SETON CATHOLIC COLLEGE

2018 COURSE OUTLINE

ENGLISH
GENERAL YEAR 8

Week Key teaching points
TERM ONE
War and Conflict
Diary/letter Writing
- Clarify the main purposes
behind diary/letter writing; to
preserve a moment in time, to
express or vent feelings, to
share experiences, to express a
personal point ov view etc. Use
the Craft of Writing from the
Pearson textbook to assist with
this.
- Look at examples of letters and
diary entries from WWI and
WWII.
- Discuss different functions and
the conventions/techniques
utilised in each and the way
each is structured.
- Context – explore issues
Term 1 relating to war to arise from
Weeks text studied.
1-5 - Students to also engage with a
range of texts that reflect on
aboriginal involvement in the
world wars. This may include
news articles or letters.
Resources:
Chapter “Craft of Writing” From
Pearson English 8 Textbook.
T Drive resources
Collection of feature articles,
letters, comprehension questions
on Weebly site and SEQTA.
1
SEMESTER ONE
Syllabus content Assessment tasks
Language: Formative:
 Understand how cohesion in texts is improved Read a variety of diary
by strengthening the internal structure of entries, letters and
paragraphs through the use of examples, feature articles,
quotations and substantiation of completing
claims (ACELA1766) comprehension and
creative tasks for each.
 Understand how coherence is created in
complex texts through devices like Summative:
lexical cohesion, ellipsis, Task 1, Week 5:
grammatical theme and text connectives (ACEL Non-fiction writing
A1809) Personal letter or diary
entry from a soldier.
 Understand the effect of nominalisation in the
writing of informative and persuasive Weighted: 20%
texts (ACELA1546)
Curriculum Modes:
 Recognise that vocabulary choices contribute Reading, writing,
to the specificity, abstraction and style of creating
texts (ACELA1547)
Literature:
 Explore the interconnectedness of
Country/Place, People, Identity and Culture in
texts including those by Aboriginal and Torres
Strait Islander authors (ACELT1806)
 Understand and explain how combinations of
words and images in texts are used to
represent particular groups in society, and
how texts position readers in relation to those
groups (ACELT1628)
Literacy:
 Analyse and evaluate the ways
that text structures and language features vary
according to the purpose of the text and the
ways that referenced sources add authority to
a text (ACELY1732)
 Apply increasing knowledge of
vocabulary, text structures and language
features to understand the content of
texts (ACELY1733)
 Create imaginative, informative and persuasive
texts that raise issues, report events and
advance opinions, using deliberate language
and textual choices, and including digital
elements as appropriate (ACELY1736)
2018 Course Outline | English | General Year 8

Week Key teaching points
War and Conflict
Poetry and Poetic Techniques
What is poetry? How is it different
from prose and other types of
creative writing?
Vocabulary associated with poetry:
stanzas, rhyme, poet, line break,
tone, free verse and figurative
language.
The difference between subject
matter and theme.
Introduction to imagery through
figurative language and poetic
devices: metaphor, personification,
simile, onomatopoeia, alliteration,
assonance.
Looking at how the use of figurative
language and poetic devices
impacts upon the delivery and the
Term 1
meaning of the poem.
Weeks
Learning how to deconstruct and
6-10
annotate poems
Using the WHAT and HOW
approach to poetry analysis. WHAT
is the poem about (subject
matter)? What is the poet saying
about an issue or situation or their
feelings (THEME)? HOW has the
poet has achieved this? HOW have
figurative language and poetic
devices been used?
Resources
Suggested anthology on T drive
including:
Dolce et Decorum Est
In Flander’s Fields
The Battle
Anthem for Doomed Youth
Comprehension qu’s on T Drive
Links on SEQTA and Weebly site to
poem specific resources
2
Syllabus content Assessment tasks
Literature: Formative:
 Explore the ways that ideas and viewpoints in Comprehension tests
literary texts drawn from different historical, and written activities on
social and cultural contexts may reflect or poetry analysis and
challenge the values of individuals and creation.
groups (ACELT1626)
 Recognise, explain and analyse the ways Task 2: Week 10
literary texts draw on readers’ knowledge of Poetry creation
other texts and enable new understanding Students to write their
and appreciation of aesthetic qualities own poem based on the
 (ACELT1629) information and
understanding drawn
 Create literary texts that draw from non-fiction texts,
upon text structures and language features of accompanied by
other texts for particular purposes and statement of intent
effects (ACELT1632)
Weighted 25%
 Experiment with particular language (15% poetry, 10%
features drawn from different types of texts, evaluation)
including combinations of language and visual
choices to create new texts (ACELT1768) Curriculum Modes:
reading, writing and
Literacy: creating
 Use a range of software,
including word processing programs, to create,
edit and publish texts
imaginatively (ACELY1738)
2018 Course Outline | English | General Year 8

