Michael MurrayGroup Leader, English/Literacy

NSW Curriculum and Learning Innovation CentreDepartment of Education and Training

Lesson 1Know and understand what the module and the elective are all about

Early in the course, read and analyse the rubrics for both the module and the elective

Keep coming back to the rubrics to ensure you are on track

Notice how previous HSC questions derive from these rubrics

Write practice questions based on these rubrics

Lesson 2There is a lot more to this course than just the study of prescribed texts

Texts of own choosingLiterary theory, historical background and

contextImaginative writingSynthesising Practice in preparation for the HSC exam

Lesson 3Choose ‘other’ texts wisely and give them equal attention to prescribed texts

Must suit the demands of the elective, especially the historical periods in Mod B electives

Should add something new to the discussionAim for texts that are appropriate,

sophisticated, substantialLook for variety – different in form and

medium to prescribed texts

Lesson 4Focus on how meaning is shaped, not just the content of textsSometimes problematic in Modules B and CConsider visual, aural, literary and

cinematic techniques as appropriate for the medium of the text

Evaluate and relate to the question, don’t just list examples

Textual references and quotes should be well integrated

Lesson 5Develop an understanding of the theory behind the elective being studied

Explore literary theory, historical background and context as appropriate

Provides a framework in which texts can be discussed

Provides the glue between the texts in students’ responses

Should not be a focus in students’ responses but can enhance a response if used appropriately

Particularly important for informing the imaginative response

Lesson 6Answer the question

Consider structuring the response to suit the question rather than around the texts

Discuss aspects of the texts that are most relevant to the question

Students cannot perform well if they simply use prepared responses with little regard to the question

Note the trend towards greater specificity in HSC questions

Students must be able to apply their learning in the exam situation

Lesson 7Give appropriate attention to imaginative writingCritical and imaginative are equally

important in the examImaginative writing is a pedagogical tool to

build understandingNeeds to reflect the profound knowledge

and understanding of the electiveMost students write conventional stories –

consider non-narrative forms or varying the conventions of narratives in imaginative ways

Lesson 8Be originalPlagiarism is penalisedOriginality is rewarded, both in critical

and imaginative responsesStudents should not be afraid to use a

more personal tone in critical responses if that is what the question requires – however, more often it is appropriate to adopt a formal, objective and academic tone

A sense of the student’s “ownership” of their work should always be evident

Lesson 9Use the resources on the BOS websiteMarking guidelines can be used by teachers as

models for developing their own marking guidelines

Marking guidelines can be analysed by students to better understand how their work will be assessed.

Students can use marking guidelines to assess own and peer responses

Teachers and students can benefit by reading and taking on board advice in Notes from the Marking Centre

Standards packages, while old, can still inform teachers and students of standards

Lesson 10Plan learning experiences to ensure students are prepared for the challenge of Extension 1

Design a Preliminary Extension course that develops skills and conceptual understandings

Provide a focus for the Preliminary course which is different to that of the HSC course – students need to be refreshed and stimulated for their HSC year

Challenge potential Extension 1 candidates well before they reach Year 11