Student Booklet HSC ENGLISH STANDARD · 2019-10-12 · Student Booklet HSC ENGLISH STANDARD 2018 ....
Transcript of Student Booklet HSC ENGLISH STANDARD · 2019-10-12 · Student Booklet HSC ENGLISH STANDARD 2018 ....
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Contents
1 TLSC HSC Standard English Yearly Planner ........................................ 2
2 HSC Standard Course Requirements ...................................................... 3
3 Assessment Task Schedule ..................................................................... 3
4 Standard Course Objectives and Outcomes ............................................ 4
5 Standard Course Content and Prescribed Texts ...................................... 7
6 HSC Examination Rubrics .................................................................... 16
7 HSC Examination Specifications .......................................................... 18
8 Performance Band Descriptors ............................................................. 19
9 Glossary from Syllabus ........................................................................ 20
10 HSC Verbs and definitions………………………………………… 24
11 Websites ................................................................................................ 25
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THE ENTRANCE CAMPUS
YEAR 12 HSC - Standard English 2017-18
Term 4: Monday 9/10/17 – Tuesday 19/12/17
Week 1 9/10
Week 2 16/10
Week 3 23/10
Week 4 30/10
Week 5 6/11
Week 6 13/11
Week 7 20/11
Week 8 27/11
Week 9 4/12
Week 10 11/12
Week 11 18/12
Term 1: Monday 29/1/18 – Friday 13/4/18
Week 1 29/1
Week 2 5/2
Week 3 12/2
Week 4 19/2
Week 5 26/2
Week 6 5/3
Week 7 12/3
Week 8 19/3
Week 9 26/3
Week 10 2/4
Week 11 9/4
Term 2: Monday 30/4/18 – Friday 6/7/18
Week 1 30/4
Week 2 7/5
Week 3 14/5
Week 4 21/5
Week 5 28/5
Week 6 4/6
Week 7 11/6
Week 8 18/6
Week 9 25/6
Week 10 2/7
EXAM
FEEDBACK
Term 3: Monday 23/7/18 – Friday 28/9/18
Week 1 23/7
Week 2 30/7
Week 3 6/8
Week 4 13/8
Week 5 20/8
Week 6 27/8
Week 7 3/9
Week 8 10/9
Week 9 17/9
Week 10 24/9
Exam
Feedback
Assess
Task 4
15%
Reading & CREATIVE
SKILLS
AREA OF StUDY - Discovery
Module C
MODULE B
Assess
Task 3
15% MODULE C – Texts and Society MODULE A – experience
through language
MODULE B – CLOSE STUDY of text MODULE A
revision Trial hsc
exams
25%
Mid course
exams 30%
REvision
Assess
Task 1
15%
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HSC English (Standard) Course Requirements
In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts for
different audiences and purposes.
Course Requirements
Text Requirements
• 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
• a wide range of additional related texts and textual forms
The course has two sections and the requirements listed above apply to both sections.
Section 1
Section 2
Content common to the Standard and Advanced
courses where students analyse and explore texts and
apply skills in synthesis.
Modules which emphasise particular aspects of shaping
meaning and demonstration of the effectiveness of texts
for different audiences and purposes.
The HSC common content consists of one Area of
Study common to the HSC Standard and Advanced
courses.
Students are required to choose one elective from each of
Modules A, B and C.
Study in the HSC course requires close study of particular texts, supported by students’ own wide reading.
SUBJECT: ENGLISH - STANDARD
TASK WHEN TOPIC TYPE OF TASK OUTCOMES VALUE 1 Term 4 2017
Week 9
Area of Study
Discovery
Extended Response H3,H7,H13 15%
2 Term 1 2018
Weeks 10 & 11
Area of Study
Module B
Mid Course Exam
(Reading & Creative)
Exam: Question with Notice
H2,H4,H5,H11
H6, H12
15%
15%
3 Term 2 2018
Week 5
Module A Oral Presentation H1,H2,H6 15%
4 Term 3 2018
Week 2
Module C Extended Response H8,H9,H10 15%
5 Term 3 2018
Weeks 5 & 6
ALL Trial HSC Examination ALL 25%
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HSC English (Standard) Course Objectives, Outcomes and Content
The table below sets out the content of the HSC English (Standard) course and illustrates the relationship
between the objectives, the outcomes and the content. Students will work to achieve the outcomes by
responding to and composing increasingly complex texts in a variety of modes and media.
English (Standard)
Objectives
HSC English
(Standard) Outcomes
HSC English (Standard) Content
Students will develop
knowledge and
understanding of the
contexts, purposes and
audiences of texts.
