2010+Outline


 * Unit 1**

This unit focuses on the ways literacy texts represent human experience and the reading practices students develop to deepen their understanding of a text. Students respond to a range of texts personally, critically and creatively. This variety approaches to reading invites questions about the ideas and concerns of the text. While the emphasis is on the students' close engagement with language to explore texts, students also inform their understanding with the knowledge of the conventions associated with different forms of text, for example poetry, prose, drama and/or non-print texts.

Completion of learning activities as directed. SAC -Text Response Essay || Completion of learning activities as directed. Comparison between chosen text and a short biography of your choice SAC - TBD || SAC - Individual presentation of an issue in oral form. || Unit 2
 * **Area of Study ** || **Outcome ** || **Texts & Assessment Tasks ** ||
 * 1. Readers and their responses || Discuss how personal responses to literature are developed and justify their own responses to one or more texts. || Dracula by Bram Stoker
 * 2. Ideas and concerns in texts || Anaylse and respond both critically and creatively to the ways in which one or more texts reflect or comment on the interests and ideas of individuals and particular groups in society || //__Into the Wild by John Krakauer__//
 * 3. Interpreting non-print texts || Analyse the construction of a film, television, multimedia, or radio text and comment on the ways it represents an interpretation of ideas and experiences || Completion of learning activities as directed.

Completion of learning activities as directed. SAC -Text Response Essay || Completion of learning activities as directed. Comparison between chosen text and a short biography of your choice SAC - TBD ||
 * **Area of Study ** || **Outcome ** || **Texts & Assessment Tasks ** ||
 * 1. The text, the reader and their contexts ||  || Into The Wild by john Krakauer
 * 1. The text, the reader and their contexts ||  || Into The Wild by john Krakauer
 * <span style="font-family: 'Calibri','sans-serif';">2. Comparing texts ||  || <span style="font-family: 'Calibri','sans-serif';">//__Cloudstreet by Tim WInton__//

The focus of this unit is on studentsʼ critical and creative responses to texts. Students deepen their understanding of their responses to aspects of texts such as the style of narrative, the characters, the language and structure of the text. Students extend their exploration of the ideas and concerns of the text. They understand the ways their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. Students make comparisons between texts and identify some of the relationships that exist through features such as the language, characterisation and ideas. AREA OF STUDY 1

The text, the reader and their contexts This area of study focuses on the interrelationships between the text, readers and their social and cultural contexts. Students reflect upon their own background and experience in developing their response to the representation of social and cultural concerns and values of a text from a past era. Students explore the text to understand its point of view and what it endorses and questions. They identify the language and the representations in the text which reflect the period, ideas and concerns of the text. Students respond critically and creatively to reflect or comment on the text. Outcome 1 On completion of this unit the student should be able to analyse and respond both critically and creatively to the ways a text from a past era reflects or comments on the ideas and concerns of individuals and groups at that time. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1. Key knowledge This knowledge includes • evidence in the language that the text reflects a particular era; • ways in which characters, situations and ideas convey the social and cultural concerns of a past era; • aspects of society, ideas and behaviour which the text appears to endorse or question; • the extent to which the text enables the student to imagine or understand other contexts; • approaches to developing both critical and creative responses. October 2009 VCE STUDY DESIGN 17 LITERATURE Unit 2 Key skills These skills include the ability to • identify the social and cultural contexts of the text; • comment on how the text represents its social and cultural contexts; • develop critical and creative responses to the text. AREA OF STUDY 2 Comparing texts This area of study focuses on the way two or more texts relate to each other. Students make comparisons between the ways in which different texts are constructed. Students also show how style, form, voice, structure and central concerns of the texts affect the readerʼs interpretation. Students consider the assumptions made in texts, and their social and cultural values. Outcome 2 On completion of this unit the student should be able to produce a comparative piece of interpretative writing with a particular focus; for example, ideas and concerns, form of the text, author, time in history, social or cultural context. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2. Key knowledge This knowledge includes • how texts may present personal, social or cultural concerns; • ideas and attitudes the texts appear to endorse; • how styles of language, voice and point of view can create meaning for readers; • techniques in identifying and presenting points of comparison and contrast. Key skills These skills include the ability to • comment on the ways texts represent personal, social or cultural concerns; • draw connections, contrasts and parallels between texts; • explore and comment on the literary features particular to texts; • make appropriate reference to textual detail to support a comparative interpretation.