Title: Deb McPherson, Jane Sherlock
1Deb McPherson, Jane Sherlock Karen Yager
- Re-navigating
- HSC English
2About the presenters
- Deb McPherson has taught English in NSW secondary
schools for twenty-eight years. She was the
Senior Curriculum Officer, English, at the Board
of Studies from 2001-2002, and was the Manager of
English for the NSW Department of Education and
Training from 2003-2006. She is the author of
other Oxford University Press titles Attitudes
and Experiences and Passion and Persuasion. - Jane Sherlock has been teaching English in NSW
for over thirty years and is currently Head
Teacher of English at Kiama High on the south
coast of NSW. Jane has been senior HSC marker for
over 20 years, and has presented at numerous HSC
study days across the state. - Karen Yager is currently the Professional
Learning and Leadership Coordinator (SEO2) for
the Northern Sydney Region DET. An experienced
teacher of English, Karen was most recently the
head teacher of English at Richmond River High
School. Karen is a prominent member of the ETA,
has presented papers and workshops at numerous
conferences, and has been a senior HSC marker for
nine years.
3Oxford HSC English
- In this session, the authors will introduce
participants to a unique textbook that - provides a pathways approach that meets
requirements for both the HSC Standard and
Advanced English courses - frames students into how to approach the Area of
Study, modules and the carefully selected texts - contains a comprehensive introduction for
students to HSC English - aims to engage students with a investment in
premium production and design values,
illustrations and film stills. - All session participants will receive a
complimentary copy of - Oxford HSC English upon release.
4Using pathways to navigate the HSC English jigsaw
- A pathway is the connection established between
the texts selected from the Prescriptions Area
of Study, Electives and Texts list and the BOS
types of text requirements.
5Text requirements for Standard English
- You are required to engage in the close study of
at least four types of prescribed text, one drawn
from each of the following categories - prose fiction
- drama
- poetry
- nonfiction or film or media or multimedia texts
- You are also expected to engage with a wide range
of additional related texts and textual forms
6Text requirements for Advanced English
- You are required to engage in the close study of
at least five types of prescribed text, one drawn
from each of the following categories - Shakespearean drama
- prose fiction
- drama or film
- poetry
- nonfiction or media or multimedia texts
- You are also expected to engage with a wide range
of additional related texts and textual forms.
7Juggling the pieces of the puzzle
- As you sit down to plot your path through these
two components you juggle the texts you want to
select with the textual requirements of the
course and with the nature and interest of your
students - Our pathways
- focus on popular and exciting texts
- Contain at least one Australian composer
8Our pathways approach meets requirements for
the HSC Standard English course
Standard Pathway 1 Standard Pathway 2
Area of Study The Crucible Arthur Miller (d) Rainbows End Jane Harrison (d)
Module A The Penguin Banjo Paterson Collected Verse A B Paterson (p) Speeches (nf)
Module B Curious Incident of the Dog in the Night-time Mark Haddon (pf) War Poems and Others Wilfred Owen (p)
Module C Billy Elliot (f) directed by Stephen Daldry The story of Tom Brenan J.C. Burke (pf)
9Our pathways approach meets requirements for
the HSC Advanced English course
Advanced Pathway 1 Advanced Pathway 2
Area of Study Romulus my Father Raimond Gaita (nf) Immigrant Chronicle Peter Skrzynecki (p)
Module A Frankenstein Mary Shelley (pf) and Bladerunner directed by Ridley Scott (f) King Richard III William Shakespeare (S) and Looking for Richard directed by Al Pacino (f)
Module B Hamlet William Shakespeare (S) In the Skin of a Lion Michael Ondaatje (pf)
Module C Birthday Letters Ted Hughes (p) The Fiftieth Gate Mark Raphael Baker (nf)
10Engaging students and optimising their chances of
success
- The text talks directly to the students and
provides a balance of advice, information and
activity - HSC English explained in detail - both in-school
and external examination - There is a focus on visual literacy with full
colour design, film stills and illustrations
11Asking students What ICT do you access every
day? Do you
- check your emails
- text a message
- download a television episode
- listen to a podcast
- read/view the news online
- watch video clips on YouTube
- update your Facebook entry
- write a blog
- contribute or edit a Wikipedia entry
- Twitter
- create your own avatar in Second Life
- contribute a thread to a discussion on the
Boredofstudies website - play a game?
