• Introduction
• A classic or contemporary novel study
• An individualised wide reading program
• Classic, contemporary and popular poetry study
• A modern or Shakespearean play
• Everyday texts study
• An individualised writing program
• The negotiated study
• A contemporary feature film study
• Classic, contemporary and popular short story study
• Other suggested units of work
• Appendix

INTRODUCTION

In order to provide an agreed scope and sequence for the English learning area at Ogilvie, all Grade 10 students will study nine core units of work. It is expected that about two thirds of the course will be spent covering the core units. A carefully planned, integrated approach to all four areas of the English curriculum - texts, contextual understanding, linguistic structures and features and strategies must be adopted. The Grade 10 English course will enable students to achieve at least level 6 outcomes on the English Profile; some will be working towards level 7 outcomes. A small number of Grade 10 students may also be working towards level 5 or level 8 outcomes; personalised programs of work will often be needed for these students.

As well as teaching the core units of work and within the policy framework provided by this curriculum statement teachers will be encouraged to develop individual units of work based on their interests and expertise and which best suit the needs of students in their classes. Teachers will be expected to incorporate a range of perspectives on English teaching in their units of work — cultural heritage, literacy, personal growth, genre and critical literacy.

The core units of work outlined in this curriculum statement may be taught as discrete units, on-going units or integrated into thematic units. They do, however, provide a minimum core of work to be covered by all Grade 9 students.

1. A classic or contemporary novel study :

Grade 10 students will study one or two classic or contemporary novels during the year. They should read for understanding and enjoyment, to analyse complex issues, themes and events, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and experience. Students should provide detailed, well justified spoken and written responses to issues, events and/or themes in the novel and respond creatively to it. Appendix 2 provides a list of recommended novels for study in Grade 10.

When studying a novel Grade 10 students should consolidate their knowledge of the structures and features of narrative fiction. They should further develop their understanding of plot structure, characterisation, themes, setting, narrative method, point of view, conflict and style (LSF). Students should also consider any other structures and features appropriate to the novel being studied; for example, satire, irony, tone, interior monologue or classic literary devices. Students should also develop an understanding of the social and cultural values inherent in the novel and compare them with their own values (CU). They should consider the context in which the novel was created and the purpose of the novel (CU). Students should read key passages closely, summarise and make margin notes in order to gather information to provide detailed, well justified responses to the novel (S). They could also take part in a Bookrap project about their novel using e-mail (S).

2. An individualised wide reading program :

Grade 10 students will be asked to read independently a range of contemporary and popular literature - with an emphasis on novels and short stories - in their wide reading program. Students should be provided with regular opportunities for silent, sustained reading. A minimum of twenty minutes must be provided at any given time. Students will record each of the books that they read in their reading log (S) and will be encouraged to write about them in a reading journal (S).

Teachers should monitor students’ self chosen reading carefully. Students should be introduced to a wide range of literature through the use of the Library, the Bookroom, teacher and peer recommendations.

3. Classic, contemporary and popular poetry study :

Grade 10 students will read a range of different forms and styles of poetry, particularly lyrical poetry. They should read for understanding and enjoyment, to analyse complex subject matter, themes and issues, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and personal experience.

Grade 10 students will study the major works of a twentieth century poet. They should provide detailed, well justified written and spoken responses to several of the poems studied. Particular attention should be given to the poet’s life and background and how this has influenced the subject matter, themes, structures and features of his or her writing (CU). Appendix 2 provides a list of recommended twentieth century poets for study in Grade 10.

Grade 10 students should be encouraged to perform poetry and to write structured verse, free verse and prose poetry (S). The publication of a word processed anthology of poetry should be completed by the end of semester two (S). Some of these poems should be published electronically on the Internet (S).

Students should continue to consolidate their understanding and use of the various forms of figurative language and types of poetic devices which were introduced in Grades 7, 8 and 9 (LSF). They should also continue to develop their understanding of major poetic forms — ballad, narrative, lyric, sonnet, and dramatic monologue (LSF).

4. A modern or Shakespearean play :

Grade 10 students will study either a modern or Shakespearean play. They should read and perform the play for understanding and enjoyment, to analyse the complex issues, themes, characters and events in it, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and experience. Students should provide detailed, well justified spoken and written responses to the play. They should respond creatively to the play, including the performance of scenes in small groups. Where possible students should either attend a live performance or view a film version of the play. Appendix 2 provides a list of recommended plays for use in Grade 10.

When studying a modern or Shakespearean play, Grade 10 students should consider the context in which it was created and how this is reflected in the text (CU). They should gain an understanding of plot structure, themes, character development, conflict within and between characters, movement and dialogue (LSF). Students should also read key passages closely, summarise and make notes in order to gather information to provide detailed, well justified responses to the play (S).

5. Everyday texts study :

Grade 10 students will listen to, read, view and create a range of spoken, written and visual everyday texts. Students will discuss texts in small and large groups, report on these discussions both informally and formally, participate in interviews and informal and formal debates, read aloud, tell anecdotes and/or stories and present arguments to communicate a point of view.

Students will continue to develop their formal essay writing skills. They will write two argumentative essays on topics derived from a current issue or event. Students will be introduced to the key structures and features of argumentative essay writing — a logical contention, supporting arguments and supporting detail. Effective essay writing structures — an introduction, several body paragraphs and a conclusion — will be modelled for students (LSF).

Students will continue to read and create a range of everyday texts associated with daily life and schooling. They will also read and create everyday texts associated with the world of work including formal letters of application, resumes and personal statements. Students will also develop detailed, structured spoken and written arguments about issues in society.

