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Course Description

This course will equip teachers to prepare their students for Section I of the HSC Paper 1 examination and help teachers to become better markers.


Deconstruction of Past HSC and the NESA sample questions and criteria will help to show the relationship between the syllabus and the skills needed to approach this aspect of the course.

As well as looking at how to write effective practice questions, you will learn how to create and apply the marking criteria accurately. Sample questions and responses will help you get first-hand experience in marking.

You will also learn how to apply this knowledge in the classroom to improve your students' responses and exam technique.

Audience

This course is aimed at HSC teachers of English Advanced, Standard and English Studies as well as those who are eager to engage with the requirements of the English Common Module – Texts and Human Experiences - and develop their marking skills.

Teaching Standards

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies: Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.

5.3.2 Proficient Level - Assess, provide feedback and report on student learning - Make consistent and comparable judgements: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.




$  329 + GST - Individual Enrolment


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"The course content was specific, focused and offered a number of realistic strategies to apply to both teaching and learning."

- Harini Demel, Carlingford High School


"It is not often that you can fit so much learning into so small a course. But Tim's course was informative and practical. The words on the screen spoke to me - very conversational and easy to engage with."

- Mike Symons, The King's School


"This was an excellent course! So well laid out, with fantastic explanations and examples to guide me. As a newer teacher it was a tremendous help as I am still learning how to mark confidently - this has given me the tools I need to be able to do so."

- Emily Cunningham, Wagga Wagga Christian College


" I recommend it for any English teacher who is going to mark this section of paper as it guides participants through all aspects including developing questions and marking criteria. In addition participants can access a large number of sample texts and questions."

- Fiona O'Neill, Inaburra School

Course curriculum

  • 1

    Module 1 - Introduction

    • Welcome to the Course
  • 2

    Module 2 - HSC Outcomes and Requirements

    • Aims and Objectives

    • Foundations of HSC English course

    • Addressing Outcomes from 2010 Syllabus (superseded)

    • English Studies (optional exam)

    • English Standard

    • English Advanced

    • NESA Sample Paper for English Studies, Standard and Advanced

    • New HSC Exam 2019 English Studies Sample Questions

    • English Studies - Outcomes for Sample Questions

    • Task - English Studies Reflection

    • HSC English Standard Sample Questions

    • English Standard - Outcomes for Sample Questions

    • Task - English Standard Reflection

    • HSC English Advanced Sample Questions

    • English Advanced - Outcomes for Sample Questions

    • Task - English Advanced Reflection
  • 3

    Module 3 - Understanding Texts and Human Experiences through the Rubric

    • Aims and Objectives

    • Unpacking the Common Module Rubric

    • Resource 1 - Common Module Rubric

    • Understanding the Format for Section 1 Questions

    • Past HSC and Sample Questions

    • Past HSC Questions and Mark Values

    • Resource 2 - Past HSC Section 1 Questions

    • NESA Sample Questions and Mark Values

    • Resource 3 - NESA Sample Questions and Mark Values

    • Activity - Developing Question-Writing Skills

    • Sample Questions for 'The Arrival' excerpt

    • Activity - Refining Question-Writing Skills

    • Sample Questions for '1984' and 'Beach Burial'

    • Activity: Targeted Bands and Performance Band

    • Resource 4 - English Advanced Performance Band Descriptions (NSW Education Standards)

    • Task: Question-Writing Reflection
  • 4

    Module 4 - Locating Suitable Texts

    • Aims and Objectives

    • Suitable Texts

    • English Stage 6: Prescriptions: Modules, Electives and Texts HSC 2019-2023

    • Text Types

    • Writing Effective Marking Criteria

    • Quality of the Response

    • Writing Criteria Process

    • Applying Marking Criteria

    • Task: Marking Criteria Reflection
  • 5

    Module 5 - Marking Process

    • Aims and Objectives

    • Determine your Marking Standards Criteria

    • Differentiating Responses

    • Marks for Sample Answers

    • Activity - 'The Rainbow' by D H Lawrence

    • Marks for Sample Answers

    • Resource 5 - Sample HSC Paper 1

    • Resource 6 - Sample HSC Paper 1 Stimulus Book

    • Resource 7 - Sample Paper 1 Section 1 Marking Guidelines

    • Task: Marking Process Reflection
  • 6

    Module 6 - Develop Classroom Teaching Strategies

    • Aims and Objectives

    • Classroom Teaching Strategies

    • Resource 8 - Sample Format

    • Teaching good Annotation and Reading Skills

    • Resource 9 - LPSTARC Analysis Sheet

    • Quality versus Quantity

    • Phrases for Better Responses

    • Resource 10 - Verbs for Literary Analysis

    • Provide Exemplars for Students

    • Resource 11 - Sample Response on 'The Arrival'

    • Resource 12 Sample Annotated Response on 'The Arrival'

    • Task: Teaching Strategies Reflection
  • 7

    Course Feedback

    • Course Feedback

Do you teach in NSW? If so, this is relevant to you:

This course may contribute towards Elective PD hours. Visit https://educationstandards.nsw.edu.au for more details.

 

Presenter

Tim Murray

Tim Murray

Tim has taught in government and non-government schools since 2003 and has a particular interest in developing approaches to teaching and learning that enhance students' skills in analysing and responding to various texts. He aims to equip teachers to mark student work and provide meaningful feedback via practical and strategic learning activities and resources.

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