-
12 Framing students into how to approach the Area
of Study, modules and the texts
- Each section contains an unpacking the rubric
explanation - the key concepts are highlighted
- Scaffolds are provided for possible responses
13Part 1 contains a comprehensive introduction to
the HSC
- Understanding HSC English
- Understanding language, forms, features and
structures of texts - Understanding context, purpose and audience
- Understanding characters, settings, themes and
values - Responding to and composing texts
14For example Note-taking scaffold for analysis of a text For example Note-taking scaffold for analysis of a text
Questions Considerations
Purpose why has this text been constructed? to tell a story, to entertain, to inform, to record history, to persuade or argue, to describe, to teach, to express an emotion or feeling or idea, to respond to a person, situation or event ,to reflect. (refer to Ch1.3)
Audience who has this text been constructed for? age group, gender, education level, cultural and religious background, personality and interests, biases and prejudices (refer to Ch1.3)
Context when and where was this text constructed? What do I bring to this text? personal, social, historical, cultural and workplace considerations (refer to Ch1.3)
15The scaffold continues to consider areas below
- Language form and features/ cinematography
- Structure/plot of text
- Form
- Characterisation
- Narrative
- Themes
- Values/valuing What cultural or social
assumptions (values and beliefs responders are
expected to share) are made in this text? Is this
text culturally and socially neutral? Has the way
this text is read changed over time?
16In-depth coverage of the Area of Study
Belonging
- The concepts
- Representation
- Perceptions
- Context
- Interrelationships
- Imaginative and extended response
- Suggestions and a scaffold
17Context Perspectives personal, cultural,
historical, social
Context Perspectives personal, cultural,
historical, social
Assumptions about belonging
Meaning
Meaning
Meaning
Meaning
Meaning
Composer
Text
Responder
Meaning
Meaning
Meaning
Perceptions interplay of recognition and
interpretation and is influenced by our
preconceived ideas, memories, experiences and
senses
Perceptions interplay of recognition and
interpretation and is influenced by our
preconceived ideas, memories, experiences and
senses
Representation of belonging through language
features and ideas
Meaning
18In-depth coverage of the Area of Study
Belonging
- Writing exercises such as
- A young child has just landed in Australia for
the first time at Sydneys busy International
Airport. She moves closer to her mother, reaching
for her hand feeling confused by the loud foreign
voices. Describe what she sees, hears, smells and
feels in one to two paragraphs. - A backpacker has been on the same flight as the
young child. He has been travelling around Europe
for over a year. He quickens his pace and
lengthens his stride. The cacophony of familiar
Aussie voices makes him smile. Describe what he
sees, hears, smells and feels in one to two
paragraphs. - Extended responses and tips such as
- The importance of developing and integrating a
thesis or line of argument - Texts for a variety of reasons can invite us to
be part of their world or make us feel disengaged
and disconnected.
19HSC English (Standard)The Crucible
-
- I am not sure what The Crucible is telling
people now, but I know that its paranoid center
is still pumping out the same darkly attractive
warning that it did in the fifties.
20What we cover in The Crucible
- The concepts
- Background and context
- The textual form
- The ideas
- Language features
- Characterisation
- Practice tasks and a possible response
21Textual form
- The Crucible is a modern tragedy of the common
person who chooses, after acknowledging his or
her flaws, to take a stand for what he or she
believes in rather than conform and belong. - The essence of drama is conflict reflecting not
belonging. Each act builds frenetically to a
crescendo - Act I Abigail I saw Goody Booth with the
devil! - Act II Aye, naked! And the wind, Gods icy
wind, will blow! - Act III God is dead! burn together!
- Act IV The final drumroll crashes, then
heightens violently
22The language
- Millers stage directions provide detailed
historical background information, social
commentary and an analysis of the characters and
their motives, delivered in an informative and
authoritative tone that establishes Miller as a
trusted and reliable narrator. - Emotive word choice, high modality and repeated
exclamations to convey the conflict and represent
the increasing disunity and paranoia in the
community. - Forceful and confronting use of imagery such as
his eyes were like coals and his fingers claw
my neck stress the growing absence of any sense
of communal belonging.
23Characterisation Abigail
- An independent, free thinker who has become
self-reliant, hardened and opportunistic. - She has suffered the insecurity of being an
orphan, belonging to no family I saw Indians
smash my dear parents heads on the pillow next
to mine - Without the greed, ignorance and righteousness of
others could never have divided the community.
24The ideas
- Communal belonging can be restored by individuals
with a strong sense of integrity, loyalty and
compassion. - Rebecca Nurse, more than any other character,
exemplifies the attitude and values that are
essential for a strong, supportive community.
From the beginning, she questions the presence of
evil and witchcraft, and begs for common sense to
prevail. She identifies the real cause of the
hysteria and echoes Millers sentiments that it
is our flaws that divide a community Let us
rather blame ourselves (Act I, p. 33). Her
death shocks other members of the Salem
community, such as Proctor and Giles, to
challenge the actions of the girls and the court.