1. A student
demonstrates
understanding of
how relationships
between composer,
responder, text and
context shape
meaning.
1. Students learn about the ways meaning results
from the relationships between composer,
responder, text and context by:
1.1 identifying features of context and describing
their effects on meaning in and through
particular texts
1.2 comparing and contrasting texts in terms of
their contexts
1.3 explaining the ways changes in elements of the
contexts of particular texts influence meaning
1.4 responding to and composing texts to achieve
particular meanings through a range of
contexts.
2. A student
demonstrates
understanding of the
relationships among
texts.
2. Students learn about the relationships among
texts by:
2.1 comparing and contrasting the forms and
features of texts
2.2 describing and explaining the connections
between texts
2.3 describing and explaining the ways texts are
influenced by other texts and contexts.
Students will develop
knowledge and
understanding of the
forms and features of
language and structures
of texts.
3. A student develops
language relevant to
the study of English.
3. Students learn the language relevant to their
study of English including:
3.1 its terminology
3.2 language for making connections, questioning,
affirming, challenging, speculating about and
generalising about texts
3.3 language of personal, public and critical
expression
3.4 conventions of language.
4. A student describes
and analyses the
ways that language
forms and features,
and structures of
texts shape meaning
and influence
responses.
4. Students learn about the ways language forms
and features, and structures of texts shape
meaning and influence responses by:
4.1 describing and explaining the effects of a
variety of language forms and features, and
structures of texts
4.2 identifying a range of possible responses to
texts influenced by their language forms and
features, and their structures
4.3 using various language forms and features, and
structures of texts to influence meaning and
responses.
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English (Standard)
Objectives
HSC English
(Standard) Outcomes
HSC English (Standard) Content
5. A student analyses
the effect of
technology and
medium on meaning.
5. Students learn about the ways technology and
medium affect meaning by:
5.1 analysing texts produced in a range of media
5.2 describing and explaining the effects of
technological forms and conventions
5.3 choosing a variety of appropriate
technologies to compose texts for specific
audiences and purposes in personal, social,
historical, cultural and workplace contexts
5.4 reflecting on the effects of a change in
technology on their own process of
composition.
Students will develop
skills in responding to
and composing a range of
texts.
6. A student engages
with the details of
text in order to
respond critically
and personally.
6. Students learn about the ways they can
respond to texts by:
6.1 analysing texts in personal, social, historical,
cultural and workplace contexts in detail
6.2 composing sustained arguments supported by
textual evidence
6.3 composing and supporting a personal
response to texts
6.4 considering the responses of others.
7. A student adapts and
synthesises a range
of textual features to
explore and
communicate
information, ideas
and values for a
variety of purposes,
audiences and
contexts.
7. Students learn about communicating
information, ideas and values for a variety of
purposes, audiences and contexts by:
7.1 identifying and explaining the effects of
language forms and features, and structures
of texts
7.2 composing and adapting texts to address
different purposes and audiences.
Students will develop
skills in effective
communication.
8. A student articulates
and represents own
ideas in critical,
interpretive and
imaginative texts
from a range of
perspectives.
8. Students learn to compose imaginative,
personal and critical texts from a range of
perspectives by:
8.1 engaging with complex texts
8.2 refining the clarity of their composition to
meet the demands of increasing complexity
of thought and expression in personal, social,
historical, cultural and workplace contexts
8.3 using and manipulating a range of generic
forms in a range of modes and media for
different audiences and purposes
8.4 using stylistic devices appropriate to
purpose, audience and context.
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English (Standard)
Objectives
HSC English
(Standard) Outcomes
HSC English (Standard) Content
Students will develop
skills in individual and
collaborative learning.
Students will develop
skills in investigation,
imaginative and critical
thinking, and synthesis of
ideas.
Students will develop
skills in reflection as a
way to review, reconsider
and refine meaning.
9. A student assesses
the appropriateness
of a range of
processes and
technologies in the
investigation and
organisation of
information and
ideas.
9. Students learn to assess the effectiveness of
processes and technologies by:
9.1 using, individually and in groups, different
technologies to investigate, clarify, organise
and present ideas
9.2 using individual and collaborative processes
to generate, clarify, organise, refine and
present ideas
9.3 assessing the most appropriate technologies
and processes for particular purposes of
investigating, clarifying, organising and
presenting ideas in personal, social,
historical, cultural and workplace contexts.
10. A student analyses
and synthesises
information and
ideas into sustained
and logical
argument for a
range of purposes
and audiences.
