HURLSTONE AGRICULTURAL HIGH SCHOOL

YEAR 11 ENGLISH ADVANCED 2025 COURSE OUTLINE

TERM / WEEKS TOPIC TEXTS ASSESSMENTS

COMMON MODULE Selected Short texts from the Assessment Task 1:

1 Reading to Write: Transition HAHS English Faculty Extended Written Response”
2 to Senior English Creative Writing and
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Reflection Writing
4
5 Week 8
1 6
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10
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1 MODULE A Poetry: W.H. Auden, Assessment Task 2:

2 Narratives that Shape our selected poems Multimodal Presentation
3 World
Week 8
4
Film: Captain America (2011)
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2 directed by Joe Johnston.
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7
8
9
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1 MODULE B Shakespearean Drama: Assessment Task 3:

2 Critical Study of Literature Julius Caesar (1603), William Final Examination
3 Shakespeare Examination Period
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5
3 6
7
8
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This outline may change, which will be notified in writing through an “Amendment to Course Outline”

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 FROM THE NESA STAGE 6 SYLLABUS FOR YEAR 11 ENGLISH

RATIONALE FOR ENGLISH ADVANCED

In the English Advanced course, students continue to explore opportunities that are offered by challenging texts
to investigate complex and evocative ideas, to evaluate, emulate and employ powerful, creative and
sophisticated ways to use language to make meaning, and to find enjoyment in literature.
The English Advanced course is designed for students who have a particular interest and ability in the subject
and who desire to engage with challenging learning experiences that will enrich their personal, intellectual,
academic, social and vocational lives. Students appreciate, analyse and respond imaginatively and critically to
literary texts drawn from a range of personal, social, historical and cultural contexts, including literature from the
past and present and from Australian and other cultures. They study challenging written, spoken, visual,
multimodal and digital texts that represent and reflect a changing global world.
Through their study of English students can become critical thinkers, and articulate and creative
communicators. They extend and deepen their ability to use language in subtle, nuanced, inventive and
complex ways to express experiences, ideas and emotions. They refine their understanding of the dynamic
relationship between language, texts and meaning. They do this through critical study and through the skilful
and creative use of language forms and features, and of structures of texts composed for different purposes in
a range of contexts. They extend their experiences in researching, accessing, evaluating and synthesising
information and perspectives from a range of sources to fulfil a variety of purposes.
Through exploring and experimenting with processes of composition and response, students further develop
understanding of how language is employed to create artistic expression in texts. They analyse the different
ways in which texts may reflect and/or challenge and extend the conventions of other texts. They evaluate the
meanings conveyed in these texts, and how this is achieved. Students further develop skills in independent,
collaborative and reflective learning. Such skills form the basis of sound practices of investigation and analysis
required for adult life, including the world of work as well as post-school training and education. The modules
encourage students to question, reconsider and refine meaning through language, and to reflect on their own
processes of responding, composing and learning.

AIM
The study of English in Stage 6 enables students to understand and use language effectively. They appreciate,
enjoy and reflect on the English language and make meaning in ways that are imaginative, creative,
interpretive, critical and powerful. Students value the English language in its various textual forms to become
thoughtful and effective communicators in a diverse global world.

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 TERM ONE

COMMON MODULE
Reading to write: Transition to Senior English

TEXTS
Selected Short Texts from HAHS Stimulus Booklet
At least three stimulus texts

MODULE STATEMENTS
Reading to Write
In this module, students undertake the intensive and close reading of quality texts from a variety of modes
and media. In doing so, they further develop the skills and knowledge necessary to appreciate, understand,
analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios.
Central to this module is developing student capacity to respond perceptively to texts through their own
considered and thoughtful writing and judicious reflection on their skills and knowledge as writers. Students
read texts that are engaging thematically, aesthetically, stylistically and/or conceptually to inspire or provoke
them to critique skilfully, or to respond imaginatively. Through the study of texts, students develop insights
into the world around them, deepen their understanding of themselves and the lives of others and enhance
their enjoyment of reading.

