English

At Princes, an education in English is about reading. However, this is not just about students reading literature and poetry, but learning to read the world around them. Our offerings encourage students to observe the creation of texts within context, which in turn increases critical literacy and builds empathy and connections with others. English allows students to immerse in diverse characters’ lives, visit distant time periods and interact with genres which they may not explore on their own. It is our hope that students will spend their time in our faculty honing the skills, behaviours and desires to become lifelong readers who value the written and spoken word.
 
English students build their oral and written capabilities to convince, critique, engage and inform a wide variety of readers. To do this, a strong foundation of grammar is necessary. Our bespoke Literacy Program ensures that the mechanics of language are taught in a robust and meaningful manner, alongside our exploration of text analysis and production.

English 7-10 Overview

In Years 7-10, all students study English to better their language, literacy, and appreciation of literature beyond the classroom. Each year, students will read texts which have been specifically chosen to offer challenge and progressively develop their reading, listening, viewing, speaking, and writing. Students explore prose, poetry, film, drama and persuasive writing, among other units. These are designed to be both engaging and rigorous as they build toward the senior pathways.

We have developed a bespoke grammar program which focuses on the explicit teaching of grammar in context. This 9-term program begins in Year 7 and runs concurrently with our unit-based curriculum. Students improve their literacy with grammatical concepts such as punctuation, sentence structure, as well as spelling and etymology.

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IBDP Subjects and Pathways

Language A: Literature (Standard or Higher Level) - Group 1 

Course Description and Aims: Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature.   Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents the world and its social and cultural identities.   Higher Level Distinction: In HL, at least 13 works (5 written originally in English, 4 in translation, 4 chosen freely) must be studied. Whereas in SL, at least 9 works (4 written originally in English, 3 in translation, 2 chosen freely) must be studied.    Assessment  External Assessment (70% SL, 80% HL)  Examination Paper 1 (35% SL, 35% HL): A guided literary analysis. The paper consists of two passages from two different literary forms, each accompanied by a question. SL students choose one passage and write an analysis, whereas HL students complete both.  Examination Paper 2 (35% SL, 25% HL): Comparative essay. The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.  High Level Essay (20% HL only): Students submit an essay on one literary text or work studied during the course. The essay must be 1,200–1,500 words in length.  Internal Assessment (30% SL, 20% HL) Individual oral (30% SL, 20% HL): A 15-minute oral internally assessed by the teacher and externally moderated by the IB. Supported by an extract from one work written originally in the language studied and another from a work studied in translation, students will offer a prepared response of 10 minutes. This is followed by 5 minutes of questions by the teacher to the following prompt: examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. 

Course Description and Aims: Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature.  

Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents the world and its social and cultural identities.  

Higher Level Distinction: In HL, at least 13 works (5 written originally in English, 4 in translation, 4 chosen freely) must be studied. Whereas in SL, at least 9 works (4 written originally in English, 3 in translation, 2 chosen freely) must be studied. 
 
Assessment 
External Assessment (70% SL, 80% HL) 
Examination Paper 1 (35% SL, 35% HL): A guided literary analysis. The paper consists of two passages from two different literary forms, each accompanied by a question. SL students choose one passage and write an analysis, whereas HL students complete both. 
Examination Paper 2 (35% SL, 25% HL): Comparative essay. The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. 

High Level Essay (20% HL only): Students submit an essay on one literary text or work studied during the course. The essay must be 1,200–1,500 words in length. 

Internal Assessment (30% SL, 20% HL)
 Individual oral (30% SL, 20% HL): A 15-minute oral internally assessed by the teacher and externally moderated by the IB. Supported by an extract from one work written originally in the language studied and another from a work studied in translation, students will offer a prepared response of 10 minutes. This is followed by 5 minutes of questions by the teacher to the following prompt: examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. 

