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Saturday 17 August 2019

Lourdes Hill College

Hawthorne Road, HAWTHORNE

State ConferenceReady, Set … Go:

Ready, Set … Go:“The happening and the telling are very different things.”

– Karen Joy Fowler, We Are All Completely Beside Ourselves.

Amid the anticipation and trepidation of progressing towards a new senior curriculum, assessment and reporting system, we have – as we do – earnestly attended to the business of great English teaching for all our students. Our State Conference is a wonderful opportunity for us to tell our happenings and share our successes. This year, we seek to advance these critically important conversations. We invite our community to share the ways that they have responded to these tectonic shifts, both in the context of teaching in the middle years and our approaches to the suite of new senior syllabuses.

Social MediaYou can follow along with the ETAQ conference hashtag on Twitter using the hashtag #etaq19.

ETAQ’s Twitter handle is @ETAQld.

If you are on Facebook, you can join up to the ETAQ group (www.facebook.com/groups/ETAQLD) and/or like the official ETAQ page (www.facebook.com/ETAQLD).

Lourdes Hill College Campus

ETAQ will be filming a number of the presentations during the day for uploading to the members only area of the website and images of some attendees may be captured in the process. If you want your image NOT to be captured, let us know on your registration.

Conference ScheduleTime Activity Room

8:15 Registration Bernadette Centre

8:45 – Welcome – Fiona Laing, ETAQ President Polding Theatre

http://www.facebook.com/ETAQLD

http://www.facebook.com/groups/ETAQLD

10:30 Recognition of life-time achievement of Pam Brennan

Keynote 1 – Dr Bronwyn Lea

(Bernadette Centre)

10:30 – 11:00

Morning tea, informal networking and perusal of resources

Balcony

11:00 – 12:00

Workshops Session 1 Various

12:10 – 1:10


1:10 – 2:00

Lunch, informal networking and perusal of resources

Balcony

2:10 – 3:30

Keynote 2 – Dr Claire Hansen‘Complexifying’ Shakespeare: reinvigorating our teaching of Shakespeare

Polding Theatre (Bernadette Centre)

3:30 – 3:50

Afternoon tea Balcony

3:50 – 4:50


This activity constitutes 7.25 hours of Continuing Professional Development (CPD)

Abstract

Abstract is not available at date of printing but will be posted on ETAQ’s website later.

Presenter

Associate Professor Bronwyn Lea is the author of four award-winning books of poems, most notablyThe Deep North: A Selection of Poems (New York, Braziller Press).

She is poetry editor at Meanjin and Professor of Poetry at the University of Queensland.

.

Keynote 1 – The place of poetry in the English classroom

Associate Professor Bronwyn LeaUniversity of Queensland

Abstract

Shakespeare and our classrooms share many similarities: both can be enriching, complicated, and challenging. They also both happen to be complex systems. In this presentation, Dr Claire Hansen will explore how recognising the complexity of our classrooms – using the interdisciplinary study of complex systems – can enhance our teaching of Shakespeare. Claire will introduce complexity theory and provide practical strategies and examples of ‘complex’ approaches to innovate our teaching of Shakespeare in the classroom, with a focus on plays including Macbeth and A Midsummer Night’s Dream. She will also share her recent experiences with a new project centred on place-based learning for secondary and tertiary students of Shakespeare. These fresh approaches aim to help educators to feel reinvigorated and ‘ready’ to share Shakespeare with their students.

Presenter

Dr Claire Hansen is a Lecturer in English and Writing at James Cook University (JCU). Claire co-coordinates the English Major program at JCU and also teaches the first year English subjects. She completed her PhD at the University of Sydney, where her research focused on

the use of complexity theory in Shakespeare studies and in education. She has previously taught at the University of Sydney, University of Wollongong and University of New England. Claire is a member of the Shakespeare Reloaded project, an ongoing collaborative project exploring innovative approaches to teaching and learning at secondary and tertiary institutions. Claire manages the Shakespeare Reloaded website, which provides open-access resources for educators. Her first book, Shakespeare and Complexity Theory, was published by Routledge in 2017. Claire has also published on Shakespeare, Christopher Marlowe, education, early modern dance, and female characters in renaissance literature. She is currently working on a place-based education project and collaborating with local theatre company TheatreiNQ. Claire's interests include Shakespeare studies and early modern drama, place-based learning, ecocriticism, pedagogy, complexity theory, and the public value of the humanities.

Keynote 2 – ‘Complexifying’ Shakespeare: reinvigorating our teaching of Shakespeare

Dr Claire HansenJames Cook University

Session 1: Workshops 11:00 – 12:00

No Title Presenter

1A Out of the Auden-ary: W.H. Auden and his poetry about love and politics

Gus Robertson

1B Supporting students with the Common Internal Assessment Tony Hytch

1C Turning a corner: combining the critical and creative in the teaching of The Turning

Carley Elliott & Kristin Hannaford

1D To live is to tell – Holocaust voices and stories of survival taught through learning sprints

Patrice Honnef

1E The power of Appraisal - revisited Heather Fraser & Ray McGuire

1F The Shakespeare Project – Be Fearless Monique Johnson & Rebecca Churchouse

1G Motivating the masses Adele Sretenovic

1H Persuasive presentation success – for all students Kevin Ryan & Adrian Pauley

1I Renovating the teaching of spoken genres in the classroom Lindsay Williams

1J The F-word: feedback Jesseca Oram

1K Leader as learner: a workshop for aspirants and would be researchers

Julie Arnold

1L Teaching Shakespeare through grammar and grammar through Shakespeare

Garry Colllins

1M Taking action to create more effective sentence writers Annette Curnow

1N Beyond the tears and triumphs: two teachers’ transformational journeys of Project-Based Learning and empowering English students in the Middle Years to be agents of change in their world