The careful selection of critical and creative texts that address the needs and interests of students provides
opportunities for them to increase the command of their own written expression, and empower them with the
confidence, skills and agility to employ language precisely, appropriately and creatively for a variety of
purposes.

Wide reading and reflection provides students with the opportunity to make deeper connections and identify
distinctions between texts to enhance their understanding of how knowledge of language patterns,
structures and features can be applied to unfamiliar texts. Through imaginative re-creation students deepen
their engagement with texts and investigate the role of written language in different modes and how
elements for example tone, voice and image contribute to the way that meaning is made. By exploring texts
that are connected by form, point of view, genre or theme, students examine how purpose, audience and
context shape meaning and influence responses.

Through responding and composing for a range of purposes and audiences, students further develop skills
in comprehension, analysis, interpretation and evaluation. They investigate how various language forms and
features such as structure, tone, imagery and syntax are used for particular effect. They analyse and assess
texts using appropriate terminology, register and modality. By reading and writing complex texts they
broaden the repertoire of their vocabulary and extend control of spelling, punctuation and grammar to gain
further understanding of how their own distinctive voice may be expressed for specific purposes.

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ASSESSMENT TASK
Task 1: Extended Written Response: Creative Writing and Reflection Writing
Weighting: 40%

Further information about the question and process and procedure of the task will be provided in a detailed
notification at least two school weeks before the date of the assessment task.

TERM TWO

MODULE A
Narratives that Shape our World
Unit Concept: Narratives of War

TEXTS
Poetry: W. H. Auden, selected poems
Film: Captain America (2011) directed by Joe Johnston.

MODULE STATEMENT
In this module, students explore a range of narratives from the past and the contemporary era that illuminate
and convey ideas, attitudes and values. They consider the powerful role of stories and storytelling as a
feature of narrative in past and present societies, as a way of: connecting people within and across cultures,
communities and historical eras; inspiring change or consolidating stability; revealing, affirming or
questioning cultural practices; sharing collective or individual experiences; or celebrating aesthetic
achievement. Students deepen their understanding of how narrative shapes meaning in a range of modes,
media and forms, and how it influences the way that individuals and communities understand and represent
themselves.
Students analyse and evaluate one or more print, digital and/or multimodal texts to explore how narratives
are shaped by the context and values of composers (authors, poets, playwrights, directors, designers and so
on) and responders alike. They may investigate how narratives can be appropriated, reimagined or
reconceptualised for new audiences. By using narrative in their own compositions students increase their
confidence and enjoyment to express personal and public worlds in creative ways.
Students investigate how an author’s use of textual structures, language and stylistic features are crafted for
particular purposes, audiences and effects. They examine conventions of narrative, for example setting,
voice, point of view, imagery and characterisation and analyse how these are used to shape meaning.
Students also explore how rhetorical devices enhance the power of narrative in other textual forms, including
persuasive texts. They further develop and apply the conventions of syntax, spelling, punctuation and
grammar for specific purposes and effect.
Students work individually and collaboratively to evaluate and refine their own use of narrative devices to
creatively express complex ideas about their world in a variety of modes for a range of purposes and
critically evaluate the use of narrative devices by other composers.

ASSESSMENT TASK
Task 2: Multimodal Presentation

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Weighting: 30%

Further information about the question and process and procedure of the task will be provided in a detailed
notification at least two school weeks before the date of the assessment task.

