Literature Senior secondary Curriculum - The Tasmanian Catholic Curriculum v8.1

Unit 1

Unit Description

Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered in fiction and non-fiction texts; for example, oral, written, multimodal, verse, prose and film. The significance of ideas and the distinctive qualities of texts are analysed through detailed textual study. Through the creation of analytical responses, students frame consistent arguments that are substantiated by relevant evidence. In the creation of imaginative texts, students explore and experiment with aspects of style and form.

Learning Outcomes

By the end of this unit, students:

understand how language, structure and stylistic choices are used in different literary forms
examine the ways in which contexts shape how a text is received and responded to by audiences
create oral, written and multimodal responses that explore and draw on the structure and style of literary texts.

Content Descriptions

Investigate and reflect on different ways of reading literary texts including:

the degree to which individual points of view, experiences and contexts shape responses to texts (ACELR001)

how mode, medium and form shape responses to texts (ACELR002)

the differences between initial personal responses and more studied and complex responses (ACELR003)

how responses of readers and viewers can range from empathetic to critical. (ACELR004)

Analyse distinctive features in literary texts including:

how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example, through allusions, paradoxes and ambiguities (ACELR005)

different points of view represented in texts, for example, those of characters, narrators and the implied author (ACELR006)

approaches to characterisation, for example, the inclusion of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life, and the use of interior monologue (ACELR007)

different narrative approaches, for example, eye-witness accounts, multiple narrators, the unreliable narrator and the omniscient narrator (ACELR008)

the use of figurative language and rhetorical devices to represent concepts and shape arguments, for example, symbolism, metonymy, types of irony, patterns of imagery (ACELR009)

the use of sound and visual devices in literary texts to create particular effects, for example, assonance, prosody, rhyme , animation and voice-over narration. (ACELR010)

Create analytical texts:

structuring arguments and points of view using relevant textual evidence (ACELR011)

using appropriate linguistic, stylistic and critical terminology to respond to texts (ACELR012)

using stylistic features to craft and articulate points of view (ACELR013)

experimenting with different modes, mediums and forms. (ACELR014)

Create imaginative texts:

developing connections between real and imagined experiences (ACELR015)

drawing on knowledge and understanding of storytelling, style and the structure of texts (ACELR016)

experimenting with aspects of style and form to achieve deliberate effects (ACELR017)

reflecting on familiar and emerging literary forms for particular audiences and purposes. (ACELR018)

Unit 2

Unit Description

Unit 2 develops student knowledge and understanding of the ways literary texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, audiences and contexts. Ideas, language and structure of different texts are compared and contrasted. Connections between texts are established by analysing their similarities and differences, for example, through intertextuality and other patterns and allusions evident in ideas, language used and forms of texts. Students create analytical responses that are evidence-based and convincing. By experimenting with text structures and language features, students understand how imaginative texts are informed by analytical responses.

Learning Outcomes

By the end of this unit, students:

understand how structural and stylistic choices and language patterns shape meaning in literary texts
investigate the interrelationships between texts, audiences and contexts
create oral, written and multimodal responses that draw on the conventions, connections and patterns in texts.

Content Descriptions

Analyse and reflect on the relationships between authors, texts and contexts including:

the ways in which texts are influenced by other texts and by contexts (ACELR019)

the relationship between conventions of genre, audience expectations, and interpretations of texts (ACELR020)

how the choice and combinations of mode, medium and form transform texts (ACELR021)

the ways in which informed reading influences interpretation of texts. (ACELR022)

Compare and evaluate the form, language and content of literary texts including:

the ways in which text structures, language features and stylistic choices provide a framework for audiences’ expectations, responses and interpretations (ACELR023)

the ways in which texts resemble and refer to other texts, for example, through parody, imitation, appropriation and transformation, and the ways in which adaptations of earlier texts allow new insights into original texts (ACELR024)

how aspects of literary texts have been appropriated into popular culture, for example, through the use of iconic literary situations, symbols or characters (ACELR025)

the ways in which different literary forms may evolve, for example, the development of digital storytelling (ACELR026)

the use of literary techniques, for example, poetic, dramatic and narrative structure and devices (ACELR027)

the use of a combination of sound and visual devices in literary texts, for example, soundtracks, cinematography, iconography. (ACELR028)

Create analytical texts:

organising points of view and arguments in different ways, for example, in essays, reviews and visual presentations (ACELR029)

using appropriate linguistic, stylistic and critical terminology to compare and contrast texts (ACELR030)

selecting appropriate argument and evidence to support points of view (ACELR031)

experimenting with different modes, mediums and forms. (ACELR032)

Create imaginative texts:

integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts (ACELR033)

using analysis of literary texts to inform imaginative response (ACELR034)

transforming texts studied in one medium or genre to another for different audiences and purposes (ACELR035)

reflecting on the significance and effects of variations to texts. (ACELR036)

Unit 3

Unit Description

Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by personal voice and informed observation. In creating imaginative texts, students experiment with language, adapt forms, and challenge conventions and ideas.