Lauren Hovelroud and Pamela Schmerl

1O Thou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

Amy Proud

Workshop 1AOut of the Auden-ary: W.H. Auden and his poetry about love and politics

Abstract

Auden is often cited as one of the giants of poetry, a master of form and theme. And yet, he is hard to pin down: an ardent socialist who became a latent theist; an Oxford man who left England at the height of World War 2 for America; a poet who drew on the Classics for inspiration but with an ear for contemporary vernacular. At the centre of much of his writing is a deep humanism and a compulsion to explore and express the different realms of our experience. This workshop will focus on two of Auden’s perennial poetic concerns, love and politics, drawing on verse mainly from the thirties and early forties, as he wrestled with the outbreak of fascism in Europe and the slow dread of impending conflict, as well as the sexual desires and romantic disappointments he faced as a gay man in an era of repression.

Presenter

Gus Robertson is an English teacher at Brisbane Grammar School. When not in the classroom, he enjoys stepping into worlds of words and pictures created by ingenious imaginations. These are mostly fictional.

Workshop 1BSupporting students with the Common Internal Assessment

Abstract

During this session, teachers will explore ways in which they can support students with the Common Internal Assessment task. Topics to be covered in this workshop include:

The assessment objectives of the CIA

The relationship between the CIA and the formative assessments

The relationship between the CIA and the other summative assessments

The mock exams The marking guide

Presenter

Tony Hytch is currently employed as System Learning and Teaching Adviser - Secondary with Townsville Catholic Education. He has been the Chief Examiner – External Exams (English) since 2006 and was involved in the construction of the mock Common Internal Assessment tasks.

Workshop 1CTurning a corner: combining the critical and creative in the teaching of The Turning

Abstract

Tim Winton’s The Turning is (arguably) the ideal text for use in units that focus on short narrative. Its breadth of styles and perspectives, shifting narrative voice, overarching narrative with discrete stories of varying lengths, and cast of varied characters, make it a malleable, engaging and rich text for use in English classrooms. Participants will learn about and see strategies and resources we have used in the past, focusing on the marrying of analysis and creation in secondary English classrooms. We will share our experiences with this text and our hopes for its use in 2020 and beyond.

Presenters

Carley Elliott is Head of English at Emmaus College, Rockhampton, and has taught senior English since 2005. She has a Master of Letters (Creative Writing) and is passionate about empowering students to write.

Kristin Hannaford is the author of four collections of poetry, the latest of which is Curio (Walleah Press 2014). In her other life, she has been a teacher of senior English since 2008. Kristin works at Emmaus College, Rockhampton and loves sharing her love of writing and reading with others.

Workshop 1DTo live is to tell – Holocaust voices and stories of survival taught through learning sprints

Abstract

Holocaust literature demonstrates the evil of humanity and also features incredible tales of sacrifice, beauty, determination and resilience. Survivors are plagued by conversations rich in euphemisms that veiled the fate of their loved ones. Many texts stimulate debate and intellectual dissonance. When young readers interact with the Holocaust through literature, resources must be discerningly selected. This workshop will

provide information on teaching fact through fiction, unpacking language and the examination of Holocaust material including Schindler’s Ark from the prescribed text list. Universal histories and literature are inexorably linked to the resolution of moral and ethical dilemmas. Brief first-hand accounts and testimonies from survivors will be integrated into this session as they resonate with students. Silence is a most powerful cry, while beauty and pathos dominate some of the muted stories that shall be shared. A moved synopsis, forty-four second version of a Holocaust text, close reading of last letters and analysis of stereotypes will be broken down into learning sprints during this workshop.

Presenter

Patrice Honnef is currently Head of the English Department at Innisfail State College. She is heavily involved in public speaking competitions and initiated We Will Remember and Aspirations Day forums in Far North Queensland. She has participated in regional and external scrutiny panels, external marking trials, QCS and NAPLAN marking and endorsement. Patrice regularly attends Holocaust literature forums at the Sydney Jewish Museum and has interviewed survivors. She presented at the ETAQ state conference in 2017, Shakespeare Reloaded at the University of Sydney in 2019 and QELI in 2019. Patrice was selected for the regional Bell Shakespeare mentorship in 2017 and was one of the IEU literary competition adjudicators in 2018.

Workshop 1EThe power of Appraisal - revisited

Abstract

Courtesy of a PHD thesis findings by Lenore Ferguson in 2004, Appraisal theory was introduced into Queensland schools. Over the years it has proven something of a continuing challenge when it comes to harnessing and exploiting its power in helping students come to interpret and compose persuasive texts in the classroom. In 2012, Ray McGuire and Heather Fraser along with Lenore Ferguson were funded to compile work for the new national curriculum. They became involved in a Year 10 unit writing project which demonstrated how Appraisal could be exploited in persuasive writing. Since then they have enjoyed working with Appraisal and using appreciation, graduation, affect and judgement to unpack texts. Appraisal is a powerful tool that can be used in the new SATE system as students learn to unpack text. Ray and Heather will look at the persuasive oral in either years ten, eleven or twelve and how useful Appraisal can be in its deconstruction of text. This is a practical workshop aimed at providing Appraisal skills for use in the classroom.