Week Key teaching points
Spelling and Grammar Test 1
This can be broken up as individual
lessons throughout the units (i.e.
one per week) and this will be
ongoing for the year.
Term 1
Week 11
3
Syllabus content Assessment tasks
Language: (applies to all SPG tests) Formative:
 Understand the use of punctuation conventions, Ongoing correction of work
including colons, semicolons, dashes and brackets and assessment of own and
in formal and informal texts (ACELA1544) peer work during written
tasks.
 Understand how to apply learned knowledge
Summative:
consistently in order to spell accurately and to
Task 3: Week 11
learn new words including
Spelling and grammar test
nominalisations (ACELA1549)
1
 Understand that Standard Australian English is a Weighted: 5%
living language within which the creation and loss
of words and the evolution of usage is Curriculum modes:
ongoing (ACELA1550) Reading, writing
2018 Course Outline | English | General Year 8

TERM TWO
Mystery and Suspense:
Short stories
Students will read a range of
mystery and suspense stories from
different eras and cultures.
Examine and discuss:
 genre traditions
 narrative elements of short
stories with special focus on plot
structure and development to
create suspense.
 how stories reflect different
types of people and groups –
making comparisons between
characters.
 choices authors have used in
their creations and the impact
these have on the reader.
 how sources and research has
been used in texts and how these
add to authority and status of the
text.
Term 2
Recap Essay writing for task:
Weeks
 paragraphing (TEEL)
1-6
 sentence types and structures
 breaking down an essay question
 Thesis/global statements
(introductions)
 justifying ideas with examples
from text
 conclusions
 extended vocabulary,
descriptiveness and accuracy
 editing and proof reading
Resources
Weebly site has a collection of
short stories and videos. Also on T
drive and SEQTA.
http://scc8generalenglish2018.wee
bly.com/genre.html
Suggested Stories:
The Tell Tale Heart by Edgar Allen
Poe
Lamb to the Slaughter by Roald
Dahl
‘Speckled Band’ by Sherlock
Holmes
‘The Monkey’s Paw’ by W.W Jacobs
The Raven/Simpsons Raven
The Lottery, by Shirley Jackson
4
Language: Formative:
Comprehension
 Understand how conventions of speech questions on short
adopted by communities influence the stories, peer assessed.
identities of people in those
communities (ACELA1541) Summative:
Task 4: Week 6
Short story essay
Literature:
Students to write an
 Recognise and explain differing viewpoints essay in response to one
about the world, cultures, individual people of the short stories
and concerns represented in texts (ACELT1807) covered for this topic.
This will cover narrative
 Identify and evaluate devices that create tone, conventions and plot
for example humour, wordplay, innuendo and development to create
parody in poetry, humorous prose, drama or suspense.
visual texts (ACELT1630)
Weighted: 20%
 Interpret and analyse language choices,
including sentence patterns, Curriculum Modes:
dialogue, imagery and other language features, Reading, writing
in short stories, literary essays and
plays (ACELT1767)
 Explore and explain the ways authors combine
different modes and media in creating texts,
and the impact of these choices on the
viewer/listener (ACELY1735)
 Explore the interconnectedness of
Country/Place, People, Identity and Culture in
texts including those by Aboriginal and Torres
Strait Islander authors (ACELT1806)
Literacy:
 Experiment with text structures and language
features to refine and clarify ideas to improve
the effectiveness of students’ own
texts (ACELY1810)
2018 Course Outline | English | General Year 8

