YEAR 11 STANDARD ENGLISH 2014
27/01/14
Student
name:
Class:
Topic
title:
Year 11 Standard English
Area of Study – The Journey
Year /
term:
Term 1 2014
File
location:
Preliminary Area of Study
The Journey
Prescribed Text, Looking for Alibrandi by Melina Marchetta
Related Texts
Section 1
Contents
Section 2
Important Syllabus Information
Section 3
Assessment details for the Preliminary Standard English Course
Section 4
Glossary
Section 5
HSC Prescribed Texts – These texts CANNOT be studied in the
Preliminary Course.
Section 6
Vocabulary
Section 7
Learning Log
Section 8
Lesson Two – Journey Powerpoint
Section 9
Lesson Three – Explore the Concept of the Journey
Section 10
Lesson Four - Introduction to ‘Looking for Alibrandi’
Section 11
Looking for Alibrandi – Summary Text Questions
Section 12
Lesson Five - Seven
Section 13
Lesson Eight and Nine – Cartoon STW Routine
Section 14
Lesson Ten & Eleven – The Arrival – Shaun Tan
Section 15
Lesson Thirteen & Fourteen – Related Texts
* Add more sections to the table above by pressing on “tab” when using
the last cell of the table.
2 Important Syllabus Information
27/01/14
9.1
Structure
The Preliminary English (Standard) course consists of 120 indicative hours of study.
The HSC English (Standard) course consists of 120 indicative hours of study.
Study in the Preliminary course
requires completion of:
Study in the HSC course
requires completion of:
Preliminary common content
45
indicative
hours
HSC common content
45
indicative
hours
Electives
75
One elective chosen from
75
indicative
hours
EACH of the three English
(Standard) course modules
indicative
hours
9.2
Rationale
The Preliminary and HSC English (Standard) courses are designed for students to become
proficient in English to enhance their personal, social and vocational lives. These courses
provide students with the opportunity to become confident and effective communicators
and to enjoy the breadth and variety of English texts. They offer a rich language experience
that is reflected in the modes of reading, writing, speaking, listening, viewing and
representing.
Students explore language forms, features and structures of texts in a range of personal,
social, historical, cultural and workplace contexts. They respond to and compose texts to
extend experience, access information and assess its reliability, and synthesise the
knowledge gained from a range of sources to fulfil a variety of purposes. Responding to and
composing texts provides students with the opportunity to appreciate the imaginative and
the affective and to recognise the ways texts convey, interpret and reflect ways of thinking
about the self and the world.
These courses provide diverse approaches to texts so that students may become flexible
and critical thinkers, capable of appreciating the variety of cultural heritages and differences
that make up Australian society. They also encourage development of skills in independent,
collaborative and reflective learning. Such skills form the basis of sound practices of
investigation and analysis required for adult life, including the world of work as well as postschool training and education. The courses encourage students to reconsider and refine
meaning and reflect on their own processes of responding, composing and learning.
9.3
English (Standard) Objectives
Objectives are general statements, organising the more specific learning goals contained in
the English (Standard) outcomes.
Students will develop knowledge and understanding of:
the contexts, purposes and audiences of texts
the forms and features of language, and the structures of texts.
Students will develop skills in:
responding to and composing a range of texts
effective communication
individual and collaborative learning
investigation, imaginative and critical thinking, and synthesis of ideas
reflection as a way to review, reconsider and refine meaning and learning.
Students will come to value and appreciate:
the role of language in developing positive interaction and cooperation
their developing skills as users of English
the pleasure and diversity of language and literature
the role of language and literature in their lives
the study and use of English as a key to learning
reflection on their own processes of learning
English as a language of communication and culture
appropriateness, subtlety and aesthetics in language use.
9.4
English (Standard) Outcomes
These outcomes are derived from the English (Standard) objectives and the content of
the Preliminary and HSC courses. They specify the intended result of student learning.
Preliminary
HSC
1.
A student demonstrates
understanding of the relationships between
composer, responder, text and context.
1.
A student demonstrates
understanding of how relationships
between composer, responder, text and
context shape meaning.
2.
A student identifies and describes
relationships among texts.
2.
A student demonstrates
understanding of the relationships among
texts.
3.
A student develops language relevant
to the study of English.
3.
A student develops language
relevant to the study of English.
4.
A student identifies and describes
language forms and features and structures
of particular texts that shape meaning and
influence responses.
4.
A student describes and analyses
the ways that language forms and features,
and structures of texts shape meaning and
influence responses.
5.
A student describes the ways
different technologies and media of
5.
A student analyses the effect of
technology and medium on meaning.
production affect the language and structure
of particular texts.
6.
A student engages with a wide range
of texts to develop a considered and
informed personal response.
6.
A student engages with the details
of text in order to respond critically and
personally.
7.
A student selects appropriate
language forms and features, and structures
of texts to explore and express ideas and
values.
7.
A student adapts and synthesises a
range of textual features to explore and
communicate information, ideas and values
for a variety of purposes, audiences and
contexts.
8.
A student articulates and represents
own ideas in critical, interpretive and
imaginative texts.
8.