Presenters

Ray McGuire began working with Lenore around 2005 to translate Appraisal theory into Queensland classrooms. Since then he has worked with and explored its use in persuasive and literary texts in classrooms with HODs, Language Consultants and teachers in Queensland classrooms. Ray McGuire is a Peter Botsman awardee and one of the contributors to the English Language Arts Syllabus in Queensland.

Heather Fraser has worked in Queensland schools for a large number of years. She has been a panel chair, Head of

Department in state and private schools, a Peter Botsman winner and is a Life Member of ETAQ. She is currently President of the Townsville Branch of ETAQ and has been for over three decades. She has edited and contributed to various English texts and enjoys gardening and walking in the bush near her home.

Workshop 1FThe Shakespeare Project -Be Fearless

Abstract

This presentation explores the ways in which primary school students engage with Shakespeare in the classroom. Over 18 weeks students from cluster primary schools, aged between 11-12 years of age, assembled together at Keebra Park SHS on the Gold Coast to traverse the rugged terrain of William Shakespeare’s play, Macbeth: reading the text and analysing the key themes, characters and motifs. At the end of the project students transformed their analysis into an innovative ‘guilty or innocent’ three minute legal argument presentation. These arguments were performed in a mooting court in front of a live audience. Specifically, this presentation investigates the fearlessness and resilience of the young learner when confronted with new language patterns and connections which arise from Shakespeare’s Macbeth. The Shakespeare Project – Be Fearless illuminates the innovative possibilities afforded by introducing young students into the world of William Shakespeare and how the play’s themes create a noticeable balance of relevance and distance from their own lives.

Presenters

Monique Johnson is currently the Head of English at Keebra Park State High School on the Gold Coast where she has been since 2014. In 2008 she completed a Master of Education at The University of Melbourne with her thesis entitled Using New Media in the Classroom. Monique is interested in innovative pedagogical practices, poetry and Shakespeare.

Rebecca Churchouse is currently the Head of Department for Humanities at Keebra Park SHS. She completed a Bachelor of Arts/Laws at the University of Queensland, before deciding on a career in education. Rebecca relishes the opportunity to encourage a passion for the law in young people, in all possible contexts.

Workshop 1GMotivating the masses

Abstract

Glazed, unfocused eyes. Slouched, unresponsive, with a palpably defiant attitude. A trip wire of emotions hidden behind apathy. The only engagement a half-hearted attempt at hiding their disengagement. If you have ever had this student in your class, I welcome you to join me on a journey towards courage and vulnerability. The epic story of how we engage the student who doesn’t want to be there.

Presenter

Adele Sretenovic is an English teacher who recently began working at St Saviour’s College after two years at home with her three young children. She has six years’ experience in the class room and an avid interest in psychology, with influences from Brene Brown, Wayne Muller, Roy Baumeister and John Tierney.

Workshop 1HPersuasive presentation success – for all students

Abstract

The persuasive oral is one of the most challenging tasks for secondary students and their teachers. Limits of time, lack of preparation strategies, delivery confidence in students and challenging tasks make this one of the most difficult assignments. The experience of working in this specific area for thirty years has allowed Adrian Pauley and Kevin Ryan to extract the key learning points and design a program that allows you to teach the persuasive oral (specifically IA2) efficiently and effectively. In this session you will learn about:

The nine steps to an effective persuasive persuasion Setting a task that provides students with opportunities to

excel Overcoming students’ most common barriers to achieving

the mark they deserve Identifying and arranging content for their chosen delivery

format Checklists and templates to assist students through the

process Classroom activities, exercises and staged learning

outcomes for all levels of student ability.

Presenters

Kevin Ryan and Adrian Pauley have over 30 years’ experience teaching students the skills and techniques for successful oral presentations. They have distilled this experience into strategies that can be used in the classroom - by any teacher. They have co-authored the following books: Speaking Out, Speaking and Debating with Style, Primary Speaking and Listening and CDs Speak Well, Impromptu Speaking and Teaching the Persuasive Oral.

Workshop 1IRenovating the teaching of spoken genres in the classroom

Abstract

While it is important for students to develop control of written language, the vital importance of spoken language cannot be ignored. However, as students are required to undertake only one summative spoken task in the new Senior General English syllabus, it would be tempting to de-emphasise the teaching of spoken tasks in Years 7 to 10 and ignore the crucial differences between written and spoken language. Yet, with the explosion in podcasts, videoblogs and the like, learning to use spoken language effectively is a key to giving students

more equal access to these new technological media. In this workshop, participants will explore ways of systematically analysing spoken texts in the classroom with a focus on Malala Yousafzai’s acceptance speech for the Nobel Peace Prize and a Greens Oration by Bob Brown. Along the way, we will discuss some of the challenges faced teaching spoken tasks and how these might be overcome. This workshop will be suitable for teachers preparing students for IA2, as well as teachers in the middle school.

Presenter

Lindsay Williams has been an educator for 36 years and has worked in the state, independent and tertiary sectors over that time. In May, he submitted a PhD thesis which used multimodal discourse analysis to examine the interpersonal work of live performers. He is a co-author of the OUP textbook series English for Queensland Schools, and is currently vice-President of ETAQ.

Workshop 1JThe F-word: feedback.

Abstract

This workshop will demonstrate how one school has made frequent, specific and purposeful feedback to a large cohort, possible. By deconstructing criteria, distributing workload for efficiency and exploiting a learning management system, Year 10 English teachers at Meridan State College have made the f-word part of their practice. In this workshop, you will have the opportunity to deconstruct a common criteria, create simple tasks for precise formative assessment, and develop explicit improvement strategies. This session is not just about good pedagogy, but how to work efficiently as a curriculum team to work smarter, collaboratively, and with a common purpose. You will get the most from this session if you have a laptop or tablet.

