Utopias and Dystopias Program

NORMANHURST BOYS HIGH
ENGLISH PROGRAM
Program prepared by: Clairie Ormiston
Year: Extension 11
Topic/Module: Utopias and Dystopias
Teacher:
RATIONALE: To prepare students for the rigours and the style of HSC Extension English through the study of a genre and form that has
change over an extended history.
MANDATORY POLICIES:
Gifted and Talented Education:
Boys’ Education:
Aboriginal Education
Literacy:
SYLLABUS OUTCOMES AND CONTENT
A student: In this unit students explore texts which relate to the concepts of utopias and dystopias. Utopias were and are used in literature to satirise and critique
society. Utopias are typified by the author’s idealization of key paradigms such as politics, socio-economic, philosophy, religion and science. The portrayal of an ideal
commonwealth has a double function: it establishes a standard, a goal; and by virtue of its existence alone it casts a critical light on society as presently constituted. Over
time, there has been a shift towards the composition of dystopias which serve the same satiric and allegoric purpose in a form that rather than idealizing certain values, the
presentation of a dystopia shows the effect of a world with differing or an over emphasis on certain values.
The study of these texts examines and explores the composers’ values and the impact of context. It will also show the transformation and the shift in the genre and form
over time.
Echoing the standards of the HSC prescriptions, students are required to study at least three of the prescribed texts, two of which must be print texts, as well as
other texts of their own choosing. In their responding and composing they explore, analyse, experiment with and critically evaluate their prescribed texts and a
range of other appropriate examples. Texts should be drawn from a range of contexts and media, and should reflect the concerns of the Romantic period.
English Stage 6 Prescriptions 2009-2012 Board of Studies NSW, Sydney
Objectives are general statements, organising the more specific learning goals contained in the English (Extension) outcomes.
Students will develop knowledge and understanding of:
• how and why texts are valued.
Students will develop skills in:

• extensive independent investigation
• theorising about texts and values based on analysis and understanding of complex ideas
• sustained composition.
Students will come to value and appreciate:

• the role of language in developing positive interaction and cooperation
• their developing skills as users of English
• the pleasure and diversity of language and literature
• the role of language and literature in their lives
• the study and use of English as a key to learning
• reflection on their own processes of learning
• appropriateness, subtlety and aesthetics in language use.
Preliminary Preliminary English (Extension) Content
English
English(Extension)
(Extension)Objectives
Outcomes
Students will develop 1. A student understands 1. Students learn about how and why texts are valued in and appropriated into a range of contexts by:
knowledge and understanding how and why texts are 1.1 recognising different kinds and degrees of appropriation and their effects
of how and why texts are valued in and appropriated 1.2 considering the relationships between a text and the culture in which it was composed
valued. into a range of contexts. 1.3 exploring and examining the ways in which language shapes and reflects values
1.4 considering the effects of different ways of responding to texts
1.5 considering the ways and reasons early and later manifestations of the text are valued
1.6 considering why some texts may be perceived as culturally significant.
Students will develop skills in 2. A student develops skills 2. Students learn to develop skills in independent investigation by:
extensive independent in independent investigation 2.1 engaging with a range of key texts
investigation. involving particular texts 2.2 engaging in independent investigation of specific key texts, cultures and forms.
and their manifestations in
various forms, and within
particular cultural contexts.
Students will develop skills in 3. A student develops skills 3. Students learn to develop skills in sustained composition by:
sustained composition. in sustained composition in 3.1 refining the clarity of their own compositions to meet the demands of increasing complexity of thought and expression
a range of modes and media 3.2 recreating texts by varying perspectives and contexts to demonstrate how values are maintained and changed
for different audiences and 3.3 using and manipulating a range of generic forms in a range of modes and media for different audiences and purposes
purposes. 3.4 using stylistic devices appropriate to purpose, audience and context.
TEXT TEACHING AND LEARNING STRATEGIES ASSESSMENT QUALITY TEACHING
Term 1 Quality learning

environment – high
READER 1 (No class week 1) expectations
Weeks 2-3 Introducing this unit
- Understanding the elective and metalanguage Pre-testing – students’