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SACE Subjects and Pathways

Stage 1 English Literary Studies - 20 Credits  

Course Description:   This course focuses on building knowledge, understanding and skills through the reading of a wide range of sophisticated texts from across the literary and cinematic canon. Students learn that texts and language are composed and read in a range of social and cultural situations, as well as recognise the conventions of different text types.  The course is divided into the following areas:   Reading and responding to texts – students explore a range of texts composed for different purposes and in a range of forms.  Creating texts - students explore a range of text types composed for different purposes and audiences.Intertextual study – students compare different texts in either an analytical manner or by transforming one into a text of their own choosing. NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements.  Assumed Knowledge:   This subject builds on the understanding of the concepts and skills taught in Year 10 English.   Assessment:  Responding to Texts 25%  Creating Texts 25%  Intertextual Study 50% 

Course Description:  
This course focuses on building knowledge, understanding and skills through the reading of a wide range of sophisticated texts from across the literary and cinematic canon. Students learn that texts and language are composed and read in a range of social and cultural situations, as well as recognise the conventions of different text types. 

The course is divided into the following areas:  

Reading and responding to texts – students explore a range of texts composed for different purposes and in a range of forms. 
Creating texts - students explore a range of text types composed for different purposes and audiences.
Intertextual study – students compare different texts in either an analytical manner or by transforming one into a text of their own choosing.

NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements. 

Assumed Knowledge:  
This subject builds on the understanding of the concepts and skills taught in Year 10 English.  

Assessment: 

Responding to Texts 25% 
Creating Texts 25% 
Intertextual Study 50% 

Stage 1 English General - 20 Credits  

Course Description:   This course focuses on extending confidence in reading and viewing, by building knowledge, understanding and skills through the deconstruction and analysis of a wide range of printed, film, electronic and media texts. Students learn that texts and language are composed and read in a range of social and cultural situations, as well as recognise the conventions of different text types. The course is divided into the following three areas:   Reading and responding to texts - students explore a range of texts composed for different purposes and in a range of forms.   Producing texts - students explore a range of text types composed for different purposes and audiences.   Intertextual study – students compare different texts in either an analytical manner or by transforming one into a text of their own choosing.  NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements.  Assessment Responding to Texts 25%  Creating Texts 25%  Intertextual Study 50%  Assumed Knowledge:   This subject builds on the understanding of the concepts and skills taught in Year 10 English.  

Course Description:  
This course focuses on extending confidence in reading and viewing, by building knowledge, understanding and skills through the deconstruction and analysis of a wide range of printed, film, electronic and media texts. Students learn that texts and language are composed and read in a range of social and cultural situations, as well as recognise the conventions of different text types. The course is divided into the following three areas:  

Reading and responding to texts - students explore a range of texts composed for different purposes and in a range of forms.  
Producing texts - students explore a range of text types composed for different purposes and audiences.  
Intertextual study – students compare different texts in either an analytical manner or by transforming one into a text of their own choosing.

NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements. 

Assessment
 Responding to Texts 25% 
Creating Texts 25% 
Intertextual Study 50% 

Assumed Knowledge:  
This subject builds on the understanding of the concepts and skills taught in Year 10 English.  

Stage 1 Essential English - 20 Credits 

Course Description : This course is only occasionally offered as a non–standard alternative to English in Stage 1. Only those students who require additional scaffolding with the fundamentals of English outside of the mainstream, are invited in consultation with English faculty members and Academic Support.  NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements.  Assessment:Responding to Texts 50%  Creating Texts 50% 

Course Description :
This course is only occasionally offered as a non–standard alternative to English in Stage 1. Only those students who require additional scaffolding with the fundamentals of English outside of the mainstream, are invited in consultation with English faculty members and Academic Support. 

NOTE: Students need to achieve a C grade or higher in both semesters of Stage 1 English to achieve the SACE literacy requirements. 