A student articulates and represents
own ideas in critical, interpretive and
imaginative texts from a range of
perspectives.
9.
A student assesses the
appropriateness of a range of processes and
9.
A student assesses the
appropriateness of a range of processes and
technologies in the investigation and
organisation of information and ideas.
technologies in the investigation and
organisation of information and ideas.
10.
10.
A student analyses and synthesises
A student analyses and synthesises
information and ideas from a range of texts
for a variety of purposes, audiences and
contexts.
information and ideas into sustained and
logical argument for a range of purposes
and audiences.
11.
A student draws upon the
imagination to transform experience into
text.
11.
A student draws upon the
imagination to transform experience and
ideas into text, demonstrating control of
language.
12.
A student reflects on own processes
of responding and composing.
12.
A student reflects on own processes
of responding and composing.
13.
13. A student reflects on own processes of
A student reflects on own processes
of learning.
learning.
9.5
Preliminary English (Standard) Course Requirements
In the Preliminary English (Standard) course, students explore and experiment with the
ways events, experiences, ideas, and processes are represented in and through texts.
Course Requirements
The Preliminary English (Standard) course is designed by teachers. In designing the course
they need to address the objectives of Stage 6 English (Standard) and the need to assist
their students to achieve the course outcomes.
In the Preliminary English (Standard) course, students are required to:
study Australian and other texts
explore a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film,
media and/or multimedia texts
undertake wide reading programs involving texts and textual forms composed in and for a
wide variety of contexts
integrate the modes of reading, writing, listening, speaking, and viewing and representing as
appropriate
engage in the integrated study of language and text.
The course has two sections and the requirements listed above apply to both sections.
Section 1
Content common to the Standard and
Advanced courses is undertaken through a
unit of work called an Area of Study.
Students explore texts and develop skills in
synthesis.
Section 2
Electives
Students explore and examine texts and
analyse aspects of meaning.
The common content comprises 40% of the
course content.
Students undertake at least one Area of
Study.
The electives comprise 60% of the course
content.
Preliminary electives are not to duplicate
the prescribed HSC modules, electives or
texts.
Students also have opportunities to:
enhance their understanding of Australian and other cultures
study units of work that will meet industry competency standards relating to
communication. (See section 14 of this syllabus.)
9.6
Preliminary English (Standard) Course Content
Area of Study
An Area of Study is the exploration of a concept that affects our perceptions of ourselves
and our world.
Students explore, analyse, question and articulate the ways in which perceptions of this
concept are shaped in and through a variety of texts.
Areas of Study are developed by teachers and require students to explore a concept
through:





close study of one text
responding to and composing a wide range of related texts
making connections among texts and the Area of Study
synthesising aspects of a variety of texts
presenting coherently integrated interpretations of the concept.
The number and content of Areas of Study are not prescribed in the Preliminary English
(Standard) course. Teachers design Areas of Study that will, in length, content and focus,
provide an appropriate language learning environment for students.
Electives
The electives require students to explore the ways particular texts, forms, media, contexts
or aspects of language shape meaning.
The electives are developed by teachers to allow for:

their students’ needs, interests and abilities



choice of approach
choice of texts for study
student–teacher negotiation of content.
Assessment
Judy Anastopoulos
Page 9
Assessment and Reporting in English (Standard) Stage 6 (pg 6)
Assessment components and weightings
Preliminary courseAssessment and Reporting in English (Advanced) Stage 6
Assessment components and weightings
Preliminary course
The suggested components and weightings for the Preliminary course are set out below.
Component
Weighting
Common Content
40
Electives
60
100
Modes to be assessed across the components
Weighting
Listening
15
Speaking
15
Reading
25
Writing
30
Viewing/Representing
15
100
HSC course
Please
add other
information
about
tasks
you
are
The mandatory
components
and weightings
forassessment
the HSC course are
set outhere
below.as
The
internal
assessment
given
them.mark submitted to the Board of Studies is to be based on the HSC course only.
Component
Weighting
Area of Study
40
Module A
20
Module B
20
Module C
20
100
Modes to be assessed across the components
Weighting
Listening
15
Speaking
15
Reading
25
Writing
30
Viewing/Representing
15
100
No more than 30% weighting may be alloc ated to tests and examinations.
Five to six tasks are considered sufficient to assess the components of the course .
6
3/3
4 Glossary
3/3/2016 2:41:00 AM
This is taken from the English Syllabus (2010) pgs 97-100
16
Glossary
This glossary includes words and expressions that are used with particular
reference in the syllabus. Key terms are also discussed in Section 5.
aesthetic Having an appreciation of beauty.
affective Relating to a thoughtful consideration and evaluation of
emotions and values associated with an idea or set of ideas.
appropriated text
A text which has been taken from one context and
translated into another. The process of translation allows new insights
into the original text and emphasises contextual differences between the
two.
assess
To establish the value of a particular idea or text.
collaborative
An interactive approach to teamwork that enables
students to
learning combine their individual skills and resources to generate
creative solutions to mutually defined problems.
