Precluded combinations with current MHS SACE subjects: English Literary Studies, English and English as an Additional Language
Other Advice: Students must be from a non-English speaking background. This includes immigrants (recently arrived or long-term residents) and students born in Australia.
Course Outline: Stage 2 Essential English (EAL learners) will be taught for the first time in 2017. In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning. Students who complete this subject with a C- grade or better will meet the literacy requirement of the SACE.
Students develop and use a range of language strategies to convey ideas and opinions that are appropriate for a variety of purposes and contexts. They exchange opinions and convey information and experiences in written and spoken forms. Student learning is supported through explicit modelling and construction of texts.
Students develop their confidence and competence as users of English, developing skills as critical viewers, listeners, speakers, readers, and writers.
Topics Covered:
In Stage 2 Essential English, students build on their existing linguistic skills as they develop English language competence in a range of increasingly formal contexts. Students will develop their skills as critical viewers, listeners, speakers, readers and writers. They will develop skills in learning how to learn and be encouraged to reflect on the ways in which cultural meanings are expressed in texts.
Assessment:
School Assessment (70%)
• Assessment Type 1: Responding to Texts (30%)
• Assessment Type 2: Creating Texts (40%)
External Assessment (30%)
• Assessment Type 3: Language Study (30%)
Students provide evidence of their learning through seven assessments, including the external assessment component.
Students complete:
• three assessments for responding to texts
• three assessments for creating texts
• one language study.
Length of course: Full year
Credit points and TAS Status: 20 Credit TAS
Recommended Background: Satisfactory Achievement in Stage 1 English as an Additional Language A (S1) and
Stage 1 English as an Additional Language B (S2) or Stage 1 Essential English (S1) (EAL and Pathways) and
Stage 1 Essential English (S2) (EAL and Pathways)
Precluded combinations with current MHS SACE subjects:
English Literary Studies, English and English as an Additional Language
Other Advice:
Students must be from a non-English speaking background. This includes immigrants (recently arrived or long-term residents) and students born in Australia.
Course Outline:
Stage 2 Essential English (EAL learners) will be taught for the first time in 2017.
In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.
Students who complete this subject with a C- grade or better will meet the literacy requirement of the SACE.
Students develop and use a range of language strategies to convey ideas and opinions that are appropriate for a variety of purposes and contexts. They exchange opinions and convey information and experiences in written and spoken forms. Student learning is supported through explicit modelling and construction of texts.
Students develop their confidence and competence as users of English, developing skills as critical viewers, listeners, speakers, readers, and writers.
Topics Covered:
In Stage 2 Essential English, students build on their existing linguistic skills as they develop English language competence in a range of increasingly formal contexts. Students will develop their skills as critical viewers, listeners, speakers, readers and writers. They will develop skills in learning how to learn and be encouraged to reflect on the ways in which cultural meanings are expressed in texts.
Assessment:
School Assessment (70%)
• Assessment Type 1: Responding to Texts (30%)
• Assessment Type 2: Creating Texts (40%)
External Assessment (30%)
• Assessment Type 3: Language Study (30%)
Students provide evidence of their learning through seven assessments, including the external assessment component.
Students complete:
• three assessments for responding to texts
• three assessments for creating texts
• one language study.
Additional Costs:
Further information on post school pathways: