Advanced Module A: Textual Conversations - The Tempest and Hag-Seed

Barbara Stanners
My focus is developing rich teaching and learning resource materials for Secondary English teachers to use in the classroom.
Module A - Textual Conversations
Target Audience
Senior English teachers currently teaching the course of considering doing so in the near future.

Learning Areas

Teaching Standards

General Description

This is a comparative study of Shakespeare’s ‘The Tempest’ and Margaret Atwood’s ‘Hag-Seed’. The course will explore the contextual influences, issues and values of both texts that have helped shape meaning within each text. Similarities and differences between the two texts will be examined as well as strategies that could be used to develop student writing skills.


Senior English teachers currently teaching the course of considering doing so in the near future.

Available Delivery Formats

Format Description

Course Access - This course is available 24/7. Once your enrolment is complete you will be emailed with details to give you course access. You can complete the course when it suits you, and you will have ongoing access to revisit the course at any time.

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Teaching Standards
3.3.2 Proficient Level – Use teaching strategies
3.4.2 Proficient Level – Select and use resources
Completing this course will contribute 8 hours of NESA Registered PD addressing 3.3.2 & 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

This course contributes to 8.0 professional development hours.


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Session 1: Comparative Evaluation of contextual influences on text

2 hours and 30 minutes

A comparative exploration of contextual influence on both composers, will be delivered largely via ppt.
Content will also clarify how the different mediums that have been used has impacted on how meaning has been shaped within and between texts.
There will be response questions posed for the ppt as well as suggestions for how some of the required content be covered via homework tasks and use of suggested websites.

Session 2: Implicit and Explicit features within and between texts. Focus will be on how composer attitudes , issues composers' attitudes, vallues

3 hours

Texts will be considered individually and comparatively. Rubric requirements will be clarified via diagram, illustration or mind-mapping. Time management is crucial for Module A and so guidelines will be given for tight programming to ensure both texts are covered adequately.
The aim of this session is to develop how the texts and their associated values, significance and context can be best communicated to students.

Session 3 -Improving Student Evaluative and Composing Skills

2 hours and 30 minutes

Effective Teaching and Learning methods will be outlined and some notes will be provided to help teachers develop the necessary writing skills that are required for this Module.
Suggested group work, tutorial, blogging or journal activities will be outlined as effective strategies for developing student writing skills.
Suggested short texts will be listed as well as varied response tasks.

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About the team

Barbara Stanners


Barbara has been English KLA co-ordinator at Richmond H.S. and Bede Polding College, Windsor South. She has extensive teaching and training experience with Junior and Senior Secondary English courses as well as Certificates in Mentoring and Professional Leadership. Over thirty Teacher Resource Textbooks have been published over the past fifteen years.
Developing resources for all Stage 6 English courses, remains a particular area of interest and expertise.