Key advice for teachers supporting students learning at home

• Teachers should be encouraging students to read a range of texts then responding personally - perhaps in a reading log - to the way in which human qualities, emotions, experiences and behaviour have been represented. This can be submitted digitally for feedback.
  
• There is one prescribed text set for study so teachers should support students to continue to read/view this text and develop their deep understanding of its form, style and language features, as well as the context and purpose of the composer.
  
• Remind students that when reviewing the text to further explore what human experiences spring from the text and add to your class notes any fresh observations and/or deeper understandings of what has already been explored in class.
  
• Students can review their assessment from Term 4, taking teacher feedback into account, rework the task and build on understandings.
  

Other advice

Teachers should guide students to become familiar with the module description in the syllabus: Common Module - Texts and Human Experiences.

Continue to check the syllabus rationale and module description to ensure that you are following the course and its prescribed texts. Check the NESA site for updates and advice.

See NESA news for updates and contacts regarding assessment.

Key advice for teachers supporting students working at home

Preliminary

Reading to Write

• The focus here is on developing a deeper understanding of the purpose, context and potential audience of a composer, then using that understanding in composing writing yourself.
• If the student has a school-based topic or booklet then continue to read the included texts and respond to them in imaginative, persuasive and discursive writing.
• For a totally independent student, you could choose an 'approach' such as 'political voice'. Explore a range of texts (poetry, speeches, short stories, songs) where the composers have attempted to have a political 'say'. Research their contexts, purposes and styles then use these a basis for experimenting with your own 'political voice'.
• Students can access pobble365.com and practise their creative writing and language skills.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts.
• Check the NESA site for updates and advice.
  

HSC

Module A

• Students should consult the module description in the syllabus and focus on developing an informed understanding of their prescribed text. Independent work could involve research into the way in which language has been used to represent identity in that key text.
• Students should respond personally by writing imaginative texts that explore their own personal and cultural identity.

Module B

• Requires deep knowledge of the single prescribed text. To develop this informed appreciation independently students could develop a reading or viewing journal and record personal responses as they read.
• Students could research and take notes on the specific features of the text's form, style and language that make it unique and engaging.

Module C

• Most prescribed texts are freely available. Students could read, research their style, form and use of techniques then practise utilising these in their own writing.
• Students can use the stimulus and writing activities on pobble365.com to improve their creative writing skills.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts.
• Check the NESA site for updates and advice.
  

Key advice for teachers supporting students working at home

Preliminary

Reading to Write

• The focus here for students is to develop a deeper understanding of the purpose, context and potential audience of a composer, then using that understanding in composing writing.
• If your students have a school-based topic or booklet then continue to read the included texts and respond to them in imaginative, persuasive and discursive writing.
• For totally independent students, you could choose an 'approach' such as 'political voice'. Explore a range of texts (poetry, speeches, short stories, songs) where the composers have attempted to have a political 'say'.
• Teachers should encourage students to research their contexts, purposes and styles then use these a basis for experimenting with their own 'political voice'.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts.
• Check the NESA site for updates and advice.
  

HSC

Module A

• Consult the module description in the syllabus and assist students to focus on developing an informed understanding of their two prescribed texts.
• Independent work could involve research into the personal, political and historical contexts of the composers, as well as responding creatively to each text to develop an awareness of the values of each text.

Module B

• This requires a deep knowledge of the single prescribed text. To develop this critical appreciation independently students could develop a reading or viewing journal and record personal responses as they read.
• Students could research and read widely for critical reception of the text, then weave the two together in analytical writing that shows the development of personal response based on others' perspectives.

Module C

• Most prescribed texts are freely available. Students could read, research their style, form and use of techniques then practise utilising these in their own writing.
• Students can use the stimulus and writing activities on pobble365.com to improve their creative writing skills.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts.
• Check the NESA site for updates and advice.
  

