English
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Year 7
01
FILM MAKING
English was an extremely important and engaging subject that I think everyone can agree that it was an amazing class.
This year we learnt about many interesting topics. One of these being our novel study on The Book of Lies by James Moloney.
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The Book of Lies was an incredibly interesting book as it portrayed the fantasy genre in a unique way as it felt like it was a historical text at the same time due to the book referencing Kings, Queens, Castles and beasts.
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One of the tasks we completed was to try and convince Warner Bros of why the Book of Lies should be made into a film. The task was very fun as there were different parts to it like who should play the characters in the movie and trying to find a location for where the movie could be filmed. We then needed to create a video that presented our proposal to Warner Bros.
We had many students clearly enjoying the task as it's safe to say everyone loved the book.
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This was definitely our class's first time trying this whole Book to Film task but I think it’s safe to say that everybody enjoyed the task and had a fun time overall.
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Year 8
01
YOUTH OF THE WORLD
The students explored issues affecting young people today via a range of text types and research. In particular, with a focus on persuasive texts such as speeches, feature articles, and visual persuasive texts such as posters/advertising. Through their study students developed knowledge and understanding of how persuasive language is employed in texts to engage and persuade the responder.
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For this project, students collaborated to create a website showcasing different persuasive texts they had created themselves with a focus on the effects of social media on teenagers.
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Each student chose an area of personal interest or skill to contribute to the website. This included writing and presenting a speech, writing and filming a short skit, researching and compiling an information sheet, photographing students at work, video editing as well as the creation of the website.
Year 9
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01
CAMPAIGN FOR CHANGE
The Year 9 English Newman class of 2021 has been exploring the Voice of Protest. Throughout this unit, we have learned and developed our skills in persuasive language, visual literacy, and speaking up about important issues in our community. In this unit, we have completed many tasks that have enhanced our knowledge of the subject. We have used our skills in persuasive writing to compose a speech to support our ‘Campaign for Change’.
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We explored many worthy issues such as climate change, deforestation, and the effects of global warming. We looked at what components we needed to implement to support our campaigns and how to ensure we have successfully reached our audiences. We looked at many protests and campaigns from the past to learn and understand how to organize and successfully get your protests' main objective across.
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We did comprehensive research into each of our topics and underwent intensive classes on visual literacy and creating an engaging and purposeful poster, to support our campaigns. When developing our posters, we found out what specific persuasive techniques and literacy skills should be used based on the topic and the target audience. We collaboratively wrote speeches to go along with the posters to argue our point further and better appeal to our audiences. Overall the Year 9 English Newman class had a fun and exciting time learning, developing, and exploring the use of protesting and making a change for good.
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We are the youth of today and we have something to say - Hear us, now.
- Samyam Subedi & Nicholas Carvalho
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Year 10
01
SATIRE - ANIMAL FARM
In this assignment, the class was placed into groups and tasked to create presentations and present seminars based on the two chapters of George Orwell’s novella, Animal Farm allocated to the group. The class received this task in order to promote collaboration, discussion, public speaking, and critical thinking skills in presenting their notes. By giving students this responsibility, it allowed them to work on the development of analytical skills and collaborative thesis and rich argument development. In addition, this gave the class an opportunity to effectively teach each other and develop new skills whilst simultaneously preparing for the upcoming assessment task at the time. This also allowed the class to compare their findings and look at the alternative insights.
02
LITERARY VILLAINS
PODCAST ON A CHOSEN CONTEMPORARY VILLAIN
By allowing students to select their own contemporary villain, the task enabled them to explore and justify their particular choices through research and creative experimentation using the multimodal form. Students were asked to assume the role of an expert, ranging from a politician in parliament to an investigative journalist, to develop their own informed perspective using research, persuasive and, voice techniques respective on the persona. Prior to constructing the podcast, extensive research was done into the lives of the chosen villain in regards to areas such as their psychological profile, childhood experiences, and influences which ultimately incited a more informed piece. Therefore, this challenged students to not only develop podcast skills in readiness for the upcoming assessment task but also asked them to evaluate the impact of modern values and attitudes on a notorious villain to effectively justify their choice. Students were also challenged to find a target audience, which greatly influenced the style and composition of the podcasts.
03
NARRATIVE VOICE EXPLORING SILENCED VOICES
After evaluating the nature of the narrative voice through the deconstruction of an excerpt from Li Cunxin’s non-fiction text, ‘Mao’s Last Dancer’, students were asked to assume the role of a silenced character. Despite all students assuming the same role as the protagonist's brother, the perspectives and interpretations differed from one narrative to another. Literary techniques such as tense and the narrator’s perspective (omniscient or limited) also contributed to each student presenting their ideas in an alternate narrative voice. Moreover, this challenged students to not only create a narrative piece which emulates the original text by sustaining the narrative voice through selected literary devices. In addition, this encouraged students to demonstrate their own understanding of character construction and the effectiveness of a strong narrative voice through the deliberate selection of literary devices using a mentor text.