1. Michael Murray Group Leader, English/Literacy NSW Curriculum and Learning Innovation Centre Department of Education and Training

2. Lesson 1 Know 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

3. Lesson 2 There is a lot more to this course than just the study of prescribed texts Texts of own choosing Literary theory, historical background and context Imaginative writing Synthesising Practice in preparation for the HSC exam

4. Lesson 3 Choose ‘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 discussion Aim for texts that are appropriate, sophisticated, substantial Look for variety – different in form and medium to prescribed texts

5. Lesson 4 Focus on how meaning is shaped, not just the content of texts Sometimes problematic in Modules B and C Consider 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

6. Lesson 5 Develop 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

7. Lesson 6 Answer 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

8. Lesson 7 Give appropriate attention to imaginative writing Critical and imaginative are equally important in the exam Imaginative writing is a pedagogical tool to build understanding Needs to reflect the profound knowledge and understanding of the elective Most students write conventional stories – consider non-narrative forms or varying the conventions of narratives in imaginative ways

9. Lesson 8 Be original Plagiarism is penalised Originality is rewarded, both in critical and imaginative responses Students 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

10. Lesson 9 Use the resources on the BOS website Marking 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

11. Lesson 10 Plan 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