Port Macquarie High School
Stage 5 English: Stepping Stones unit
Index page
Worksheet
1
2
3
4
5
6
Title
Related Materials Booklet: contents
Student work samples (4)
The features of film texts
Filmic techniques
Whale Rider reviews
Assessment task and marking guidelines
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 1 of 13
Worksheet 1
Stepping Stones unit
Related Materials Booklet: contents
Contents
1. Extract from As You Like It
2. Poem – ‘Death Play’ by David Watkin Price
3. Extract from Scumbusters by Tim Winton
4. Interview - 'Being Sixteen'
5. Brochure - 10 things you’ll love about Sydney Uni
6. Video cover - Monsoon Wedding
7. Short story - 'Scatter Flowers'
8. Nonfiction - Jewish Funeral Rites
1. As You Like It extract:
All the world's a stage, …
Sans teeth, sans eyes, sans taste, sans everything.
Questions:
a) According to the extract, what are the seven ages of man?
b) Why does he describe old age as the 'second childishness'?
c) Select two similes and explain how they relate to growing up?
d) How does this extract reflect the ideas in the unit 'Stepping Stones' and
the film, Whale Rider?
2. ‘Death Play’ by David Watkin Price - poem
Questions:
a) Describe the boy at the beginning of the poem. Use at least 3 quotes in
your answer to back up what you say. How is he treated?
b) Explain the last two lines of the poem.
c) The poet uses some powerful words to describe the crushing of the
boy’s imagination. Find four words and explain why they are
appropriate.
d) Find one image in the poem. Explain it and say how it fits into the
theme of 'Stepping Stones'.
e) How does Paikea try to overcome the limitations placed on her? Is she
more successful than the boy in the poem? Why/Why not?
3. Extract from Scumbusters by Tim Winton
‘Love at First Sight’ section:
He woke with a start. Water. … Eleven and three quarters and beautiful
as Elle MacPherson and here he was, horribly, drastically, hideously in
love.
Questions:
a) What images does Lockie use to describe falling in love?
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 2 of 13
b) Find four examples of colloquial language. What do they tell us about
the characters? Why is colloquial language appropriate to this
passage?
c) What techniques does the poet use to create humour?
d) What impression of love does this extract give? Why do you think it has
been included in this booklet?
e) Write a brief conversation between Lockie and Egg where he describes
his meeting with Dot. You should attempt to use the same style of
writing as Tim Winton.
4. 'Being Sixteen' - interview
Questions:
a) Briefly summarise the different experiences of the four students.
b) What traditional milestones do the four students want to achieve?
c) What is the main purpose of the article, 'Being 16'?
d) What attitudes do the four teenagers have towards the future? What
has influenced these attitudes?
e) Imagine that Paikea has been interviewed for this story, Write her life
summary. Try to use the language and style that she used in the voice
over in the film Whale Rider.
5. 10 things you’ll love about Sydney Uni – brochure
Questions:
a) How does this advertisement attract your attention?
b) What language techniques are used to engage the target audience?
Why would this appeal to them?
c) Is the layout effective? Why/ Why not? Is going to university a
significant stepping stone to adult
d) life? Give reasons for your answer.
e) How is university life depicted in contemporary film? Do you think this is
realistic? What aspects of university life are focussed on? Why are
other aspects left out?
6. Monsoon Wedding – video cover
Questions:
a) In your own words, summarise what the movie is about.
b) What are two techniques used in the blurb to encourage responders to
view the movie?
c) Is this an effective layout? Why/why not?
d) What impression of Indian weddings does this video cover give? How
does it do this?
e) Research the rituals associated with Indian weddings and compare
these to Australian rituals. You can also view relevant scenes from
Bend it like Beckham to do this activity.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 3 of 13
7. 'Scatter Flowers' by Jessica Dixon – short story
Questions:
a) What is the significance of the title?
b) What impression does the composer create of the old woman? How
does she do this?
c) Why does the composer never refer to the woman by name?
d) Is this an effective story about old age? In your answer you should refer
to techniques used by the author.
e) Paikea's grandfather is also worried about passing on his legacy. How
and why is he different to this woman? Which do you think is a more
realistic view of growing old? Why?
8. Jewish Funeral Rites
Questions:
a) Make up a dictionary of Jewish words used in the passage and their
meaning. If you know of any equivalent words in another religion, write
them down as well.
b) What steps are taken before the funeral?
c) Why are eggs important in the funeral rites?
d) Describe the mourning periods-which occur after a funeral. Do any
other cultures or religions have such funeral or mourning rites?
e) Research Maori or Aboriginal funeral rituals. Write a page that could
appear in a textbook comparing Jewish and Maori/Aboriginal funeral
rites. You should use formal English and technical terms.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 4 of 13
Worksheet 2
Student work samples
1
2
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 5 of 13
3
4
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 6 of 13
Worksheet 3
The features of film texts
Sound
Sound Effects
Design
Sets
Prop
Editing
Camera Work
Acting
Selecting and
organising the
shots that make up
a film
Focus
Close Ups
Performance – body
language (Stance,
facial expression,
gesture)

