Year 10 English is a pathway into VCE Year 11 English; it helps our students develop the knowledge and skills needed for VCE, training and the workplace. Fit for English – from 9 to 16 years. Fit for English consists of innovative private lessons and advanced level English lessons for students of all levels – from primary to secondary school. We also provide targeted preparatory courses for primary school children and help prepare your child for secondary school. Hibernian Football Club (/ h ɪ ˈ b ɜːr n i ə n /), commonly known as Hibs, is a professional football club based in the Leith area of Edinburgh, Scotland.The club plays in the Scottish Premiership, the top tier of the Scottish Professional Football League (SPFL). The club was founded in 1875 by members of Edinburgh's Irish community, and named after the Roman word for Ireland. In the last 7 days,17 distinct stories (and 107 total stories) were found on Footymad.net.Footymad.net has a country rank of 4868.Find out more on Newsmeter.com.
During the year, students will cover 6 topic areas as outlined in Year 10 Course Outline in Canvas Modules>> Recomended downloadscentral kentucky international cb club.
- Letter of application and CV / Resume writing
- Creative written or oral response
- Shakespearean play: analytical essay writing
- Poetry and Short Stories: reading, analysis and comparative essay writing
- Context: imaginative or expository writing
- Persuasive oral argument
Students can check the CATs (assessment tasks) and datesin Canvas>>
English teachers can access course information in OneDrive>>
The Year 10 English curriculum enables students to consolidate and further develop proficiency in the three interrelated strands of language, (knowing about the English language) literature (understanding, appreciating, responding to, analysing and creating literature) and literacy (expanding the repertoire of English usage). Teaching and learning programs balance and integrate all three strands. Together the strands focus on extending students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in Year 9, and teachers revisit and strengthen these as needed.
The Year 10 English course is structured around two ‘big ideas’: ‘refining and responding’ and ‘extending and enriching’ where students continue to practise, consolidate and extend upon what they have learned from Year 9. Through their study and exploration of a range of texts (including a close study of one Shakespearean play, one novel, a film text and poetry), and an in-depth Context study, students extend and enrich their understandings about the human condition and recognise and value the diversity of social and cultural backgrounds and opinions (including marginalised ‘voices’) within our community as well as nationally and globally.
Students continue to refine and extend their understanding of how language works, and how to transfer this knowledge to different contexts. To achieve this, students refine their understanding of the requirements of different types of texts; they respond to increasingly sophisticated analyses of various kinds of literary, popular culture, and everyday texts, and they extend and enrich their understandings by engaging with the technical aspects of texts, including those of their own choosing – and to explain why they made that choice.
They refine and extend their understanding of how literature texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts. They continue to engage with a variety of genres and modes. They re-enact, represent and analyse texts in order to display their understanding of narrative, theme, purpose, context and argument and to defend their ideas in written and oral modes. Students are given further opportunities to enrich their learning by creating increasingly sophisticated and multimodal texts in groups and individually.
The Year 10 course continues to contribute both to nation-building and to internationalisation. It extends students to engage imaginatively and critically with contemporary literature and literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience (that includes indigenous and Asian literature) to expand and enrich the scope of their experience.
Participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. Proficiency in English language enables the learner to master and use the patterns of discourse characteristic of the many forms of knowledge information and ideas, empowering the learner, so that he can act in the world with greater critical understanding and control.
To meet the expected Year 10 achievement standards, throughout Year 10, students will be involved in reading, viewing, listening, writing, creating, comparing, researching, problem solving, reflecting and talking about a range of text types, including intercultural texts to consolidate end establish proficiency as effective communicators. The study of the nature and functions of language is integrated across all areas of study. Students learning throughout the year includes the study of:
- effective oral communication and active and critical listening
- selected poetry from different periods and cultures
- one Shakespearean play and its film adaptation
- one or more films related to the Context unit
- different forms of media text types
- how language is created by writers and speakers to influence and persuade in different contexts for different purposes and audiences
- persuasive argument and language
- fiction and non-fiction texts through the wide-reading program, Literature Circles,
Students demonstrate their achievement against the standards of reading, writing, speaking and listening, and from all four learning areas and capabilities of critical and creative thinking, ethical, intercultural, and personal and social capabilitie (which are described below).
