English Teachers Association
These Stage 6 Englishresources provide examples of teaching and learning strategies that use ICT. More particularly, they require students to use ICT in the production of texts.
The English Teachers Association would particularly like to acknowledge and thank the teachers and schools who participated in the development of these materials.
Belonging: an interactive website
HSC English (Standard and Advanced) Area of Study: Belonging
Prescribed Text: Emily Dickinson
Areas of study are, by definition, broad. The concept of belonging itself can be elusive because its understanding is dependent on people's perceptions. The learning activities on this blog are each designed around a particular framework: either Being, becoming, belonging ... or Identity, institutions and belonging. This blog contains links to a range of resources that will support student learning. These include writing activities, visual images, film extracts and links to related texts. The resources, whilst aligned to a particular framework, are generally adaptable across the frameworks. While there are no prescribed focuses for the Area of Study, teachers will find that certain texts and approaches tend to settle into frameworks that can direct and support student learning. These frameworks can provide examples of paradigms that enable students to make connections between texts and frame arguments in extended responses.
Belonging: an interactive website
HSC English (Standard and Advanced) Area of Study: Belonging
Prescribed Text: The Crucible
Areas of study are, by definition, broad. The concept of belonging itself can be elusive because its understanding is dependent on people's perceptions. The learning activities on this blog are each designed around a particular framework: either Being, becoming, belonging ... or Identity, institutions and belonging. This blog contains links to a range of resources that will support student learning. These include writing activities, visual images, film extracts and links to related texts. The resources, whilst aligned to a particular framework, are generally adaptable across the frameworks. While there are no prescribed focuses for the Area of Study, teachers will find that certain texts and approaches tend to settle into frameworks that can direct and support student learning. These frameworks can provide examples of paradigms that enable students to make connections between texts and frame arguments in extended responses.
Belonging: an interactive website
HSC English (Standard and Advanced) Area of Study: Belonging
Prescribed Text: Peter Skrzynecki
Areas of study are, by definition, broad. The concept of belonging itself can be elusive because its understanding is dependent on people's perceptions. The learning activities on this blog are each designed around a particular framework: either Being, becoming, belonging ... or Identity, institutions and belonging. This blog contains links to a range of resources that will support student learning. These include writing activities, visual images, film extracts and links to related texts. The resources, whilst aligned to a particular framework, are generally adaptable across the frameworks. While there are no prescribed focuses for the Area of Study, teachers will find that certain texts and approaches tend to settle into frameworks that can direct and support student learning. These frameworks can provide examples of paradigms that enable students to make connections between texts and frame arguments in extended responses.
Distinctively Visual: Podcasting
HSC English (Standard) Modules: Experience through Language
Prescribed Text: Henry Lawson
In this activity Students identify and explore the ways in which the "distinctively visual" images we see in Lawson's stories are created. Using the open source podcasting software Audacity, students script a "pitch" to a film producer promoting one of these stories as suitable to be made into a film and then record it as a podcast.
Preliminary English (Extension): Utopias and Dystopias
Texts: Utopia, A Clockwork Orange and Gattaca
Students compose a digital text (6 - 8 minutes) that explains the literary tradition of utopian/ dystopian literature. Students include in this explanation texts studied in class, personal compositions and texts of students' own choosing. Students were required to include visual image (both still and moving); text (written and spoken); music and/or sound effects. The audience for this text is broadly defined as the school community: teachers, students, parents.
Distinctive Voices: Powerpoint
HSC English (Standard) Modules: Experience through Language
Prescribed Text: A.B. Paterson
In this learning activity students explore the ways narrative voice in the ballad shape the reader's response. Paterson's poem Clancy of the Overflow, a contrast of bush and city lifestyles, draws on cultural stereotypes. This activity asks students to analyse the impact of the strength of adulation for Clancy created through the voice of the narrator, leading them to a realisation that the narrator is in fact a personality in the poem.
Collaboration: an online editing tool for Stage 6
HSC & Preliminary English (Standard, Advanced & Extension courses)
Collaboration is an online tool for students to use when writing narratives. Students upload their narratives to a document sharing site such as Google Docs or Writeboard and then use this Quicktime movie to support discussion of each other's work. Two versions are available. One has been slightly adapted for the HSC English Extension 1 Module After the Bomb.
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Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations.
Acknowledgement
This project was funded by the Australian Government Department of Education, Employment and Worksplace Relations as a quality teacher initiative under the Australian Government Quality Teacher Programme.