Presenter

Jesseca Oram is an English and Italian teacher at Meridan State College. She has a passion for exploiting the potential of technology in the classroom, which led to her attaining a M Ed (ICT), though she’s not sure why your wifi keeps dropping out.

Workshop 1KLeader as learner: a workshop for aspirants and would-be researchers

Abstract

ETAQ members are leaders. We lead in our classrooms, in our faculties, in our schools and beyond. We aspire to be Highly Accomplished Teachers, Lead Teachers, Heads of Faculty/Department and Deputy Principals. Some of us also take up the challenge of combining the demands of our work with further study. This workshop will offer a process for running a curriculum-related project small enough to manage but robust enough to provide reliable data. At the end of the session, I hope you will have the project-design tools to make

a positive contribution at your site, strengthen your leadership muscles, and collect valuable evidence of your impact.

Presenter

Julie Arnold is currently Head of English at Corinda SHS. She chairs the Professional Development Committee for ETAQ and in 2017 was a foundation member of the QCAA’s Prescribed Text Working Group. She has this year completed her Master of Philosophy, where she investigated the ways teachers change their writing pedagogy in response to new grammatical knowledge. She is also currently publishing Essential English for Queensland Schools with Lynda Wall, Rhiannon French and Cambridge University Press. Julie believes fundamentally in the power of language to create opportunities for all students to reach their potential.

Workshop 1LTeaching Shakespeare through grammar and grammar through Shakespeare

Abstract

Many would consider that Shakespeare and grammar are important but separate elements of secondary school English programs. The contention behind this workshop is that students will be better able to construct appropriate meanings with Shakespeare’s text and to appreciate its literary quality if they can identify the grammatical patterns that have been deployed. In this workshop, attendees will be guided in analysing the prologue to Romeo and Juliet employing the understandings of grammar derived from systemic functional linguistics that inform ACARA’s Australian Curriculum: English. Associated discussion will focus on how particular grammatical choices construct particular meanings. In addition to developing attendees’ explicit understandings of grammar, a key aim is to model activities that could be conducted in school classrooms. The 106 words of the prologue are deployed in the 14-line format of a Shakespearean sonnet and discussions of its meaning with students would often highlight its structure of 3 quatrains and a concluding couplet. This is of course useful, but this workshop will concentrate on the grammatical elements expressing the chunks of meaning within the 10 clauses of the text and their arrangement. The approach to grammar here is not about correctness but rather the effectiveness of chosen patterns. A version of this workshop was presented at the Shakespeare Reloaded conference held at Sydney University in early February of this year.

Presenter

Garry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on year-long exchanges in the US and Canada. After leaving full-time teaching, he spent 8 years as a part-time teacher educator , first at ACU and then at The University of Queensland. Though now retired, he is active on the ETAQ Management Committee and maintains an interest in things English, in particular poetry and functional grammar.

Workshop 1M

Taking action to create more effective sentence writers

Abstract

By Year 10 according to The Australian Curriculum: English, students should be able to manipulate a variety of clause structures in order to compose effective sentences. In fact, the reality for many students is that they use quite basic sentence structures to express and develop ideas. Evidence from both the NAPLAN Writing Task and QCS Writing Task markers suggests that few students can write lexically dense text. Even fewer can write highly effective sentences which mix the embedded and compressed with some complexity so that texts flow effectively. This workshop identifies some key characteristics of effective sentences, and offers strategies and resources for teaching some of these, including non-finite clauses (mentioned in the NAPLAN Writing Task Marking Guide), grammatical theme and non-defining relative clauses (also called interrupting or elaborating clauses)

Presenter

Annette Curnow is a highly experienced teacher of English. She has been a Head of Department, English and an educational adviser in that subject and in Literacy. She has been recognised with several awards including the ETAQ Peter Botsman Award for Outstanding Classroom Practice, an Australian College of Education award for her contribution to literacy teaching and an Australia Day Achievement Medallion also for her work in literacy teaching. She has presented extensively at local, state and national level and is now semi-retired.

Workshop 1NBeyond the tears and triumphs: two teachers’ transformational journeys of Project-Based Learning and empowering English students in the Middle Years to be agents of change in their world

Amid the chaos of introducing the new senior syllabuses, we cannot lose sight of the valuable day-to-day happenings going on in our English classes, particularly in the Middle Years. We cannot forget to continue to extend and challenge ourselves in our core business of great English teaching. And Project Based Learning (PBL) is a natural fit for teachers on this journey of innovation and transformation. While “the happening and the telling are very different things”, we argue that our PBL journeys have challenged the way teaching and learning happen in our classrooms. By adopting PBL and the LAUNCH framework, our students have taken part in authentic experiences that have allowed them to meaningful engage with the real world in a manner that has been transformative. This workshop session is a conversation between two colleagues sharing our ‘tears and triumphs’ of experimenting with PBL,

design thinking and student agency in Middle School English. We also offer a range of practical tools, strategies, planning documents and work samples to share. From a poetry slam crossing the world between Australia and Scotland; to a novel-inspired multi-sensory walk down memory lane; to units that have culminated in an ‘Empathy Museum’ and a ‘Culture Forum’ involving our community, our goal to inspire our students has resulted in our being inspired by them! Greater engagement, understanding and empowerment of student voices as agents of change can be achieved, and by giving voice to two teachers on their own PBL journeys, it is hoped others are inspired as well.

Presenters

Lauren Hovelroud has taught a range of English and Humanities classes from grades 8 to 12 within a rural-remote P-12 setting and now at a large metropolitan P-12 state college. Lauren enjoys being able to explore her passions for curriculum development, mentoring and engaging young minds.