25HSC English (Advanced)
- Area of Study Romulus, My Father by Raimond
Gaita (nf) - Features of the chapter
- Unpacking the Rubric the key concepts
- Background and context of Gaita
- Social and Historical Context of Romulus, My
Father - Textual Form and Structure
- Ideas of Belonging.
26What we cover on Romulus, My Father
- The Idea of Belonging to a new world
- A newfound sense of family
- Setting
- Characters
- Language
- Selecting and Integrating Related Texts
- Practice Assessment Tasks
27Romulus,My Father as a memoir
Romulus, My Father is a memoir written by Raimond
Gaita in 1998. Gaita tells the story of his
father, Romulus Gaita, who migrated from Germany
to Melbourne in April 1950 with his wife,
Christina and young son Raimond. The memoir
explores the difficulties his father encountered
in trying to establish himself amidst the
conservative and narrow attitudes of 1950s
Australian society. These attitudes were
particularly prevalent in rural communities like
those in north-eastern Victoria where the Gaita
family were relocated as part of the assisted
migrant scheme. The memoir examines many of the
difficulties confronting Gaitas father as a
newcomer to Australia. Romulus, My Father is a
moving portrayal of a family in crisis and a raw
exposure of the fragility and vulnerability of
the human psyche. Also, in this memoir the
Australian landscape is evoked with detail and
insight so that it becomes a powerful metaphor
for many of the elements of belonging, identity
and alienation.
28(No Transcript)
29Gaitas Use of language is characterised by
- Concrete description
- Respect and reverence for the landscape
- His tone is understated style direct and simple
- Humour to underlay pathos and tragedy
- Extract from the novel analysed and annotated
with language features and links made with the
concept of belonging
30Linking landscape to concept
-
- Gaita uses the landscape to reflect the feelings
and attitudes of the characters. It is as if
their isolation and alienation are reinforced by
the stark, barren landscape. This is evident in
chapter three when Gaita recounts a time when his
mother was brought by taxi from Maldon to
Frogmore.
31(No Transcript)
32He first sees her when she was two hundred
metres or so from the house, alone, small, frail,
walking with an uncertain gait and distracted
air. In that vast landscape with only crude wire
fences and a rough track to mark a human
impression on it she appeared forsaken. p.32.
33Using the landscape as a stimulus for
imaginative writing Section II
Select one of the following quotations from the
text. Use this quote as a central idea in your
own piece of imaginative writing that explores
how landscape shapes our sense of belonging or of
not belonging. Recall how Gaita uses language in
his descriptions of the landscape and try to use
some of his techniques in your own writing. He
longed for the generous and soft European
foliage (p.14) We walked in the hills and often
swam in the river (p.19) The landscape seemed
to have a special beauty (p.61) The hills
looked as old as the earth (p123)
34Advanced Module A Comparative Study of Texts
Contexts Elective 2 Texts in Time
- Connections framed through
- Context 1816 England - societal transformation
with an industrial revolution and a working class
society demanding to be heard 1982 US - threat
of acid rain and global warming, economic
rationalism and unemployment - Creators Victor Frankenstein and Eldon Tyrell
- Creations The monster and the replicants
- Values compassion, love, courage and integrity
35The creators
- Victor Frankenstein and Eldon Tyrell lack
insight, humility and empathy. They are
egocentric and indifferent to the needs and
feelings of their creations. - Tyrell is not horrified by his creations like
Frankenstein rather he delights in his own
handiwork. Yet, his treatment of them is as cruel
as Frankensteins rejection of his monster.
36The creations
- In Frankenstein and Blade Runner, humanity
desires to test the limits of technology and
imagination to create life without considering
the consequences. - In Frankenstein, the monster is represented
sympathetically as being intelligent and
sensitive, but his experiences with humanity
transform him into a dark creature. - In Blade Runner, the opposite occurs as when we
first meet the replicants they are cast in the
role of villain, yet as the narrative unfolds we
develop empathy for their plight. - Batty, in Blade Runner, begins as a fallen angel
and rises symbolically on his death as a dove to
heaven, but Frankensteins monster, who emerges
as Adam, becomes the fallen angel hell-bent on
revenge and retribution.
