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CONTENT AND TEXT REQUIREMENTS FOR STAGE 6

 

HSC English (Standard)

Course Requirements In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts for different audiences and purposes.

 
Course Requirements 
 

Text Requirements

•     the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one drawn from

EACH of the following categories:

–     prose fiction

–     drama

–     poetry

–     nonfiction or film or media or multimedia texts

•     a wide range of additional related texts and textual forms

 

 

HSC English (Advanced) Course Requirements 
In the HSC English (Advanced) course students analyse and evaluate texts, and the ways they are valued in their contexts. 
 

Course Requirements 
 

Text Requirements 
•     the close study of at least FIVE TYPES OF PRESCRIBED TEXT, one drawn from

EACH of the following categories:

–     Shakespearean drama

–     prose fiction

–     drama or film

–     poetry

–     nonfiction or media or multimedia texts

•     a wide range of additional related texts and textual forms 

 

 

HSC English (ESL) Course Requirements

In the HSC English (ESL) course, students reinforce and extend their language skills and develop and apply skills in synthesis. 
 

Course Requirements 
 

Text Requirements

• The study of AT LEAST THREE TYPES OF PRESCRIBED TEXTS drawn from:

– prose fiction

– drama

– poetry

– nonfiction

– film OR media OR multimedia texts

• a wide range of additional related texts and textual form

 

 

Preliminary English (Standard) Course Requirements

In the Preliminary English (Standard) course, students explore and experiment with the ways events, experiences, ideas, and processes are represented in and through texts. 
 

Course Requirements 
 

The Preliminary English (Standard) course is designed by teachers. In designing the course they need to address the objectives of Stage 6 English (Standard) and the need to assist their students to achieve the course outcomes.

 

In the Preliminary English (Standard) course, students are required to:

•     study Australian and other texts

•     explore a range of types of text drawn from prose fiction,           drama, poetry, nonfiction, film, media and/or          

      multimedia texts

•     undertake wide reading programs involving texts and textual       forms composed in and for a wide variety of contexts

•     integrate the modes of reading, writing, listening, speaking,       and viewing and representing as appropriate

•     engage in the integrated study of language and text. The           course has two sections and the requirements listed above         apply to both sections. 

POETRY IN THE SYLLABUS

 

Studying poetry is a requirement of the NSW K-10 Syllabus as well as the Stage 6 Syllabus for the HSC.  The study of poetry is enriching for students as they are exposed to work from many different cultures and perspectives, in a variety of styles.

 

FOR A COMPLETE LIST OF RECOMMENDED POETRY TEXTS FOR STAGE 4 & 5 AS WELL AS PRESCRIBED POETRY TEXTS FOR STAGE 6 SEE SUB-HEADINGS.

 

CONTENT AND TEXT REQUIREMENTS FOR STAGE 4

Over Stage 4, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 3 to Stage 4 and from Stage 4 to Stage 5.

 

Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

 

Stage 4

 

Fiction              at least two works

Poetry        a wide range of types of poems

Film                      at least two works

Nonfiction           at least two works

Drama                 at least two works

 

The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.

 

In each Year of Stage 4 students must study examples of:

  • spoken texts

  • print texts

  • visual texts

  • media, multimedia and digital texts.

 

Across the stage, the selection of texts must give students experience of:

  • texts which are widely regarded as quality literature

  • a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia

  • a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books

  • texts written about intercultural experiences

  • texts that provide insights about the peoples and cultures of Asia

  • everyday and workplace texts

  • a wide range of cultural, social and gender perspectives, popular and youth cultures

  • texts that include aspects of environmental and social sustainability

  • nonfiction, picture books, graphic novels

  • an appropriate range of digital texts, including film, media and multimedia.

 

In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.

 

Note: students with special education needs may not be able to use all or some of the language modes. Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students and make appropriate curriculum adjustments.

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CONTENT AND TEXT REQUIREMENTS FOR STAGE 5

 

Over Stage 5, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 4 to Stage 5.

 

Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

 

Stage 5

 

Fiction           at least two works

Poetry    a variety drawn from different anthologies               and/or study of one or two poets

Film               at least two works

Nonfiction    at least two works

Drama          at least two works

 

The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.

 

In each Year of Stage 5 students must study examples of:

  • spoken texts

  • print texts

  • visual texts

  • media, multimedia and digital texts.

 

Across the stage, the selection of texts must give students experience of:

  • texts which are widely regarded as quality literature

  • a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia

  • a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books

  • texts written about intercultural experiences

  • texts that provide insights about the peoples and cultures of Asia

  • Shakespearean drama

  • everyday and workplace texts

  • a wide range of cultural, social and gender perspectives, popular and youth cultures

  • texts that include aspects of environmental and social sustainability

  • nonfiction, picture books, graphic novels

  • an appropriate range of digital texts, including film, media and multimedia.

 

In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.

 

Note: students with special education needs may not be able to use all or some of the language modes. Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students and make appropriate curriculum adjustments.

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