The focus of the English curriculum in Band D is the close, critical and aesthetic analysis of texts and language. Students study increasingly complex texts from a wide range of text types, especially substantial mass media and literature texts. In particular, emphasis is placed on:

• reading widely, across a range of periods, perspectives and types of texts
• developing and exercising students’ skills of critical and aesthetic analysis and perception of purpose, context, structure, style and content over a wide range of texts
• developing skills to interpret texts commonly met in the workplace, in further study, and in popular culture
• developing and reflecting critically on their own texts
• analysing, comparing, evaluating and hypothesising about texts
• speaking in formal contexts, such as job interviews and to unfamiliar audiences
• communicating effectively with individuals and small groups in informal but purposeful situations
• synthesising information and ideas from a variety of sources

The texts studied in this Band are drawn from the range described in the Texts section of Part 2, pp 6-10. Spoken texts continue to be an important part of the range studied. Students develop an understanding of the role of Australian literature in the development of the Australian consciousness, including current popular cultures.

Students in Band D are required to exhibit a high level of autonomy and self-control in their work. Students should leave school with the language knowledge, skills and attitudes to enable them to participate equitably in society and to successfully make the transition to employment and further education. At the completion of this Band of schooling, students will demonstrate growing achievement in:

• understanding the specific relationships between text and context, and particularly that the author’s purpose and perspective, the structure, style, tone and content of the text, and the perspective of the audience will influence the interpretation of the text
• understanding that language is a cultural construct and thus varies over time and from place to place even within English-speaking cultures
• using language to influence and change aspects of the world around them
• using language, including formal Australian English, flexibly in meeting the demands of the workplace, further study, and their own needs and interests
• being critically aware of the way authors (speakers, writers, film-makers) use linguistic structures and features to construct meaning, and analysing their own use of language
• using language creatively and precisely for a variety of imaginative and expository purposes to communicate with diverse audiences in a confident and lively way.

• Studying texts characterised by complexity of construction and subject matter, including:
  • ‘serious’ texts about ‘serious’ issues
  • simpler popular texts about which students can construct sophisticated interpretations.
• Developing personal responses to literature texts.
• Studying Australian literature, including literature by Aborigines and Torres Strait Islanders.
• Reading widely.
• Studying certain texts in depth.
• Increasing their capacity to use and interpret increasingly complex texts, by (for example) experimenting with:
  • layers of meaning that require careful inferential reading
  • texts that invite reflection and learning
• Considering the role and significance of literature as an art form.
• Interpreting literature texts in imaginative ways (such as rewriting and incident from another point of view, or writing an epilogue) which enable them to:
  • demonstrate their grasp of the original text
  • practise and experiment with their own skills in constructing meaning in imaginative texts.

• Studying texts from other times and places, in order to compare and contrast the socio-cultural attitudes and values implicit in these texts.
• Identifying and assessing the impact on a text of an author’s implied views and values.
• Using their knowledge of the context in which a text was constructed to interpret it.
• Developing an increasing ability to reflect critically upon the socio-cultural attitudes, values and beliefs in their own literature texts.
• Examining the extent to which people’s interpretations of texts differ and why.
• Using their awareness that some texts leave more for readers and viewers to fill in than others (thus producing ambiguity and complexity) when experimenting with writing their own literature texts.

• Developing their understanding of the deliberately constructed nature of literature texts.
• Analysing points of view, style, tone and structure.
• Considering how text type and ‘genre’ conventions can be manipulated for fun or to make a serious point.
• Identifying and discussing different narrative styles and techniques.
• Focussing upon the purpose of the linguistic structures and features of literature texts and how they affect interpretations of particular texts.
• Making use of their knowledge of the linguistic structures and features of literature texts in their own literature texts.

• Understanding something of the nature and purpose of literature texts in general - for example, that writers are often struggling to flesh out complex and nebulous abstractions - in order to understand why literature texts in this Band are often so demanding of interpretation and reflection.
• Empathising with characters and people, while reading and viewing.
• Developing the ability to achieve a certain critical distance in relation to texts in order to move beyond superficial interpretations and understandings of them.

• Studying extended, complex and often subtle media texts.
• Bringing mature socio-cultural and linguistic awareness to their analysis of these texts.
• Examining the role of media texts in conveying information, especially the way in which language is used to persuade and appeal to emotion.
• In addition to mass media texts which are considered as literature texts, studying:
  • print media, including feature and news articles and editorials
  • current affairs presentations
  • advertising campaigns
• Becoming more discerning and perceptive users of the mass media by studying and critically evaluating the variety of techniques mass media texts use to inform and influence.
• Developing greater insight into techniques they can use when they set out to inform or persuade others.