Students will deliver both an impromptu and a formal prepared speech designed to entertain, inform or influence their peers.

When studying everyday texts Grade 10 students should continue to develop their understanding of the effective use of spoken and written English for particular purposes and audiences (CU). They should be taught how to structure a formal speech and shown how correct pronunciation, clear enunciation, variation in tone, pitch, pace and volume and appropriate non-verbal language will improve the effectiveness of it (LSF). Students should be taught about the differences between spoken and formal written texts (LSF). They should be taught how to use and control compound and complex sentences, how to use paragraphs as structural devices and how to use appropriate vocabulary and style in formal writing (LSF).

Students should be taught how to use cue cards and props and how to speak to a set time limit when delivering a formal speech. They should be shown how to take notes and summarise ideas and information in small group work (S). They should also be taught to use the writing process when completing formal writing tasks, to use dictionaries, thesauruses and spelling checkers and to word process their final drafts, using appropriate layout and structures (S).

6. An individualised writing program :

Grade 10 students will write in a variety of forms, particularly imaginative and creative forms for a range of purpose and audiences. The process approach to writing should be emphasised. The end point of the writing program should be the publication of a word processed folio of crafted writing which includes both poetry and prose.

Grade 10 students should become increasingly proficient in the use of standard Australian English (CU). They should understand that writing varies according to content, form, purpose and audience and apply this in their own work (CU). They should also recognise that writing can be constructed, used and manipulated in powerful ways to influence others (CU). Students will develop increasing control over the conventions of writing, particularly punctuation, spelling, grammar and style but also appropriate text structure and organisation, paragraphing, layout and presentation (LSF). They will be taught effective writing strategies, particularly planning, drafting, editing and proofreading (S).

Students will be expected to word process most of their imaginative and creative writing, to maintain a personalised spelling list and to present their writing for effect (S). Students should be encouraged to publish their work in the School’s literary magazine Threads, enter the annual House Writing Competition, publish their work electronically on the Internet and/or enter the many writing competitions available to them.

7. The Negotiated Study :

All Grade 10 students will complete a negotiated study during semester two. They will be required to plan and carry out a major piece of individual work. Although each negotiated study will be different, all will involve reading and/or viewing, writing, speaking and listening. The study must be text-based and incorporate appropriate technologies. A teacher and student guide fully explains the requirements of the Grade 10 Negotiated Study.

In completing their negotiated study, students should read and/or view critically and write for different purposes and audiences (CU). They should gain an appreciation of the value placed by our society on the processes of negotiation, of working independently and of establishing and meeting agreed time frames (CU). Students should incorporate appropriate structures and features into the various texts they create (LSF). They should also be explicitly taught a wide range of key strategies required by the negotiated study — negotiating an agreed area of study; selecting appropriate reading and/or viewing material; using the writing process, keeping a reflective journal; using technology to access information, compose texts and communicate with others; conferencing with others; meeting agreed time frames and reflecting and self-assessing (S).

8. A contemporary feature film study :

Grade 10 students will study one or two contemporary feature films during the year. They should view the film for understanding and enjoyment, to analyse complex themes, events and issues, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and personal experience. Students should provide detailed, well justified spoken and written responses to themes, events and/or issues in the film. They should also respond creatively to the film. Appendix 2 provides a list of recommended feature films for study in Grade 10.

When studying a feature film Grade 10 students should be taught about the social and cultural context in which the film was made, particularly roles such as the script writer, director, cinematographer, producer and editor in its creation (CU). They should develop an understanding how the film is designed to appeal to its target audience (CU).

Students should develop an understanding of the important structures and features of the film they are studying — plot structure, characterisation, theme, setting, symbolism and conflict (LSF). As appropriate they should consolidate their understanding of camera shots, camera angles and camera movement, lighting, music and sound effects which were introduced in Grades 7, 8 and 9 (LSF). Students should also consider any other film techniques appropriate to the film being studied — editing techniques, special effects, narrative devices or camera speed and focus (LSF). By viewing selected scenes closely or by taking notes on narrative devices such as metaphor or symbolism, students will be able to gather information to justify a particular interpretation of the film (S).

9. Classic, contemporary and popular short story study :

Grade 10 students will study a range of classic, contemporary or popular short stories. They should read for understanding and enjoyment, to analyse complex issues, themes, characters and events, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and experience. Students should provide detailed, well justified spoken and written responses to the issues, themes, events and/or characters in several of the short stories. They should also respond creatively to some short stories. An author, genre or thematic study is recommended for Grade 10 students. Appendix 2 provides a list of recommended short story anthologies for use in Grade 10.

When studying the short story as a literary genre, students should consolidate their understanding of plot, character, theme, setting and style (LSF). They should consider as appropriate narrative method, point of view and conflict (LSF). They should also compare and contrast the short story and novel literary form. Students should gain some insight into the social and cultural values inherent in particular short stories and compare them with their own values (CU). They should read and discuss short stories in small groups or respond reflectively to some of them in a reading journal (S).

Other suggested units of work

• A study of autobiography or biography
• A thematic or integrated study, e.g. "War and Peace", "Social Alienation" or "What Makes You Laugh"
• Reading visual texts - picture books, video clips, documentary film, posters and photographs
• Reading and performing one-act plays and/or script writing
• Television news, drama, soap opera or comedy study
• Chairing and participating in forums, panel discussions and debates
• A negotiated unit of work - speaking, listening, reading, writing and viewing
• Small group novel reading, e.g. short-listed novels
• A history of the threatre and drama
• An introduction to public speaking
• Literature from other cultures.