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Year 10s

Commence Short Course in Literacy in Semester 2 and complete it by end of Term 4 of the same semester.

Bank QCE non-core point.

Year 11s

One unit topic per term.

Weighting: 50% of one QCE point per term. 20-25 hours of learning per topic.

Bank 2 QCE core points.

Year 12s

One unit topic per term.

Weighting: 50% of one QCE point per term. 20-25 hours of learning per topic.

Bank 2 QCE core points.

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Year 10s

Commence Short Course in Literacy in Semester 2 and complete it by end of Term 4 of the same semester.

Bank QCE non-core point.

Year 11s

One unit topic per term.

Weighting: 50% of one QCE point per term. 20-25 hours of learning per topic.

Bank 2 QCE core points.

Year 12s

One unit topic per term.

Weighting: 50% of one QCE point per term. 20-25 hours of learning per topic.

Bank 2 QCE core points.

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Year 10s

Semester 1 is for Australian Curriculum - English and cross-curricular education.

Commence Short Course in Literacy in Semester 2 and complete it by end of Term 4 of the same semester.

Bank 1 QCE non-core point.

Year 11s

Students complete Short Course in Literacy in Term 2, and commence audit 1 of Essential English in Term 3.

Bank 1 non-core QCE point for Literacy

Bank 2 core QCE points for Essential English

***Q: possible by QCAA to complete Literacy, plus Units 1 and 2 in one calendar year?

Sample assessment instruments: https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/english/literacy

Year 12s

Option 1:

Units 1 and 2 used for formative skill and knowledge building ahead of each corresponding summative unit topic and assessment.

IF POSSIBLE: Bank Unit 1-4 QCE core points.

***Q: possible by QCAA to complete all four in one calendar year and with special provision for late endorsement and enrolment in Unit 3 Topic 2 CIA Phase 2?

CIA past papers: https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/english/essential-english

Option 2:

Unit 1 in Semester One.

Unit 2 in Semester Two.

Students completed 'Year 11' (i.e. formative units of Essential)

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Queensland Curriculum and Assessment Authority

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The QCAA acknowledges the Traditional Owners and Custodians of the lands on which we operate. We pay our respects to their Elders and their descendants who continue cultural and spiritual connections to Country. We thank them for sharing their cultures and spiritualities and recognise the important contribution of this knowledge to our understanding of this place we call home.

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TERM 1

Australian Curriculum (emphasise content and skills most relevant to our young people)

TERM 2

Australian Curriculum English

Emphasise content and skills most relevant to our young people for 'flourishing' (see VanderWeele & Hinton)

Teach active reading and appreciation of texts

Ideas:

'Frankenstein' graphic novel

(Thematic foci: gratitude, kindness and optimism)

Short dystopian texts: 'The Pedestrian' (suspicion of 'outsider', indiviudal in society), 'Harrison Bergeron' (caution against envy / jealousy)

Australian poetry: C J Dennis 'The Play', Bruce Dawe, Oodgeroo Noonuccal, Henry Lawson, Banjo Paterson.

Australian lyrics and lyricists representing the soul of a generation.

Paul Kelly 'Gravy' (man in prison misses family at Christmas time)

The Chats 'Smoko' (re: protecting rights)

John Farnham 'The Simple Life' (reflect on complications and busyness)

Hilltop Hoods with orchestra

Baker Boy

Claire Bowditch, 'Divorcee at 23'

Amyl and the Sniffers, 'Angels'

Nick Cave's 'Into My Arms'

Silverchair 'Year 2000'

TERM 3

Literacy Short Course

Assessment: 1A, 1B.

(e.g. blog post on adolescent social identity, and reflective journal with 20 entries).