composing
The activity that occurs when students produce written,
spoken, or visual texts. Composing typically:
 involves the shaping and arrangement of textual elements to
explore and express ideas and values


involves the processes of imagining, drafting, appraising,
reflecting and refining
depends on knowledge and understanding and use of texts, their
language forms, features and structures.
concept
A concept is an abstract idea derived or inferred from specific
instances or occurrences. In the context of an Area of Study, ‘concept’
typically operates in and through language and text which enables ideas
and experiences to be organised and at the same time shapes meaning
and inferences.
context
The range of personal, social, historical, cultural and
workplace conditions in which a text is responded to and composed.
conventions
Accepted practices or features which help define textual
forms and meaning.
creative thinking
The ability to think laterally and imaginatively
looking at all sides of an issue and devising interesting and imaginative
solutions.
critical thinking The ability to think using hypothesis and deduction as a
way to question, interpret and draw conclusions.
culture
The social practices of a particular people or group, including
shared beliefs, values, knowledge, customs and lifestyle.
elective
A unit of work, a text or group of texts, designed to deliver
aspects of course content chosen by teachers and students from a list
prescribed by the Board of Studies in accordance with syllabus
requirements.
electronic media
Media technology, such as television, the internet,
radio, teletext and email, that communicates with large numbers of
people.
evaluate To estimate the worth of a text in a range of contexts and to
justify that estimation and its process.
explore
To examine closely and experiment with texts.
flexible thinking
The ability to change or adapt information and
ideas to present a different perspective or create something new.
genre
A category of text that can be recognised by specific aspects
of its subject matter, form and language.
imaginative
The ability to think divergently, to generate original
ideas by
thinking drawing on emotional and cognitive experiences.
interpretation
understanding.
Explanation of meaning within the context of one’s own
language forms and features The symbolic patterns and conventions
that shape meaning in texts. These vary according to the particular mode
or medium of production of each text.
language modes Listening, speaking, reading, writing, viewing and
representing. These modes are often integrated and interdependent
activities used in responding to and composing texts. It is important to
realise that: any combination of the modes may be involved in responding
to or composing print, sound, visual or multimedia texts; and
the refinement of the skills of any one of the modes develops skills in the
others. Students need to build on their skills in all language modes.
literacy
A synthesis of language, thinking and contextual practices
through which meaning is shaped. ‘Effective literacy is intrinsically
purposeful, flexible and dynamic’ (Dawkins, J, Australia’s Language: The
Australian Literacy and Language Policy, AGPS, 1991) and involves
interactions in a range of modes and through a variety of media.
meaning The dynamic relationship between text and responder
involving information (explicit and implicit), the affective and the
contextual.
meaning in and through texts This expression implies that meaning
variously resides in texts and is a dynamic process through which
responders engage with texts, and involves the incorporation of
understanding gained through texts into a wider context.
medium The physical form in which the text exists or through which
the text is conveyed.
module
A component of a course in the syllabus. The modules in the
HSC courses contain prescribed electives and texts.
paradigm Organising principles and underlying beliefs that form the
basis of a set of shared concepts.
perspective
A way of regarding situations, facts and texts and
evaluating their relative significance.
popular culture Cultural experiences widely enjoyed by members of
various groups within the community.
recreating texts Transforming texts to explore how changes in particular
elements of a text affect meaning.
reflection The thought process by which students develop an
understanding and appreciation of their own learning. This process draws
on both cognitive and affective experience.
register
The use of language in a text appropriate for its purpose,
audience and context. A register suited to one kind of text may be
inappropriate in another.
representation The ways ideas are portrayed through texts.
representing
The language mode that involves composing images by
means of visual or other texts. These images and their meaning are
composed using codes and conventions. The term can include such
activities as graphically presenting the structure of a novel, making a film,
composing a web page, or enacting a dramatic text.
responding
The activity that occurs when students read, listen to or
view texts. It encompasses the personal and intellectual connections a
student makes with texts. It also recognises that students and the texts
to which they respond exist in social and cultural contexts. ‘Responding’
typically involves:
•
reading, listening and viewing that depend on, but go beyond, the
decoding of texts
•
identifying, comprehending, selecting, articulating, imagining,
critically analysing and evaluating.
structures of texts
The relationships of the different parts of a text to
each other and to the text as a complex whole.
synthesis The collecting and connecting of many specific elements or
ideas from various sources to form something new.
systems of valuation Principles and processes which combine to allow
people to ascribe value to texts.
technology
The knowledge, tools and processes used to create the
medium in which the text exists or through which the text is conveyed.
texts
Communications of meaning produced in any medium that
incorporates language, including sound, print, film, electronic and
multimedia representations. Texts include written, spoken, nonverbal or
visual communication of meaning. They may be extended unified works or
series of related pieces.
textual integrity
The unity of a text; its coherent use of form and
language to produce an integrated whole in terms of meaning and value.
value (verb)
To estimate or assign worth to a text; to consider
something to have worth.
value (noun)
A quality desirable as a means or an end in itself.
5 Prescribed texts for the HSC Course
3/3/2016 2:41:00 AM
You may not choose any of these texts for your related texts in the
Preliminary Course.
