Corpus Christi College

Course Outline 2023/24

Year 12 ATAR Literature - Units 3 and 4

UNIT 3

Unit description

Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent
ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Through critical analysis and evaluation, the values and attitudes represented in and through
texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. In
creating imaginative texts, students experiment with language, adapt forms, and challenge conventions and ideas.

Learning outcomes
By the end of this unit, students:

• understand the relationship between language and representations of culture and identity

• develop their own analytical responses by synthesising and/or challenging other interpretations

• create oral and/or written and/or multimodal texts that experiment with literary style.

Unit content

An understanding of the Year 11 content is assumed knowledge for students in Year 12. It is recommended that students studying Unit 3 and Unit 4 have completed Unit 1 and Unit 2. It should
be noted that Unit 3 and Unit 4 are underpinned by the understandings of the content of Unit 1 and Unit 2; candidates are therefore advised that terminology used in Unit 1 and Unit 2 may be
used in Year 12 ATAR course examination questions.

This unit includes the knowledge, understandings and skills described below. This is the examinable content.

Evaluate the ways in which literary texts represent culture and identity, including:
• how readers are influenced to respond to their own and others’ cultural experiences

• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context

• how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of
thinking, and in doing so, reshape values, attitudes and beliefs

• the ways in which authors represent Australian culture, place and identity both to Australians and the wider world.
Evaluate and reflect on how representations of culture and identity vary in different texts and forms of texts, including:
• the ways in which representations of the past allow a nation or culture to recognise itself

• how representations vary according to the discourse. Different groups of people use different terms to represent their ideas about the world and these different discourses (ways of thinking
and speaking) offer particular representations of the world

• the impact of the use of literary conventions and stylistic techniques

• the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas

• how reading intertextually helps readers to understand and critique representations

• the influence of the reader’s context, cultural assumptions, social position and gender.

Create analytical texts, including:

• developing independent interpretations of texts supported by informed observation and close textual analysis. In responding to a literary text, readers might consider the context of the
writer, the society and culture in which the text was produced, the readers’ contexts and reading strategies or practices, their experiences of reading and their ways of thinking about the
world

• using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts

• evaluating their own and others’ ideas and readings using logic and evidence

• experimenting with different modes, media and forms.

Create imaginative texts, including:

• experimenting with content, form, style, language and medium. Writers may manipulate grammatical and stylistic elements for ideological and/or aesthetic purposes

• drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts

• adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives

• reflecting on the different ways in which form, personal style, language and content engage and position the audience.
Unit 4
Unit description

Unit 4 develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon
the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers
the insights texts offer, their use of literary conventions and aesthetic appeal. Students’ analytical responses demonstrate increasing independence in interpreting texts and synthesising a range
of perspectives into critical and imaginative responses. In creating imaginative texts, students experiment with literary conventions and reflect on how the created text takes into account the
expectations of audiences.

Learning outcomes

By the end of this unit, students:

• understand the relationship between the representation of values and ideas in texts and how they are received by audiences

• justify their own critical interpretation or reading of a text

• create oral and/or written and/or multimodal texts blending and borrowing literary conventions.

Unit content

This unit builds on the content covered in Unit 3.

This unit includes the knowledge, understandings and skills described below. This is the examinable content.

Evaluate the dynamic relationship between authors, texts, audiences and contexts, including:

• how literature represents and/or reflects cultural change and difference

• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are
produced and read mediate readings

• how texts in different literary forms, media or traditions are similar or different

• how interpretations of texts vary over time

• the ways in which ideological perspectives are conveyed through texts drawn from other times and cultures, and how these perspectives may be reviewed by a contemporary Australian
audience.
Evaluate and reflect on the ways in which literary texts can be interpreted, including:

• how ideas, values and assumptions are conveyed, that is, how the ideas represented in a text are just one possible way of thinking about the world and may reflect a particular set of values
and attitudes. Some literary texts reflect the system of attitudes, values, beliefs and assumptions (ideology) of powerful groups. In this way, literary texts may be used to ‘naturalise’ particular
ways of thinking, to serve the purposes of these powerful groups, while marginalising the views of other less powerful groups

• how specific literary elements and forms shape meaning and influence responses. Genres may have social, ideological and aesthetic functions. Writers may blend and borrow conventions
from other genres to appeal to particular audiences

• how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic considerations

• exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible.