TERM 4

Literacy Short Course

Assessment: 2A (e.g. multi-modal training video on a workplace issue), 2B (exam on how meaning is conveyed in workplace texts + prepared spoken teacher-student interviewed)

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TERM 1

Australian Curriculum (emphasise content and skills most relevant to our young people)

TERM 2

Australian Curriculum English

Emphasise content and skills most relevant to our young people for 'flourishing' (see VanderWeele & Hinton)

Teach active reading and appreciation of texts

Ideas:

'Frankenstein' graphic novel

(Thematic foci: gratitude, kindness and optimism)

Short dystopian texts: 'The Pedestrian' (suspicion of 'outsider', indiviudal in society), 'Harrison Bergeron' (caution against envy / jealousy)

Australian poetry: C J Dennis 'The Play', Bruce Dawe, Oodgeroo Noonuccal, Henry Lawson, Banjo Paterson.

Australian lyrics and lyricists representing the soul of a generation.

Paul Kelly 'Gravy' (man in prison misses family at Christmas time)

The Chats 'Smoko' (re: protecting rights)

John Farnham 'The Simple Life' (reflect on complications and busyness)

Hilltop Hoods with orchestra

Baker Boy

Claire Bowditch, 'Divorcee at 23'

Amyl and the Sniffers, 'Angels'

Nick Cave's 'Into My Arms'

Silverchair 'Year 2000'

TERM 3

Literacy Short Course

Assessment: 1A, 1B.

(e.g. blog post on adolescent social identity, and reflective journal with 20 entries).

TERM 4

Literacy Short Course

Assessment: 2A (e.g. multi-modal training video on a workplace issue), 2B (exam on how meaning is conveyed in workplace texts + prepared spoken teacher-student interviewed)

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TERM 1

Australian Curriculum (emphasise content and skills most relevant to our young people)

TERM 2

Australian Curriculum (emphasise content and skills most relevant to our young people)

***Teach active reading and appreciation of texts. See proposal for Year 10, 2026***

TERM 3

Literacy Short Course

(New in 2025!)

Assessment: 1A, 1B.

(e.g. blog post on adolescent social identity, and reflective journal with 20 entries).

TERM 4

Literacy Short Course

(New in 2025!)

Assessment: 2A (e.g. multi-modal training video on a workplace issue), 2B (exam on how meaning is conveyed in workplace texts + prepared spoken teacher-student interviewed)

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UNIT 1: LANGUAGE THAT WORKS

TERM 1

U1T1: analytical text response, CIA style structure.

(in-class exam across three consecutive classes. 15 mins to plan, 90 mins to write. 1 sheet of notes permitted but none in Year 12).

Note: normalise timed analytical work with clear structure taught to cohort from Literacy (2025) to Unit 3 (2027).

TERM 2

U1T2: persuasive workplace pitch video (recorded, faces/bodies don't need to be visible, 4-6 mins in total).

Option: students devise a start-up and pitch it at a community meet-up / business fair.

UNIT 2: HUMAN EXPERIENCES

TERM 3

U2T1: Blogpost response to a theme in an Australian documentary featuring a human experience.

Option: focus on Oodgeroo Noonuccal (Kathy Walker), poet from Stradbroke.

TERM 4

U2T2: analytical text response, CIA style structure.

Responses to text featuring resilience and ascension following hardship. Text must be a feature film, documentary, novel.

Options: Do's 'The Happiest Refugee' (on-stage stand-up summation, and book available), Jaku's 'The Happiest Man on Earth'. Teacher to read to students or facilitate guided analysis of feature film. Audiotapes available.

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TERM 1

Short Course in Literacy (new in 2025: https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_literacy_25_app_syll.pdf)

Assessments: 1A, 1B

E.g. article or blogpost on adolescent identity, and journal.

TERM 2

Short Course in Literacy (new in 2025: https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_literacy_25_app_syll.pdf)

Assessments: 2A, 2B

2A: training video (doesn't need to include student's image) on a workplace issue or other.

2B: exam + spoken teacher-student discussion about reading and learning strategies).

TERM 3

Unit 1 of Essential English, Language that Works

Topic 1:

Analyse how designers/writers communicate meaning through workplace texts.

Assessment / Formative folio piece: timed CIA-style writing.

15 mins planning plus 90 mins writing time.

One sheet of student-produced notes permitted (100 words permitted in Term 4, no notes in Year 12 CIA).