Learning Outcomes

By the end of this unit, students:

understand the relationship between language, culture and identity
develop their own analytical responses by synthesising and challenging other interpretations
create oral, written and multimodal texts that experiment with literary style.

Content Descriptions

Evaluate the ways in which literary texts represent culture and identity including:

how readers are influenced to respond to their own and others’ cultural experiences (ACELR037)

the power of language to represent ideas, events and people in particular ways (ACELR038)

how cultural perceptions are challenged or supported (ACELR039)

the ways in which authors represent Australian culture, place and identity both to Australians and the wider world. (ACELR040)

Evaluate and reflect on how representations of culture and identity vary in different texts and forms of texts including:

the relationship between significant historical and cultural events and figures, and their representations in literary texts (ACELR041)

the impact of the use of literary conventions and stylistic techniques (ACELR042)

the effectiveness of specific literary conventions in texts, for example, the use of iambic pentameter, stream-of-consciousness, flashbacks, chorus (ACELR043)

the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas. (ACELR044)

Create analytical texts:

developing independent interpretations of texts supported by informed observation and close textual analysis (ACELR045)

using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts (ACELR046)

evaluating their own and others’ ideas and points of view using logic and evidence (ACELR047)

experimenting with different modes, mediums and forms. (ACELR048)

Create imaginative texts:

experimenting with content, form, style, language and medium (ACELR049)

drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts (ACELR050)

adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives (ACELR051)

reflecting on the different ways in which form, personal style, language and content engage and position the audience. (ACELR052)

Unit 4

Unit Description

Unit 4 develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, their literary conventions and aesthetic appeal. Analytical responses demonstrate increasing independence in interpreting texts and synthesising a range of perspectives into critical and imaginative responses. In creating imaginative texts, students experiment with literary conventions and reflect on how the created text takes into account the expectations of audiences.

Learning Outcomes

By the end of this unit, students:

understand the relationship between the representation of values and ideas in texts and how they are received by audiences
justify their own critical interpretation of a text
create oral, written and multimodal texts blending and borrowing literary conventions.

Content Descriptions

Evaluate the dynamic relationship between authors, texts, audiences and contexts including:

how literature reflects cultural change and difference (ACELR053)

the ways in which the expectations and values of audiences shape perceptions of texts and their significance (ACELR054)

how texts in different literary forms, mediums or traditions are the same or different (ACELR055)

how interpretations of texts vary over time (ACELR056)

the ways in which perspectives are conveyed through texts drawn from other times and cultures, and how these may be renewed for a contemporary Australian audience. (ACELR057)

Evaluate and reflect on the ways in which literary texts can be interpreted including:

how ideas, values and assumptions are conveyed (ACELR058)

how specific literary elements and forms shape meaning and influence responses, for example, mise-en-scène, enjambment, dramatic monologue and verse drama (ACELR059)

how medium, form, language and wordplay contribute to interpretations of texts (ACELR060)

exploring a range of critical interpretations. (ACELR061)

Create analytical texts:

developing a creative, informed and sustained interpretation supported by close textual analysis (ACELR062)

using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts (ACELR063)

critically evaluating their own and others' justifications, evidence and points of view (ACELR064)

experimenting with different modes, mediums and forms. (ACELR065)

Create imaginative texts:

adapting medium, form, style, point of view and language (ACELR066)

experimenting with elements of style and voice to achieve specific effects (ACELR067)

manipulating literary conventions for different audiences and contexts (ACELR068)

reflecting on the ways in which expectations and values of audiences shape the created text. (ACELR069)

Literature

Curriculum

Unit 1

Unit Description

Learning Outcomes

Content Descriptions

Unit 2

Unit Description

Learning Outcomes

Content Descriptions

Unit 3

Unit Description

Learning Outcomes

Content Descriptions

Unit 4

Unit Description

Learning Outcomes

Content Descriptions

F-10 Curriculum