Year 12 Standard EnglishTrial and HSC Revision and Preparation

Learning Objectives:

By the end of this unit, students will:

Have a thorough and detailed knowledge and understanding of layout and structure of the HSC Standard English Exam and the texts studied in each module

Have an opportunity to revise all elements of the various modules in preparation for their exams.

Compose and reflect on their own compositions based on various texts/modules

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Standard English Course 2021Trial and HSC Exam Sections and Modules

Section HSC Paper Module and Text/s Predicted HSC ResponseComm

on Module

Paper 1

2 Sections

40 Marks

(45 mins each

section)

Common Module: Texts and Human Experiences

Past the Shallows – Favel Parrett (2011)

Section 1 – Unseen materialApprox 5 questions Each ranging from 3-5 marks each

Section 2 – Novel StudyOne Extended Response (predicted essay style) based on the novel as it relates to the module focus

A Paper 2

Section 1

40 minutes20 marks

Language, Identity and Culture

One Night the Moon – Rachel Perkins (2012)

One Extended Response (predicted essay style) based on the film as it relates to the module focus

B Paper 2

Section 2

40 minutes20 marks

Close Study of a Text Robert Gray Poetry

(Journey, the North Coast, Flames and Dangling Wire, Harbour Dusk, Byron Bay: Winter, Description of a Walk, 24 Poems)

One Extended Response (predicted essay style) based on the poetry selection as it relates to the module focus

C Paper 2

Section 3

40 minutes20 marks

Craft of Writing Home Catherine Cole (2011) An Absolutely Ordinary Rainbow Les

Murray Remembrance Day Address Paul

Keating (1993) Techniques and stylistic elements from

the other texts you have studied in each module

One Question to answer often (BUT NOT ALWAYS) with two parts.

One piece of creative writing

One piece of analytical writing justifying the choices made in your creative writing.

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Revision: Tips and TechniquesMethod Explanation

Revision timetable

Getting organised helps you to focus and motivates you. It also helps you to identify how much time you need to spend on different areas. It is a great starting point from which to build.

Exam practice You don’t need to endlessly practise papers – although some ‘whole paper’ practice is good. Break the paper down into sections and think about what skills/content is repeatedly required for those sections. Start with the ones you find most difficult.

Collaborate Revising together does not mean just socialising, but it can be really productive to revise with a friend and share notes/tips/ideas. Test each other orally on your knowledge and peer assess each other’s written answers.

Take regular breaks

This doesn’t mean that you shouldn’t do anything at all, but you should give your brain a chance to reboot. Make sure you have healthy snacks, water and get plenty of exercise in between revision sessions – prepare these beforehand so you don’t waste time throughout the day.

Revision flashcards: key facts/ quotations/terms

Make a set of revision flashcards – these could have a term on the front with a definition on the back. You could also use these for sequencing, learning processes, quotations or for essay planning. They are multipurpose and will be really useful.

Make purposeful revision diagrams

Diagrams can be useful, even for written subjects – whether you are looking at character development or a lifecycle, these can help. Don’t waste time making them works of art – stick to clear, simple facts… and stick them up EVERYWHERE!

Sit at a proper desk and start early

Starting early in the day will still leave you time to relax later and ensure you feel on top of everything. Sitting at a proper desk will help you focus and prevent you getting so easily distracted.

Don’t just read notes

Reading your notes endlessly isn’t the way to do it. Create mind maps, flashcards, written responses and other visual aids.

Test yourself Decide on the key things you want to know by the time you have finished revising that topic and create a test before you begin. You can then use this test to ensure your revision has been successful. If it hasn’t, try some new techniques for this topic

Spread it out Spreading your revision out over time (rather than rushed at the last minute) is proven to be far more successful. Spend a small amount of time on everything you have to learn and repeat regularly.

Speak to your teacher/tutor

If there’s anything you are unsure of – ask! Your teachers will have other resources and tasks that can help. You’re not alone.

