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Deb McPherson, Jane Sherlock

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Title: Deb McPherson, Jane Sherlock


1
Deb McPherson, Jane Sherlock Karen Yager
  • Re-navigating
  • HSC English

2
About 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.

3
Oxford 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.

4
Using 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.

5
Text 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

6
Text 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.

7
Juggling 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

8
Our 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)
9
Our 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)
10
Engaging 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

11
Asking 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

13
Part 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

14
For 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)
15
The 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?

16
In-depth coverage of the Area of Study
Belonging
  • The concepts
  • Representation
  • Perceptions
  • Context
  • Interrelationships
  • Imaginative and extended response
  • Suggestions and a scaffold

17
Context 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
18
In-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.

19
HSC 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.

20
What we cover in The Crucible
  • The concepts
  • Background and context
  • The textual form
  • The ideas
  • Language features
  • Characterisation
  • Practice tasks and a possible response

21
Textual 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

22
The 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.

23
Characterisation 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.

24
The 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.

25
HSC 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.

26
What 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

27
Romulus,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
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Gaitas 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

30
Linking 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
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He 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.
33
Using 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)
34
Advanced 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

35
The 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.

36
The 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.

37
The 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.

38
Standard 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?

39
Relevance 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.

40
What 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

41
The 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

42
Related 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.

43
Responding 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?

44
Responding 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?

45
Oxford HSC English
  • Oxford HSC English
  • ISBN 9780195568202
  • Price 49.95
  • Available October 1 2009
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