English Pathways

2EPSY

English Pathways provides students with a focus for informed and effective participation in vocational, cultural and/or social contexts

Course details

  • Note From 2017 this subject will be replaced by the subject titled Stage 2 Essential English

About the subject

Students use language to establish and maintain effective connections and interactions with people in different contexts. They also read, respond to, and produce texts.

Course content

Students are required to read and respond to texts as well as produce texts.

Decisions regarding the specific content should be centred on the ways in which individual students or groups of students establish and maintain effective connections and interactions with people in different contexts.

Reading and Responding to Texts Study

Students reflect critically on the ways in which texts are created for specific purposes and audiences. Texts selected for study have a direct connection with people and experiences in vocational, cultural, and/or social contexts.

Students develop and express opinions and perspectives in written and oral or multimodal form.

It is recommended that students read and respond to at least two of the following text types:

  • an extended prose, verse, or electronic text (e.g. a novel, a graphic novel, a collection of short stories, a biography, an instructional manual)
  • a visual/media text (e.g. a web page, a film, a documentary, a training text)
  • a creative/aesthetic text (e.g. poetry, song lyrics, a dramatic performance).

Text Production Study

Through reading and responding to texts, students recognise the influence of language and textual conventions on the ways in which readers understand and respond to texts. Students learn that authors observe various conventions of style, content, vocabulary, register, and format. Students should be conscious of the stylistic features and textual conventions that characterise various forms, and should demonstrate some control over these features and conventions in their own text production.Students are likely to benefit from modelling their own texts on examples of good practice in the same form. This study allows students to develop control over self-editing and drafting processes.

Language Study

Students identify a purpose and context that arises out of their interaction with a group of people in a vocational, cultural, or social context.

Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based AssessmentWeighting
Text Analysis30%
Text Production40%
External Assessment 
Language Study30%

Information on the External Assessment - Language Study

For a 20-credit program, students complete a language study of a maximum of 2000 words, or the equivalent in a multimedia format.

Students undertake an independent study that has as its major focus the use of language by a group of people in a chosen context. The people who are the focus of the study may be in a family, peer, school, local, national, global, or virtual group. The group could be social, vocational, volunteer, sporting, religious, or a community of interest.

Students need to develop a clearly defined focus. They may choose to hypothesise, ask a question, or use another strategy for focusing their ideas. There should be clear evidence of what the students learned through completing the study, and a conclusion that draws together the ideas formulated during the study.

Performance Standards

The Stage 2 English Pathways Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.The school-based assessments and the external assessment will be graded with reference to the performance standards.

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English Pathways
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© 2016 Darwin High School. CRICOS Provider: Northern Territory Department of Education, CRICOS Provider Number: 00780M, Course Code Intensive English: 048904G, Course Code Senior Secondary: 058744C

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