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The Year 8 English program continues to build studentsÆ skills in reading, writing, speaking, and listening through exposure to a rich variety of texts. Students develop greater confidence in expressing their ideas through creative, persuasive, and analytical writing. They read more complex literature including novels, poetry, plays, and non-fiction, while learning to discuss and respond to ideas, language features, and textual structures with growing independence. There is a continued focus on expanding vocabulary, refining grammar, and constructing cohesive texts. Oral and written communication are integrated across all tasks, with a focus on building studentsÆ awareness of audience and purpose.
Book LessonReports are sent via email, by the end of term.
Reports are included in the price below. Also note the reports sent are more comprehensive.
89%, +12% Term 3
82%, +7% Term 3
The student has shown steady improvement across the terms, in English. Homework completion is consistent with a few late submissions. Overall, excellent progress!
In Term 1, students explore the concept of journeysùphysical, emotional, and metaphoricalùthrough novels and short stories. They examine how writers use narrative structure, characterisation, and language to portray transformation. Through creative writing tasks, students craft their own stories that reflect internal or external journeys, building descriptive detail and cohesion in their narratives.
Term 2 focuses on developing persuasive writing and argumentation skills. Students analyse speeches, articles, and editorials that address social and ethical issues, paying attention to how language shapes opinion. They practise writing persuasive texts using structured arguments, emotive language, and rhetorical techniques. Oral presentation skills are refined through class debates and individual speeches.
In Term 3, students explore poetic forms and techniques, studying both traditional and contemporary poems. They consider how poets use imagery, tone, and structure to convey meaning and emotion. Writing tasks encourage students to create their own poems, experimenting with language, rhythm, and symbolism. The term also includes opportunities for performance and spoken word.
The final term introduces students to dramatic texts and performance. Through reading plays and scripts, students learn how playwrights use dialogue and staging to develop character and theme. They engage in dramatic reading, interpretation, and performance, and produce written responses analysing dramatic techniques. Reflective writing tasks consolidate their understanding of how texts communicate meaning through both language and form.