1. PREPARING FOR SCHOLARSHIP A FIVE YEAR PROCESS by Yvette Krohn-Isherwood

2. WHAT IS SCHOLARSHIP? An exam at the end of the year that is seen to be the highest level a secondary school student can achieve An exam at the end of the year that is seen to be the highest level a secondary school student can achieve There are 3 grades for Scholarship: Not Achieved (A), Scholarship (S) and Outstanding Scholarship (O) There are 3 grades for Scholarship: Not Achieved (A), Scholarship (S) and Outstanding Scholarship (O) Only about 2-3% of all students entered for NCEA Level 3 will achieve Scholarship; fewer than 1% will achieve Outstanding Scholarship Only about 2-3% of all students entered for NCEA Level 3 will achieve Scholarship; fewer than 1% will achieve Outstanding Scholarship There are monetary awards for success- between $500 and $30 000 There are monetary awards for success- between $500 and $30 000

3. WHAT IS IN THE ENGLISH SCHOLARSHIP EXAM? SECTION A: a close analysis of two texts, often different in genre, but with a point of commonality SECTION A: a close analysis of two texts, often different in genre, but with a point of commonality SECTION B: an in depth analysis of one or a number of texts from one particular genre SECTION B: an in depth analysis of one or a number of texts from one particular genre SECTION C: an in depth analysis of a number of texts from a number of genres SECTION C: an in depth analysis of a number of texts from a number of genres All three sections require essay answers of more than 800 words each All three sections require essay answers of more than 800 words each

4. WHAT SKILLS SHOULD STUDENTS HAVE? High level critical thinking, abstraction and generalisation, and High level critical thinking, abstraction and generalisation, and Ability to integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations. Ability to integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations. Comprehensive content knowledge; Comprehensive content knowledge; Effective communication; Effective communication; Original or sophisticated solutions, performances or approaches; Original or sophisticated solutions, performances or approaches; Critical evaluation; Critical evaluation; Flexible thinking in unfamiliar/unexpected contexts. Flexible thinking in unfamiliar/unexpected contexts.

5. WHAT SHOULD STUDENTS BE ABLE TO DO? Write fluently: excellent vocabulary, structure and style Write fluently: excellent vocabulary, structure and style Apply a knowledge of English: grammar, literary techniques, syntax, style, structure, effect Apply a knowledge of English: grammar, literary techniques, syntax, style, structure, effect Cross-reference: not just to other texts, but also to other fields of study and to past and present societies Cross-reference: not just to other texts, but also to other fields of study and to past and present societies Apply other knowledge to texts Apply other knowledge to texts Be aware of author’s purpose Be aware of author’s purpose

6. HOW DO WE START TO PREPARE OUR STUDENTS? Preparation starts in Year 9 Preparation starts in Year 9 Teach grammar!!!! Teach grammar!!!! Choose texts that relate to one another with regard to theme Choose texts that relate to one another with regard to theme Choose texts that contain more than just literary aspects Choose texts that contain more than just literary aspects Make sure that students first understand all the literary aspects Make sure that students first understand all the literary aspects Investigate and teach alternate aspects such as philosophical, psychological, social, mathematical or scientific theory Investigate and teach alternate aspects such as philosophical, psychological, social, mathematical or scientific theory

7. AN EXAMPLE FOR YEAR 9 Theme: Time and Time Travel Theme: Time and Time Travel Make sure you have a range of texts that deal with different aspects of time and time travel Make sure you have a range of texts that deal with different aspects of time and time travel Novels: Rocco-Sherryl Jordan, Playing Beatie Bow- Ruth Park Novels: Rocco-Sherryl Jordan, Playing Beatie Bow- Ruth Park Films: Back to the Future, Meet the Robinsons Films: Back to the Future, Meet the Robinsons Short texts: Time travel- Carole Somerville, A Sound of Thunder- Ray Bradbury, Fern Hill- Dylan Thomas Short texts: Time travel- Carole Somerville, A Sound of Thunder- Ray Bradbury, Fern Hill- Dylan Thomas

8. ASPECTS TO EXPLORE Scientific theories of time travel- is it possible? Scientific theories of time travel- is it possible? Paradoxes of time travel- grandfather, predestination, ontological etc Paradoxes of time travel- grandfather, predestination, ontological etc Philosophical questions and theories of time travel- what is time? Does travel change identity? Philosophical questions and theories of time travel- what is time? Does travel change identity? Morality of time travel- is it right? Are there rules? Morality of time travel- is it right? Are there rules?

9. TIME TRAVEL- Carol Somerville Does time have a line? Is there a structure, a feature a time-formation Or is it all in the mind, a human creation? Is there a beginning, a middle, an end? Or a forever circle like the earth's Orbit around the sun? Time past, time to come Is it real or just a theory, an impression, a notion? Something we sense and feel that's so hard to define The actual thing that is time. If time was a line, where would it start? Something will always have come before An earlier date, what's more Which direction does time travel in? Can we go back to where time once did begin? Time before, time after, there can never be A start, an end to time for you see Always previous to and subsequent to, there will be.