10. Students learn to synthesise information and
ideas into sustained and logical argument
by:
10.1 discerning ideas, attitudes and values
reflected in texts from personal, social,
historical, cultural and workplace contexts
10.2 making connections between information
and ideas, and synthesising these for various
purposes and audiences
10.3 using the information and ideas gathered
from a range of texts to present a point of
view in analytic, expressive and imaginative
ways.
11. A student draws
upon the
imagination to
transform
experience and ideas
into text
demonstrating
control of language.
11. Students learn about the role of imagination
in responding to and composing texts by:
11.1 making connections between life experience
and imagined experience
11.2 experimenting with ways of transforming
experience and ideas into imaginative texts
in different contexts for specified audiences
11.3 recreating texts into new texts by changing
perspective and context
11.4 analysing and explaining the relationships
between imagination and cultural forms and
ideas.
12. A student reflects on
own processes of
responding and
composing.
12. Students learn about reflecting on their own
processes of responding and composing by:
12.1 questioning meaning in and through texts
12.2 articulating the ways they approach texts
12.3 editing their work to correct errors and
ensure consistent and appropriate style
12.4 assessing and engaging with the strengths
and weaknesses of their own compositional
style
12.5 amending their compositions as a result of
the process of reflection
12.6 assessing compositional style in a variety of
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texts.
English (Standard)
Objectives
HSC English
(Standard) Outcomes
HSC English (Standard) Content
13. A student reflects on
own processes of
learning.
13. Students learn to reflect on their own
processes of learning by:
13.1 articulating and monitoring their own
learning and that of others
13.2 assessing the effectiveness of their various
learning strategies
13.3 comparing their own learning processes with
those of others
13.4 writing to reflect on their own learning and
that of others.
HSC English (Standard) Course Content
Common Content – Area of Study
An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world.
Students explore, analyse, question and articulate the ways in which perceptions of this concept are shaped in
and through a variety of texts.
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.
The Area of Study integrates the range and variety of practices students undertake in their study and use of
English. It provides students with opportunities to explore, analyse and experiment with:
• meaning conveyed, shaped, interpreted and reflected in and through texts
• ways texts are responded to and composed
• ways perspective may affect meaning and interpretation
• connections between and among texts
• how texts are influenced by other texts and contexts.
Students’ responses to texts are supported by their own composition of, and experimentation with, imaginative
and other texts. They explore ways of representing events, experiences, ideas, values and processes, and
consider the ways in which changes of form and language affect meaning.
The Area of Study and the prescribed texts will be subject to periodic evaluation and review.
Prescribed texts are:
• A range of prescribed texts for the Area of Study from which at least one must be selected. This text list
will be published in an English Stage 6 support document.
In addition, students will explore texts of their own choosing relevant to the Area of Study. Students draw
their chosen texts from a variety of sources, in a range of genres and media.
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Area of Study and Texts for the Common Content of Standard and Advanced Courses
The Area of Study must be considered in the context of the Area of Study description in the syllabus,
course objectives, content and outcomes. (Reread English Stage 6 Syllabus, word format p 25 and pp
30–33; p 43 and pp 48-51.)
Area of Study: Discovery This Area of Study requires students to explore the ways in which the concept of discovery is
represented in and through texts.
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.
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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Area of Study 2015–2018: Standard and Advanced
Students explore the concept of discovery through at least one of the following:
Prose fiction (pf) or nonfiction (nf)
• Bradley, James, Wrack (pf)
• Chopin, Kate, The Awakening (pf)
• Winch, Tara June, Swallow the Air (pf)
• Bryson, Bill, A Short History of Nearly Everything (nf)
• Guevara, Ernesto ‘Che’, The Motorcycle Diaries (nf)
or
Drama (d) or film (f) or Shakespearean drama (S)
• Gow, Michael, Away (d)
• Harrison, Jane, Rainbow’s End from Cleven, Vivienne et al, Contemporary Indigenous Plays (d)
• Lee, Ang, Life of Pi (f)
• Shakespeare, William, The Tempest (d/S*)
* In order to satisfy the text requirements of the different English courses, The Tempest is classified as a
drama text for the Standard course and as a Shakespearean drama text for the Advanced course.
or
Poetry
• Dobson, Rosemary
‘Young Girl at a Window’, ‘Wonder’, ‘Painter of Antwerp’, ‘Traveller’s Tale’, ‘The Tiger’, ‘Cock
Crow’, ‘Ghost Town: New England’
• Frost, Robert
‘The Tuft of Flowers’, ‘Mending Wall’, ‘Home Burial’, ‘After Apple-Picking’, ‘Fire and Ice’,
‘Stopping by Woods on a Snowy Evening’
• Gray, Robert
‘Journey: the North Coast’, ‘The Meatworks’, ‘North Coast Town’, ‘Late Ferry’, ‘Flames and
Dangling Wire’, ‘Diptych’
or
Media
• Nasht, Simon, Frank Hurley – The Man Who Made History
• O’Mahoney, Ivan, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3 and The
Response
Specific editions of the set texts are listed. Schools, however, may use any suitable edition of the text
selected, if the specified edition is unavailable. Where a text is quoted in an examination it will be from
the listed edition.
