| English | 1. Reading and Exploring Texts • Use personal, analytical and evidence-based responses to texts; explore vocabulary, text structures, language features, ideas, values, characterisation, setting, voice and point of view.2. Crafting Texts • Use mentor texts, audience, purpose, context, form, voice, structure, language choices, and reflection on writing decisions. Generate questions that ask students to recognise effective writing choices or improve short pieces. | 1. Reading and Exploring Texts • Use personal, analytical and evidence-based responses to texts; explore vocabulary, text structures, language features, ideas, values, characterisation, setting, voice and point of view.2. Exploring Argument • Use argument, contention, audience, purpose, context, persuasive strategies, language choices, visuals where applicable, and construction of viewpoints. | 1. Reading and Responding to Texts • Use senior analytical interpretation of ideas, concerns and values presented in a text, informed by vocabulary, text structures, language features, form, characterisation, setting, voice, point of view and evidence.• For exam-style questions, align to Section A style reasoning: analytical response to a selected text, precise evidence, interpretation of meaning and control of written argument.2. Creating Texts • Use Framework of Ideas style writing, mentor texts, audience, purpose, context, form, voice, structure, language choices and reflective commentary.• For exam-style questions, align to Section B style reasoning: creating a cohesive text in response to a title and/or stimulus material, with clear purpose, audience, form and language control. | 1. Reading and Responding to Texts • Use senior analytical interpretation of ideas, concerns and values presented in a text, informed by vocabulary, text structures, language features, form, characterisation, setting, voice, point of view and evidence.• For exam-style questions, align to Section A style reasoning: analytical response to a selected text, precise evidence, interpretation of meaning and control of written argument.2. Analysing Argument • Use argument analysis, contention, audience positioning, persuasive strategies, tone, structure, evidence, language features and visuals where applicable.• For exam-style questions, align to Section C style reasoning: analyse how argument and language are used to position audiences; include multimodal or visual features where suitable. |
| English as an Additional Language (EAL) | 1. Reading and Exploring Texts • Use accessible but senior-level text interpretation, vocabulary, text structures, language features, ideas, context, and personal connections. Include EAL-appropriate language support without reducing intellectual demand.2. Crafting Texts • Use audience, purpose, context, form, voice, text structures, vocabulary choices, sentence control, and reflective writing decisions for EAL learners. | 1. Reading and Exploring Texts • Analyse how language, structure, context, ideas and authorial choices create meaning, with EAL-aware vocabulary and expression support.2. Exploring Argument • Use contention, audience, purpose, tone, persuasive strategies, argument structure, visual features where applicable, and construction of viewpoints with EAL-appropriate support. | 1. Reading and Responding to Texts • Use senior EAL analytical response to texts, including ideas, concerns, values, vocabulary, language features, structure, evidence and clear expression.• For exam-style questions, keep the analytical demand senior-level but include EAL-aware support for vocabulary, sentence control and evidence selection.2. Creating Texts • Use Framework of Ideas style writing, mentor texts, audience, purpose, context, form, structure, language choices and reflective commentary with EAL-aware expression support.• For exam-style questions, focus on creating a cohesive text in response to a title and/or stimulus material, with clear purpose, audience, form, vocabulary control and sentence control. | 1. Reading and Responding to Texts • Use senior EAL analytical response to texts, including ideas, concerns, values, vocabulary, language features, structure, evidence and clear expression.• For exam-style questions, keep the analytical demand senior-level but include EAL-aware support for vocabulary, sentence control and evidence selection.2. Analysing Argument • Analyse argument, contention, audience, purpose, persuasive strategies, tone, structure, evidence, visuals where applicable and language choices with EAL-aware support.• For exam-style questions, include accessible but authentic persuasive texts and ask students to explain how argument and language position audiences. |
| Literature | 1. Reading Practices • Use close reading, reader response, evidence, form, language, style, narrative voice, point of view, and interpretation.2. Exploration of Literary Forms • Use poetry, prose, drama, short stories, genre, form, structure, narrative style, and how form shapes meaning. | 1. Voices of Country • Use First Nations voices, Country and Place, identity, connection, perspective, cultural context and respectful interpretation. Avoid generic or tokenistic wording.2. Texts and Their Contexts • Use historical, social, cultural and literary contexts; values; interpretation; and the relationship between context and meaning. | 1. Adaptations and Transformations • Use textual adaptation, reinterpretation, medium, form, transformation, comparison and how meaning changes across versions.• For exam-style questions, support comparison of original and adapted/transformed texts, focusing on changed meaning, form, context, values and audience positioning.2. Developing Interpretations • Use literary perspectives, close evidence, interpretive arguments, alternative readings, critical response and sustained analytical writing.• For exam-style questions, support development and defence of interpretations using close textual evidence and literary perspectives. | 1. Close Analysis of Texts • Use detailed close analysis of language, form, structure, style, imagery, symbolism, voice, point of view and textual evidence.• For exam-style questions, support close analysis of selected passages or extracts, focusing on how textual details shape interpretation.2. Creative Responses to Texts • Use creative response, voice, style, form, perspective, transformation, authorial choices and reflective commentary.• For exam-style questions, support evaluation of creative choices and how they respond to or transform a source text. |
| English Language | 1. Nature and Functions of Language • Use the nature and functions of language, subsystems, modes, context, audience, purpose, register, language as a system, and communication choices using appropriate linguistic metalanguage.2. Language Acquisition and Communication • Use child language acquisition, stages of language development, spoken and written communication, interaction, socialisation, and evidence-based linguistic analysis at Unit 1 level. | 1. English Across Time • Use historical development of English, language change over time, influences on English, semantic, lexical and grammatical change, and evidence from texts.2. Englishes in Contact • Use English as a global language, language contact, borrowing, World Englishes, Australian English influences, social and cultural change, and attitudes to language change. | 1. Informal Language • Use informal language, spoken discourse, interaction, conversational strategies, register, social purpose, relationship building, identity and linguistic metalanguage.• For exam-style questions, support short-answer analysis and analytical commentary using accurate subsystem metalanguage and evidence from stimulus texts.2. Formal Language • Use formal language, public discourse, institutional contexts, register, authority, social purpose, audience positioning, coherence, cohesion and linguistic metalanguage.• For exam-style questions, support short-answer analysis and analytical commentary using accurate subsystem metalanguage and evidence from stimulus texts. | 1. Language Variation in Australian Society • Use Australian English, Standard Australian English, ethnolects, Aboriginal Englishes where handled respectfully, social variation, attitudes, identity and language in Australian society.• For exam-style questions, support essay-style reasoning and sociolinguistic analysis using relevant examples, attitudes, variation and identity.2. Individual and Group Identities • Use how language constructs individual and group identities, sociolects, idiolects, communities of practice, attitudes, power, solidarity and detailed linguistic analysis.• For exam-style questions, support essay-style reasoning, analytical response and evidence-based sociolinguistic interpretation. |
| Foundation English | 1. Reading and Viewing Texts • Use accessible comprehension, main ideas, text purpose, audience, language features, structure, visual features, and practical interpretation.2. Creating Texts • Use practical writing, audience, purpose, context, structure, clarity, vocabulary choices, and editing. | 1. Reading and Comparing Texts • Use comparison of ideas, perspectives, audience, purpose, text structures, and evidence from accessible texts.2. Writing for Purpose • Use practical real-world writing, clarity, form, audience, purpose, context, editing, and revision. | | |
