The shaded areas provide a preferred University Pathway.

*Selection and entry determined by outstanding achievement in Year 9.

*This is normally aimed at students on a (Secondary Tertiary Pathway) STP Pathway, with the possibility of a University Pathway.

The demonstration of English language competence is an important ingredient to the successful completion of studies at secondary level and a significant indicator of achievement either in work related or academic studies at the tertiary level. Mindful of this, English in Year 10 will continue to encourage and nurture the knowledge and skills necessary to provide firm foundations for successful language studies in Years 11 and 12. English courses in Year 10 are different from those offered in Year 9, in that students are presented with a more sophisticated level of study. This requires higher order responses leading to increased proficiency in the areas of reading, writing, speaking, listening and viewing.

English Extension
In Year 10, students will be invited to undertake English Extension according to excellent achievements in Year 9. These students will be extended through the study of more challenging texts and will be introduced to the concepts and ideas of Feminist and Marxist reading theories. Students selected for these courses will focus on the study of Drama, Prose Fiction and Poetry and will be expected to read widely beyond the prescribed texts. It is an essential characteristic for successful completion of these courses that students display a love of reading and a willingness to rise to the challenge of supplementary textual study. Furthermore, students of English Extension will be encouraged to attend live theatre as a means by which they will come to appreciate drama in performance.

The demonstration of English language competence is an important ingredient to the successful completion of studies at secondary level and a significant indicator of achievement either in work related or academic studies at the tertiary level. Mindful of this, English in Year 10 will continue to encourage and nurture the knowledge and skills necessary to provide firm foundations for successful language studies in Years 11 and 12. English courses in Year 10 are different from the Year 9 course in that students are presented with a more sophisticated level of study requiring a higher order of response leading to increased proficiency in the areas of reading, writing, speaking, listening and viewing.

English

In Year 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Year 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.