Significance – Background
o Brainstorm a list of governments for word list in knowledge of governments and
knowledge, knowledge
their books government systems.
integration
-
Informal - Students’ ability to
- defining utopias Intellectual quality –
surmise information given to
o read some of the definitions in booklet, students to metalanguage
them in a variety of forms.
surmise and write their own – share.
- Informal – students’ ability to
- creating your own utopia – context and its impacts communicate ideas and think Significance – Knowledge
o brainstorming on butcher’s paper – present to creatively through written and integration
class verbal forms. Ability to apply
o Discuss similarities and differences between Intellectual quality –
new knowledge to a different
students’ brainstorming ideas and contemporary substantive communication,
context.
life in Australia/Sydney/North Shore to evaluate higher order thinking
their own “utopias” Informal – Students’ ability to
- answer comprehension
- questions.
- defining dystopias
o read some of the definitions in booklet, students to
Intellectual quality –
surmise and write their own – share.
metalanguage, higher-order
o watching the Apple 1984 commercial on YouTube.
thinking, substantive
o Activities in booklet
communication
Weeks 4-8 Study of Gattaca Intellectual quality – deep
GATTACA knowledge, deep
- how language of the text shapes and reflects its values understanding,
- why the text is valued and in what context metalanguage and
- what is the relationship between the text and its culture substantive communication
- to what extent the cultural values of the text have
changed or been maintained Quality learning
- Exploring the socio-economic and political paradigms environment – engagement,
high expectations, social
- Exploring the philosophical paradigms
support, students’ self
- Exploring the scientific and religious paradigms Informal – mark on their regulation and student
o Watching film presentation and team work. direction
o Analysing key scenes
Ideas for discussion
 What do you think Andrew Niccol is trying to say by using the quote from
Ecclesiastes 7:13 at the beginning of the film?
 How does Andrew Niccol seem to view developments in our understanding
of genetics?
 How does the film handle the tension between human freedom and being
determined by our genes?
 How would you describe the relationships between:
o Vincent and his brother?
o Vincent and Jerome?
 How should we view increased genetic testing by insurance company and
other developments that lead hypothetically in the Gattaca direction?
 What would you say to a friend who believed themselves to be solely a
product of their DNA and with no true freedom?
(Absent week 9)
UTOPIA Week 10 Building on these foundations - Creative Writing Informal – creative writing task
set for over the break – the
Term 2 scene where the illusion of a
utopia turns into the reality of a
Week 1 Revision
dystopia for a character.
Weeks 2-3 Exams
EXAM – The representation of
Weeks 4-9 Study of Utopia literary utopias and dystopias in
a variety of texts including the
- how language of the text shapes and reflects its values Apple 1984 ad, Utopia and a
- why the text is valued and in what context text of their own choosing.
- what is the relationship between the text and its culture
changed or been maintained
- Exploring the socio-economic and political paradigms
- Exploring the scientific and religious paradigms
o Split text up into sections asking students to
present in groups on the paradigms addressed in
their section
o Students make a powerpoint presentation to go
with this
o Notes added to the class wiki
o Create a podcast or a vlogcast to be shared with
the class
o Brainstorming
Classroom discussion
Formal - Presentation to a
literary committee about
FAHRENHEIT 451
whether a text should be
banned.
Weeks 10-11 Oral presentations
Term 3
Weeks 1-5 Study of Fahrenheit 451
- how language of the text shapes and reflects its values

- why the text is valued and in what context
- what is the relationship between the text and its culture
changed or been maintained
- Exploring the socio-economic and political paradigms
- Exploring the scientific and religious paradigms
Weeks 6-7 Synthesis of concepts, texts and ideas.
Weeks 8-9 Exams
Weeks 10
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NORMANHURST BOYS HIGH

Program prepared by: Clairie Ormiston

Topic/Module: Utopias and Dystopias

Gifted and Talented Education:

English Stage 6 Prescriptions 2009-2012 Board of Studies NSW, Sydney

• how and why texts are valued.

Students will develop skills in:

Students will come to value and appreciate:

Term 1 Quality learning

- Understanding the elective and metalanguage Pre-testing – students’

Ideas for discussion

Weeks 1-5 Study of Fahrenheit 451

- how language of the text shapes and reflects its values

Weeks 6-7 Synthesis of concepts, texts and ideas.

Weeks 8-9 Exams

PROGRAM EVALUATION AND VARIATIONS:

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