Week Key teaching points
Film Study
Students to cover film conventions
including SWAT codes and how
they can be utilised to affect an
audience and communicate a
message.
Look at key features of the coming
of age genre/Bildungsroman sub
genre
What key conventions would we
expect to see? How do studies
Term 2 films uphold and/or negate these?
Weeks
7-9 View a range of short films and
examine SWAT codes used as well
as narrative elements.
Resources:
Series of short films and/or film
excepts (Road’s End, The Facts in
the Case of Mr Hollow – from
SEQTA and Weebly site).
Full length Feature Film Karate Kid
5
Syllabus content Assessment tasks
Language: Formative:
 Understand the use of punctuation Notes and worksheets
conventions, including colons, semicolons, examining SWAT codes
dashes and brackets in formal and informal and narrative
texts (ACELA1544) conventions in film.
 Understand how to apply learned knowledge Summative:
consistently in order to spell accurately and to Task 5: Week 9
learn new words including Film analysis Essay
nominalisations (ACELA1549) Students to view a film
trailer and discuss the
ways in which the film
Literature: codes suggest the film’s
 Share, reflect on, clarify and evaluate opinions genre.
and arguments about aspects of literary Weighted: 20%
texts (ACELT1627)
Curriculum Modes:
 Understand and explain how combinations of Viewing, writing
words and images in texts are used to
represent particular groups in society, and how
texts position readers in relation to those
groups (ACELT1628)
Literacy:
 Analyse and explain how language has evolved
over time and how technology and the media
have influenced language use and forms of
communication (ACELY1729)
2018 Course Outline | English | General Year 8
 6
SEMESTER TWO

Week Key teaching points Syllabus content Assessment tasks

TERM 3 Language Formative:
Class Novel – Choice between  Analyse and examine how effective authors Students will complete
Holes and Skellig control and use a variety of clause structures, comprehension and
including clauses embedded within the reflection activities
Narrative elements and structure of a noun group/phrase or clause throughout the novel
conventions (ACELA1545) study.
 Characterisation, setting, plot,
conflict point of view and themes Literature Summative:
 Recognising reader context and  Recognise and explain differing viewpoints
interpretation Task 6: Week 6
about the world, cultures, individual people
 Textual context: historical, social etc Novel comprehension
and concerns represented in
Term 3  Literal, inferential and evaluative
texts (ACELT1807) Comprehension
Weeks questions on the novel
questions on novel
 Assessing attitudes, values and
1-6  Share, reflect on, clarify and evaluate opinions
beliefs being promoted in the novel
 Students to research and read a and arguments about aspects of literary Weighted: 20%
range of reviews and opinions online texts (ACELT1627)
regarding the novel. Curriculum modes:
 Justifying interpretations based on Literacy Reading, writing
textual evidence and show  Use comprehension strategies to interpret and
understanding of author’s
evaluate texts by reflecting on the validity of
intentions.
content and the credibility of sources,
Resources:
See schemes of work in resource including finding evidence in the text for
folder on T drive, SEQTA and the author’s point of view(ACELY1734)
Weebly site.
Panel Discussions Language Formative:
Students to be allocated to groups of  Recognise that vocabulary choices contribute Students will complete
four and given a topic to research. to the specificity, abstraction and style of guided study and
Audience members also need to texts (ACELA1547) research activities
research and compile questions, as
towards the task
well as peer evaluate.
Literature
Presentations will make use of at least
two different resource types for each  Explore the ways that ideas and viewpoints in Summative:
group. literary texts drawn from different historical,
Some suggested topics (teacher to social and cultural contexts may reflect or Task 7: Week 9
choose): challenge the values of individuals and Panel Presentation
 Does technology make us more groups (ACELT1626) Panel presentations in
Term 3 alone? class
Weeks  Do violent games make people more  Recognise and explain differing viewpoints
7-9 violent in real life? about the world, cultures, individual people Weighted: 20%
 Can money buy you happiness? and concerns represented in texts(ACELT1807)
 Is school teaching you the skills you
Curriculum modes:
need to succeed in life?
Literacy Writing, Speaking and
 What can we do to stop
cyberbullying  Interpret the stated and implied meanings in Listening
 Is animal testing necessary spoken texts, and use evidence to support or
 Advertising does more harm than challenge different perspectives (ACELY1730)
good
Resources:  Use interaction skills for identified purposes,
Viewing: Q+A, Gruen, The Project using voice and language conventions to suit
different situations, selecting vocabulary,
modulating voice and using elements such as
music, images and sound for specific
effects (ACELY1808)