Minimise It is so difficult to stay focused on the task at hand when you have

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Distractions distractions attempting to lure you away from your study. Look into

Key Verbs for HSC EnglishThese are the kinds of words and phrases you’re going to be encountering constantly while preparing for, then doing, your HSC.

Key Verb Example Questions and Response

Meaning

Analyse Q: “Analyse the conflicting ideas about human experience in the text.”

R: “Conflicting ideas about human experience in the text are revealed in [scene] through personification… (include a quote involving personification and how this shows conflicting ideas).”

The markers are looking for more detail here, so you’re aiming to deconstruct the ideas in the text. The best way to tackle the example is by using the ‘TQE’ method on 2-3 different scenes or ideas.

Context Q: “How does the author represent human experience in relation to their culture?”

R: “Written in 1947, the author represents complex human experiences through [idea] to draw ties to the horrible discoveries after the war ended in 1945.”

When the markers ask about context they want you to link your answer to the time or place in which a text was created. In the example question you’d want to respond with 2-3 ideas or scenes that represent human experience, then explain what these mean in the time/place the text was made.

Discuss Q: “Discuss how the text reveals ideas about the collective human experience.”

R: “The text uses [idea 1] and [idea 2] to reveal different ways in which the collective human experiences can be perceived.”

The markers want you to talk about a variety of ideas in relation to the question. In the example you’d choose 2-3 different scenes/ideas that show varying collective human experiences in different ways. Basically keep it varied!

Describe Q: “Describe the ways in which the author portrays human experience.”

R: “[Scene] portrays human

Markers simply want you to look at several ideas about the question/topic. For the example use the ‘TEE’ (technique, example, effect) method to talk about 2-3

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experience through similes, such as in [reference/quote], which (describe the effect it has on the audience).”

ideas/scenes portraying the human experience and how it’s done.

Explain Q: “Explain how the author shows a character’s human qualities and emotions as arising from a human experience.”

R: “In [scene] the author uses metaphors to show characters experiencing [emotion] as a result of [human experience].

The markers want you to identify the key ideas related to the question and then give reasons for why they’re important or why they work. For the example question, you’d want to choose 2-3 scenes or instances of characters experiencing human qualities and emotions which have come from a particular experience and then talk about what techniques are used to show it.

Explore Q: “Explore the ways in which the text portrays the collective human experience.”

R: “The text explores the collective experience as being unifying, yet also polarising”

 The markers want you to identify different ways in which ideas are shown in texts. For the example question, you’ll want to choose 2-3 different ideas to explore, making sure there’s some major variation.

How Accurate Q: “The human experience is often paradoxical and conflicting. How accurate is this statement in regards to the text?”

R: “In [scenes] the idea that ‘the human experience is often paradoxical and conflicting’ is proved, as these scenes all reveal the human experience to be full of contradictions. 

In these questions the markers want you to tie your answer directly to whatever statement was made and then evaluate it. For the example, you’d want 2-3 ideas/scenes about the human experience, then talk about how they are or aren’t paradoxical and conflicting. At the end, if you have more paradoxical/conflicting scenes, say that the statement is accurate – if you have fewer paradoxical/conflicting scenes, say the

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statement isn’t accurate.In what way Q: “In what way does the text

portray the human experience as being perplexing?”

R: “Through [ideas 1, 2 and 3] the text successfully portrays the human experience as always being perplexing.”

Markers don’t want just one way, no matter how the question sounds! This basically mean you should talk about the different ways a text answers the question. For the example, choose 2-3 ideas that the text uses to show the human experience as being perplexing, then make sure to explain how these ideas do it (TQE method).

In your view Q: “In your view, does the text present human experiences as always being inconsistent?”

These questions trick you into thinking the markers want your personal opinion – which they kind of do – but not in an informal way! Remember avoid the use of personal pronouns (I/me/my) in your essays and always keep things formal. The question does, however, want you to make an evaluation, so answer it just as you would a ‘to what extent’ or ‘how accurate’ question.

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Common Module: Texts and Human Experiences

In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.

Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.