Pamela Schmerl has taught English and Drama across grades 7-12 for five years in her native Scotland and four years across grades 7-9 in Australia. A passionate educator, Pamela is committed to enhancing pedagogy, creatively empowering students in their own learning and investigating multiple perspectives in our global world through projects.

Workshop 1O

Thou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

Abstract

This workshop will allow English teachers to broaden their understanding of how to teach plays, in particular Shakespeare’s work, both practically and theoretically in their units. The focus of the session will be Shakespeare’s Macbeth, providing teachers with practical strategies to engage young people in the teaching of Shakespeare in relation to the new ATAR system.

Presenter

Now in her seventh year of teaching, Amy Proud is the Head of Faculty - English and Languages, at St Patrick’s College in Townsville. Amy has a Bachelor of Education (Secondary), majoring in English with a minor in Drama. She is currently taking part in the Bell Shakespeare Mentorship Program, which aims to help teachers and students engage with, and develop a deeper understanding of Shakespeare’s plays. Her passion is exploring plays and poetry in the English classroom.

Session 2 Workshops: 12:10 – 1:10No Title Presenter2A Lifting the performance of senior students Karen Yager

2B Out of the Auden-ary: W.H. Auden and his poetry about love and politics

Gus Robertson


Carley Elliott & Kristin Hannaford

2D Backward mapping the curriculum for the new syllabus Anne Wood & Georgia Brown

2E Chasing the Green Light: practical ideas for Unit 3 Tamara Broughton

2F The Shakespeare Project – Be Fearless Monique Johnson & Rebecca Churchouse

2G Daring to differentiate Meredith Walker

2H (Feed) back to the future! Cathy Campbell, Carly Sopronick, Ellen McGuigan and Belinda Hampton

2I Renovating the teaching of spoken genres in the classroom Lindsay Williams

2J Writing: making students smarter and improving outcomes for all Christine Hills

2K The power of Appraisal - revisited Heather Fraser & Ray McGuire


Garry Colllins

2M Beyond the tears and triumphs: two teachers’ transformational journeys of Project-Based Learning and empowering English students in the Middle Years to be agents of change in their world

Lauren Hovelroud & Pamela Schmerl

2N Motivating the masses Adele Sretenovic

2O Persuasive presentation success – for all students Kevin Ryan & Adrian Pauley

2P Effective use of IT in the English classroom Jasmine Knox

Workshop 2ALifting the performance of senior students

Abstract

When students and students are faced with the challenge of high stakes testing, anxiety and stress levels rise. This workshop will present practical ideas and strategies for enabling students to lift their academic performance in English and meet the demands of internal and external examinations. A plethora of resources and ideas will be shared with the participants.

Presenter

Karen Yager

Karen Yager is the Deputy Head Student and Teaching Excellence K-12 at Knox Grammar School, Sydney, president and Life Member of ETANSW and vice president of the Professional Teachers’ Council NSW (PTC). She is an experienced HSC marker and was a Supervisor of Marking (SOM) for five years. Karen was awarded the first International Teaching Fellowship by the Singapore Ministry of Education in 2011 and has been invited to present papers at numerous International Conferences. She was awarded the NSW Professional Teachers’ Council Award in 2009 and the Australian Professional Teachers Association Award in 2014 for her contribution to the teaching profession. In 2003, she was awarded the NSW Premier's Literary Scholarship to research how to connect students with Shakespeare. In 2016, she was awarded the NSW State Library Fellowship.

Workshop 2B

Out of the Auden-ary: W.H. Auden and his poetry about love and politics

This session is a repeat of 1A

Workshop 2CTurning a corner: combining the critical and creative in the teaching of The Turning

This session is a repeat of 1C

Workshop 2DBackward mapping the curriculum for the new syllabus

Abstract

One of the most difficult challenges of aligning the new Queensland English syllabus with ACARA is ensuring the 7-10 curriculum covers all elements required for students to successfully achieve in English Essentials, English, EAL/D and Literature. In this practical workshop come and learn how to align text selection, 21st century skills, general capabilities, Cognitive verbs, assessment styles and writing demands so that students select the correct pathway in their senior years of schooling. We will share with you our own scope and sequence 7-12 and explain the choices we made along our curriculum journey.

Presenters

Anne Wood has 25 years’ experience as an English teacher. She has taught in both New South Wales and Queensland, in the state, independent and Catholic systems. At her current school Aquinas College, Ashmore she is the English Curriculum Leader. Anne has been on the Gold Coast English panel and is a Lead Endorser for Essential English.

Georgia Brown is an early career teacher at Aquinas College. Having completed her studies at the University of Queensland, she has taught across grades 7-12 and across the three streams of senior English courses. She is in the process of completing her masters in pedagogy and curriculum.

Workshop 2EChasing the Green Light: practical ideas for Unit 3

Abstract

The reverberations of the tectonic shifts within our community are still, to an extent, being felt. Thankfully, the dust is settling. This workshop offers teachers an opportunity to catch a breath before gearing up for the next chapter – Unit 3. The intention of this workshop is to share ideas that have worked and to muse over the learnings that have been garnered from the ideas which need improvement. This presentation offers a heavy emphasis on sharing practical ideas and resources for the planning and implementation of Unit 3: Textual Connections.

