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Preliminary English Advanced/Standard Discovery Parallels

Week 1, Term 1

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Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

3

Year 11 is a mirror image of Year 12…

Picture 1: Year 11 is not exactly the same as Year 12, but your school will loosely cover the same modules, and sometimes even the same general themes and topics as you will do in Year 12. It’s good to read over the Year 12 syllabus so you know what your teachers are trying to prepare you for.

Year 11 usually covers three modules: one Area of Study, one Comparative Study, and one Critical

Study. Area of Study means you spend some time focusing on a certain theme, like “Change” or

“Journeys”. The Comparative Study is usually between a film and a book which have similar

content or ideas, such as they may both focus on migrant experiences, or be of the science fiction

genre. The Critical Study is usually a Shakespeare play, with Macbeth and Othello being the most

popular choices for Year 11.

The reason your teachers give you this practice run with slightly different content is because they

are not allowed to give you EXACTLY the same studies for Year 11 as for Year 12, so they find

creative ways to make the courses similar. If you know what is set for your Year 12 studies, you

will get more out of the dress-rehearsal and will find it easier to pick up the skills and familiarity

with the modules that your teachers are trying to foster.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

4

Overview of Year 12:

Paper 2: Modules for Advanced English: When: Topic: Texts: Exam:

Term 1

Module A:

Comparative Study of Texts and

Contexts

You look at two texts from different time

periods and compare their values.

Elective 1: Intertextual Connections

Elective 2: Intertextual Perspectives

2 Set Texts

No additional

Materials

Paper 2:

Comparative

Essay

(20 marks)

Term 2

Module B:

Critical Study of Texts

You look at characterisation, language,

structure, theme and other text-type

techniques which make a text stand the test

of time.

1 Set Text

No additional

materials, BUT

you may need to

look at critic’s

essays and

varied

productions of

your text

Paper 2

Essay

(20 marks)

Term 3

Module C:

Representation and Text

You look at how the text-type of medium

of production influences meaning, and how

composers shape their texts to manipulate

audiences.

Elective 1: Representing People and

Politics

Elective 2: Representing People and

Landscapes

1 Set Text

2 additional

materials of

your own

choosing.

Paper 2

Essay

(20 marks)

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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Paper 2: Modules for Standard English:

When: Topic: Texts: Exam:

Term 1

Module A:

Experience Through Language

You focus in detail on language

techniques and uses in texts.

.

Elective 1: Distinctive Voices

Elective 2: Distinctly Visual

1 Set Text

1 Additional

material of your

own choosing

Paper 2:

Essay

(20 marks)

Term 2

Module B:

Close Study of Texts

You look at characterisation,

language, structure, theme and other

text-type techniques which make a

text stand the test of time.

1 Set Text

No additional

materials.

Paper 2

Essay

(20 marks)

Term 3

Module C:

Texts and Society

You look at the way texts influence

or are influenced by society.

Elective 1: Exploring Interactions

Elective 2: Exploring Transitions

1 Set Text

2 additional

materials of your

own choosing.

Paper 2

Essay

(20 marks)

Throughout Year 12 you will do a selection of 5 texts from the following:

1 novel,

1 film

1 modern drama

1 Shakespearean drama*

1 poetry collection

1 non-fiction or documentary

* Please note: Contrary to popular belief, Standard is not

exempt from Shakespeare. There are TWO Shakespeare

texts set on the Standard syllabus: The Tempest, and The

Merchant of Venice, so you may have to study one of them

under the general category of drama – it depends on the

texts your school chooses.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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When: Topic: Texts: Exam: Term 4:

Area of Study:

Belonging

A theme based study where

you look at belonging themes

in varied texts.

1 Set Text

2 Additional

Materials of your

own choosing.

Paper 1:

Comprehension

(15 marks)

Story

(15 marks)

Essay

(15 marks)

Term 1: Module A:

Comparative Study of Texts

and Contexts

You look at two texts from

different time periods and

compare their values.

Elective 1: Connections in

Texts

Elective 2: Texts in Time

2 Set Texts

No additional

Materials

Paper 2:

Comparative

Essay

(20 marks)

Term 2: Module B:

Critical Study of Texts

You look at characterisation,

language, structure, theme and

other text-type techniques

which make a text stand the

test of time.

1 Set Text

No additional

materials, BUT you

may need to look at

critic’s essays and

varied productions of

your text

Paper 2

Essay

(20 marks)

Term 3: Module C:

Representation and Text

You look at how the text-type

of medium of production

influences meaning, and how

composers shape their texts to

manipulate audiences.

Elective 1: Conflicting

Perspectives

Elective 2: History and

Memory

1 Set Text

2 additional

materials of your

own choosing.

Paper 2

Essay

(20 marks)

Throughout Year 12 you will do a selection of 5 texts from the following:

Bold indicates the most popular text-types.

1 novel,

1 film

1 modern drama

1 Shakespearean drama

1 poetry collection

1 non-fiction or documentary

1 multi-media or website

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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What is an Area of Study?