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By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts. They examine how different modes and media use visual, verbal and/or digital language elements. They communicate ideas using figurative language to express universal themes and evaluative language to make informed judgements about texts. Students further develop skills in using metalanguage, correct grammar and syntax to analyse language and express a personal perspective about a text.

Module A: Language, Identity and Culture

Language has the power to both reflect and shape individual and collective identity. In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception. They also consider the impact texts have on shaping a sense of identity for individuals and/or communities. Through their responding and composing students deepen their understanding of how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups.

Students study one prescribed text in detail, as well as a range of textual material to explore, analyse and assess the ways in which meaning about individual and community identity, as well as cultural perspectives, is shaped in and through texts. They investigate how textual forms and conventions, as well as language structures and features, are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives.

Through reading, viewing and listening, students analyse, assess and critique the specific language features and form of texts. In their responding and composing students develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure and modality. Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own. Students draft, appraise and refine their

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own texts, applying the conventions of syntax, spelling and grammar appropriately and for particular effects.

Module B: Close Study of Literature

In this module, students develop an informed understanding, knowledge and appreciation of a substantial literary text. Through their development of considered personal responses to the text in its entirety, students explore and analyse the particular ideas and characteristics of the text and understand the ways in which these characteristics establish its distinctive qualities.

Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray people, ideas, settings and situations in texts. By analysing the interplay between the ideas, forms and language within the text, students appreciate how these elements may affect those responding to it. Students produce critical and creative responses to the text, basing their judgements on a detailed knowledge of the text and its language features.

Through reading, viewing or listening, students analyse, assess and comment on the text’s specific language features and form. They express increasingly complex ideas, clearly and cohesively, using appropriate register, structure and modality. They draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately.

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Through their analyses and assessment of the text and their own compositions, students further develop their personal and intellectual connections with, and enjoyment of the text, enabling them to express their informed personal interpretation of its significance and meaning.

Module C: The Craft of Writing

In this module, students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic audiences and purposes to convey ideas with power and increasing precision.

Students appreciate, examine and analyse at least two challenging short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own ideas and written expression. They examine how writers of complex texts use language creatively and imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or to share a vision.

Through the study of texts drawn from enduring, quality texts of the past as well as from recognised contemporary works, students appreciate, analyse and assess the importance and power of language. Through a considered appraisal of, and imaginative engagement with these texts, students reflect on the complex and recursive process of writing to further develop their ability to apply their knowledge of textual forms and features in their own sustained and cohesive compositions.

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During the pre-writing stage, students generate and explore ideas through discussion and speculations. Throughout the stages of drafting and revising, students experiment with a range of language forms and features for example imagery, rhetoric, voice, characterisation, point of view, dialogue and tone. Students consider purpose and audience to carefully shape meaning. During the editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication.

Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing crafted, imaginative, discursive, persuasive and informative texts.

Home

Home Catherine Cole (The Best Australian Stories, 2011)

This long short story employs shifting verb tenses and an episodic narrative structure to conflate time, memories and hopes within a character’s imagination and experiences. Evocative imagery and motifs are used to communicate the thoughts and emotions of the protagonist, a refugee from war-torn Iraq, and to establish a vivid sense of place.

Funeral Service of The Unknown Australian Soldier Paul Keating

A formal public address delivered on Remembrance Day in 1993, the speech is a powerful and moving eulogy for all Australians killed in war. As a speech, it demonstrates how inclusive language, rhetorical patterns and sentence structure can be used to create an inspirational memorial tribute.

Paul Keating is a former Prime Minister of Australia and is widely regarded as a highly effective orator.

An Absolutely Ordinary Rainbow Les Murray Published in 1969

The poem describes a man weeping in the middle of Martin Place in Sydney and the reactions of passers-by. The strangeness and tension of the scene is accentuated by the formal arrangement of stanzas and free verse mode, and the adoption of a first-person plural point of view

Les Murray was made an Officer of the Order of Australia for services to Australian literature in 1989, and has been awarded the Kenneth Slessor Prize for Poetry, the TS Eliot Prize for Poetry and the Queen’s Gold Medal for Poetry.