Key advice for teachers supporting students working at home

Teachers can continue to monitor student progress with Texts, Culture and Value or the Independent Research Project. To do this:

• Students should continue working on their Texts, culture and values module.
• Studying their texts identified as their prescribed text in class and reading a wide variety of texts to support their knowledge of their elective.
• They could also concurrently be working on their independent research project. This is an independent task and could be fulfilled (with refined and continued feedback from their teacher) whilst learning from home.
• Students can use this time to source academic articles from State Library, with regard to their projects or topic areas of interest connected to their texts.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts.
• Check the NESA site for updates and advice.
  

Key advice for teachers supporting students working at home

HSC

• Teachers need to support students with their major work and possible current focus area Literature Review and/or Critique of the Creative Process.
• Students should continue working on their major work and access NESA syllabus and the 2019 HSC exam pack as this provides marker feedback for each medium and advice for future students.
• Teachers should guide students in continuing to research widely, particularly in relation to academic material, this will assist students in their preparation of the Literature Review.
• Teachers should encourage students to research the features of a literature review and sharing drafts through their online learning platform with their teachers and peers is highly encouraged.
  

Key advice for teachers supporting students working at home

Preliminary

In Term 1 2020, students are completing the mandatory Year 11 module, Achieving through English. This module focuses on developing the student’s understanding of English in the workplace. Teachers should design activities where:

• Students could research educational and industry entry requirements of their chosen career. For example, Research the TAFE requirements for Plumbing, or how to become an apprentice chef, or the diploma requirements for child care.
• Students can complete worksheets designed to support the steps needed to achieve success in their chosen industry.
• Students can also research how to be successful in an interview. Interview skills could be a focus through a series of lessons developing their presentation skills.
• Students could also explore blogs of people in this industry and summarise the good and bad experiences in that industry.
• Refer to NESA's HSC exam pack.
  

HSC

• Year 12 English studies includes Elective modules and a collection of classwork. Other than Texts and Human Experience, the Elective modules are determined by the school and their scope and sequences.
• The wide variety of Elective modules means that the suggested student development plans need to be considered in context.
• Students at this stage should be familiar with the module description from the syllabus. They should engage with a range of short texts related to their module. They could respond either imaginative or analytically. Their responses would be guided by their teacher support documents.
• Students and teachers may like to access the learning and teaching Stage 6 units of work within the department website. The key focus in the electives are on reading and viewing a wide range of texts and respond personally to them.
• To support the collection of classwork, students will need to develop a portfolio of texts they have planned, drafted and edited.
• Students could be designing their drafts of imaginative, persuasive and discursive writing in response to their elective module. Students could complete a KWL.
• Continue to check the syllabus rationale and module descriptions to ensure that you are following the course and its prescribed texts. Check the NESA site for updates and advice.
  

Key advice for teachers supporting students working at home

Preliminary

The recommended pattern of study would be that EAL/D Year 11 cohorts would be completing Module A: Language and Texts in Context:

• Students could be focusing on their module requirements such as: examines the effects of language choices made by composers.
• Students can complete a KWL table in relation to their Module. This will assist teachers in understanding the learning that may be missing in the module for the term.
• Students could compose personal, critical or creative responses (short or extended) that engage with the module requirements and consider the impact of language in the prescribed text influenced by context.
• Students can research their shared experiences with language and how student agency can be harnessed and reflected upon.
• Students can read their Module B text and send through their questions to their teacher.
• Resource: NESA English EAL/D 2019 HSC exam pack
  

HSC

The recommended pattern of study would be that EAL/D Year 12 cohorts would be completing their Module B Language, Identity and Culture module whilst concurrently studying Module D Focus on writing.

• Students could be focusing on their module requirements such as: Explicit, targeted English language study centres on the Australian vernacular, idioms, colloquialisms and other forms of cultural expression.
• Students could research the different form of culture language and how it is represented in their texts and how this impacts their understanding of the text.
• Students could complete practices responses based on the 2019 HSC examination EAL/D Module B paper two question.
• Students should plan, draft and refine their own written texts