Topic 2:

Learn to use world of work-related language to persuade.

Create a cover letter and resume.

Assessment / Formative folio piece: imagine your own startup business is expanding and you need more team members. Pitch two casual jobs to people via video to be shown at a small business fair in Brisbane/Caboolture.

4 to 6 minutes

Scaffolded (tasksheet states what to include) with call-to-action at end.

TERM 4

Unit 2: Human Experience

Topic 1:

Active reading of documentary - Australian story of hardship, resilience, ascension.

Assessment / Formative folio piece: Reflective blogpost and connecting to own life.

Topic 2:

Analytical text response to full-length text linking to optimism + kindness + gratitude - 'The Happiest Man on Earth' by Jaku.

Assessment / Formative folio piece:

- timed CIA-style exam

Q1 asking for representations of Jaku in the 1940s and one in Australia

Q2 asking students for representations specifically evident in a double-page spread in the book.

15 mins to plan, and annotate Q2, and then 90 mins to write across three consecutive lessons.

***QCE points***

Unit 1 if achieve C or higher: 1 point

Unit 2 if achieve C average or higher: 1 point

(Student may pass one unit and not the other. C and D rounded up to C / look at learning objective breakdown).

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UNIT 3: TEXTS AND PERSPECTIVES

TERM 1

U3T1: persuasive podcast on a social issue affecting youth in North Brisbane. Target audience: local MP or QLD senators.

4-6minutes, multi-modal, with audio component and vocal gesturing.

TERM 2

U3T2: CIA exam

Topics - announced late 2026. (2025 topics: country living and city living, 2024 topics: gaming and sports)

15 mins to plan, 90 mins to write

No written content visible in room

Students with ARAs may qualify for extra time, to type, etc.

Seen stimulus unpacked in class 2 weeks before exam. Unseen visual stimulus provided on the day.

Students must be enrolled in Phase 1 or Phase 2 of exam with QCAA in early 2027.

TERM 3

U4T1: film analysis of a theme in an Australian film or series (choose 2-3 episodes to keep task manageable)

Multi-modal, recorded, Student voice

4-6 minutes

Unpack three representations of the theme (eg. Family is represented negatively as.... Family is also positively represented as...)

Appropriate and helpful to screen?

TERM 4

U4T2: blogpost response to an Australian film studied in class.

Options: 'The Sapphires', 'Red Dog', 'Australia', 'Cats and Dogs' (suggestions only)

Note: in v.2019 syllabus, students could write a short story on a gap/silence in the text.

***QCE points***

C average or higher overall across 4 tasks = 2 core points.

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UNIT 1: LANGUAGE THAT WORKS

TERM 1

U1T1: analytical text response, CIA style structure.

(in-class exam across three consecutive classes. 15 mins to plan, 90 mins to write. 1 sheet of notes permitted but none in Year 12).

Note: normalise timed analytical work with clear structure taught to cohort from Literacy (2025) to Unit 3 (2027).

TERM 2

U1T2: persuasive workplace pitch video (recorded, faces/bodies don't need to be visible, 4-6 mins in total).

Option: students devise a start-up and pitch it at a community meet-up / business fair.

UNIT 2: HUMAN EXPERIENCES

TERM 3

U2T1: Blogpost response to a theme in an Australian documentary featuring a human experience.

Option: focus on Oodgeroo Noonuccal (Kathy Walker), poet from Stradbroke.

TERM 4

U2T2: analytical text response, CIA style structure.

Responses to text featuring resilience and ascension following hardship. Text must be a feature film, documentary, novel.

Options: Do's 'The Happiest Refugee' (on-stage stand-up summation, and book available), Jaku's 'The Happiest Man on Earth'. Teacher to read to students or facilitate guided analysis of feature film. Audiotapes available.

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UNIT 3: TEXTS AND PERSPECTIVES

Term 1:

U3T1: persuasive podcast on a social issue affecting youth in North Brisbane. Target audience: local MP or QLD senators.

4-6minutes, multi-modal, with audio component and vocal gesturing.