sequencing of
shots
Medium shots

Long shots

use of fadeouts, dissolves
High angle
Stars
 charisma
 sex symbols
 type casting
Low angle
Central character
Dialogue
Music
Silence
Lighting
 bright or dull
 use of shadows
Use of colour
 warm or cold

movement
flash backs
Casting
Voice-over
Predictability
Costume
Zoom
Make-up & Hair
styling
Pan
NB: The script is a consideration across all of the above elements
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 7 of 13
Minor character
differences
(adapted from the work of Jane Mills
Worksheet 4
Filmic techniques
Camera
High angles (taken from above) make a character look small, lost, inferior;
while low angles make a character look imposing, superior or threatening.
Point-of-view shot (POV)
A shot made from a camera position close to the line of sight of one of the
characters, implying that we are seeing what he/she sees.
Two-shot
A shot of two people together — implies unity, and can be contrasted with the
shot/reverse shot method of editing a conversation, which emphasises
conflict.
Other shots include long shot, zoom, tracking, dolly.
Subjective treatment
The camera treatment is called 'subjective' when the viewer is treated as a
participant (e.g. when the camera is addressed directly or when it imitates the
viewpoint or movement of a character). We may be shown not only what a
character sees, but also how he or she sees it. A temporary 'first-person' use
of camera as the character can be effective in conveying unusual states of
mind or powerful experiences, such as dreaming, remembering, or moving
very fast. If overused, it can draw too much attention to the camera. Moving
the camera (or zooming) is a subjective camera effect, especially if the
movement is not gradual or smooth.
Objective treatment
The 'objective point of view' involves treating the viewer as an observer. A
major example is the 'privileged point of view' that involves watching from
omniscient vantage points. Keeping the camera still whilst the subject moves
towards or away from it is an objective.
Editing
Shot/reverse shot editing
A way of reporting a conversation or argument. By cutting from one person to
another and back again, it shows conflict between people, increasing
dramatic tension.
Cross-cut
A cut from one line of action to another, e.g. The camera follows a man
getting on a bus. The cross-cut shows a truck pulling up outside a house.
Parallel development/parallel editing/cross-cutting
An intercut sequence of shots in which the camera shifts back and forth
between one scene and another. Two distinct but related events seem to be
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 8 of 13
happening at approximately the same time. A chase is a good example. Each
scene serves as a cutaway for the other. Adds tension and excitement to
dramatic action.
Cutaway/cutaway shot (CA)
A bridging, intercut shot between two shots of the same subject. It represents
a secondary activity occurring at the same time as the main action e.g.
showing what the person is looking at or who he/she is talking or listening to.
Fade, dissolve, wipe are ways of indicating a change of scene through
editing.
Cutting rate
Frequent cuts may be used as deliberate interruptions to shock, surprise or
emphasize.
Cutting rhythm
A cutting rhythm may be progressively shortened to increase tension. A rapid
cutting rhythm will increase excitement in a climactic scene whereas a slower
cutting rate will allow viewers to notice details, and experience more profound
emotions such as joy or sadness.
Mise en scene (Contrast this technique with montage)
A 'realistic'technique whereby meaning is conveyed through the relationship
of things visible within a single shot (rather than, as with montage, the
relationship between shots). An attempt is made to preserve space and time
as much as possible; editing or fragmenting of scenes is minimised.
Composition of each individual frame is therefore extremely important.
The way people stand and move in relation to each other is important. Long
shots and long takes are characteristic. It relies particularly on lighting, props,
costumes, movement and body language.
Montage/montage editing
In its broadest meaning, the process of cutting up film and editing it into the
screened sequence. However, it may also be used to mean intellectual
montage - the juxtaposition of short shots to represent action or ideas - or
(especially in Hollywood), simply cutting between shots to condense a series
of events.
Montage editing, unlike invisible editing, uses obvious techniques that may
include: use of close-ups, relatively frequent cuts, dissolves, superimposition,
fades and jump cuts. Such editing should suggest a particular meaning.
Diegesis /diagetic
This refers to whether techniques are to be read as belonging in the scene or
whether it is imposed to create mood. e.g. You see the image of waves and
hear the diagetic sound of crashing waves on the sand. You may also hear
the non-diagetic sound of violins playing a romantic tune.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 9 of 13
Non-diagetic sound or music is used to create moods and effects in the
viewer.
Use of colour / lighting
Bright colour and daytime scenes convey a happy, optimistic mood. The term
