Stage 5

Stage 5 English

The Years 9-10 English program at St Edward’s College is based on developing the students’ growth in language and building on the skills and outcomes in Stage 4 to enable students to develop their competence in the modes of reading, writing, speaking, listening and viewing and representing. This will be encouraged through purposeful language activities in the contexts of everyday communication and personal expression (both formal and informal), literature and the mass media.

Teachers will provide opportunities for your son to develop his personal competence in: recognising, enjoying, broadening and exercising control over their oral language skills; responding perceptively to what they read in a wide range of texts and contexts; composing and responding with pleasure, competence and confidence; experiencing, enjoying and responding perceptively to a range of texts including mass media, multicultural literature, picture books, electronic texts and Shakespearean literature.

Assessment of what students learn to do, and what they learn about is integrated into the teaching modules and explicitly linked to course content and outcomes. Some tasks are common moderator tasks to assist students and teachers in recognising the individual performance in relation to the age cohort, however the classroom teacher is largely responsible for determining and assessing a student’s progress in meeting the outcomes for Stage 5.

Stage 5 Rationale

The Years 9-10 English program at St Edward’s College is based on developing the students’ growth in language and building on the skills developed in Stage 4 to enable students to explore their world, their experiences and to form their values as Catholics.

This development will be encouraged by providing opportunities for the students to engage in purposeful language activities in the contexts of everyday communication and personal expression (both formal and informal), literature and the mass media. Students will be called upon to talk, listen, read, write, observe and reflect upon the processes of their own learning through student-centered activities and teacher-directed lessons.

It is intended that students will strive towards personal excellence in using language by making meaning in a wide range of language situations including:

  • What is said
  • How it is said
  • Why it is said
  • The worth of what is said

As the outcome of an interaction between what is said or written and the person/s who is/are listening, reading or observing.

Teachers will provide all students with purposeful learning activities in speaking, listening, reading, writing and viewing and representing to develop their personal competence in:

  • Recognising, enjoying, broadening and exercising control over their oral language
  • Responding perceptively to what they read in a wide range of texts and contexts
  • Composing and responding with pleasure, competence and confidence
  • Experiencing, enjoying and responding perceptively to a range of texts including mass media and electronic texts

The assessment of student achievement in Year 10 is integral to teaching and learning. Assessment tasks are designed to ensure that student achievement in all aspects of the course is assessed against the Course Performance Descriptors. The tasks are scheduled and weightings applied to reflect the Year 10 English programme. Students are awarded grades from ‘A’ to ‘E’ corresponding to the range of achievement levels from Excellent to Elementary and this is determined through a range of assessment tasks and strategies in moderator tasks for listening, speaking, reading, writing, viewing and representing. This process assists teachers in accurately describing a student’s level of achievement.

The assessment of Year 9 differs from Year 10 in that not all tasks are moderators as is reflected in both the standards-referenced approach to assessment and College Policy whereby the classroom teacher’s analysis and assessment of a student’s progress is given greater bearing.

The teaching of English reflects and reinforces the Catholic ethos that is illustrated through our founder Blessed Edmund Rice. Teachers who work at St Edward’s actively demonstrate and live the Gospel values in the tradition and spirit of Catholicism.