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Modules and Electives In the HSC course, students must choose one of the prescribed electives from EACH of the
HSC Modules A, B and C.
The electives and text list will be prescribed in an English Stage 6 support document.
Electives and texts will be subject to periodic evaluation and review.
Each module shows how content and/or texts function within it. Modules are:
Module A – Experience Through Language
Module B – Close Study of Text
Module C – Texts and Society
Electives
Each elective requires:
• the integration of the modes of reading, writing, listening, speaking, viewing and
representing as appropriate
• responding to and composing texts
• the integrated study of language and text
• examination of a variety of textual forms.
MODULE A: Experience Through Language
This module requires students to explore the uses of a particular aspect of language. It
develops students’ awareness of language and helps them understand how our perceptions of
and relationships with others and the world are shaped in written, spoken and visual language.
(Reread English Stage 6 Syllabus, word format p 30.)
Standard, Module A: Experience Through Language
Elective 1: Distinctive Voices
In their responding and composing, students consider various types and functions of voices in
texts. They explore the ways language is used to create voices in texts, and how this use of
language affects interpretation and shapes meaning. Students examine one prescribed text, in
addition to other related texts of their own choosing that provide examples of distinctive
voices.
Students will choose one of the following texts as the basis for their further exploration of the
elective Distinctive Voices.
Prose fiction
• Levy, Andrea, Small Island
or
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Drama
• Lawler, Ray, Summer of the Seventeenth Doll
or
Poetry
• Komninos
‘back to melbourne’, ‘hillston welcome’, ‘cobar, july 1993’, ‘eat’, ‘noura from narooma’,
‘thomastown talk’
• Paterson, AB ‘Banjo’
‘Clancy of the Overflow’, ‘In Defence of the Bush’, ‘Old Pardon, the Son of Reprieve’,
‘A Bush Christening’, ‘Mulga Bill’s Bicycle’, ‘Saltbush Bill, J.P.’
or
Nonfiction or film
• Speeches (nf):
John F Kennedy – Inaugural Address, 1961
Indira Gandhi – ‘The True Liberation of Women’, 1980
Severn Cullis-Suzuki – Address to the Plenary Session, Earth Summit, 1992
Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993
Aung San Suu Kyi – Nobel Lecture, 2012
Barack Obama – Inaugural Address, 2013
• Perkins, Rachel, One Night the Moon (f)
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Standard, Module A: Experience Through Language
Elective 2: Distinctively Visual
In their responding and composing, students explore the ways the images we see and/or
visualise in texts are created. Students consider how the forms, features and language of
different texts create these images, affect interpretation and shape meaning. Students examine
one prescribed text, in addition to other related texts of their own choosing that provide
examples of the distinctively visual.
Students will choose one of the following texts as the basis for their further exploration of the
elective Distinctively Visual.
Prose fiction
• Lawson, Henry
‘The Drover’s Wife’, ‘The Bush Undertaker’, ‘In a Dry Season’, ‘The Loaded Dog’
• Lohrey, Amanda, Vertigo
or
Drama
• Misto, John, The Shoe-Horn Sonata
or
Poetry
• Stewart, Douglas
‘Lady Feeding the Cats’, ‘Wombat’, ‘The Snow-Gum’, ‘Nesting Time’, ‘The Moths’,
‘The Fireflies’, ‘Waterlily’, ‘Cave Painting’
or
Film
• Lee, Ang, Crouching Tiger, Hidden Dragon
• Tykwer, Tom, Run Lola Run
Module B: Close Study of Text
This module requires students to engage in detailed analysis of a text. It develops students’
understanding of how the ideas, forms and language of a text interact within the text and may
affect those responding to it.
Each elective in this module involves close study of a single text from a list of prescribed
texts.
Students engage with the text to respond imaginatively, affectively and critically. They
explore and analyse particular characteristics of the text, considering how these shape
meaning. They also consider the ways in which these characteristics establish the text’s
distinctive qualities. Composition focuses on meaning shaped in and through the text. These
compositions may be realised in a variety of forms and media.
(Refer to the English Stage 6 Syllabus, word format, pp 32–33.)