Alphabetical List of Prescribed Texts for HSC 2009–2012
Author
Title
Publisher
Course Details
Type of
Text
Albee,
Edward
Who’s Afraid
of Virginia
Vintage/Rand
om House,
Advanced Module A
Comparative Study
Drama
Woolf?
ISBN
97800992856
94
of Texts and
Context
Elective 2: Texts in
Time
Austen,
Jane
Northanger
Abbey
Penguin Red
Classics
ISBN
97801410281
32
Extension Module B
Texts and Ways of
Thinking
Elective 2:
Romanticism
Prose
Fiction
Austen,
Jane
Pride and
Prejudice
Penguin Red
Classics
ISBN
97801410281
01
Advanced Module A
Comparative Study
of Texts and
Context
Elective 1:
Exploring
Connections
Prose
Fiction
Auster,
Paul
The Invention
of Solitude
Faber/Allen &
Unwin, ISBN
97805712272
Extension Module A
Genre
Elective 1: Life
Nonfiction
73
Writing
Baillie,
Alan
The China
Coin
Puffin, ISBN
97801403475
31
ESL Area of Study:
Belonging
Prose
Fiction
Baker,
Mark
Raphael
The Fiftieth
Gate
HarperCollins
ISBN
97807322580
47
Advanced Module C
Representation and
Text
Elective 2:History
and Memory
Nonfiction
Author
Title
Publisher
Course Details
Type of
Text
Beckett,
Samuel
Waiting for
Godot
Faber/Allen &
Unwin
ISBN
97805712291
16
Extension Module B
Texts and Ways of
Thinking
Elective 1: After the
Bomb
Drama
Bird,
Carmel
The Stolen
Children –
Random
House
ESL Module A
Experience Through
Nonfiction
(ed)/Huma Their Stories
n Rights
Commissio
n
ISBN
97800918368
94
Language Elective
1: Australian Voices
Blake,
William
Selected
Poems
Penguin
Classics
ISBN
97801404244
61
Standard Module C
Texts and Society
Elective 2: Into the
World
Poetry
Blixen,
Karen
Out of Africa
Penguin
ISBN
97801411833
36
Extension Module A
Genre
Elective 1: Life
Writing
Nonfiction
Board of
Studies
Speeches
Website:
www.boardofs
tudies.nsw.ed
u.au
Standard Module A
Experience Through
Language Elective
1: Distinctive Voices
And
Nonfiction
Advanced Module B
Critical Study of
Texts
Board of
Studies
Workplace
and
Community
Texts
Website:
www.boardofs
tudies.nsw.ed
u.au
Standard Module C
Texts and Society
Elective 1: The
Global Village
And
Elective 2: Into the
World
Nonfiction
Author
Title
Publisher
Course Details
Type of
Text
And
ESL Module B
Texts and Society
Elective 1: Living
and Working in the
Community
Board of
Academic
Website:
ESL Module B
Nonfiction
Studies
English
www.boardofs
tudies.nsw.ed
u.au
Texts and Society
Elective 2:
Academic English
Bronte,
Charlotte
Jane Eyre
Penguin
Classics ISBN
97801414411
46
Advanced Module B
Critical Study of
Texts
Prose
Fiction
Bronte,
Emily
Wuthering
Heights
Penguin Red
Classics
Extension Module B
Texts and Ways of
Prose
Fiction
ISBN
97801410235
40
Thinking
Elective 2:
Romanticism
Browning,
Elizabeth
Barrett
Aurora Leigh
and Other
Poems
Penguin
Classics ISBN
97801404341
25
Advanced Module A
Comparative Study
of Texts and
Context
Elective 2: Texts in
Time
Poetry
Burke, J C
The Story of
Tom Brennan
Random
House
ISBN
97817416609
20
Standard Module C
Texts and Society
Elective 2: Into the
World
And
ESL Module A
Experience Through
Language Elective
1: Australian Voices
Prose
Fiction
Burns,
On a Clear
ETT Imprints,
Standard Module A
Poetry
Author
Title
Publisher
Course Details
Joanne
Day
ISBN
97807022237
54
Experience Through
Language
Elective 1:
Distinctive Voices
And
ESL Module A
Experience Through
Type of
Text
Language Elective
1: Australian Voices
Byatt, A S
Possession
Vintage/Rand
om House,
ISBN
97800998004
08
Extension Module B
Texts and Ways of
Thinking
Elective 2:
Romanticism
Prose
Fiction
Calvino,
Italo
If on a
winter’s night
Vintage/Rand
om House,
Extension Module C
Language and
Prose
Fiction
a traveller
ISBN
97800994308
96
Values
Elective 1: Textual
Dynamics
Carey,
Peter
True History
of the Kelly
Gang
Vintage/Rand
om House,
ISBN
97817416603
40 or ISBN
97817416676
39
Advanced Module C
Representation and
Text
Elective 2:History
and Memory
Prose
Fiction
Cleven,
Vivienne
et al (eds)
Contemporary
Indigenous
Plays
(Harrison,
Jane,
‘Rainbow’s
End)
Currency
Press,
ISBN