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 TERM THREE

MODULE B
Critical Study of Literature

TEXTS
Shakespearean Drama: William Shakespeare, Julius Caesar

MODULE STATEMENT

In this module, students develop analytical and critical knowledge, understanding and appreciation of a
literary text. Through increasingly informed personal responses to the text in its entirety, students develop
understanding of the distinctive qualities of the text and notions of textual integrity.
Students study one text appropriate to their needs and interests. Central to this study is the exploration of
how the author’s ideas are expressed in the text through an analysis of its construction, content and
language. Students develop their own interpretation of the text, basing their judgements on evidence drawn
from their research and reading, enabling the development of a deeper and richer understanding of the text.
In doing so, they consider notions of contexts with regard to the text’s composition and reception; investigate
the perspectives of others; and explore the ideas in the text, further strengthening their personal perspective
on the text.
Students have opportunities to appreciate and express views about the aesthetic and imaginative aspects of
a text by composing creative and critical texts of their own. Through reading, viewing or listening they
analyse, evaluate and comment on the text’s specific language features and form. They express increasingly
complex ideas, clearly and cohesively using appropriate register, structure and modality. They draft,
appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately.
Opportunities to engage deeply with the text as a responder and composer further develops personal and
intellectual connections with this text, enabling students to express their informed personal view of its
meaning and value.

ASSESSMENT TASK
Task 3: End of Course Examination
Weighting: 30%
Task details: This is an examination which will take place during the Year 11 Examination period. There will
be two sections with which be comprised of responses to Module B: Critical Study of Literature.

Further information about the task will be provided in a detailed notification at least two school weeks before
the date of the examination.

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APPENDIX 1
YEAR 11 COURSE OBJECTIVES, OUTCOME AND CONTENT

Objectives Outcomes Content

A student: Students:

A EA11-1 Engage personally with texts

- explain the relationship between responder, composer, text and context
Through responding responds to, - appreciate the aesthetic qualities of texts and the power of language to express personal
to and composing a composes and ideas and experiences
wide range of texts evaluates complex
and through the close texts for Develop and apply contextual knowledge
study of texts, understanding, - explain the personal, social, historical and cultural contexts of composing and responding, and
students will develop interpretation, critical evaluate how these contexts impact on meaning
knowledge, analysis, imaginative - analyse and explain how and why texts influence and position readers and viewers
understanding and expression and
skills in order to pleasure Understand and apply knowledge of language forms and features
communicate - analyse the ways language features, text structures and stylistic choices shape ideas and
through speaking, perspectives and influence audiences
listening, reading, - explain how various language features, for example figurative, grammatical and multimodal
writing, viewing and elements create particular effects in texts and use these for specific purposes
representing. Respond to and compose texts
- develop independent interpretations of texts supported by informed observation and close
textual analysis
- compose texts that integrate elements of form, personal style, language and content for a
variety of audiences and purposes

EA11-2 Engage personally with texts

- examine the ways composers (authors, poets, playwrights, directors, designers and so on)
uses and evaluates apply textual conventions to shape meaning in different modes, media and technologies
processes, skills and - explore the ways different media and technologies influence the relationships between texts
knowledge required and responders (readers, listeners, viewers or audiences and so on), for example flexible
to effectively respond reading pathways in digital texts
to and compose texts
in different modes, Develop and apply contextual knowledge
media and - select and use appropriate processes and technologies for particular purposes, audiences and
technologies contexts
- examine the relationships between emerging textual forms and their social, cultural and
historical contexts -
Understand and apply knowledge of language forms and features
- explain how the reliability of texts is shaped and influenced by choices of medium
- examine the effects of combining linguistic and multimedial conventions in texts
Respond to and compose texts
- experiment with emerging textual forms by combining different media and technologies and
describe the impacts of this combination on meaning and response
- explain and assess the processes of drafting, reflecting, editing, revising, refining and
presenting for a range of audiences and purposes