Create analytical texts, including:

• developing a creative, informed and sustained interpretation supported by close textual analysis

• using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts

• critically evaluating their own and others' justifications, evidence and interpretations/readings

• experimenting with different modes, media and forms.

Create imaginative texts, including:

• adapting medium, form, style, point of view and language

• experimenting with elements of style and voice to achieve specific effects

• manipulating literary conventions for different audiences and contexts

• reflecting on the ways in which the expectations and values of audiences might shape the created text.
Unit Topic Focus Syllabus Content Assessment

-Romanticism Evaluate the ways in which literary texts represent culture and identity, including:
2023
Childhood
• how readers are influenced to respond to their own and others’ cultural experiences
Nature
Imagination
Unit 3 • the power of language to represent ideas, events and people in particular ways, understanding that
Blake context language is a cultural medium and that its meanings may vary according to context
MODULE 1
POETRY
-The Enlightenment • how representations of culture support or challenge various ideologies. Representations may
Era of Revolution reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking,
William Industrial Revolution and in doing so, reshape values, attitudes and beliefs.
Rousseau and The Social
Blake:
Contract
Evaluate and reflect on how representations of culture and identity vary in different texts and
Songs of Social critiques
forms of texts, including:
The Reformation and
Innocence & the impact of the use of literary conventions and stylistic techniques
religious ideologies • Task 1:
Experience Dominant values and Oral
• the ways in which language, structural and stylistic choices communicate values and attitudes and
attitudes Based upon the poetry of
Term 4 shed new light on familiar ideas William Blake
Weeks 4-8 -Style: • how reading intertextually helps readers to understand and critique representations Individual Multimodal
Meta-language and tutorial (in class and at
terminology • the influence of the reader’s context, cultural assumptions, social position and gender. home).
Style and structure Upload to Seqta Week 8.
Symbols and allusion Create analytical texts, including: 5%
Imagery
• developing independent interpretations of texts supported by informed observation and close textual
analysis. In responding to a literary text, readers might consider the context of the writer, the society
and culture in which the text was produced, the readers’ contexts and reading strategies or practices,
their experiences of reading and their ways of thinking about the world

• using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts

• experimenting with different modes, media and forms.

Create imaginative texts, including:

• drawing on knowledge and experience of genre, literary devices and the interplay of the visual and
verbal in creating new text
Unit Topic Focus Syllabus Content Assessment

Elizabethan/Jacobean Create imaginative texts, including: Task 2:

2024
World Creative
• experimenting with content, form, style, language and medium. Writers may manipulate grammatical
Write a short story inspired
MODULE 2: and stylistic elements for ideological and/or aesthetic purposes
Shakespearean Tragedy by aspects and/or
DRAMA
• adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas ideologies of the play. (At
Attitudes towards: home. Up-load to
and perspectives
Othello by race and gender in Seqta.)
Europe. Due Friday week 4
William • reflecting on the different ways in which form, personal style, language and content engage and
Ideas of Otherness, position the audience. 5%
Shakespeare Patriarchy
Social Class
Evaluate the ways in which literary texts represent culture and identity, including:

TERM 1 • how readers are influenced to respond to their own and others’ cultural experiences
Weeks 1 - 5 Generic conventions of
• the power of language to represent ideas, events and people in particular ways, understanding that
stage drama
language is a cultural medium and that its meanings may vary according to context Task 3:
Reading the text as a class Short Written Response
Evaluate and reflect on how representations of culture and identity vary in different texts and Write an essay based upon
Reading Practices forms of texts, including; a selection of essay
Psychoanalytic/feminist/ • the impact of the use of literary conventions and stylistic techniques questions on the play,
post colonial Othello.
• the ways in which language, structural and stylistic choices communicate values and attitudes and (In class).
shed new light on familiar ideas Tuesday Week 5
10%
• the influence of the reader’s context, cultural assumptions, social position and gender.

