Five-Week Revision Plan
A combined cycle for both semester revision units: audit, retrieve, compare, redraft and consolidate.
Open resource →
Year 11 ATAR Literature • Combined Revision Units
Revision and Consolidation
A combined five-week cycle for the Semester 1 and Semester 2 revision units. Students audit what they know, return to the four text groups, compare how texts are built, and redraft an argument with evidence. The packet is generic, public and free of school-specific material.
What this packet is. It contains 16 public resources, including this overview, and combines both semester revision units into one sequence. The poems and short stories are public domain and linked from their source packs; the two novels are in copyright and are not reproduced. The packet contains no assessment instrument. Success criteria are formative and labelled as such.
Unit outcomes
- Audit knowledge across the four text groups and choose specific priorities for revision.
- Retrieve timelines, forms, voices, settings and endings without notes, then correct the gaps.
- Read a short passage closely and move from observation to a claim about the whole text.
- Compare two texts around a shared question and explain a difference in construction.
- Build a contestable argument with short evidence, analysis and a counter-reading.
- Redraft for evidence, clarity and effect, and contribute to a seminar that builds on others' ideas.
The five-week shape
| Week | Focus |
|---|---|
| Week 1 | Audit and organise. Map the four text groups, complete the knowledge audit and build one page of notes per text group with checked quotations. |
| Week 2 | Retrieve and close-read. Retrieval grids, the five-step close-reading routine and clinics for poetry, short fiction and the two novels. |
| Week 3 | Compare and connect. Turn a topic into a shared question, hunt for patterns across texts and write a comparative paragraph that explains difference. |
| Week 4 | Argue and redraft. Build a claim with reasons and evidence, answer a counter-reading, draft a response and redraft in three passes. |
| Week 5 | Consolidate and transfer. Seminar preparation, close reading of an unfamiliar passage, a final retrieval grid and a plan for the next return. |
Public resources
Outcomes and Skills
Formative outcomes and success criteria for retrieval, close reading, comparison, argument and seminar work.
Open resource →How Revision Works
Six evidence-informed principles for active revision, with a repeatable 25-minute cycle.
Open resource →Knowledge Audit
A self-audit for the four text groups and the skills that need to move from recognition to use.
Open resource →Close-Reading Routine
A five-step method for turning a short passage into an evidence-based claim, with a worked example.
Open resource →Romantic Poetry Consolidation
A map of the fifteen poems, the forms and the comparative questions for revising the Romantic Poetry unit.
Open resource →Australian Short Stories Consolidation
Voice, setting, endings and context across Lawson and Baynton, with comparative questions.
Open resource →Picnic at Hanging Rock Consolidation
Structure, narration, gender, institution and the novel's refusal of explanation.
Open resource →Oryx and Crake Consolidation
Two timelines, worldbuilding, ethics and the novel's open ending.
Open resource →Comparative Connections
Five lenses for comparing texts, with a model paragraph and sentence frames.
Open resource →Argument and Evidence
How to turn a reading into a contestable claim, choose short evidence and answer a counter-reading.
Open resource →Writing and Redrafting
Paragraph architecture, introductions and conclusions, and a three-pass redraft that improves the argument.
Open resource →Seminar and Discussion
Preparation, roles, talk moves and a seminar sequence that builds a shared reading.
Open resource →Teacher Notes
Pacing, differentiation, sensitive content, formative feedback and copyright for the combined revision cycle.
Open resource →Sources and Provenance
What the packet contains, the copyright status of every text, and what is deliberately not published.
Open resource →Planning and support
Read the teacher notes for pacing, differentiation, sensitive content and formative feedback. The sources and provenance page records the copyright position for every text and what the packet deliberately leaves out. Differentiation is built into the teacher notes rather than published as a separate student page. The sources and provenance page records what is public, what is linked rather than copied, and what the packet deliberately leaves out.
No assessment instrument. This packet does not publish confidential class briefs, scores, bands, weights or test papers. It is a teaching and formative-feedback resource. Teachers keep their own school instruments offline.
Last reviewed: October 2026. Counts on this page match the public HTML pages in this folder.