Knowledge Audit
Year 11 ATAR Literature • Combined revision • Self-audit
Use this page at the start and end of the cycle. The aim is not to prove you have worked hard; it is to locate specific gaps so you spend time where it changes what you can do.
How to use the three columns
| Secure | Developing | Not yet |
|---|
| I can explain it and find evidence without notes. | I can explain part of it, or I need a prompt to get started. | I need to reread, ask for help or rebuild the basics. |
Text-group audit
| Text group | What I can explain without notes | Evidence I can find quickly | What I need to revisit | Next action |
|---|
| Romantic Poetry | | | | |
| Australian Short Stories | | | | |
| Picnic at Hanging Rock | | | | |
| Oryx and Crake | | | | |
Skills audit
| Skill | Secure | Developing | Not yet | Next action |
|---|
| Close reading | | | | |
| Structure and narration | | | | |
| Context used to sharpen a reading | | | | |
| Comparison across texts | | | | |
| Quotation accuracy | | | | |
| Argument and counter-reading | | | | |
| Redrafting | | | | |
| Seminar contribution | | | | |
Choose two priorities
| Priority | Why it matters | First action | Date I will check it |
|---|
| | | |
| | | |
At the end of the cycle
Repeat the audit and compare it with your first version. Do not simply tick more boxes. Write a more precise explanation, name a new example, or show how you would use the knowledge in a comparison. If a gap remains, say what kind of help you need: a rereading, a model, a conference, a glossary or more practice with a specific passage.
Keep it formative. This audit belongs to the student. It is not a record of results, a ranking or a substitute for teacher feedback.