An Area of Study requires you to focus on one key theme and to look for it in various forms

throughout a variety of texts. You have to show how the techniques of the text create the theme, and

comment about the message the text has for its audience.

You will be given one key word or phrase such as “power”. You may be given a definition of

power, or be asked to come up with your own definition of the word. There will also be other

associated ideas that go with your area of study; for example, “power” might also include a

consideration of “corruption” “manipulation” and “politics”.

You will look at one major text which has your Area of Study as a theme. You will analyse the

techniques in that text which convey your Area of Study theme, and will have to write analytical

essays on the text.

A complete Area of Study usually asks you to write an essay, a creative writing story, and to do

some comprehension on short texts which are based on your Area of Study. If these assessments

don’t come up during the term, be aware they will probably feature in your exam.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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The Board of Studies Description of Area of Study

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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AREA OF STUDY

In the Area of Study, students explore and examine relationships between language and text, and

interrelationships among texts. They examine closely the individual qualities of texts while

considering the texts’ relationships to the wider context of the Area of Study. They synthesise ideas

to clarify meaning and develop new meanings. They take into account whether aspects such as

context, purpose and register, text structures, stylistic features, grammatical features and vocabulary

are appropriate to the particular text.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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Board of Studies HSC Area of Study: Discovery

Discovery can encompass the experience of discovering something for the first time or

rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and

unexpected, or they can emerge from a process of deliberate and careful planning evoked by

curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may

be emotional, creative, intellectual, physical and spiritual. They can also be confronting and

provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to

speculate about future possibilities. Discoveries and discovering can offer new understandings and

renewed perceptions of ourselves and others.

An individual’s discoveries and their process of discovering can vary according to personal,

cultural, historical and social contexts and values. The impact of these discoveries can be far-

reaching and transformative for the individual and for broader society. Discoveries may be

questioned or challenged when viewed from different perspectives and their worth may be

reassessed over time. The ramifications of particular discoveries may differ for individuals and their

worlds.

By exploring the concept of discovery, students can understand how texts have the potential to

affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of

human experience and the world. Through composing and responding to a wide range of texts,

students may make discoveries about people, relationships, societies, places and events and

generate new ideas. By synthesising perspectives, students may deepen their understanding of the

concept of discovery. Students consider the ways composers may invite them to experience

discovery through their texts and explore how the process of discovering is represented using a

variety of language modes, forms and features.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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In their responses and compositions, students examine, question, and reflect and speculate on:

• their own experiences of discovery

• the experience of discovery in and through their engagement with texts

• assumptions underlying various representations of the concept of discovery

• how the concept of discovery is conveyed through the representations of people, relationships,

societies, places, events and ideas that they encounter in the prescribed text and other related

texts of their own choosing

• how the composer’s choice of language modes, forms, features and structure shapes

representations of discovery and discovering

• the ways in which exploring the concept of discovery may broaden and deepen their

understanding of themselves and their world.

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Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

12

How to approach an Area of Study

1. Mind Maps

Picture 2: Mind Maps start with one key concept in the middle and then branch out using pictures and keywords until you have explored all the linked concepts you can think of which relate to the topic. The one above is on the topic of Time Management.

Students often find mind maps a bit geeky, and, well, they are. But they are also a fantastically

useful tool for thinking about Area of Study themes. What’s great about mind maps is that they

show you what assumptions you are making about the topic, by the way you connect the sub-

themes together. It also allows you to brainstorm in a lot of different directions around the theme

and not worry about whether your ideas are right or wrong.

So when you get your Area of Study topic, your first activity should be to make a mind-map.

Remember to use colour and drawings or symbols as well as key words and descriptions, or you are

only activating one side of your brain!

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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2. Research alternative definitions

Picture 3: Don’t just go to one source for a definition. Use several different dictionaries, check out Wikipedia, browse the internet for famous literature or philosophy quotes on your Area of Study theme.

You should never just take one source’s definition of your Area of Study key-word. Check several

dictionaries, including reputable ones like the Oxford and the Macquarie dictionary. You will

probably find several definitions and a couple will be slightly different.

You should also check out entries in encyclopaedias and quotes from famous philosophers,

scientists, or literary figures as these can give you a fresh new perspective.

It’s also quite helpful (and impressive to teachers) to research the origin of the word. The study of

word origins is called etymology (not to be confused with the similar-sounding entomology, the

study of insects) and it involves finding out what the branches of the word means, and what

language they originally came from. A good dictionary will often tell you the roots of a word so it

isn’t hard to look up.

For example, the word “dinosaur” has the roots ‘dino’ from the Greek deinos, meaning ‘monster’

and ‘saur’ from the Greek sauros meaning lizard. Thus dinosaur means: monstrous lizard.