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Standard, Module B: Close Study of Text
Students choose one text from one of the listed types of text.
Prose fiction
• Day, Marele, The Life and Crimes of Harry Lavender
• Haddon, Mark, The Curious Incident of the Dog in the Night-time
or
Drama
• Rankin, Scott, Namatjira
• Shakespeare, William, The Merchant of Venice
or
Poetry
Students choose one of the following poets for study. All listed poems for that poet
constitute the prescribed text.
• Noonuccal, Oodgeroo
‘Municipal Gum’, ‘Artist Son’, ‘The Past’, ‘China…Woman’, ‘Reed Flute Cave’,
‘Entombed Warriors’, ‘Visit to Sun Yat-Sen Memorial Hall’
• Owen, Wilfred
‘The Next War’, ‘Anthem for Doomed Youth’, ‘Dulce Et Decorum Est’, ‘Insensibility’,
‘Futility’, ‘Strange Meeting’
or
Nonfiction (nf) or film (f) or multimedia (mm)
• Funder, Anna, Stasiland (nf)
• Howard, Ron, A Beautiful Mind (f)
• Australian War Memorial website (mm)
Module C: Texts and Society
This module requires students to explore and analyse texts used in a specific situation.
It assists students’ understanding of the ways that texts communicate information, ideas,
bodies of knowledge, attitudes and belief systems in ways particular to specific areas of
society. (Refer to the English Stage 6 Syllabus, word format, p 33.)
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Standard, Module C: Texts and Society
Elective 1: Exploring Interactions
In this elective, students explore and analyse a variety of texts that portray the ways in which
individuals live, interact and communicate in a range of social contexts. These contexts may
include the home, cultural, friendship and sporting groups, the workplace and the digital
world. Through exploring their prescribed text and texts of their own choosing, students
consider how acts of communication can shape, challenge or transform attitudes and beliefs,
identities and behaviours. In their responding and composing, students develop their
understanding of how the social context of individuals’ interactions can affect perceptions of
ourselves and others, relationships and society.
Students will choose one of the following texts as the basis for their further exploration of this
elective.
Prose fiction
• Anderson, MT, Feed
or
Drama
• Enright, Nick, A Man with Five Children
• Miller, Arthur, All My Sons
or
Poetry
• Watson, Ken (ed), The Round Earth’s Imagined Corners
Sujata Bhatt, ‘The Stare’; Carol Ann Duffy, ‘Head of English’, ‘Yes, Officer’;
UA Fanthorpe, ‘Reports’, ‘Not My Best Side’; Gwyneth Lewis, ‘Peripheral Vision’,
‘Good Dog!’
or
Nonfiction (nf) or film (f)
• Gaita, Raimond, Romulus, My Father (nf)
• Down, Elissa, The Black Balloon (f)
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Standard, Module C: Texts and Society
Elective 2: Exploring Transitions
In this elective, students explore and analyse a variety of texts that portray the ways in which
individuals experience transitions into new phases of life and social contexts. These
transitions may be challenging, confronting, exciting or transformative and may result in
growth, change and a range of consequences for the individual and others. Through exploring
their prescribed text and other related texts of their own choosing, students consider how
transitions can result in new knowledge and ideas, shifts in attitudes and beliefs, and a
deepened understanding of the self and others. Students respond to and compose a range of
texts that expand our understanding of the experience of venturing into new worlds.
Students will choose one of the following texts as the basis for their further exploration of this
elective.
Prose fiction
• Burke, JC, The Story of Tom Brennan
or
Drama
• Russell, Willy, Educating Rita
• Valentine, Alana, Shafana and Aunt Sarrinah
or
Poetry
• Herrick, Steven, The Simple Gift
or
Nonfiction (nf) or film (f)
• Pung, Alice, Unpolished Gem (nf)
• Daldry, Stephen, Billy Elliot (f)
Specific editions of the set texts are listed at the end of this document. If the specified
edition is unavailable, however, schools may use any suitable edition of the text selected.
Where a text is quoted in an examination question, it will be from the listed edition.