Year 10hibs English Dub
Students are set both short and long term assignments which require drafting and revision; tasks are undertaken during class time with homework spent preparing and polishing the task. Parents are encouraged to assist their son to develop sound study habits by regularly monitoring their work and in particular, noting when work is due. To assist in this process, assignments are accompanied by checklist and progress record sheets. Students may not necessarily have nightly English homework due the following day, but they will often have an on-going assignment to work on, and they are expected to regularly engage in nightly wide-reading.
Year 10 English is a pathway into VCE Year 11 English; it helps our students develop the knowledge and skills needed for VCE, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society and plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.
This study is designed to enable students to consolidate and extend their:
- ability to speak, listen, read, view, write create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts with enjoyment, purpose, effect and confidence in a wide range of contexts
- knowledge of the ways in which language varies according to context, purpose, audience and content, and the capacity to apply this knowledge
- appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
- knowledge of the linguistic patterns used to construct different texts, and the capacity to apply this knowledge, in writing and speaking
- ability to discuss and analyse texts and language critically; and relate knowledge to aspects of contemporary society and personal experience
- knowledge of the ways textual interpretation and understanding may vary according to cultural, social and personal differences, and the capacity to develop reasoned arguments about interpretation and meaning.
The study of English is organised around three language modes:
Reading and Viewing
Reading and Viewing involves students understanding, interpreting, critically analysing, reflecting upon, and enjoying written and visual, print and non-print texts. It encompasses reading and viewing a wide range of texts and media, including literary texts. Reading involves active engagement with texts and the development of knowledge about the relationship between them and the contexts in which they are created. It also involves the development of knowledge about a range of strategies for reading.
Click here to view the key skills students are expected to learn and develop at Year 10.
Writing
Writing involves students in the active process of conceiving, planning, composing, editing and publishing a range of texts. Writing involves using appropriate language for particular purposes or occasions, both formal and informal, to express and represent ideas and experiences, and to reflect on these aspects. It involves the development of knowledge about strategies for writing and the conventions of Standard Australian English. Students develop a metalanguage to discuss language conventions and use.
Click here to view the key skills students are expected to learn and develop at Year 10.
Speaking and Listening
Speaking and Listening refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and an understanding of the conventions of different spoken texts.
Click here to view the key skills students are expected to learn and develop at Year 10.
Content Structure
The Year 10 English curriculum is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
Language: knowing about the English language
Literature: understanding, appreciating, responding to, analysing and creating literature
Literacy: expanding the repertoire of English usage.
Each strand is grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are:
| Language | Literature | Literacy |
| Language variation and change | Literature and context | Texts in context |
| Language for interaction | Responding to literature | Interacting with others |
| Text structure and organisation | Examining literature | Interpreting, analysing and evaluating |
| Expressing and developing ideas | Creating literature | Creating texts |
| Sound and letter knowledge |
Level 10 English Achievement Standard
The Level 10 achievement standards indicate the quality of learning students should typically demonstrate by the end of Year 10.
An achievement standard describes the quality of learning (the extent of knowledge, the depth of understanding and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement.
Reading and viewing
- evaluate how text structures can be used in innovative ways by different authors
- explain how the choice of language features, images and vocabulary contributes to the development of individual style
- develop and justify their own interpretations of texts
- evaluate other interpretations, analysing the evidence used to support them
Writing
- show how the selection of language features can achieve precision and stylistic effect
- explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments
- develop their own style by experimenting with language features, stylistic devices, text structures and images
- create a wide range of texts to articulate complex ideas
demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts
Speaking and Listening
Year 10hibs English Subtitles
- listen for ways features within texts can be manipulated to achieve particular effects
- show how the selection of language features can achieve precision and stylistic effect
- explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments
- develop their own style by experimenting with language features, stylistic devices, text structures and images
- create a wide range of texts to articulate complex ideas
- make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments
To achieve these standards, students are expected to have demonstrated, through their coursework and assessment tasks, development of knowledge, understanding and skills in the mode of speaking and listening.