‘Belonging’ for example comes from the Middle English term bilongen where long means

“dependent”. So the original meaning of belonging was about dependency or need for others.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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3. Writing your own definitions and examples

Picture 4: composing your own definitions may seem like a daunting task, but remember, what you think is every bit as valid as anything a philosopher or scientist has to say, as long as you base it on an example, observation or experience.

Start by creating your own sentence about the topic. For example:

“Power is…” and then just fill in the blanks.

“Power is…physical or other strength that one person or group has over others.”

“Power is…a relationship where one person is stronger than another.”

“Power is…a force that people seek to attain for themselves.”

Then for each sentence, give an example from the real world to illustrate your point.

“Power is…physical or other strength that one person or group has over others.”

For example: The police have the legal power to arrest citizens. But they also have physical power

in the form of weapons and training which allows them to enforce their legal power.

Keep going until you have exhausted all the ideas you have on the topic.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

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4. Start Scouring the Headlines

Picture 5: This does not mean you literally have to pick up a newspaper and read it. You can go to websites such as www.abc.net.au or www.theaustralian.com.au and click through articles that interest you there.

Area of Study involves wide reading and the collection of additional materials. You should get

yourself a scrap-book or folder to keep any relevant materials in.

These could be news or magazine articles, advertisements, feature articles, editorials, short stories,

poems, blogs or forum posts, journal entries or reflection statements - any text-type which focuses

on your Area of Study.

For Year 11 and 12 it is also quite important that you have some general knowledge about society

and culture. Try to keep up with the current events in the news, even if you only read the

headlines each week and don’t bother reading the articles.

A basic knowledge of modern history is quite important too – you might want to brush up on your

Australian history at least. Do some browsing on Wikipedia or even click through some of the

interest articles at the federal government website: www.australia.gov.au/about-australia

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

16

The Required Context for Senior Studies

Picture 6: This is the Earth. You’ve lived on it your whole life, but how much do you really know about it?

In Year 11 and 12, the best marks go to the most sophisticated answers. But what makes an essay

sophisticated? Usually, it comes down to a knowledge of context, or general knowledge about

human life, social problems, current events and basic history.

If you are someone who has never had a lot of general knowledge about these things, it is never too

late to start! What’s more, this kind of information is not just handy for doing well in English, but

for doing well at life in general. Try to answer the following discussion questions as best you can. If

you don’t know, guess. Never leave an answer blank. At the end, compare your answers with others.

Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

17

Question 1

How physically large is Earth? What are the five continents, and how many countries are there in

each continent? Name them if you can.

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Question 2

How many people are there currently on the planet, and which countries have the largest

populations?

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Week 1, Term 1

Discovery Parallels • Preliminary English Advanced/Standard

Prime Education

18

Picture 7: All humans are believed to have evolved on the one continent and then to have migrated to other continents, either by walking across landmasses or by canoe, until people were pretty much everywhere. It’s called the ‘Out of ______ Theory’.

Question 3

Which continent are all humans believed to have come from and which continents were the first to

be migrated to?

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Question 4

Name as many ancient civilisations and empires as you can, and try to put them on a timeline:

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Question 5

How many distinctly different cultures are there on Earth today? Name any you can think of:

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Picture 8: If the continents of earth were in ratio not according to land mass, but according to wealth, this is what the world would look like.

Question 6

How is money divided across the continents? Who’s rich, who’s poor, and who is working their

way up?

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Picture 9: What kind of work is done in poor countries and what factors might stop the average citizen from making money?

Question 7

Why are the poor countries so poor? Why are the rich countries so rich? (These aren’t philosophical

questions – there are some basic answers.)

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Question 8

Which countries are the global superpowers on Earth today? Why are they in charge?

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Question 9

Who were the global superpowers in the past and why did they lose power? Which countries might

emerge as superpowers in the near future?

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Picture 10: There are not-for-profit projects run by IT companies like Google and Microsoft to launch satellites into space in order to provide better internet coverage for poor regions of the earth like Africa.

Question 10

How many people in the world have access to the internet? Where in the world is the internet

filtered or censored?

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Further Reading

Picture 11: Reading, like exercise, is not something you need to take seriously – just regularly.

The above questions are by no means an exhaustive list of the things you need to know – they’re

just supposed to start you thinking about what you do and don’t know about the world.

If you make it a habit to read or watch a reputable news source once a week (ABC and SBS are

good sources, commercial stations like 7, 9 and 10 are often not) you will fill in a lot of gaps you

might be missing.

Alternatively, browsing through relevant articles on Wikipedia is a good way to cover information

you might be patchy about – for instance, it would be a good idea to read up on WWI and WWII if

you know nothing about them, as these were defining events in human history.

You will find the answers to a lot of the questions asked at the links below:

http://en.wikipedia.org/wiki/World_population

http://www.universetoday.com/guide-to-space/earth/how-big-is-the-earth/

http://en.wikipedia.org/wiki/Recent_African_origin_of_modern_humans

http://makewealthhistory.org/2007/11/05/why-are-some-countries-poor/

http://en.wikipedia.org/wiki/Internet_censorship

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