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Revision: Tips and TechniquesMethod Explanation

Revision Getting organised helps you to focus and motivates you. It also helps you Page 42

timetable to identify how much time you need to spend on different areas. It is a great starting point from which to build.

Exam practice You don’t need to endlessly practise papers – although some ‘whole paper’ practice is good. Break the paper down into sections and think about what skills/content is repeatedly required for those sections. Start with the ones you find most difficult.

Collaborate Revising together does not mean just socialising, but it can be really productive to revise with a friend and share notes/tips/ideas. Test each other orally on your knowledge and peer assess each other’s written answers.

Take regular breaks

This doesn’t mean that you shouldn’t do anything at all, but you should give your brain a chance to reboot. Make sure you have healthy snacks, water and get plenty of exercise in between revision sessions – prepare these beforehand so you don’t waste time throughout the day.

Revision flashcards: key facts/ quotations/terms

Make a set of revision flashcards – these could have a term on the front with a definition on the back. You could also use these for sequencing, learning processes, quotations or for essay planning. They are multipurpose and will be really useful.

Make purposeful revision diagrams

Diagrams can be useful, even for written subjects – whether you are looking at character development or a lifecycle, these can help. Don’t waste time making them works of art – stick to clear, simple facts… and stick them up EVERYWHERE!

Sit at a proper desk and start early

Starting early in the day will still leave you time to relax later and ensure you feel on top of everything. Sitting at a proper desk will help you focus and prevent you getting so easily distracted.

Don’t just read notes

Reading your notes endlessly isn’t the way to do it. Create mind maps, flashcards, written responses and other visual aids.

Test yourself Decide on the key things you want to know by the time you have finished revising that topic and create a test before you begin. You can then use this test to ensure your revision has been successful. If it hasn’t, try some new techniques for this topic

Spread it out Spreading your revision out over time (rather than rushed at the last minute) is proven to be far more successful. Spend a small amount of time on everything you have to learn and repeat regularly.

Speak to your teacher/tutor

If there’s anything you are unsure of – ask! Your teachers will have other resources and tasks that can help. You’re not alone.

Minimise Distractions

It is so difficult to stay focused on the task at hand when you have distractions attempting to lure you away from your study. Look into

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The 10 Best Apps to Help You Focus and Block

Distractions Brain.fm  (Android, iOS, Web) for focus-boosting soundtracks

Cold Turkey Blocker  (macOS, Windows) for locking yourself out your computer

Focus@Will  (Android, iOS, Web) for lyric-free audio and tracking your productivity

Hocus Focus  for viewing one window at a time on a Mac

Freedom  (Chrome, Firefox, iOS, macOS, Opera, Windows) for blocking anything you want,

anywhere you want

LeechBlock  (Chrome, Firefox) for using timers to block or allow website access

Mindful Browsing  (Chrome) for gentle nudges away from time-wasting sites

RescueTime  (Android, iOS, Linux, macOS, Web, Windows) for tracking productivity and

blocking distracting sites

Self Control  (macOS) for free focus app for Mac

StayFocusd  (Chrome) for blocking sites in Chrome

Apps to Limit Social Media on Your Phone1. Offtime - Offtime is an app that limits social media time on your smartphone which enables you to control

smartphone usage by tracking it in real time and scheduling timeouts to help you break through.

2. Moment - One of the best apps that block social media is Moment. It helps you to track the usage of your and

your family’s iOS devices.

3. Flipd - Flipd is one of the apps that limit social media time on your iPhone and Android by hiding social media

apps to help you focus on your work.

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4. Space - Yet another app that blocks social media on Android and iPhone, Space helps you break the social

addiction. This app is quite popular and is downloaded by over 1.5 million people.

5. Brain.fm - Brain.fm can be a great option to consider as an app to block social Media. As it helps your brain to

focus, relax or take a nap with the music especially designed for the brain.

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