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HSC Examination Rubrics
English (Standard) and (Advanced)
Paper 1 – Area of Study
Section I
In your answers you will be assessed on how well you:
• demonstrate understanding of the way perceptions of discovery are shaped in and
through texts
• describe, explain and analyse the relationship between language, text and context
Section II
In your answer you will be assessed on how well you:
• express understanding of discovery in the context of your studies
• organise, develop and express ideas using language appropriate to audience, purpose and
context
Section III
In your answer you will be assessed on how well you:
• demonstrate understanding of the concept of discovery in the context of your study
• analyse, explain and assess the ways discovery is represented in a variety of texts
• organise, develop and express ideas using language appropriate to audience, purpose and
context
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HSC Examination Rubrics
English (Standard)
Paper 2 – Modules
Section I – Module A: Experience Through Language
In your answer you will be assessed on how well you:
• demonstrate understanding of how distinctive voices or the distinctly visual are created
in texts
• demonstrate understanding of the meanings shaped through distinctive voices or the
distinctly visual
• organise, develop and express ideas using language appropriate to audience, purpose and
form
Section II – Module B: Close Study of Text
In your answer you will be assessed on how well you:
• demonstrate understanding of a text’s distinctive qualities and how these shape meaning
• evaluate the text’s language, content and construction
• organise, develop and express ideas using language appropriate to audience, purpose and
form
Section III – Module C: Texts and Society
In your answer you will be assessed on how well you:
• demonstrate understanding of the ways texts and meaning are shaped by context
• organise, develop and express ideas using language appropriate to audience, purpose
and form
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English (Standard) HSC Examination Specifications
The exam will consist of a written paper worth 40 marks and a second written paper
worth 60 marks. Paper 1 will be common to the Standard and Advanced courses.
Paper 1: Area of Study (40 marks)
Paper 1 will be marked out of 45 marks and the mark for each candidate will be
converted to a mark out of 40.
Time allowed: 2 hours plus 10 minutes reading time.
The paper will consist of three sections.
Section I (15 marks)
• There will be one question to the value of 15 marks.
• This question will consist of a number of short answer parts.
• The question will be based on unseen texts related to the Area of Study Discovery
Section II (15 marks)
• There will be one question to the value of 15 marks.
• Candidates will be required to compose or adapt a text for a specific context,
purpose and audience.
Section III (15 marks)
• There will be one question to the value of 15 marks
• The question will require a sustained response based on the Area of Study and
prescribed texts.
Paper 2: Modules (60 marks)
Time allowed: 2 hours plus 5 minutes reading time.
Section I – Module A: Experience Through Language (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen
elective.
Section II – Module B: Close Study of Texts (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen
elective.
Section III – Module C: Texts and Society (20 marks)
• There will be one question to the value of 20 marks.
• The question will require a sustained response based on the candidate’s chosen
elective.
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PERFORMANCE BANDS DESCRIPTIONS
ENGLISH - STANDARD AND ADVANCED
The typical performance in this band:
Band 6 • demonstrates extensive, detailed knowledge, insightful understanding and
sophisticated evaluation of the ways meanings are shaped and changed by
context, medium of production and the influences that produce different
responses to texts.
• displays a highly developed ability to describe and analyse a broad range of
language forms, features and structures of texts and explain the ways these
shape meaning and influence responses in a variety of texts and contexts.
• presents a critical, refined personal response showing highly developed skills
in interpretation, analysis, synthesis and evaluation of texts and textual detail.
• exhibits an ability to compose imaginatively, interpretively and critically with
sustained precision, flair, originality and sophistication for a variety of
audiences, purposes and contexts in order to explore and communicate ideas,
information and values.
Band 5 • demonstrates detailed knowledge, perceptive understanding and effective
evaluation of the ways meanings are shaped and changed by context, medium
of production and the influences that produce different responses to texts.
• displays a well developed ability to describe and analyse a broad range of
language forms, features and structures of texts and explain the ways these
shape meaning and influence responses in a variety of texts and contexts.
• presents a critical personal response showing well developed skills in
interpretation, analysis, synthesis and evaluation of texts and textual detail.
• exhibits an ability to compose imaginatively, interpretively and critically with
flair, originality and control for a variety of audiences, purposes and contexts
in order to explore and communicate ideas, information and values.
Band 4 • demonstrates sound knowledge and understanding of the way meanings are
shaped and changed by context, medium of production and the influences that
produce different responses to texts.
• displays ability to describe and analyse a range of language forms, features and
structures of texts and explain the ways these shape meaning and influence
responses in a variety of texts and contexts.
• presents a sound critical personal response showing developed skills in
interpretation and analysis of texts.
• exhibits an ability to compose imaginatively, interpretively and critically with
confidence and control for a variety of audiences, purposes and contexts in
order to explore and communicate ideas, information and values.
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Band 3 • demonstrates generalised knowledge and understanding of the ways meanings
are shaped and changed by context, medium of production and the influences
that produce different responses to texts.
• displays ability to describe a limited range of language forms, features and
structures of texts and convey an awareness of the ways these shape meaning
and influence responses in a variety of texts and contexts.