B EA11-3 Engage personally with texts

- engage with complex texts to understand and appreciate the power of language in shaping
Through responding analyses and uses meaning
to and composing a language forms, - investigate and explain how mode, medium and form shape responses to texts, for example
wide range of texts features and how spoken language can evoke particular audience reactions
and through the close structures of texts
study of texts, considering Develop and apply contextual knowledge
students will develop appropriateness for - explain the effect of language choices in different personal, social and cultural contexts and
knowledge, specific purposes, how these choices influence meaning
understanding and audiences and - explain how changes in context influence responses to particular language choices in texts
skills in order to use contexts and - understand and respect that Aboriginal language dialects and Aboriginal English are
language to shape evaluates their expressions of cultural heritage and identity
and make meaning effects on meaning
according to Understand and apply knowledge of language forms and features
purpose, audience - use appropriate language for making connections, questioning, affirming, challenging and
and context. speculating about texts with increasing clarity
- use appropriate linguistic, stylistic, critical and creative terminology to compose and respond to
texts
- use accurate spelling, punctuation, syntax and metalanguage in complex creative and critical
texts (ACEEN017)
Respond to and compose texts
- explain how argument and narrative may be represented in critical and creative texts

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 - experiment with language conventions and forms in the composition of persuasive and
imaginative texts for a variety of purposes and audiences

EA11-4 Engage personally with texts

- explore a wide range of texts, including those that represent the diverse experiences of
strategically uses Aboriginal and/or Torres Strait Islander Peoples, to engage with ideas, perspectives and
knowledge, skills and conventions in familiar and new contexts
understanding of - understand that significant language concepts may operate across different textual forms, for
language concepts example narrative and point of view in speeches, documentaries and poems
and literary devices in
new and different Develop and apply contextual knowledge
contexts - explain how composers (authors, poets, playwrights, directors, designers and so on) adapt
language forms, features and structures of texts from other genres, periods and cultures in
new texts, for example appropriations in popular culture and the use of literary allusion
Understand and apply knowledge of language forms and features
- investigate and experiment with combinations of specific language concepts, aspects of style
and form to achieve deliberate effects in sustained compositions
- draw on knowledge and experience of literary devices, for example genre and hybridity, in
creating new texts
- use analysis of specific language concepts and literary devices in texts to inform the
composition of imaginative texts
Respond to and compose texts
- compare and evaluate specific uses of language in a range of textual forms
- integrate real and imagined experiences by selecting and adapting particular aspects of texts
to create new texts

C EA11-5 Engage personally with texts

- investigate a wide range of texts, including those by and about Aboriginal and/or Torres Strait
Through responding thinks imaginatively, Islander People(s), in order to think broadly, deeply and flexibly in imaginative, creative,
to and composing a creatively, interpretive and analytical ways
wide range of texts interpretively and - investigate, reflect on and explain differences between initial personal responses and more
and through the close critically to respond studied and complex responses
study of texts, to, evaluate and
students will develop compose texts that Develop and apply contextual knowledge
knowledge, synthesise complex - compare the ways texts may be composed and responded to in different contexts and how
understanding and information, ideas this influences meaning
skills in order to think and arguments
in ways that are Understand and apply knowledge of language forms and features
imaginative, - explain how text structures, language features and stylistic choices, for example metaphor,
creative, provide a framework for audience expectations, responses and interpretations of texts
interpretive and - examine different points of view represented in texts, for example those of characters,
critical. narrators and the implied author, and the ways in which these points of view are created
- select and use particular aspects of language, style and convention, for example narrative
point of view, syntax, modality and nominalisation
Respond to and compose texts
- synthesise complex ideas and information in a sustained, structured argument using relevant
textual evidence
- evaluate the effectiveness of argument to persuade an audience in a range of complex critical
and creative texts
- investigate complex ideas and information through sustained argument and imaginative
compositions

EA11-6 Engage personally with texts

- compare how composers (authors, poets, playwrights, directors, designers and so on) draw on
investigates and aspects of other texts, for example through theme, genre, intertextuality, style, event and
evaluates the character
relationships between - reflect on intertextual relationships between familiar texts and a widening range of new texts
texts
Develop and apply contextual knowledge
- reflect on the ways in which particular texts are influenced by other texts and contexts
- examine how texts in different literary forms, media or traditions are similar or different
Understand and apply knowledge of language forms and features
- investigate similarities and differences between and among texts that may be linked by form,
perspective or genre
- analyse how composers combine elements from different texts, sources and genres to create
new texts for particular audiences
Respond to and compose texts
- select and combine specific textual elements to create new texts and assess their
effectiveness for different audiences, purposes and contexts
- analyse the relationships between conventions of genre, audience expectations and
interpretations of texts, and the ways texts may conform or subvert these conventions