10. AN EXAMPLE FOR YEAR 10 Theme: Identity Theme: Identity Make sure you have a range of texts that deal with different aspects of identity Make sure you have a range of texts that deal with different aspects of identity Novel- The Adoration of Jenna Fox (personal), Looking for Alibrandi (cultural) Novel- The Adoration of Jenna Fox (personal), Looking for Alibrandi (cultural) Film- Freaky Friday (personal), Bend it like Beckham (cultural) Film- Freaky Friday (personal), Bend it like Beckham (cultural) Short text- Girl (social)- Jamaica Kincaid Short text- Girl (social)- Jamaica Kincaid

11. ASPECTS TO EXPLORE Philosophical theories about identity- who am I? Am I the same person now that I was years ago? Philosophical theories about identity- who am I? Am I the same person now that I was years ago? Social theories about identity- does society make us who we are? Social theories about identity- does society make us who we are? Psychological theories about identity- makeup of identity Psychological theories about identity- makeup of identity Communication theories about identity- what causes conflict? Communication theories about identity- what causes conflict? Personal, cultural, social identity Personal, cultural, social identity

12. BUILDING ON PREVIOUS KNOWLEDGE Design a programme that develops and explores themes across the year levels- an effective programme will be vertical as well as horizontal, e.g. Design a programme that develops and explores themes across the year levels- an effective programme will be vertical as well as horizontal, e.g. Theme: Artificial Intelligence Theme: Artificial Intelligence Year 9: Wall-E Year 9: Wall-E Year 10: Bicentennial Man Year 10: Bicentennial Man Year 11: A.I Year 11: A.I Year 12: The Matrix Year 12: The Matrix Year 13: Blade Runner Year 13: Blade Runner

13. ANOTHER EXAMPLE: Theme: Morality Theme: Morality Year 9: The Diary of Anne Frank Year 9: The Diary of Anne Frank Year 10: Jurassic Park Year 10: Jurassic Park Year 11: The Importance of Being Earnest Year 11: The Importance of Being Earnest Year 12: Gattaca Year 12: Gattaca Year 13: Eternal Sunshine of the Spotless Mind Year 13: Eternal Sunshine of the Spotless Mind

14. TEXTS ARE MULTI-THEMED Plan your programme carefully Plan your programme carefully Ensure texts link in a number of ways, not just in year levels but also across year levels Ensure texts link in a number of ways, not just in year levels but also across year levels E.g. Wall-E links to other Artificial Intelligence texts, Morality texts, Identity texts, Meaning of Life texts, Friendship texts, Dystopian texts etc… E.g. Wall-E links to other Artificial Intelligence texts, Morality texts, Identity texts, Meaning of Life texts, Friendship texts, Dystopian texts etc…

15. IDENTIFY STUDENTS EARLY Most schools have extension classes or GATE programmes Most schools have extension classes or GATE programmes Ensure those students are extended Ensure those students are extended Get students involved in external events/ competitions Get students involved in external events/ competitions Invite guest speakers Invite guest speakers Try to keep those students together throughout high school Try to keep those students together throughout high school Investigate topics that interest the students Investigate topics that interest the students Shakespeare every year! Shakespeare every year!

16. IN YEAR 13 Make a dedicated time for meetings/ tutorials Make a dedicated time for meetings/ tutorials Do not restrict entry Do not restrict entry The key is discussion The key is discussion Written summary notes Written summary notes Link subjects Link subjects In-school resources In-school resources Contemporary newspaper columns Contemporary newspaper columns Practice examination Practice examination

17. WHAT WILL YOUR PROGRAMME LOOK LIKE? When? How often? When? How often? How many students? How many students? Which teachers will be involved? Which teachers will be involved? Which texts will you explore? Which texts will you explore? Which guest speakers could you approach? Which guest speakers could you approach? Any students with particular strengths/ interests? Any students with particular strengths/ interests?

18. JUNIOR RESOURCES If you are interested in starting this process with Years 9-11, I have written the following texts which aim to develop thinking skills by drawing on film to motivate an exploration of philosophical ideas. They are all available from Essential Resources and can be ordered from the website at www.essentialresources.co.nz If you are interested in starting this process with Years 9-11, I have written the following texts which aim to develop thinking skills by drawing on film to motivate an exploration of philosophical ideas. They are all available from Essential Resources and can be ordered from the website at www.essentialresources.co.nz www.essentialresources.co.nz Thinking About Film Bk 1: Identity (Freaky Friday, Bend it like Beckham) Thinking About Film Bk 1: Identity (Freaky Friday, Bend it like Beckham) Ages: 11-15 Ages: 11-15 Code: 5475 Code: 5475 Thinking About Film Bk 2: Morality (Jurassic Park, Big Fat Liar) Thinking About Film Bk 2: Morality (Jurassic Park, Big Fat Liar) Ages: 11-15 Ages: 11-15 Code: 5476 Code: 5476 Thinking About Film Bk 3: Time (Back to the Future, Groundhog Day) Thinking About Film Bk 3: Time (Back to the Future, Groundhog Day) Ages: 11-15 Ages: 11-15 Code: 5477 Code: 5477 Thinking About Film Bk 4: Artificial Intelligence (Wall-E, Short Circuit) Thinking About Film Bk 4: Artificial Intelligence (Wall-E, Short Circuit) Ages: 11-15 Ages: 11-15 Code: 5478 Code: 5478