Create analytical texts, including:

• developing independent interpretations of texts supported by informed observation and close textual
analysis. In responding to a literary text, readers might consider the context of the writer, the society
and culture in which the text was produced, the readers’ contexts and reading strategies or practices,
their experiences of reading and their ways of thinking about the world

• using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts

• evaluating their own and others’ ideas and readings using logic and evidence
Unit Topic Focus Syllabus Content Assessment

MODULE 3: Historical context: Evaluate the ways in which literary texts represent culture and identity, including: Task 4:
PROSE Regency Era. Extended Written
• how readers are influenced to respond to their own and others’ cultural experiences
Napoleonic wars Response
Write an essay based upon
Persuasion • the power of language to represent ideas, events and people in particular ways, understanding that
Generic conventions language is a cultural medium and that its meanings may vary according to context the novel, Persuasion
by Jane prose fiction Contextual notes only
how representations of culture support or challenge various ideologies. Representations may allowed.
Austen •
The relevance of the text reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, (in class)
to contemporary readers and in doing so, reshape values, attitudes and beliefs. Term 2 Thur Week 1
TERM 2 7.5%
Week 6 -9 Representations
Create analytical texts, including:
gender and social class.
• developing independent interpretations of texts supported by informed observation and close textual
Style: satire/irony narrative analysis. In responding to a literary text, readers might consider the context of the writer, the society
TERM 3 approach, juxtaposition of and culture in which the text was produced, the readers’ contexts and reading strategies or practices,
characters and setting their experiences of reading and their ways of thinking about the world
Persuasion
Continued. Readings of the text/ • using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts
Weeks 1 dominant ideologies

Evaluate and reflect on the ways in which literary texts can be interpreted, including: Task 5:
MODULE 4: Reading practices. • exploring a range of critical interpretations produced by adopting a variety of reading strategies. Short Written Response;
Close Reading
Multiple readings of a text are possible.
Using evidence effectively. Respond to 1 text type
CLOSE
from a text booklet as in
READING Reader context.
Create analytical texts, including:
Section One of the
• developing a creative, informed and sustained interpretation supported by close textual analysis Examination. (In class)
Weeks 2-3 Language features. Term 2, Fri Week 3
• using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of 7.5%
Generic conventions. texts
Week 4
ASSESSMENT FREE

SEMESTER 1 Task 6:

EXAMINATIONS EXAM

WEEKS 5-6 15%

Unit Topic Focus Syllabus Content Assessment

Exam Feedback and

UNIT 4
Reflection

MODULE 5
POETRY
Judith Wright- the Task 7:
Conscience of Australia. Create imaginative texts, including: Creative
Judith
Poet/activist,wife,mother Write an original poem
Wright and daughter • experimenting with elements of style and voice to achieve specific effects inspired by the ideologies
• manipulating literary conventions for different audiences and contexts and style of Judith Wright.
Generic conventions- Include a brief rationale
SEMESTER 2 poetic devices,language, • reflecting on the ways in which the expectations and values of audiences might shape the created text. outlining the choices made
Weeks 7-10 style, voice regarding poetic
conventions/imagery. (At
Australian History Evaluate the dynamic relationship between authors, texts, audiences and contexts, including: home. Upload to Seqta)
Colonisation, social issues Term 3
Week 11 Yr 12 and identity • how literature represents and/or reflects cultural change and difference Due Wed Week 1
Retreat Stolen Generation, Political 5%
• the ways in which the expectations and values of audiences shape readings of texts and perceptions
Acts and laws,
referendums. of their significance; and how the social, cultural and historical spaces in which texts are produced and
read mediate readings Task 8:
Historical context- race, Short Written Response
• how interpretations of texts vary over time
gender, the environment, Write a essay based upon
class, corporate issues • the ways in which ideological perspectives are conveyed through texts drawn from other times and two of Judith Wright’s
cultures, and how these perspectives may be reviewed by a contemporary Australian audience. poems.
Reader’s Context- modern Thursday Week 10 Term 2
Australia, The Voice, 10%