Presenter

Tamara Broughton is the Curriculum Leader – English and Humanities at St Saviour’s College, Toowoomba. She has worked in a variety of educational settings with a wonderfully eclectic range of students. Her love of English teaching is fuelled by her passion for reading and for life-long learning. She firmly believes that teaching English is about fostering skills of critical thinking and creativity, whilst inspiring students to appreciate texts for pleasure and beauty. Tamara believes in the empowerment that comes when teachers work together and share ideas.

Workshop 2FThe Shakespeare Project – Be Fearless

This session is a repeat of 1F.

Workshop 2GDaring to differentiate

Abstract

While progress towards a new Senior Curriculum assessment and reporting system is a time of great change, an engaging classroom environment remains critical to learning outcomes. Part of great teaching is accommodating the diverse needs of all learners through differentiated instruction; yet secondary subject teachers sometimes find this difficult to actualise within a crowded content-driven curriculum. In this workshop Meredith will outline practical ways in which teachers can provide differentiated learning opportunities within their day-to-day English classroom activities to invigorate personal practice and foster an at-once challenging and supportive growth-mindset classroom environment to meet the needs of all students.

Presenter

Meredith Walker, Dean of Curriculum/Head of English at Rivermount College, is a regular attendee at ETAQ events and an experienced Senior English teacher, panellist, and QCS Writing Task, NAPLAN and Trial External Examination marker/supervisor. In her leadership role she has been involved with a number of curriculum projects with Independent Schools Queensland, including, most recently as a team leader within their 2018 school-based Differentiation Research Project.

Workshop 2H(Feed) back to the future.

Abstract

Your future hasn’t been written yet. No one’s has. Your future is whatever you make it. So make it a good one. – Doc Brown. All learning is based on our past experiences then applying this to new situations (just ask Marty McFly) – and for students, a powerful way for moving forward is to take control of the learning goals linked to communication criteria. We need to look to our past practice to help us move purposefully into our future writing roles! Drafting and feedback are familiar to all English teachers. And since we don’t have a Delorean with a flux capacitator, writing comments to students on drafts represents hours we will never, ever, get back! So how do we make this process one that gets the students own the work and the learning, and play that forward to their future practices? How can you, as the teacher, see your role as being a guide and facilitator for students to have agency and ownership over their own assessment communications in various assessment forms? This workshop explores powerful student feedback, and the role teachers have in facilitating this. We will examine feedback models in junior and senior English classrooms when unpacked against criteria. We will also examine the contexts for peer, self and teacher proof reading and editing strategies. Finally, this workshop will provide some practical strategies for advice and purposeful actions in line with the new Senior Syllabus, and setting up communities of practice for teachers. Because where we are going, as Doc Brown says, “Roads? Where we don't need roads.” What we need is informed professionalism.

Presenters

Cathy Campbell, Carly Sopronick, Ellen McGuigan and Belinda Hampton are connected through their work at Atherton State High School in FNQ, love of literacy, and informed teacher practice. Cathy is currently working as a Principal Advisor Teaching and Learning – QCE State Schooling Team with the Regional Office in Cairns, while this year Carly is enjoying her role as the Head of Learning for the new Centre of Learning and Wellbeing located on the Tablelands. Ellen is in her first year of teaching, and brings an exciting, dynamic and enthusiastic perspective to practices in English classrooms. Belinda is the Head of Department for English, and lets no one get away with calling her chicken.

Workshop 2IRenovating the Teaching of Spoken Genres in the Classroom

This session is a repeat of 1I.

Workshop 2JWriting: making students smarter and improving outcomes for all

Abstract

This case study examines how the staff at Rockhampton Girls Grammar School transformed practice, expectations and outcomes by strategically developing a common practice that reflects the urgency of calls from researchers like Schmoker (2006) and Reeves (2001) to develop an explicit focus on student achievement which emphasises student writing. Based on the Collins Writing Program, the school leadership has developed a community of practice which promotes:

Frequent writing opportunities Focussed correction areas (Collins, 2007) Multiple opportunities for structured feedback Expertise in explicit understanding of what makes good

writing.

This workshop will allow teachers and school leaders an opportunity to:

Learn about the ‘sentence builder’ – a quick and practical strategy to improve student writing in one lesson

Develop an understanding of Focussed Correction Areas (Collins, 2007)

and how these are used to provide quick and effective feedback to students

Participate in Type 3 Writing (Collins, 2007), a writing process which allows for increasing frequency of writing opportunities

Presenter

Christine Hills is the past Principal of Rockhampton Girls Grammar School. With 6 years’ experience as a state primary principal in Central Queensland, her focus has been on ensuring school improvement programs result in real change for student outcomes. In 2014, Christine completed a leadership course at Harvard, Cambridge, where she became aware of the work of Professor John Collins on developing student knowledge and skills with writing across the curriculum. Taking a leadership role at Gladstone SHS in 2015 enabled her to take these programs into the secondary sector. The Collins Program at RGGS has seen the school emerge as the leader in writing in the Central Queensland region since 2016. Christine presented this workshop at the ACER EPPC conference in 2017, receiving the award for Outstanding Presentation.

Workshop 2KThe power of Appraisal - revisited

This session is a repeat of 1E.

Workshop 2LTeaching Shakespeare through grammar and grammar through Shakespeare

This session is a repeat of 1L

Workshop 2MBeyond the tears and triumphs: two teachers’ transformational journeys of Project-Based Learning and empowering English students in

the Middle Years to be agents of change in their world

This session is a repeat of 1N

Workshop 2NMovitating the masses

This session is a repeat of 1GG

Workshop 2O

Persuasive presentation success – for all students

This session is a repeat of 1H

Workshop 2P

Effective use of IT in the English classroom

Abstract

It seems like every week someone is selling us the best new way to incorporate technology in the classroom. With the OECD claiming that technology has little, if any benefit on students learning, how do you tell what to use and if it’s even working. In this workshop, you will learn practical tips and tricks for how to use the best technological resources available to enhance student skills in basic conventions, critical thinking and more! Please bring an electronic device.

