood, for example, the use of specific structural aspects of texts, such
as in report writing with sections for introduction, background, discussion,
and recommendations.
Intertextuality
The
shaping of a text’s meaning by the reading of other texts or the
interrelationship of texts, such as when an author borrows from or transforms
another text or a reader’s referencing of one text in reading another. Texts
gain meaning through their reference to or evocation of other texts.
Language Features
The
features of language that support meaning (e.g. sentence structure, vocabulary,
punctuation, figurative language, framing, camera angles). These choices vary
according to the purpose of a text, its subject matter, audience, and
communication mode.
Literary Text
Literary
texts refer to past and present texts across a range of cultural contexts. They
are valued for their form and style and are recognised as having enduring or
artistic value.
Medium
The
resources used in the production of texts, including tools and materials (e.g.
digital text and the computer, writing and the pen, typewriter).
Metalanguage
Specialised
language used to refer to technical aspects of the study of English, for
example, language used to discuss film or literary study (e.g. mise-en-scène,
symbolism, characterisation) or language used to talk about grammatical terms
(e.g. ‘sentence’, clause’, ‘conjunction’).
Mode
The various processes of communication: listening,
speaking, reading/viewing, and writing/creating. Modes are also used to refer
to the semiotic (meaning-making) resources associated with these communicative
processes (e.g. sound, print, image, gesture).
Multimodal Text
Combination of two or more communication modes (e.g.
combining print, image, and spoken text in film or computer presentations).
Perspective
What a reader/viewer brings to a text, or the way in
which a reader/viewer is positioned by the author through the text, or how a
particular ideology is embedded in a text (e.g. a feminist perspective).
Stylistic Features
The ways in which aspects of texts (e.g. words,
sentences, images) are arranged and how they affect meaning. Style can
distinguish the work of individual authors (e.g. Henry Lawson’s poems) as well
as the work of a particular period (e.g. Elizabethan drama), or of a particular
text type (e.g. recipes, scientific articles). Examples of stylistic features
are narrative viewpoint, structure of stanzas, juxtaposition, nominalisation,
alliteration, metaphor, and lexical choice.
Text Types
Examples of text types include reports, essays,
speeches, narratives, recounts, infographics, films, stories, poems, novels,
podcasts. These text types can be further classified according to the
particular purposes they are designed to achieve (e.g. informational, imaginative,
interpretive, analytical, or persuasive).
The SACE Assuring Assessment Integrity Policy outlines
the principles and processes that teachers and assessors follow to assure the
integrity of student assessments. This policy is available on the SACE website
(www.sace.sa.edu.au) as part of the SACE Policy Framework.
The SACE Board uses a range of quality assurance
processes so that the grades awarded for student achievement in the school
assessment are applied consistently and fairly against the performance
standards for a subject, and are comparable across all schools.
Information and guidelines on quality assurance in
assessment at Stage 1 are available on the SACE website (www.sace.sa.edu.au).
Online support materials are provided for each subject
and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of
support materials are sample learning and assessment plans, annotated
assessment tasks, annotated student responses, and recommended resource
materials.
Advice for students and teachers on ethical study and
research practices is available in the guidelines on the ethical conduct of
research in the SACE on the SACE website (www.sace.sa.edu.au).
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