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D EA11-7 Engage personally with texts
- understand that texts offer vicarious experiences of the wider world for critical reflection and
Through responding evaluates the diverse pleasure
to and composing a ways texts can - appreciate the different ways in which a text can be valued, for example for its themes,
wide range of texts represent personal aesthetic qualities or representation of cultures
and through the close and public worlds and
study of texts, recognises how they Develop and apply contextual knowledge
students will develop are valued - investigate and explain how composers (authors, poets, playwrights, directors, designers and
knowledge, so on) draw on cultural, textual and linguistic resources to represent particular perspectives in
understanding and texts
skills in order to
express themselves Understand and apply knowledge of language forms and features
and their - analyse the diverse ways in which imaginative, informative and persuasive texts can explore
relationships with human experience, universal themes and social, cultural and historical contexts
others and their - understand and analyse the effect of language and structural choices on shaping own and
world. others’ perspectives, for example figurative language or narrative point of view
- evaluate how language choices confirm or challenge personal, social and cultural identity, and
recognise how they influence how a text is valued
Respond to and compose texts
- analyse how and why perspectives are represented differently in a range of complex texts
- compose creative and critical texts that reflect particular values and perspectives, including
their own

EA11-8 Engage personally with texts

- explain and evaluate whether their own perspectives and values align with the perspectives
explains and and values expressed in texts
evaluates cultural - consider the effect of engaging with other cultures and values through texts on their own
assumptions and perspectives and values
values in texts and
their effects on Develop and apply contextual knowledge
meaning - evaluate the impact of specific cultural references on meaning, for example historical allusion,
cultural stories and symbol
- examine the ways in which authors represent Australian culture, place and identity both to
Australians and the wider world (ACELR040)
- understand the contemporary application of Aboriginal cultural protocols in the production of
texts in order to protect Indigenous cultural and intellectual property
- explore how literature reflects cultural change
Understand and apply knowledge of language forms and features
- analyse the ways that specific language features and stylistic features represent cultural
assumptions and values in a range of texts
- evaluate the ways that ideas, voices and perspectives are evident in texts representing
different personal, historical and cultural contexts
Respond to and compose texts
- compare cultural perspectives in texts from different personal, social, historical and cultural
contexts, including texts by and about Aboriginal and Torres Strait Islander People(s), other
Australians and people with Asian heritage
- experiment and reflect on changes to texts, for example point of view, form or setting to
explore different cultural meanings

E EA11-9 Engage personally with texts

- reflect on and discuss personal preferences and insights gained from engagement with an
Through responding reflects on, evaluates increasingly wide repertoire of complex texts
to and composing a and monitors own
wide range of texts learning and adjusts Develop and apply contextual knowledge
and through the close individual and - identify and articulate how their own processes of response and composition are the same or
study of texts, collaborative different to others
students will develop processes to develop - articulate and discuss the pleasures and difficulties, successes and challenges experienced in
knowledge, as an independent independent and collaborative work, and establish improved practices
understanding and learner
skills in order to learn Understand and apply knowledge of language forms and features
and reflect on their - apply knowledge and communication skills gained in collaborative and independent learning
learning through environments to new learning contexts
their study of - select and use appropriate metalanguage and textual forms to assess and reflect on learning
English. Respond to and compose texts
- assess strengths and weaknesses of their own creative and critical compositions and set
learning goals accordingly
- use constructive, critical feedback from others to improve learning, including their own
composing and responding

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APPENDIX 2
A GLOSSARY OF KEY TERMS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are
expected to be able to do. This glossary will help provide a common language and consistent meaning in the Year 11 English
course.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse Identify components and the relationship between them; draw out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and
(analyse/evaluate) quality to (analysis/evaluation)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support and argument or conclusion with evidence
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole

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