97808681979
51
Area of Study:
Belonging
And
ESL Area of Study:
Belonging
Drama
Coleridge,
Samuel
Samuel Taylor
Coleridge:
Penguin
Classics
Extension Module B
Texts and Ways of
Poetry
Author
Title
Publisher
Course Details
Taylor
The Complete
Poems
ISBN
97801404235
32
Thinking
Elective 2:
Romanticism
Coppola,
Sofia
Lost in
Translation
Universal
Studios
Extension Module B
Texts and Ways of
Thinking
Elective 3:
Type of
Text
Film
Navigating the
Global
Cox, Deb
Seachange
Series 2
ABC
Standard Module A
Experience Through
Language
Elective 2:
Distinctively Visual
And
ESL Module A
Media
Experience Through
Language
Elective 2:
Australian Visions
Daldry,
Stephen
Billy Elliot
Universal
Studios
Standard Module C
Texts and Society
Elective 2: Into the
World
And
ESL Area of Study:
Film
Belonging
Day,
Marele
The Life and
Crimes of
Harry
Lavender
Allen & Unwin,
ISBN
97818644877
25
Standard Module A
Experience Through
Language
Elective 1:
Distinctive Voices
Prose
Fiction
De Heer,
Rolf
Ten Canoes
AV
Channel/Mad
man
Area of Study:
Belonging
Film
Author
Title
Publisher
Course Details
Type of
Text
Dessaix,
Robert
Night Letters
Picador
ISBN
97803303599
17
Extension Module C
Language and
Values
Elective 1: Textual
Dynamics
Prose
Fiction
Dickens,
Charles
Great
Expectations
Penguin Red
Classics
Area of Study:
Belonging
Prose
Fiction
ISBN
97801410235
33
Dickinson,
Emily
Selected
Poems of
Emily
Dickinson (ed
James
Reeves)
Heinemann
Education,
ISBN
97804351502
35
Area of Study:
Belonging
And
ESL Area of Study:
Belonging
Poetry
Dobson,
Rosemary
Selected
Poems
Website:
www.boardofs
tudies.nsw.ed
u.au
Advanced Module A
Comparative Study
of Texts and
Context
Elective 1:
Exploring
Connections
Poetry
Donne,
John
Selected
Poetry
Penguin
Poetry
Advanced Module A
Comparative Study
Poetry
Library, ISBN
97801405851
86
of Texts and
Context
Elective 1:
Exploring
Connections
Nick
Hern/Currenc
y
Press ISBN
97818545945
Advanced Module A
Comparative Study
of Texts and
Context
Elective 1:
Edson,
Margaret
W;t
Drama
Author
Title
Publisher
Course Details
87
Exploring
Connections
Type of
Text
Enright,
Nick
A Man with
Five Children
Currency
Press
ISBN
97808681969
16
Standard Module C
Texts and Society
Elective 1: The
Global Village
Drama
Fitzgerald,
F Scott
The Great
Gatsby
Penguin Red
Classics ISBN
97801410234
34
Advanced Module A
Comparative Study
of Texts and
Context
Elective 2: Texts in
Time
Prose
Fiction
Fowles,
John
The French
Lieutenant’s
Woman
Vintage/Rand
om House,
ISBN
Extension Module C
Language and
Values
Prose
Fiction
97800994783
31
Elective 1: Textual
Dynamics
Frears,
Stephen
The Queen
Icon
Advanced Module C: Film
Representation and
Text Elective 2:
History and Memory
Gaita,
Raimond
Romulus, My
Father
Text
Publishing
ISBN
Area of Study:
Belonging
Nonfiction
Extension Module A
Genre
Elective 3: Science
Fiction
Prose
Fiction
97818764851
77 or
97819211457
59
Gibson,
William
Neuromancer
Voyager/
HarperCollins,
ISBN
97800064804
19
Author
Title
Publisher
Course Details
Type of
Text
Goldswort
hy, Peter
Maestro
HarperCollins
ISBN
97807322814
89
Standard Module A
Experience Through
Language
Elective 2:
Distinctively Visual
And
ESL Module A
Prose
Fiction
Experience Through
Language
Elective 2:
Australian Visions
Guterson,
David
Snow Falling
on Cedars
Bloomsbury/
Allen & Unwin,
ISBN
97807475900
40 or
97807475226
Advanced Module C
Representation and
Text
Elective 1:
Conflicting
Perspectives
Prose
Fiction
69
Haddon,
Mark
The Curious
Incident of
the Dog in the
Night-time
Red
Fox/Random
House, ISBN
97800994567
66
Standard Module B
Close Study of Text
Prose
Fiction
Harwood,
Gwen
Selected
Poems
Penguin, ISBN
97801410066
80
Advanced Module B
Critical Study of
Texts
Poetry
Heaney,
Seamus
Opened
Ground:
Poems 1966–
1996
Faber/Allen &
Unwin, ISBN
97805711949
33
Extension Module B
Texts and Ways of
Thinking
Elective 3:
Navigating the
Global
Poetry
Heller,
Joseph
Catch-22
Vintage/Rand
om House,
ISBN
Extension Module B
Texts and Ways of