Assessment:
Responding to Texts 50% 
Creating Texts 50% 

Stage 2 English Literary Studies - 20 Credits  

Course Description:   Students read a range of extended texts and a number of shorter texts to focus on the skills and strategies of critical thinking, developing their own ideas and incorporate evidence to support these. They learn to construct logical and convincing arguments and compose responses that show the depth and clarity of their understanding, by focusing on the creativity and craft of the authors. A significant focus is on preparing students for unseen texts in an examination context. The shared studies comprise three texts – one extended prose, one film and one drama text – and a range of poems that focus on the works of at least three poets.  School Based Assessment:Responding to Texts 50%  Creating Texts 20%  External Assessment:  Comparative Analysis 15%  90-minute Critical Reading Examination 15%  Assumed Knowledge:   This subject builds on the understanding of the concepts and skills taught in Year 11 English Literary Studies.  

Course Description:  
Students read a range of extended texts and a number of shorter texts to focus on the skills and strategies of critical thinking, developing their own ideas and incorporate evidence to support these. They learn to construct logical and convincing arguments and compose responses that show the depth and clarity of their understanding, by focusing on the creativity and craft of the authors. A significant focus is on preparing students for unseen texts in an examination context. The shared studies comprise three texts – one extended prose, one film and one drama text – and a range of poems that focus on the works of at least three poets. 

School Based Assessment:
Responding to Texts 50% 
Creating Texts 20% 

External Assessment: 
Comparative Analysis 15% 
90-minute Critical Reading Examination 15% 

Assumed Knowledge:  
This subject builds on the understanding of the concepts and skills taught in Year 11 English Literary Studies.  

Stage 2 English General - 20 Credits  

Course Description:Students extend their experience of language and explore their ideas by creating their own texts, and reading and viewing the texts of others. Students consider the powerful role that language plays in communication between individuals, groups, organisations, and societies. There is a focus on ways in which language defines, shapes, and reflects relationships between context and people. Students appreciate how clear and effective writing and speaking displays a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts.  School Based Assessment:Responding to Texts 30%  Creating Texts 40%  External Assessment:  Comparative Analysis 30%  Assumed Knowledge:   This subject builds on the understanding of the concepts and skills taught in Year 11 English General.  

Course Description:
Students extend their experience of language and explore their ideas by creating their own texts, and reading and viewing the texts of others. Students consider the powerful role that language plays in communication between individuals, groups, organisations, and societies. There is a focus on ways in which language defines, shapes, and reflects relationships between context and people. Students appreciate how clear and effective writing and speaking displays a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts. 

School Based Assessment:
Responding to Texts 30% 
Creating Texts 40% 

External Assessment: 
Comparative Analysis 30% 

Assumed Knowledge:  
This subject builds on the understanding of the concepts and skills taught in Year 11 English General.  

Stage 2 Essential English - 20 Credits  

Course Description:   Enrolment in this subject is determined by course counselling of individual students by the faculty leader. In Essential English, students are expected to extend communication skills through reading, viewing, writing, listening, and speaking. They are also asked to consider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts. The course asks students to examine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences and thus analyse the role of language in supporting effective interaction.  School Based Assessment:Responding to Texts 30%  Creating Texts 40%  External Assessment:  Language Study 30%  Assumed Knowledge:   This subject builds on the understanding of the concepts and skills taught in Year 11 Essential English.  

Course Description:  
Enrolment in this subject is determined by course counselling of individual students by the faculty leader. In Essential English, students are expected to extend communication skills through reading, viewing, writing, listening, and speaking. They are also asked to consider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts. The course asks students to examine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences and thus analyse the role of language in supporting effective interaction. 

School Based Assessment:
Responding to Texts 30% 
Creating Texts 40% 

External Assessment: 
Language Study 30% 

Assumed Knowledge:  
This subject builds on the understanding of the concepts and skills taught in Year 11 Essential English.  

Back to SACE

English Faculty

English

English 7-10 Overview

IBDP Subjects and Pathways

SACE Subjects and Pathways