Ideology

Week 11
Close Reading Practice activities Practice Responses over
Revision the holidays
Unit Topic Focus Syllabus Content Assessment

TERM 3 Reading practices. Evaluate and reflect on the ways in which literary texts can be interpreted, including: Task 9:
Short Written Response
• exploring a range of critical interpretations produced by adopting a variety of reading strategies.
MODULE 6: Using evidence effectively. Construct a Close Reading
Multiple readings of a text are possible. of a particular text type
Reader context. based on Section One of
Close Create analytical texts, including: the Literature examination.
Readings Language features. • developing a creative, informed and sustained interpretation supported by close textual analysis (In class)
Term 3 Thursday Week 1
Week 1 Generic conventions. • using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of 7.5%
texts

Historical context of
Create analytical texts, including:
MODULE 7: 1980’s North America.
PROSE Christian Right • using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of Task 10:
Puritans/conservatism/ texts Extended Written
patriarchy/Othering Response
The Significant figures and • critically evaluating their own and others' justifications, evidence and interpretations/readings Write an essay based upon
events, movements a choice of essay questions
Handmaid’s Evaluate and reflect on the ways in which literary texts can be interpreted, including:
on the novel. (In class.
Tale by Four Waves of Feminism • how ideas, values and assumptions are conveyed, that is, how the ideas represented in a text are just Contextual notes allowed.)
Term 3 Tues week 6
Margaret one possible way of thinking about the world and may reflect a particular set of values and attitudes.
Narrative structure/ 7.5%
Some literary texts reflect the system of attitudes, values, beliefs and assumptions (ideology) of powerful
Atwood Narrative approach- voice
groups. In this way, literary texts may be used to ‘naturalise’ particular ways of thinking, to serve the
Weeks 2-6 Generic conventions of purposes of these powerful groups, while marginalising the views of other less powerful groups
prose fiction- symbolism
• how specific literary elements and forms shape meaning and influence responses. Genres may have
(Fri Week 5:
social, ideological and aesthetic functions. Writers may blend and borrow conventions from other genres
Catholic Day Dystopian/speculative
Mon Week 6 PD generic conventions to appeal to particular audiences
Day) • how genre, conventions and language contribute to interpretations of texts. Choice of language is
Representations of
related to ideological and aesthetic considerations
gender and power,
theocracy, identity • exploring a range of critical interpretations produced by adopting a variety of reading strategies.
Multiple readings of a text are possible.
Margaret Atwood-
influences, biography,
beliefs and values.
Unit Topic Focus Syllabus Content Assessment

MODULE 8: Golden Age of Theatre Create analytical texts, including: Task 11:
Drama Oral
Greek drama / tragedy • developing a creative, informed and sustained interpretation supported by close textual analysis Individual Multimodal
MEDEA by • using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of Teaching Tutorial based on
Generic conventions of a list of topics to research.
Euripides stage drama
texts
(In class and at home)
Chorus • critically evaluating their own and others' justifications, evidence and interpretations/readings Upload to Seqta
Weeks 7-10 Catharsis- Aristotle Due Mon Week 10
Masks • experimenting with different modes, media and forms. 5%
Male actors/audience
Tragic hero
Unities of time place and Evaluate the dynamic relationship between authors, texts, audiences and contexts, including:
action
Deux ex Machina • how literature represents and/or reflects cultural change and difference

• the ways in which the expectations and values of audiences shape readings of texts and perceptions
Historical context:
of their significance; and how the social, cultural and historical spaces in which texts are produced and
Democracy
Philosophers read mediate readings
Ideologies • how texts in different literary forms, media or traditions are similar or different

Euripides - • how interpretations of texts vary over time

Festivals - Tragos/
• the ways in which ideological perspectives are conveyed through texts drawn from other times and
audiences
cultures, and how these perspectives may be reviewed by a contemporary Australian audience.
Ideology and Grecian
society, rituals.
Mythology- Gods and Demi
Gods, Jason and the
Argonauts and the Golden
Fleece
Exile, othering

Reading the text as a class

SEMESTER 2 Exam Feedback Tutorials Task 12

Dates TBC
EXAMINATIONS EXAM

TERM 3- Holidays 15%