Thinking
Prose
Fiction
Author
Title
Publisher
Course Details
97800994704
65
Elective 1: After the
Bomb
Type of
Text
Herbert,
Frank
Dune
Hodder/Hache
tte
ISBN
97803408399
35
Extension Module A
Genre
Elective 3 Science
Fiction
Prose
Fiction
Herrick,
Steven
The Simple
Gift
University of
Queensland
Press
ISBN
97807022313
39
Area of Study:
Belonging
Poetry
Hersey,
John
Hiroshima
Penguin, ISBN
97801411843
71
Extension Module B
Texts and Ways of
Thinking
Nonfiction
Elective 1: After the
Bomb
Hitchcock,
Alfred
Rear Window
Universal
Pictures
Extension Module A
Genre
Elective 2: Crime
Writing
Hughes,
Ted
Birthday
Letters
Faber/Allen &
Unwin, ISBN
97805711947
Advanced Module C: Poetry
Representation and
Text. Elective 1:
35
Conflicting
Perspectives
Vintage/Rand
om House
ISBN
97800994581
66 or
97800995184
71
Extension Module A
Genre
Elective 3: Science
Fiction
Huxley,
Aldous
Brave New
World
Film
Prose
Fiction
Author
Title
Publisher
Course Details
Type of
Text
Ibsen,
Henrik
A Doll’s House
Cambridge
University
Press, ISBN
97805214834
21
Advanced Module B
Critical Study of
Texts
Drama
James, P
D
The Skull
Beneath the
Faber/Allen &
Unwin, ISBN
Extension Module A
Genre
Prose
Fiction
Skin
97805712285
39
Elective 2: Crime
Writing
Jhabvala,
Ruth
Prawer
Heat and Dust
John Murray/
Hachette,
ISBN
97807195617
71
Area of Study:
Belonging
And
ESL Area of Study:
Belonging
Prose
Fiction
Jones, Gail
Sixty Lights
Vintage/Rand
om House,
Advanced Module B
Critical Study of
Prose
Fiction
ISBN
97800994720
32
Texts
Kapur,
Shekhar
Elizabeth
Universal
Pictures
Extension Module C
Language and
Values
Elective 2:
Language and
Gender
Film
Keats,
John
Complete
Poems
Penguin
Classics
ISBN
97801404221
08
Extension Module B
Texts and Ways of
Thinking
Elective 2:
Romanticism
Poetry
Kingston,
Maxine
Hong
The Woman
Warrior:
Memoirs of a
Girlhood
Picador, ISBN
97803302640
06
Advanced Module C
Representation and
Text
Elective 2:History
Prose
Fiction
Among Ghosts
and Memory
Author
Title
Publisher
Course Details
Type of
Text
Koch,
Christophe
r
The Year of
Living
Dangerously
Vintage/Rand
om House,
ISBN
97818633061
33
Standard Module C
Texts and Society
Elective 1: The
Global Village
Prose
Fiction
Komninos
komninos by
the kupful
University of
Queensland
ESL Module A
Experience Through
Poetry
Press
ISBN
97807022263
04
Language
Elective 1:
Australian Voices
Pan Macmillan
ISBN
97803303516
90 or
97803304536
Standard Module B
Close Study of Text
Nonfiction
Krakauer,
Jon
Into the Wild
77
Kubrick,
Stanley
2001: A
Space
Odyssey
Warner Bros
Extension Module A
Genre
Elective 3: Science
Fiction
Film
Lahiri,
Jhumpa
The
Namesake
HarperCollins,
ISBN
97800065518
05 or
Area of Study:
Belonging
Prose
Fiction
97800072458
95
Lawson,
Henry
The Penguin
Henry Lawson
Short Stories
Penguin
ISBN
97801400921
58
Standard Module A
Experience Through
Language
Elective 2:
Distinctively Visual
Prose
Fiction
(short
stories)
Le Carre,
John
The Spy Who
Came In From
Sceptre/Hach
ette
Extension Module B
Texts and Ways of
Prose
Fiction
the Cold
ISBN
Thinking
Author
Title
Publisher
Course Details
97803409375
70
Elective 1: After the
Bomb
Type of
Text
Levertov,
Denise
Selected
Poems
Website:
www.boardofs
tudies.nsw.ed
u.au
Advanced Module C
Representation and
Text
Elective 2:History
and Memory
Poetry
Levinson,
Barry
Wag the Dog
Roadshow
Advanced Module C
Representation and
Text
Elective 1:
Conflicting
Perspectives
Film
Lowell,
Robert
Life Studies
Faber/Allen &
Unwin
ISBN
Extension Module A
Genre
Elective 1: Life
Poetry
97805712077
49
Writing
Fox
Area of Study:
Belonging
And
ESL Module A
Experience Through
Language
Elective 2:
Luhrmann,
Baz
Strictly
Ballroom
Film
Australian Visions
MacLeod,
Alistair
Island
Vintage/Rand
om House,
ISBN
97800994223
27
Extension Module B
Texts and Ways of
Thinking
Elective 3:
Navigating the
Global
Prose
Fiction
(Short
Stories)
Malouf,
David
Fly Away
Peter
Random
House
Standard Module B
Close Study of Text
Prose
Fiction
ISBN
Author
