English Level 6 (Years 9 and 10)
Learning focus
As students work towards the achievement of Level 6 standards in English, they produce, study and respond critically to spoken, written, and visual texts created for a wide range of audiences and purposes. Their focus is on a close examination of the critical and sociocultural dimensions of language, and they learn to be critical and independent users of texts and language appropriate to situations in school, in their daily lives and in the workplace.
Students read and respond to a range of classic, contemporary and popular texts, including literary texts such as novels, short stories, plays and poetry; informative and persuasive texts including everyday texts; media texts and workplace texts. They develop a critical understanding of the contemporary mass media and the difference between different media texts, such as current affairs, news articles, features, editorials, documentaries and reviews. They explore and interpret different perspectives on complex issues, analysing how different texts are likely to be interpreted by different groups. They develop a critical understanding of the contextual factors involved in the construction and interpretation of texts, including the role of audience in shaping meaning. They extend their use of metalanguage to encompass explicit discussion of the style and tone of a text.
Students use writing to explore different perspectives on complex and challenging issues. They develop their skills in writing appropriately and effectively in a range of text types for a variety of purposes and audiences. They practise writing expressively about thoughts, feelings, opinions and ideas, and constructing considered arguments to persuade others to share a point of view. Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.
Students listen to and are provided with opportunities to produce a range of spoken texts in a variety of formal and informal situations characterised by complexity of purpose, and subject matter. They critically examine the variety of ways in which spoken language influences audiences and, in their own presentations, experiment with a range of persuasive techniques.
In spoken, written and multimodal texts students apply their skills to planning and developing formal arguments about complex issues, and use evidence systematically to justify points of view and develop logical conclusions. They make increasingly effective use of a range of word-processing and editing software to produce texts that incorporate digital still images, digital audio and video, and print.
National Statements of Learning
This learning focus statement, in conjunction with aspects of the Communication Level 6 learning focus statement, incorporates aspects of the Year 9 National Statement of Learning for English.
Standards
Reading
At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped by the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.
Writing
At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, webpages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity.
Speaking and listening
At Level 6, students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue. In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations.
They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
Downloads
-
English booklet (
PDF - 255KB) - English standards table (Doc - 51KB)
-
Victorian Essential Learning Standards Level 6 ( PDF - 788KB)