'high key lighting' describes well-lit film sequences. If a director wants to
create an air of mystery, or develop a romantic atmosphere, he/she will often
film a scene at night in reduced lighting, with lots of blues, blacks and greys
evident. Side and back lighting from a single light source creates many
shadows and is described as 'low key lighting'.
In some films this use of colour and light can be used to contrast different
characters or settings.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 10 of 13
Worksheet 5
Whale Rider reviews
The Zreview.co.uk
http://www.thezreview.co.uk/reviews/w/whalerider.htm
IMDb reviews
http://www.imdb.com/title/tt0298228/
Rotten Tomatoes
http://www.rottentomatoes.com/m/whale_rider/
Amazon.com reviews
http://www.amazon.com/exec/obidos/tg/detail/-/B0000CABBW/102-15846198811343?v=glance
The Sydney Morning Herald, 10 May 2003
Available in ‘Read the press section’: http://www.whaleriderthemovie.com/
Scan review (NSW Department of Education and Training)
Whale rider [videorecording]
South Pacific Pictures, 2002
ISBN none
Set in a remote Maori community on New Zealand’s scenic East Cape, this is
a film about culture, love, and traditional values clashing with modern lives.
The community is in transition, and this is played out through the lives of one
family, with a young girl, Paikea, in the middle of the conflict. Her grandfather,
Koro, is a deeply troubled character who will be problematic for film students.
Paikea’s speech about Koro is a brilliant piece of acting. The DVD extra,
Behind the scenes, will certainly help students empathise with characters
and concepts. In particular, interviews give strong insight into casting, themes,
and the actors’ perceptions of their characters. Deleted scenes, with
narration, is an excellent tool for film students to see the process of film
making. The DVD is accompanied by an Australian short film, Cracker bag. C.
Thomas
USER LEVEL:
Stage 4 Stage 5 Stage 6
KLA: English
SYLLABUS: English 7–10; English Stage 6
$35.00
SCIS 1210613
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 11 of 13
Worksheet 6
Port Macquarie High School
Stage 5 English: Stepping Stones unit
Assessment task
Text: Whale Rider
In this task students complete the following:
Develop a concept for a new film focussing on a significant "stepping
stone" in life.
1. Write a brief synopsis for your concept describing the plot, characters,
setting, etc.
2. Compose a press release, including visuals, promoting the release of
your film.
3. Script a scene to include dialogue and director's comments (filmic
elements).
Focus Stage 5 Outcomes
A student
4
selects and uses language forms and features, and structures of texts
according to different purposes, audiences and contexts, and describes
and explains their effects on meaning
6
experiments with different ways of imaginatively and interpretively
transforming experience, information and ideas into texts
9
demonstrates understanding of the ways texts reflect personal and
public worlds
Assessment criteria:
You will be marked on your ability to:
 create a unique concept which involves a "stepping stone".
 use the elements of visual design and persuasive language
 compose a creative script which uses appropriate conventions and
filmic elements (mise-en-scene)
 use a fluent and appropriate language style.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
Page 12 of 13
Stage 5 English Assessment task
Whale Rider marking guidelines
Criteria
 has been able to develop a sophisticated and unique
concept to convey the idea of a "stepping stone"
 demonstrates a highly developed understanding of the
features both in language and visual representation, that
comprise an effective press release
 composes a fluent and creative script that uses all the
required filmic elements in a highly effective and
appropriate manner.












Marks
has been able to develop an interesting and original
concept to convey the idea of a "stepping stone"
demonstrates a developed understanding of the
features, both in language and visual representation,
that comprise an appropriate press release
composes a fluent and interesting script that uses many
of the required filmic elements in an effective and
appropriate manner.
has been able to develop an interesting concept to
convey the idea of a "stepping stone"
demonstrates an understanding of the features, both in
language and visual representation, that comprise a
press release
composes an interesting script that uses a number of
then required filmic elements in an effective manner.
Has been able to develop a concept to convey the idea
of a "stepping stone"
Demonstrates an understanding of some of the features,
both in language and visual representation, that
comprise a press release
Composes a script that uses a number of the required
filmic elements in an appropriate manner.
has been able to develop a limited concept to convey the
idea of a "stepping stone"
demonstrates a basic understanding of the features, in
either language or visual representation, that comprise a
press release
composes a script that uses some filmic elements.
English Stages 4-5
March 2005
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/english/index
15-13
12-10
9-7
6-4
3-1
Page 13 of 13