Title
Publisher
Course Details
Type of
Text
97800992738
20
Miller,
Arthur
The Crucible:
A Play in Four
Acts
Penguin
Modern
Classics, ISBN
97801411825
51
Area of Study:
Belonging
Drama
Misto,
John
The ShoeHorn Sonata
Currency
Press
ISBN
97808681948
13
Standard Module A
Experience Through
Language
Elective 2:
Distinctively Visual
And
ESL Module A
Experience Through
Language
Drama
Elective 2:
Australian Visions
Modjeska,
Drusilla
The Orchard
Picador, ISBN
97803303565
58
Extension Module A
Genre
Elective 1: Life
Writing
Nonfiction
Multicultur
al
Programs
Making
Multicultural
Australia
Website:
http://www.m
ulticulturalaus
ESL Area of Study:
Belonging
Multimedi
a
Unit, NSW
DET
tralia.edu.au
Nowra,
Louis
Così
Currency
Press
ISBN
97808681940
35
Standard Module B
Close Study of Text
Drama
Noyce,
Phillip
Rabbit-Proof
Fence
Magna Pacific
ESL Area of Study:
Belonging
Film
Author
Title
Publisher
Ondaatje,
Michael
In the Skin of
a Lion
Picador/Macmi Advanced Module B
llan
Critical Study of
ISBN
Texts
97803303018
31
Prose
Fiction
Ondaatje,
Michael
Anil’s Ghost
Picador, ISBN
97803304807
Extension Module A
Genre
Prose
Fiction
72 or
Vintage/Rand
om House
USA, 2010
ISBN
97803757243
74
Elective 2: Crime
Writing
George
Orwell:
Penguin, ISBN
97801411830
Advanced Module B
Critical Study of
Essays
60
Texts
Owen,
Wilfred
War Poems
and Others
Random
House
ISBN
97809008824
63
Standard Module B
Close Study of Text
Poetry
Pacino, Al
Looking for
Richard
Fox
Advanced Module A
Comparative Study
of Texts and
Film
Orwell,
George
Course Details
Type of
Text
Nonfiction
Context
Elective 1:
Exploring
Connections
Paterson,
AB
Penguin Banjo
Paterson
Collected
Verse
Penguin, ISBN
97801401462
19
Standard Module A
Experience Through
Language
Elective 1:
Distinctive Voices
Poetry
Plath,
Ariel
Faber/Allen &
Extension Module B
Poetry
Author
Title
Sylvia
Potter,
Sally
Orlando
Publisher
Course Details
Unwin
ISBN
97805710862
69
Texts and Ways of
Thinking
Elective 1: After the
Bomb
Shock
Records
Extension Module C
Language and
Values
Type of
Text
Film
Elective 1:
Textual Dynamics
Proulx,
Annie
The Shipping
News
Fourth Estate/
HarperCollins
ISBN
97818570224
21
Extension Module B
Texts and Ways of
Thinking
Elective 3:
Navigating the
Global
Prose
Fiction
Pung,
Unpolished
Black Inc,
Standard Module C
Nonfiction
Alice
Gem
ISBN
97818639515
86
Texts and Society
Elective 2: Into the
World
And
ESL Area of Study:
Belonging
Vintage/Rand
om House,
ISBN
Advanced Module C
Representation and
Text
97800995819
18
Elective 1:
Conflicting
Perspectives
Longman/Pear
son
Education,
ISBN
97805820601
35
Standard Module C
Texts and Society
Elective 2: Into the
World
And
ESL Area of Study:
Belonging
Robertson, The Justice
Geoffrey
Game
Russell,
Willy
Educating Rita
Nonfiction
Drama
Author
Title
Publisher
Course Details
Type of
Text
Scott,
Ridley
Blade Runner
– Director’s
Cut or
Final Cut
Warner Bros
Advanced Module A
Comparative Study
of Texts and
Context
Elective 2: Texts in
Time
Film
Shakespea
As You Like It
New
Area of Study:
Shakespe
Cambridge
Shakespeare,
ISBN
97805212941
26; or
Cambridge
School
Shakespeare,
ISBN
97805216663
Belonging
are
Advanced Module B
Critical Study of
Texts
Shakespe
are
New
Cambridge
Advanced Module C
Representation and
Shakespe
are
Shakespeare
ISBN
97805215351
Text
Elective 1:
Conflicting
re, William
67
Shakespea
re, William
Hamlet
New
Cambridge
Shakespeare
ISBN
97805215325
25; or
Cambridge
School
Shakespeare,
ISBN
97805216187
48
Shakespea
re, William
Julius Caesar
Author
Title
Publisher
Course Details
37; or
Cambridge
School
Shakespeare,
ISBN
97805214090
32 or
Perspectives
Type of
Text
97805217067
73
Shakespea
re, William
King Richard
III
New
Cambridge
Shakespeare
ISBN
97805212763
20; or
Cambridge
School
Advanced Module A
Comparative Study
of Texts and
Context
Elective 1:
Exploring
Connections
Shakespe
are
Standard Module B
Close Study of Text
Drama
Extension Module C
Language and
Drama
Shakespeare,
ISBN
