5: Literary and non-literary texts Literary texts Non-literary texts Literary texts use language in aesthetic, Non-literary texts use language to: imaginative and engaging ways to: transact and negotiate relationships, and • entertain and move services • reflect and express emotions report on people, things, events and issues • • and explore cultural values and identity. explain, analyse, argue, persuade and give • • opinions. Examples: Examples: novels reports • • plays (scripts and performances) essays • • poetry feature articles, editorials • • stories documentary films • • feature websites and other texts of new technologies • • texts of work, family and community life • Range of texts In Year 10 English, students must read, listen to and view a of texts to encourage their development as language learners and users. A Year 10 English course should include literary and non-literary texts, including Australian texts by Indigenous and non-Indigenous writers. Texts studied in Year 10 English should: include spoken, written, visual texts and texts of new technologies be selected with consideration for the backgrounds, abilities, interests, maturity levels and aspirations of the students, including Indigenous students. Selection of texts To provide a successful transition from the middle years, schools should consider the demands of their Year 9 English course when selecting texts for Year 10. Similarly, to support students during their transition into the senior phase of learning, the texts studied in Year 10 should build towards those studied in the school’s senior English courses. In Year 10 it is suggested that students have learning experiences developed through: literary including: a novel a play, which may be a Shakespearean drama a range of poems across different poetic forms non-literary texts, including multimodal/multimedia and hypermedia texts (e.g. websites, CD-ROMs, documentary films, TV programs) expository (e.g. feature articles, essays, editorials). Examples of courses of study Diagram 4 on page 20 describes examples of ways to plan and package courses of using the Year 10 English learning statements. These examples do not preclude other ways of planning and packaging the learning statements. The examples are described as: units referring to term- or semester-length units planned around a particular topic or — theme (contexts) courses referring to a series of units over a year planned around a particular school — subject.
5: Literary and non-literary texts Literary texts Non-literary texts Literary texts use language in aesthetic, imaginative and engaging ways to: • entertain and move • reflect and express emotions • and explore cultural values and identity. Non-literary texts use language to: • transact and negotiate relationships, and services • report on people, things, events and issues • explain, analyse, argue, persuade and give opinions. Examples: • novels • plays (scripts and performances) • poetry • stories • feature Examples: • reports • essays • feature articles, editorials • documentary films • websites and other texts of new technologies • texts of work, family and community life Range of texts In Year 10 English, students must read, listen to and view a of texts to encourage their development as language learners and users. A Year 10 English course should include literary and non-literary texts, including Australian texts by Indigenous and non-Indigenous writers. Texts studied in Year 10 English should: include spoken, written, visual texts and texts of new technologies be selected with consideration for the backgrounds, abilities, interests, maturity levels and aspirations of the students, including Indigenous students. Selection of texts To provide a successful transition from the middle years, schools should consider the demands of their Year 9 English course when selecting texts for Year 10. Similarly, to support students during their transition into the senior phase of learning, the texts studied in Year 10 should build towards those studied in the school’s senior English courses. In Year 10 it is suggested that students have learning experiences developed through: literary including: a novel a play, which may be a Shakespearean drama a range of poems across different poetic forms non-literary texts, including multimodal/multimedia and hypermedia texts (e.g. websites, CD-ROMs, documentary films, TV programs) expository (e.g. feature articles, essays, editorials). Examples of courses of study Diagram 4 on page 20 describes examples of ways to plan and package courses of using the Year 10 English learning statements. These examples do not preclude other ways of planning and packaging the learning statements. The examples are described as: units — referring to term- or semester-length units planned around a particular topic or theme (contexts) courses — referring to a series of units over a year planned around a particular school subject.