 Plan, rehearse and deliver presentations,

selecting and sequencing appropriate content,

2018 Course Outline | English | General Year 8

 7
Week Key teaching points Syllabus content Assessment tasks
including multimodal elements, to reflect a
diversity of viewpoints (ACELY1731)

Spelling and Grammar Test 2 As per SPG test 1 Summative:

Task 8: Week 10
Spelling and grammar
test 3
Term 3
Weighted: 5%
Week 10
Curriculum modes:
reading, writing

Term 4
Graphic Novels
Investigate a range of graphic
novels and link to previous study:
narrative elements, SWAT codes
and genre.
Examination of style of graphic
novels:
 Colour palette
 Abstract/cartoon/photorealistic
 How is character
created/depicted?
 How is POV established?
 How does the narrative
progress? What techniques are
used to do this?
 What does it tell us about the
world the creator is depicting
Viewing and study of a range of
graphic novels of varying styles
Techniques for creating graphic
Weeks
novels – drawing, photography,
1-7
software – exploring new
technologies for storytelling.
Creation of graphic novel.
Essay writing revision.
Written evaluation/justification of
choices made in their graphic
novel – essay format.
Language: Formative:
Students will study and
 Investigate how visual and multimodal texts analyse a variety of
allude to or draw on other texts or images to graphic novels,
enhance and layer meaning (ACELA1548) completing retrieval
charts and
Literature: comprehension
activities.
 Understand and explain how combinations of
words and images in texts are used to Summative:
represent particular groups in society, and
how texts position readers in relation to those Task 9: Week 6
groups (ACELT1628) Graphic Novel Creation
Students choose from a
 Create literary texts that draw selection of mediums to
upon text structures and language features of produce their own
other texts for particular purposes and graphic novel
effects (ACELT1632)
Weighting 20%
Literacy: Curriculum Modes:
Writing, creating
 Explore and explain the ways authors combine
different modes and media in creating texts, Task 10: Week 7
and the impact of these choices on the Persuasive presentation
viewer/listener (ACELY1735) Essay explaining/
justifying choices on
 Experiment with text structures and language their graphic novel
features to refine and clarify ideas to improve
the effectiveness of students’ own Weighting 10%
texts (ACELY1810)
Curriculum modes:
 Use a range of software, Writing
including word processing programs, to create,
edit and publish texts
imaginatively (ACELY1738)

Resources:
Sample graphic novels on weebly
site, along with retrieval charts and
study activities.
Further activities in Graphic Novel
folder on T drive.

2018 Course Outline | English | General Year 8

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Week Key teaching points Syllabus content Assessment tasks

2018 Course Outline | English | General Year 8