DEC Scan Journal : Volume 33 Issue 3
2014 Volume 33, Issue 3 43 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews studied. Furthermore, the syllabus suggests that students are expected to engage in some higher order thinking to succeed in Area of Study. This is made clear by the range of task words used in the syllabus rubric: explore, analyse, question, articulate, examine, synthesise, assess, experiment and consider. Textual study: core and related texts English students of standard and advanced courses must study one text Prescribed text–prose fiction: Swallow the air Prescribed text–prose fiction: Wrack Prescribed text–prose fiction: The awakening and selected stories Some points made, or suggested, in the syllabus rubric, not made so strongly in the Prescriptions rubric, include: • Perceptions and perspectives are both shaped by texts and shape the meaning of texts. • The focus of study is more on how the concept is represented, rather than what the concept is about. • Students should consider the connections between and among texts. • Students are required to compose their own texts about the concept being from the prescribed list for Area of Study: Discovery. See page 10 in the prescriptions document for a full list. ESL students must study two texts from the prescribed list for Language Study in Area of Study: Discovery. See page 23- 24 in the prescriptions document. For all three courses, students will explore texts of their own choosing relevant to the Area of Study. The syllabus requires that they draw their chosen texts from a variety of sources, in a range of genres and media. English teachers and teacher librarians can guide students to choose appropriate texts of their own choosing and students will benefit from opportunities to spend time in lessons choosing their own texts and discussing the rationale for their choice with classmates. Kinds of texts students could use are: • prose fiction, including novels and short stories • drama, including scripts and performances • poetry, including verse and song lyrics • nonfiction • film, including narrative films and documentaries • multimedia, including websites, picture books and graphic novels • media, including radio or television Discovery through texts We all discover when we respond to texts. Texts can affirm or challenge the assumptions and beliefs of responders about human experience and the world. Synthesising perspectives, by making links within and across texts, can deepen understanding of the concept of discovery. Composers use a variety of ways to invite responders to experience discovery through their texts. While the prescriptions rubric focuses on responders discovering through texts, composers can also make discoveries about themselves or the world in which they live through their composing. How discovery is represented Composers shape their representations of discovery by their choice of language modes, forms, features and structures. Students are required to: • analyse techniques and evaluate their effectiveness in others’ texts about discovery • experiment with techniques in their own composing about discovery. Back to the syllabus Earlier it was mentioned that the syllabus, as well as Prescriptions, sets parameters for study of HSC English, including the Area of Study.
Volume 33 Issue 4
Volume 33 Issue 2