• Understanding the complexity of distinguishing between factual texts and texts that present a point of view.Ÿ Studying an issue in the news by:
• comparing a number of media texts dealing with the issue
• examining the way information is included, omitted, and ordered for particular effect.
• Learning that an apparently factual newspaper or television report on an issue can be subtly influential in the way it selects some items of information and rejects others.
• Examining the way the audience’s interpretation is influenced by the style of presentation: serious or breezy, restrained or ‘shock/horror’.
• Analysing their own responses to media texts by identifying elements within the texts and in themselves that produce certain reactions.
• Examining the financial context of mass media productions, by (for example):
  • making links between the costs of media production and the style of commercial television news and current affair programs
  • analysing why stereotypes are promoted and propagated by some groups, such as advertisers and program directors.

• Learning that they can use such critical analysis to influence the media.
• Learning about the positive influence of the media in changing social attitudes about (for example) the environment, health and road safety.
• Using their understanding of the context of mass media texts to construct media texts, such as print media articles, that show authenticity in tone and style.
• Using their understanding of the importance of purpose and audience when constructing media texts designed to inform, influence, persuade or provoke.

• Studying the language used by the mass media to give information and express ideas, opinions and emotions.
• Learning from mass media models (spoken, written and visual) how to use language in powerful ways to advance their own interests or those of groups they support or belong to.
• Learning that some techniques are more defensible, on the basis of logic and fairness, than others.
• Examining elements of syntax and vocabulary choice through examining the compressed language of headlines.
• Commenting upon the connotations of particular words, phrases and images by drawing on their knowledge of language, texts and society.
• Exploring the ways that language choices in headlines help to position readers and sell papers.
• Examining the structure of texts such as editorials, feature articles and current affairs programs.
• Acquiring a vocabulary with which to talk analytically and precisely about the style and tone of media texts.

• Becoming involved in realistic simulation of media processes to gain greater understanding of the issues involved in composing and understanding media texts.
• Integrating a number of English skills (their understanding of the context of an issue, their knowledge of persuasive techniques) to evaluate the appropriateness and effectiveness of particular media texts in promoting a point of view or attitude.

• Expanding their knowledge, understanding and control of everyday texts.
• Analysing and using oral texts intended for public and private audiences.
• Developing confidence in taking part in individual and group discussions with people of differing occupational and cultural perspectives.
• Learning how to employ language in the more formal ways in which it is used in the community.
• Studying a wide range of everyday texts relevant to the adult world.
• Learning to be critical and independent users of everyday texts in their school and daily lives

• Developing the ability to distance themselves from their own and others’ texts in order to:
• convey information and ideas accurately and effectively
• interpret information and ideas accurately and effectively.
• When asking questions or conducting interviews, learning to take into consideration the background knowledge, age or cultural background of the people being addressed.
• Learning to anticipate disagreement or points of agreement between themselves and their audiences, and designing their texts accordingly.
• Writing task descriptions that take into account the linguistic and conceptual capacities of their audience.
• Revising their work to meet the demands of their purpose and audience (for example, being particularly careful with spelling, punctuation and formal language in job applications).
• Using language to change aspects of the world around them.
• Being able to choose from a range of persuasive writing and speaking techniques calculated to suit particular audiences.
• From their reading and viewing of a range of texts, learning more about the suitability and effectiveness of style and tone in various contexts.
• Using their understanding of the suitability and effectiveness of style and tone in their dealings with others in the workplace and daily life.Ÿ Being able to decide whether a personal or impersonal style of presentation will be more effective in a given situation.

• Learning more sophisticated ways of using printed materials to enliven spoken texts, particularly in formal situations.
• Ensuring that their spoken texts use less complex linguistic structures and features than their written equivalents.
• Exploring ways in which points of view can be most effectively and powerfully expressed.
• Exploring the techniques used to persuade or to develop an argument, including rhetorical devices that assist speakers and writers to communicate powerfully.
• Learning how to construct dynamic and cohesive expository texts in which paragraphs build on each other and lead convincingly to the conclusion.
• Controlling the conventions and mechanics of the English language.
• Learning how to convey complex or abstract meaning precisely and concisely and without major syntactic errors.
• Learning about the way in which punctuation affects the tone and rhythm of a text.
• Studying the language of the workplace, including the use of language conventions (such as those used in writing applications and reports) and the way language is manipulated by particular professions and occupations to describe, control and exclude.

• In formal spoken presentations, developing the ability to cope with disruptions without losing the thread of their ideas and without losing control of time.
• Developing strategies to comprehend and deal critically with linguistically difficult texts or texts with complex levels of meaning (for example, dense informational texts or negotiations in a formal meeting).
• Integrating their knowledge about language with their experience of socio-cultural and situational contexts and a wide range of texts.
• Comparing texts in terms of what has been selected and omitted and making inferences about accuracy and bias.
• Critically evaluating their own and other’s everyday texts, by:
  • trying to read their own work as outsiders, looking for gaps, inadequacies and areas for improvement
  • co-operating in evaluating other students’ work and the work of speakers and writers outside the classroom
  • using performance indicators and other instruments to help identify the positive features of a text and those that need improvement.