Term 2:

U3T2: CIA exam

Topics - announced late 2026. (2025 topics: country living and city living, 2024 topics: gaming and sports)

15 mins to plan, 90 mins to write

No written content visible in room

Students with ARAs may qualify for extra time, to type, etc.

Seen stimulus unpacked in class 2 weeks before exam. Unseen visual stimulus provided on the day.

Students must be enrolled in Phase 1 or Phase 2 of exam with QCAA in early 2027.

Term 3:

U4T1: film analysis of a theme in an Australian film or series (choose 2-3 episodes to keep task manageable)

Multi-modal, recorded, Student voice

4-6 minutes

Unpack three representations of the theme (eg. Family is represented negatively as.... Family is also positively represented as...)

Appropriate and helpful to screen?

Term 4:

U4T2: blogpost response to an Australian film studied in class.

Options: 'The Sapphires', 'Red Dog', 'Australia', 'Cats and Dogs' (suggestions only)

Note: in v.2019 syllabus, students could write a short story on a gap/silence in the text.

***QCE points***

C average or higher overall across 4 tasks = 2 core points.

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***VIP: only workable if QCAA permits... IA1 not endorsed, would need to register for Phase 2, etc.

***VIP: last year of using v.2019 syllabus.

***VIP: may not be possible; QCE portal, registration and learning account matter.

TERM 1

Unit 1 multi-modal assessment for 'Language that Works'

TERM 2

For folio:

Unit 1 Topic 2 Formative (--> U3T2)

Unit 3 Topic 1 Summative speech

Unit 3 Topic 2 Summative CIA

Formative UT analytical folio (scaffolding to U3T1 and U3T2): CIA-style analysis of workplace texts (focus on representations of workplace issues, e.g. safety at work, working arrangements, specifically in city living and country living contexts).

Summative U3T2: CIA exam on representations of city living and country living. Written stimulus broken down with teacher 2 weeks before exam. Visual stimulus seen in exam. 15 mins plus 90 mins to write.

Summative U3T1: social issue speech on flexible working arrangements OR workplace safety OR need to reskill in changing labour market. 4-6 minutes, multi-modal.

TERM 3

U2T2 Human experiences text analysis, CIA style. In class, 100 words of handwritten notes (none in Year 12).

(20-25 hours)

U4T1 film analysis, multi-modal. Harmful or harmless/helpful representations of a demographic group.

Suggestion: representations of young people in urban/suburban Australia if possible. E.g. Heartbreak High (2 episodes).

(20-25 hrs)

TERM 4

Formative:

U2T1 Creative short story response to an Australian documentary - on gratitude, optimism, kindness.

(20-25 hours)

Summative:

U4T2 Creative short story response to an Australian film ('The Castle') - on compassion and kindness, optimism, and gratitude.

800-1,000 words. 5 phase story.

(20-25 hours)

QCE points:

Unit 1: 1 QCE point

Unit 2: 1 QCE point

Units 3 & 4: 2 QCE points

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***VIP: only workable if QCAA permits... IA1 not endorsed, would need to register for Phase 2, etc.

***VIP: 2025 is the last year for Year 12s using v.2019 syllabus. Year 11s using v.2025 in 2025.

***VIP: means 'Year 12s' are doing 'Year 11' as Units 1 and 2 are "formative" and not "summative".

Formative, Term 1:

U1 multi-modal 4-6 minute presentation.

Formative, Term 2:

U1 analytical folio; CIA-style analysis of workplace texts (focus on representations of workplace issues, e.g. safety at work, working arrangements, staff wellbeing).

Formative, Term 3:

U2T2 Human experiences text analysis, CIA style. In class, 100 words of handwritten notes (none in Year 12).

(20-25 hours)

Formative, Term 4:

U2T1 Creative short story response to an Australian documentary - on gratitude, optimism, kindness.

(20-25 hours)

C or higher for Unit 1: 1 QCE core point

C or higher for Unit 2: 1 QCE core point

(Note: students may get one but not the other but should aim for both).