• presents a response showing some evidence of interpretation and analysis of
texts.
• exhibits an ability to compose imaginatively, interpretively and critically with
variable control in using language appropriate to audience, purpose and
context in order to explore and communicate ideas, information and values.
Band 2 • demonstrates elementary knowledge and understanding of the ways meanings
are shaped and changed.
• displays ability to recognise and comment on basic language forms, features
and structures of texts.
• presents an undeveloped response showing recognition of the main ideas in
texts.
• exhibits an ability to compose with some awareness of audience, purpose and
context in order to explore and communicate ideas and information.
Band 1
Glossary This glossary includes words and expressions that are used with particular reference in the
syllabus.
aesthetic Having an appreciation of beauty.
affective Relating to a thoughtful consideration and evaluation of emotions
and values associated with an idea or set of ideas.
appropriated text A text which has been taken from one context and translated into
another. The process of translation allows new insights into the
original text and emphasises contextual differences between the
two.
assess To establish the value of a particular idea or text.
collaborative An interactive approach to teamwork that enables students to
learning combine their individual skills and resources to generate creative
solutions to mutually defined problems.
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composing The activity that occurs when students produce written, spoken, or
visual texts. Composing typically:
• involves the shaping and arrangement of textual elements to
explore and express ideas and values
• involves the processes of imagining, drafting, appraising,
reflecting and refining
• depends on knowledge and understanding and use of texts, their
language forms, features and structures.
concept A concept is an abstract idea derived or inferred from specific
instances or occurrences. In the context of an Area of Study,
‘concept’ typically operates in and through language and text which
enables ideas and experiences to be organised and at the same time
shapes meaning and inferences.
context The range of personal, social, historical, cultural and workplace
conditions in which a text is responded to and composed.
conventions Accepted practices or features which help define textual forms and
meaning.
creative thinking The ability to think laterally and imaginatively looking at all sides
of an issue and devising interesting and imaginative solutions.
critical thinking The ability to think using hypothesis and deduction as a way to
question, interpret and draw conclusions.
culture The social practices of a particular people or group, including
shared beliefs, values, knowledge, customs and lifestyle.
elective A unit of work, a text or group of texts, designed to deliver aspects
of course content chosen by teachers and students from a list
prescribed by the Board of Studies in accordance with syllabus
requirements.
electronic media Media technology, such as television, the internet, radio, teletext
and email, that communicates with large numbers of people.
evaluate To estimate the worth of a text in a range of contexts and to justify
that estimation and its process.
explore To examine closely and experiment with texts.
flexible thinking The ability to change or adapt information and ideas to present a
different perspective or create something new.
genre A category of text that can be recognised by specific aspects of its
subject matter, form and language.
imaginative The ability to think divergently, to generate original ideas by
thinking drawing on emotional and cognitive experiences.
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interpretation Explanation of meaning within the context of one’s own
understanding.
language forms The symbolic patterns and conventions that shape meaning in
and features texts. These vary according to the particular mode or medium of
production of each text.
language modes Listening, speaking, reading, writing, viewing and representing.
These modes are often integrated and interdependent activities used
in responding to and composing texts. It is important to realise that:
any combination of the modes may be involved in responding to or
composing print, sound, visual or multimedia texts; and
the refinement of the skills of any one of the modes develops skills
in the others. Students need to build on their skills in all language
modes.
literacy A synthesis of language, thinking and contextual practices through
which meaning is shaped. ‘Effective literacy is intrinsically
purposeful, flexible and dynamic’ (Dawkins, J, Australia’s
Language: The Australian Literacy and Language Policy, AGPS,
1991) and involves interactions in a range of modes and through a
variety of media.
meaning The dynamic relationship between text and responder involving
information (explicit and implicit), the affective and the contextual.
meaning in and This expression implies that meaning variously
through texts • resides in texts
• is a dynamic process through which responders engage with
texts, and
• involves the incorporation of understanding gained through texts
into a wider context.
medium The physical form in which the text exists or through which the text
is conveyed.
module A component of a course in the syllabus. The modules in the HSC
courses contain prescribed electives and texts.
paradigm Organising principles and underlying beliefs that form the basis of a
set of shared concepts.
perspective A way of regarding situations, facts and texts and evaluating their
relative significance.
popular culture Cultural experiences widely enjoyed by members of various groups
within the community.
recreating texts Transforming texts to explore how changes in particular elements of
a text affect meaning.
reflection The thought process by which students develop an understanding
and appreciation of their own learning. This process draws on both
cognitive and affective experience.
