Students use language to establish and maintain effective connections and interactions with people in different contexts. They also read, respond to, and produce texts.
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.
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:
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.
Students identify a purpose and context that arises out of their interaction with a group of people in a vocational, cultural, or social context.
Students demonstrate evidence of their learning through the following assessment types:
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.
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.
Students and their families are encouraged to download the Darwin High School Compass app to their smart phone/tablet device. Compass app allows you to stay up to date with announcements and events, complete a range of e-forms for student absences and excursions and easily contact us via phone or email direct from the app.
© 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
School Web Design by Dash.