I hate change, but I also get excited about it at the same time, that’s the Aries in me. Just when I thought I had it all figured out with Units 3 and 4 English, the people in charge came along and changed it all up again. I actually do think this is great because it means as teachers we don’t get stuck teaching in the same way, and adapt to what is appropriate and effective for our students as they move into the real world.
As the year is coming to an end and you are starting to think about 2024, I thought I would try to explain to you what to expect with the incoming study design. If you were in Year 11 this year you would already be halfway through the study of this design and will be the first cohort to complete it when you sit the exam in October 2024.
There are changes to the course and what is being assessed as well as how the exam will look. One of the biggest changes is the omission of the comparative component. This was previously known as ‘Section B’ of the exam, but it is no longer. Instead, we have moved to ‘Creating texts’ where you’ll be required to respond to stimulus based on the Framework of Ideas you studied in Unit 3. At the time of publication of this post, the specifications of that exam component still have not been released, so it is still unclear what this section will consist of.
Let’s start with the differences between the previous study design and the new study across Units 1-4 to visualize how things have changed.
| Previous Study Design | Current Study Design |
| Unit 1 Creative response to a text Argument analysis (single text) Text Response (analysis) Oral Presentation Point of View | Unit 1 Personal Response to a text Crafting texts (2 responses and a commentary on a framework of ideas – not the same one that will be studied in Unit 3) |
| Unit 2 Comparative analysis of two texts Written point of view Argument analysis comparing two texts on the same issue | Unit 2 Reading and Responding to text (written analysis) Oral Presentation Point of View Exploring Argument (analysing argument on an issue in written/digital/audio/audio-visual texts) |
| Unit 3 Creative response to a text Argument Analysis (comparing argument on an issue currently being debated in the media) Text response analysis | Unit 3 Creating Texts (Framework of Ideas creating two responses and a commentary based on the framework and inspired by mentor texts) Reading and Responding text analysis |
| Unit 4 Comparative Analysis (Comparing ideas and issues in two texts through a written analysis) Oral presentation point of view on a recent issue | Unit 4 Analysing Argument (written analysis on a written/digital text and audio/audio visual text) Oral presentation point of view on a current issue Reading and responding text analysis |
What are the main differences?
Personal Response
In this unit you are required to respond to a text by making personal connections. This area is not repeated in Units 3 or 4 however, the skills are required in the creating texts area of study in Unit 3. You are encouraged to respond through personal experiences and connections made to the Framework of Ideas that you study and this area of study in Unit 1 will set you up for that personal writing.
Text Response
Unit 2 – Reading and Exploring text Unit 3 – Reading and Responding to text
In Year 12 you will study two texts, one in Unit 3 and the other in Unit 4. The difference between the two is the wording in the study design where it states that in Unit 4 you will need to identify the explicit and implicit ideas in the text, whereas this is not explicitly stated for Unit 3. You will however find that you will be discussing these ideas in Unit 3 anyway, so it’s nothing to dwell over.
You will be required to respond to one of these texts in your exam at the end of the year.
You must study two different modes of texts i.e. a novel and a film. You can’t study two films.
Creating Texts
This is based on four Framework of Ideas. Your school will choose one framework (protest, personal journeys, country, play) and you will be asked to write for a purpose (express, explain, reflect, and/or argue). Students are required to write two pieces and one commentary explaining the development of ideas, audience, context and language/structural choices as well as how the ideas from mentor texts have contributed to the choices made in the writing – but you do not need to emulate the style, language, structure of the mentor text.
In Unit 1 this area of study is called Crafting texts. In Year 11 you should not be studying a Framework that is on the Year 12 list. This is clearly outlined in the study design.
Analysing Argument
Unit 2 – Exploring Argument Unit 4 – Analysing Argument
The major difference in this area of study is the inclusion of audio and audio-visual texts in both Units 2 and 4. It is also explicitly stated in the study design that you should study an issue that has been recently debated either nationally or internationally, since 1 September the previous year.
Another key difference is that in Unit 4 it does not explicitly state that you should compare how the issue is debated in two different texts instead the word complement is used. The study design also explicitly states that for Unit 4 you are to analyse both a written/digital text and audio/audio-visual text.
You are still required to explain how argument and language are used in persuasive texts to position an audience.
The language used by VCAA is as follows:
‘Students read, view and/or listen to a variety of texts from the media including print and digital, and audio and audio visual, and develop their understanding of the ways in which arguments and language complement one another to position an intended audience in relation to a selected issue’
‘Students consider the purpose, audience and context of each text, the arguments and the ways written and spoken language, and visuals are employed for effect. They analyse the ways all these elements work together to influence and/or convince an intended audience…explicit teaching of the contextual and cultural background of the selected issue and the texts explored.’
Oral Presentation on a Point of View
This part of the course remains, but the only difference is the weighting of this SAC. Previously it was 40% of your Unit 4 mark, but now it is 20%.
Advice
Hopefully, this will give you some clarity about what to expect as you start your studies and prepare for your VCE English journey.
Remember that if you are going to get a tutor to help you with your studies, ensure that they are familiar with this new study design. Students who completed their VCE in 2023 would not have completed the creating texts component or the audio/ audio-visual aspect of argument analysis. Ask your tutor if they are familiar with the requirements of the course, you want to make sure that you’re getting value for money if you are investing in a tutor.
I will be writing new posts for each of these areas of study. My posts about analysing argument still apply, but the comparative elements will need to change. The comparative analysis, is no longer an area of study that you need to worry about, but when it comes to text response and oral presentations then the same advice applies, but I’ll still update these for the new year.
As always, if you have any questions about this new study design send me a message and hopefully, I can clarify it for you.
This is an exciting time and daunting as you start Year 12 or your VCE journey if you are beginning Year 11. Either way, I’m here to help and make things easier for you. Good luck and as I always say, keep it zesty (in the traditional meaning of the word, not the urban dictionary meaning).
You can check out my TikTok for a quick rundown of Units 3 and 4 https://www.tiktok.com/@ronnies.ramblings/video/7329814753084361985?is_from_webapp=1&sender_device=pc&web_id=7327960047933769224
Ronnie
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