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register The use of language in a text appropriate for its purpose, audience
and context. A register suited to one kind of text may be
inappropriate in another.
representation The ways ideas are portrayed through texts.
representing The language mode that involves composing images by means of
visual or other texts. These images and their meaning are composed
using codes and conventions. The term can include such activities
as graphically presenting the structure of a novel, making a film,
composing a web page, or enacting a dramatic text.
responding The activity that occurs when students read, listen to or view texts.
It encompasses the personal and intellectual connections a student
makes with texts. It also recognises that students and the texts to
which they respond exist in social and cultural contexts.
‘Responding’ typically involves:
• reading, listening and viewing that depend on, but go beyond,
the decoding of texts
• identifying, comprehending, selecting, articulating, imagining,
critically analysing and evaluating.
structures of The relationships of the different parts of a text to each other
texts and to the text as a complex whole.
synthesis The collecting and connecting of many specific elements or ideas
from various sources to form something new.
systems of Principles and processes which combine to allow people to
valuation ascribe value to texts.
technology The knowledge, tools and processes used to create the medium in
which the text exists or through which the text is conveyed.
texts Communications of meaning produced in any medium that
incorporates language, including sound, print, film, electronic and
multimedia representations. Texts include written, spoken,
nonverbal or visual communication of meaning. They may be
extended unified works or series of related pieces.
textual integrity The unity of a text; its coherent use of form and language to
produce an integrated whole in terms of meaning and value.
value (verb) To estimate or assign worth to a text; to consider something to have
worth.
value (noun) A quality desirable as a means or an end in itself.
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Remember to use the TXXXC framework for each paragraph as well as the whole
response. Develop your “thesis” and support it with relevant examples and/or
references to texts. Make sure that you do what the key word asks you to and get those
“5 extra marks”!
HSC VERBS AND DEFINITIONS
ACCOUNT FOR State reasons for, report on, explain, give an account of, narrate a series
of events or transactions
ANALYSE Identify components and the relationship between them, draw out and
relate implications
APPLY Use, utilise, employ in a particular situation
ASSESS Make a judgment of value, quality, outcomes, results or size. Give your
opinion with facts.
CLARIFY Make clear or plain
COMMENT ON Identify and write about the main issues, give reactions based on what
you’ve read and/or researched
COMPARE Show how things are similar or different (hint – use a Venn diagram),
show the relevance of the similarities / differences
CONTRAST Show how things are different or opposite
CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge
and understanding, logic, questioning, reflection and quality to
analysis/evaluation
DEFINE State meaning and identify essential qualities, give the exact meaning of
DEMONSTRATE Show by example
DESCRIBE Provide characteristics and features of the item / concept, outline the main
events
DISCUSS Identify issues and provide points for and/or against, investigate or
examine by argument, examine the implications
DISTINGUISH (between) Recognise and indicate as being distinct or different from, to
note differences
between things
EVALUATE Make a judgment and give your opinion based on criteria, determine the
value of, assess and give your judgment about the merit, importance or
usefulness of something
EXAMINE Inquire into, find out the facts, look closely into something
EXPLAIN Relate cause and effect, make the relationships between things evident,
provide the why and/or how about the item / concept, make clear why
something happens
EXPLORE Examine thoroughly, consider from a variety of viewpoints
HOW DOES By what means – consider the processes, techniques, steps and ideas
behind the issue/s or concept/s
IDENTIFY Recognise and name
ILLUSTRATE Make something clear and explicit, giving examples and/or evidence
INTERPRET Draw meaning from, show the meaning and relevance of data or other
material presented
INVESTIGATE Plan, inquire into and draw conclusions about
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JUSTIFY Support an argument or conclusion with evidence and examples, show
why a decision or conclusion/s was/were made
OUTLINE Sketch in general terms, indicate the main points / features / general
principles of
PREDICT Suggest what may happen based on available information
PROPOSE Put forward a point of view, idea, argument or suggestion for
consideration or action
RECOMMEND Specify a path / course / action and provide reasons in favour
RELATE Show similarities and differences between items / concepts
STATE Give the main features briefly and clearly
SUMMARISE Concisely express the relevant details
SYNTHESISE Putting together the various elements to make a whole
TO WHAT EXTENT Consider how far something is true (or not true) or contributes to a
final outcome
WHY For what causes, reason or purpose, on what account does/did
something happen/occur
Some useful websites for Study Guides and Strategies:
• libguides.csu.edu.au/HSC
• www.boardofstudies.nsw.edu.au
• www.boredofstudies.org
• www.studygs.net
• www.tale.edu.au/tale4students
www.cli.nsw.edu.au
(Each of the universities’ websites also has tips and guides, so try a search under their names.)