37The assessment tasks and a possible approach
- You are in a bar in China Town in Los Angeles,
2019. You overhear a conversation between
Frankensteins monster and Roy Batty. You hear
them exchange their stories, discuss their
attitudes towards their creators, and compare
their values and experiences. - Scotch without the rocks, Sam. Outside the rain
belted out its all too familiar dissonant rhythm
on the city of fallen angels. Inside, a cold blue
light chilled me to the core despite the fleeting
warmth of the scotch, and cast thin eerie shadows
on the faces of the regulars in the bar. A giant
of a man sat heavily down on the bar stool
between me and the guy whose blue eyes shone
strangely. A patchwork of red scars perverted his
face into a repulsive visage. My instinct was to
get the hell out of there, but nothing much
happened in this place, so I stayed. -
38Standard Module C Into the WorldThe Story of
Tom Brennan
- This novel is an excellent choice for
Standard students in what it says and the
accessible and engaging way the story is told.
- The novel allows for some valuable class
discussion on this stage of their lives - How do you cope with change?
- Are you excited about what you are going to be
doing after the HSC? - Are you daunted by the next six months?
- What path will your life take after the HSC?
- What stresses you most about this year?
- What risks do you take?
- How resilient are you?
39Relevance of the novel to adolescents
- The Story of Tom Brennan is the prescribed text
for Module C. It is a great choice for this
Module it is an engaging, pacey story which
contains many issues of relevance and interest to
what is happening in their own lives drinking,
driving, car accidents, speeding, risk taking,
families, schools, mates, grandparents, falling
in love, sex, football and trying to cope with
too much pressure. The novel is ideal for
exploring the key elements of this Module and
will give students ideas for selecting their own
related texts to supplement their knowledge and
understanding of the Module.
40What our chapter covers on The Story of Tom
Brennan
- Unpacking the Rubric the key concept s of Module
C and the importance of context in this study
as well as the textual features of the novel and
related texts. - Background and Context of Jane Burke
- Textual Form and Structure use of flashback,
narrative voice, language and style - Setting
- Ideas and Issues
- Selecting and integrating related texts including
focus on RTA anti-speeding campaign - Practice assessment tasks
41The character of Tom as a vehicle for the novels
issues
- Part of the recovery process for Tom is that he
regains some balance in his life and he becomes
part of a wider social group as he ventures back
into the world which not only gives him support
but also gives him a different focus. - Tom discovers more about himself, his attitudes
and values as he works towards recovery, and
makes important realisations about his needs to
take responsibility for himself and be
pro-active. - Tom takes on new activities and challenges which
give his life some purpose and it allows him to
move into the world and into the future.
- Some examples of the challenges Tom takes on
include - Creating a scrapbook for Daniel
- Running
- Realisation that some people need to share their
problems like Kylie did in her speech and that
sometimes when it is public it is easier. - Training for the Everest trek
- Training for football
- Routine and rigour of the football camp
- Playing Rugby Union for Bennies
- Mateship in the football team
- The values of winning vs. enjoying playing the
game
42Related texts for this novel
- In your letter you should focus on the specific
form of the campaign which has most impacted in
you. e.g. the television commercials or the
billboard or the website and what specific
textual features have most shaped your response
to this issue.
- Visit the RTA website www.rta.nsw.gov and view
the sections related to the anti-speeding
campaigns including the statistics on adolescent
accident rates. - Writing task write a letter to the editor of
your local newspaper. The letter is in response
to a community debate about the increasing number
of young male victims of motor vehicle accidents.
Explain how the RTA anti-speeding campaign as
influenced your ideas and understanding about
speeding.
43Responding to Related Texts
- Student task
- 1. a) Working with a partner, access the RTA
website and click on the link for their
anti-speeding campaign. What insights does this
website give you to the world of adolescent risk
taking and the dangers associated with speeding
and drink driving? - b) List the techniques used by the designers of
the site which are used to inform and persuade
their audience about the issues explored.
- Join with two other pairs and share your
findings. - d) Write a response of one page in length on the
following question - What aspects of the Module Into the World are
dealt with in this website? What techniques are
used to represent these issues?
44Responding to related texts
- Choose three different texts aimed at your
demographic which explore some of the challenges
associated with growing up. For example, a
business card distributed by NSW Health and the
State Library of NSW as part of their drug info
campaign. - List the textual form of your three texts, for
example, a brochure or billboard or fridge
magnet. - Beside each textual form list five textual
features used by the composer to inform or
persuade its target audience. - Select one of the texts and discuss how the
composer has used the textual features to shape
your response to the text. You will need to
consider the purpose and intention of the
composer and analyse the different textual
features which shape your response. This is the
type of analysis that you will be expected to
apply to your novel and a variety of texts of
your own choice in this elective. - In your world, which texts have influenced you
and shaped your attitudes and ideas?
45Oxford HSC English
- Oxford HSC English
- ISBN 9780195568202
- Price 49.95
- Available October 1 2009