Presenter

Jasmine Knox is an experienced English and Legal Studies teacher, who has an avid interest in all things nerdy – from comic books to the latest developments in technology. As Year 10 Coordinator at Emmaus College she realises the importance of saving time in one of the most time-consuming subjects. .

Session 3 Workshops: 3:50 – 4:50

No Title Presenter3A Taking action to ensure correct sentence writing Annette Curnow

3B Reading and responding to Bruce Dawe’s poem Homecoming Garry Collins

3C Text workshop - Burial Rites Dan Fallon


Patrice Honnef

3E Chasing the Green Light: practical ideas for Unit 3 Tamara Broughton

3F Backward mapping the curriculum for the new syllabus Anne Wood & Georgia Brown

3G The Language of stories – learning to embed diverse perspectives into your classroom.

Mandy Newman & Lydia Hamilton

3H (Feed) back to the future Cathy Campbell, Carly Sopronick, Ellen McGuigan and Belinda Hampton

3I The F-word: feedback Jesseca Oram

3J Writing: making students smarter and improving outcomes for all Christine Hills


Julie Arnold

3L Supporting students with the Common Internal Assessment Tony Hytch

3M Daring to differentiate Meredith Walker

3N Thou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

Amy Proud

3O Be a leader, even if you are the only one in the team Shane Mallory

3P Effective use of IT in the English classroom Jasmine Knox

3Q The Montessori Way for the Australian Curriculum David Price

Workshop 3ATaking action to ensure correct sentence writing

Abstract

The ability to write correct sentences reliably is an important literacy skill. Sadly, many secondary students do not have this ability. The most common sentence writing errors in both NAPLAN and the QCS Writing Task are the comma splice, run-on sentence and the sentence fragment. Many fiction writers use non-standard (technically incorrect) sentences using artistic licence and this can also confuse students. This workshop will explain the nature of the errors, give a possible sequence for teaching to correct them, and provide strategies and resources for classroom use.

Presenter

Annette Curnow is a highly experienced teacher of English. She has been a Head of Department, English, and an

educational adviser in that subject and in Literacy. She has been recognised with several awards including the ETAQ Peter Botsman Award for Outstanding Classroom Practice, an Australian College of Education award for her contribution to literacy teaching, and an Australia Day Achievement Medallion also for her work in literacy teaching. She has presented extensively at local, state and national level and is now semi-retired.

Workshop 3BReading and responding to Bruce Dawe’s poem Homecoming

Abstract

Queenslander Bruce Dawe is one of the writers included in the poetry section of the QCAA’s Prescribed Text List for new senior courses English and EAL. This workshop will focus on his 1968 poem Homecoming written in response to the Vietnam War that was then in progress.Firstly, the session will explore some approaches to teaching the poem and then the structure, language features and possible classroom uses of a teacher-written exemplar response to the poem will be considered. Some possible companion poems will also be suggested.Given this presenter’s record, it is highly likely that there will be at least some mention of functional grammar.

Presenter

Garry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on year-long exchanges in the US and Canada. After leaving full-time teaching, he spent 8 years as a part-time teacher educator, first at ACU and then at The University of Queensland. Though now retired, he is active on the ETAQ Management Committee and maintains an interest in things English, in particular poetry and functional grammar.

Workshop 3CText workshop - Burial Rites

Abstract

Hannah Kent’s Burial Rites is on the new syllabus prescribed lists and it ticks a few boxes: the author is Australian, female and living, and the novel is loaded with beautiful prose and confronting issues. Plus it’s set in Iceland!This is a very hands-on workshop (also presented in 2018) to explore some approaches to the novel via a package of practical teaching & learning activities, including: ways to engage students with its inherent foreignness of time and place; analysis of themes; explorations of vocab and figurative language.There is a particular focus on building towards creative writing tasks, but also some exploration of how to use the novel for other types of tasks. It should be of value to both those familiar with the novel and those who are yet to have the pleasure of reading it.

Presenter

Dan Fallon has taught Senior English for long enough to know the essentials don’t change – fads, policies and strategies notwithstanding. He is trepidatious about prescribed book-lists, but loves good books and thinks we have a duty to share them with children. He is an Icelandophile so had to pick Burial Rites, even before reading it. He has now read it – and even taught it a couple of times – and is ready to help you share its beauty with your students.

Workshop 3DTo live is to tell – Holocaust voices and stories of survival taught through learning sprints

This session is a repeat of 1D

Workshop 3EChasing the Green Light: practical ideas for Unit 3

This session is a repeat of 2E.

Workshop 3FBackward mapping the curriculum for the new syllabus

This session is a repeat of 2D.

Workshop 3GThe Language of stories – learning to embed diverse perspectives into your classroom assignment

AbstractWe are in the midst of change - historic change! Questions of representation and literature, advertising and school curriculums and all parts of life are really gaining momentum. Diversity is about inclusion and reflecting the vibrant and complex nature of all people and making sure that the texts that we read and create look and sound like all of us. We would like to help the wider community have the difficult discussions. The diversity and inclusion conversation needs to start in the classroom and now. This workshop will seek to explore:

1. How to include a range of texts that represent a whole range of different life experiences into the classroom.

2. How educators can be more inclusive by changing their language and being more aware of unconscious bias.

Presenters

Mandy Newman: Mandy has worked as an Education Office with the Anti-discrimination Board of NSW. She is a professional journalist, teacher and author of 25 years. She has a BA in Sociology, a MA in Creative Writing and a B Teach in Secondary Teaching majoring in English.