Achievement is also demonstrated through the integrated cross-curriculum capabilties in the four areas of critical and creative thinking, ethical, intercultural, and personal and social capabilities.Year Ten is the tenth year of compulsory education in schools in many countries including Australia, England, India, Northern Ireland, New Zealand and Wales. It is the tenth or eleventh year of compulsory education. It is approximately equivalent to ninth grade, 'freshman year,' or 'Second year' in the US, and grade nine in Canada. It is the second to last year of compulsory education.
Bangladesh[edit]
In schools in Bangladesh Year 10 or Class Ten (X) is the tenth year after Kindergarten. It is the tenth full year of compulsory education, with children being admitted who are aged 15 by 1 September in any given academic year.Year 10 is usually the fourth year of Secondary school. During this year or by the end of Year 10, all qualifying students complete Secondary school.
Australia[edit]
In Australia, Year 10 is the eleventh year of compulsory education. Although there are slight variations between the states, most children in Year 10 are aged between fifteen and sixteen. Year 10 is the final year of compulsory education in Australia. Students may elect to opt out of the education program at this point. This leaves the student without a VCE certificate (similar certificates apply in other states), and most choose to attend TAFE or enter an apprenticeship.[1] Until recently, students that completed Year 10 in New South Wales would obtain their School Certificate.
New Zealand[edit]
In New Zealand, Year 10 is the tenth full year of compulsory education. Children entering Year 10 are usually aged between 13.5 and 15,[2] but there is no minimum age. Year 10 pupils are educated in Secondary schools or in Area schools.[3]
United Kingdom[edit]
England[edit]
In schools in England Year 10 is the tenth year after Reception. It is the tenth full year of compulsory education, with children being admitted who are aged 14 before 1 September in any given academic year. It is the first year of key stage 4 in which the secondary National Curriculum is taught and most GCSE courses are begun.[4]
Year 10 is usually the fourth year of Secondary school and was previously called the 'fourth year' or 'fourth form'. In some areas of England, with three-tier education it is the second or third year group of Secondary school.
Year 10 Hibs English Premier League
Wales[edit]
In schools in Wales Year 10 is the tenth year after Reception. It is currently the tenth full year of compulsory education, with children being admitted who are aged 14 before 1 September in any given academic year. It is the first year group in Key Stage 4.[5]
Northern Ireland[edit]
In Northern Ireland Year 10 is the third year of secondary education. Children in Year 10 are aged between 13 and 14. It is the third and final year of Key Stage 3.[6]
Scotland[edit]
In schools in Scotland Year 10 is known as Third year which is the third year of secondary education. Third year, also known as S3, is the third year of schooling in Scottish secondary schools. Most pupils are 14 or 15 years old at the end of S3. Traditionally it would be the year that pupils start their Standard Grade courses. As of 2013, it is standard for schools to continue to offer a broad general education course mixed with National 3 - National 5 work. At the end of S3, pupils usually choose subjects in which they will work on in their Fourth year to sit National 3, 4 or 5. Standard Grade courses are no longer taught in Scottish secondary schools. All schools must follow the ever changing 'Curriculum for Excellence'.
Year 10 Hibs English Sub
India[edit]
In India, Year 10 (known as Class 9 or Standard 9) is usually the tenth year of compulsory education. It is the 1st year in High School, with standard 10 or class 10 as the second and final year in high school. It is also known as Matriculation and makes the students eligible for attending Pre-University Certificate course (or popularly called PUC or class 12th) which in turn will make them eligible to attend college.
References[edit]
Year 10 Hibs English Subtitles
- ^'Cost/Benefit Analysis Relating to the Implementation of a Common School Starting Age and Associated Nomenclature by 1 January 2010'(PDF). Atelier Learning Solutions Pty Ltd. Retrieved 10 January 2009.
- ^'School years and levels'. Team-up website. Ministry of Education. Retrieved 10 January 2009.
- ^'Types of schools'. Team-up website. Ministry of Education. Retrieved 10 January 2009.
- ^'The secondary curriculum'. National Curriculum website. Qualifications and Curriculum Authority. Retrieved 10 January 2009.
- ^'What will your child learn?'. Welsh Assembly Government. Retrieved 10 January 2009.
- ^'The Education (Northern Ireland) Order 2006'. The Stationery Office. 2006. Retrieved 11 January 2009.
| Preceded by Year Nine | Year Ten 14–15 15–16 16–17 | Succeeded by Year Eleven |