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7.7 Content and Text Requirements for Stage 5
Text
Students in Stage 5 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 4 to Stage 5. (Some students with special education needs may not be able to use all or some of the modes of language: reading, listening and viewing.)
Students will undertake the essential content and work towards course outcomes through close reading, listening to or viewing the following:
In Stage 5 |
Fiction |
At least two works |
Poetry |
A variety drawn from different anthologies and/or study of one or two poets |
Film, or film on video or DVD |
At least two works |
Non-fiction |
At least two works |
Drama |
At least two works |
The following specifications may be fulfilled through the required types of text outlined above and/or through other texts.
In each Year students must study examples of
- Spoken texts
- Print texts
- Visual texts
- Media and multimedia which should, over Stages 4 and 5, include texts drawn from radio, television, newspapers, the internet and CD-ROMs.
The selection of texts must give students experience of:
- A widely defined Australian literature and other Australian texts including those that give insight into Aboriginal experiences and multicultural experiences in Australia
- Literature from other countries and times
- Shakespearean drama
- Cultural heritages, popular cultures and youth cultures
- Picture books
- Everyday and workplace texts
- A range of social, gender and cultural perspectives
Objectives |
Stage 5 Outcomes |
Through responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to: |
A Student: |
Speak, listen, read, write, view and represent. |
1. Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure. |
Use languages and communicate appropriately and effectively. |
2. Uses and critically assesses a range of processes for responding and composing. |
Think in ways that are imaginative, interpretive and critical |
3. Selects, uses, describes and explains how different technologies affect and shape meaning. |
Express themselves and their relationships with others and the world |
4. Selects and uses language forms and features, and structure of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning. |
Learn and reflect on their learning through their study of English |
5. Transfers understanding of language concepts into new and different contexts. |
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6. Experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into text. |
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7. Thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts. |
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8. Investigates the relationships between and among texts. |
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9. Demonstrates understanding of the ways texts reflects personal and public worlds. |
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10. Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning. |
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11. Uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness. |
Life Skills
For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the above outcomes are not appropriate. For these students, Life Skills outcomes and content can provide the basis for the development of a relevant and meaningful program – see section 8.
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