Lydia Hamilton: A marketing and communications expert and top level negotiator, Lydia has worked in marketing and communication in strategic roles, developing sales and marketing digital campaigns and assets. She appreciates the value of diversity across all platforms.

Mandy and Lydia represent Literary Giants, and have been engaged by Cengage Australia to produce English Curriculum Titles for years 7-10, Conquering Writing.

Workshop 3H(Feed) back to the future

This session is a repeat of 2H.

Workshop 3IThe F-word: feedback

This session is a repeat of 1J.

Workshop 3JWriting: making students smarter and improving outcomes for all

This session is a repeat of 2J

Workshop 3KLeader as learner: a workshop for aspirants and would be researchers

This session is a repeat of 1K

Workshop 3LSupporting students with the Common Internal Assessment

This session is a repeat of 1B

Workshop 3MDaring to differentiate

This session is a repeat of 2G.

Workshop 3NThou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

This session is a repeat of 1O.

Workshop 3OBe a leader, even if you are the only one in the team

Abstract

Who stares at their wardrobe before work and thinks, what am I am going to wear? Who goes to order their morning coffee and suddenly feels the need to order something different from the ‘usual’? Who wonders what Julie in accounts really thinks of them? Shane

Mallory has been involved in leading individuals, teams and organisations for over 30 years. He believes that leading is a skill that can be learnt and practised. He also believes that true leading must always start in our own backyard. Before we do anything else, we need to lead ourselves. With delegate’s anticipation and trepidation of progressing towards a new senior curriculum, assessment and reporting system, Shane will share his straightforward approach to dealing with these tectonic shifts and show you how to work through the very different notions of the ‘happening’ and the ‘telling’.

Presenter

Shane Mallory is an ex-police officer turned teacher, turned IT specialist, business change manager, actor, theatre director and radio DJ who will show you how you can change your life by simply picking that shirt, going with the long black instead of the flat white, all while dancing with a motorcycle around fuel bowsers at a servo in a small country town.

Workshop 3PEffective use of IT in the English classroom

This session is a repeat of 2P.

Workshop 3QThe Montessori Way for the Australian Curriculum

Abstract

Amid the changes brought about by the new English curriculum, this story is about teaching English in a Montessori environment. This story is about teaching English in Queensland’s only pure Montessori middle school (grade 7 to 10) – a school that eschews individual egoism and celebrates community over individual achievement.This is the story of an English teacher who moved to a Montessori school and found that folding Montessori into the Australian Curriculum is not as perplexing as it might seem. The freedom to teach in a nurturing classroom that seeks to be a family more than a pressure cooker, makes for an edifying experience. Many elements make teaching in this environment an interesting one for a teacher used to pedantic arguments over criteria sheets.

Presenter

David Price David Price is an English teacher of varied interests. In 2017, he taught English (Language Arts) in Colorado, USA where he developed an interest in alternative schooling. In 2019 he began teaching in a Montessori school where Maria Montessori’s observations changed everything to knew about implementing AC. This includes how English and literature is taught and how the Australian Curriculum is disseminated

.

Workshop Selection

Name ........................................... School .......................................Please note that maximums apply to some workshops. Places will be allocated as registrations are received.

NOT all of these workshops will actually run. It is essential that you choose a first and second choice for each session

Number Title Select 1 and 2 for each session

Workshop Session 1

1A Out of the Auden-ary: W.H. Auden and his poetry about love and politics

1B Supporting students with the Common Internal Assessment



1E The power of Appraisal - revisited

1F The Shakespeare Project – Be Fearless

1G Motivating the masses

1H Persuasive presentation success – for all students

1I Renovating the teaching of spoken genres in the classroom

1J The F-word: feedback



1M Taking action to create more effective sentence writers


1O Thou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

Workshop Session 2

2A Lifting the performance of senior students

2B Out of the Auden-ary: W.H. Auden and his poetry about love and politics


2D Backward mapping the curriculum for the new syllabus

2E Chasing the Green Light: practical ideas for Unit 3

2F The Shakespeare Project – Be Fearless

2G Daring to differentiate

2H (Feed) back to the future!

2I Renovating the teaching of spoken genres in the classroom

2J Writing: making students smarter and improving outcomes for all

2K The power of Appraisal - revisited


2M Motivating the masses


2O Persuasive presentation success – for all students

2P Effective use of IT in the English classroom

Workshop Session 33A Taking action to ensure correct sentence writing

3B Reading and responding to Bruce Dawe’s poem Homecoming

3C Text workshop - Burial Rites


3E Chasing the Green Light: practical ideas for Unit 3

3F Backward mapping the curriculum for the new syllabus

3G The Language of stories – learning to embed diverse perspectives into your classroom.

3H (Feed) back to the future

3I The F-word: feedback

3J Writing: making students smarter and improving outcomes for all


3L Supporting students with the Common Internal Assessment

3M Daring to differentiate

3N Thou wouldst be great - Sharing Shakespeare through the lens of the Bell Shakespeare Regional Teacher Mentorship

3O Be a leader, even if you are the only one in the team

3P Effective use of IT in the English classroom

3Q The Montessori Way for the Australian Curriculum

Documents

Lourdes Hill College - assets.cdn.thewebconsole.com€¦ · Web viewAppraisal is a powerful tool that can be used in the new SATE system as students learn to unpack text. Ray and