97805216187
31
Shakespea
re, William
The Merchant
of Venice
New
Cambridge
Shakespeare,
ISBN
97805215325
18; or
Cambridge
School
Shakespeare,
ISBN
97805216187
55
Shakespea
re, William
Twelfth Night
New
Cambridge
Author
Title
Publisher
Course Details
Shakespeare
ISBN
97805215351
44; or
Cambridge
School
Shakespeare,
Values
Elective 2:
Language and
Gender
Type of
Text
ISBN
97805216187
79
Shaw,
George
Bernard
Pygmalion
Penguin, ISBN
97801414395
01
Standard Module A
Experience Through
Language
Elective 1:
Distinctive Voices
Drama
Shelley,
Frankenstein
Penguin Red
Advanced Module A
Prose
Classics ISBN
97801410244
48
Comparative Study
of Texts and
Context
Elective 2: Texts in
Time
Fiction
Roadshow
Standard Module C
Texts and Society
Elective 1: The
Global Village
And
Film
Mary
Sitch, Rob
The Castle
ESL Module A
Experience Through
Language
Elective 1:
Australian Voices
Skrzynecki
, Peter
Immigrant
Chronicle
University of
Queensland
Press
ISBN
Area of Study:
Belonging
And
ESL Area of Study:
Poetry
Author
Slessor,
Kenneth
Title
Selected
Poems
Publisher
Course Details
Type of
Text
97807022338
76
Belonging
Angus &
Robertson/
HarperCollins,
ISBN
97802071829
Advanced Module B
Critical Study of
Texts
Poetry
83
Smithsoni September
an
11– Bearing
National
Witness
Museum of
American
History
Website:
http://americ
anhistory.si.e
du/september
11/
Advanced Module C
Representation and
Text
Elective 2:History
and Memory
Multimedi
a
Stewart,
Douglas
Website:
www.boardofs
Standard Module A
Experience Through
Poetry
tudies.nsw.ed
u.au
Language
Elective 2:
Distinctively Visual
And
ESL Module A
Experience Through
Language
Elective 2:
Australian Visions
Selected
Poems
Stoppard,
Tom
‘The Real
Inspector
Hound’ in Tom
Stoppard:
Plays 1
Faber/Allen &
Unwin
ISBN
97805711776
53
Extension Module A
Genre
Elective 2: Crime
Writing
Drama
Tan, Amy
The Joy Luck
Club
Vintage/Rand
om House,
ISBN
97807493995
73
Area of Study:
Belonging
Prose
Fiction
Author
Title
Publisher
Course Details
Type of
Text
Theroux,
Paul
The Mosquito
Coast
Penguin, ISBN
97801400608
98
Extension Module B
Texts and Ways of
Thinking
Elective 3:
Navigating the
Global
Prose
Fiction
Thomson,
Diving for
Currency
ESL Module A
Drama
Katherine
Pearls
Press
ISBN
97808681932
36
Experience Through
Language Elective
1: Australian Voices
Tranter,
John
The Floor of
Heaven
University of
Queensland
Press ISBN
97809756980
06
Extension Module C
Language and
Values
Elective 2:
Language and
Poetry
Gender
Tykwer,
Tom
Run Lola Run
Sony Pictures
Standard Module A
Experience Through
Language
Elective 2:
Distinctively Visual
Film
Watson,
Ken (Ed)
At the Round
Earth’s
Imagined
Phoenix
Education
ISBN
Standard Module C
Texts and Society
Elective 2: Into the
Poetry
Corners
97809498989
37
World
Weir,
Peter
Witness
Paramount
Standard Module B
Close Study of Text
Weldon,
Fay
Letters to
Alice on First
Reading Jane
Austen
Sceptre/Hach
ette
ISBN
97803405893
73
Advanced Module A: Nonfiction
Comparative Study
of Texts and
Context
Elective 1:
Exploring
Film
Author
Title
Publisher
Course Details
Type of
Text
Connections
Welles,
Orson
Citizen Kane
Warner Bros
Advanced Module B
Critical Study of
Texts
Film
Whelan,
Peter
The Herbal
Bed
Josef
Weinberger/
Hal Leonard
Advanced Module C
Representation and
Text Elective 1:
Drama
Australia
ISBN
97808567622
39
Conflicting
Perspectives
Vintage/Rand
om House,
ISBN
97800993240
10 or
Advanced Module A
Comparative Study
of Texts and
Context
Elective 1:
97817416675
85
Exploring
Connections
White,
Patrick
The Aunt’s
Story
Prose
Fiction
Wikimedia
Wikipedia–
The Free
Encyclopedia
Website:
www.wikipedi
a.org
Standard Module C
Texts and Society
Elective 1: The
Global Village
Multimedi
a
Winch,
Tara June
Swallow the
Air
University of
Queensland
Press ISBN
Area of Study:
Belonging
and
Prose
Fiction
97807022352
14
ESL Area of Study:
Belonging
Winton,
Tim
Cloudstreet
Penguin, ISBN
97801402739
84
Advanced Module B
Critical Study of
Texts
Prose
Fiction
Woolf,
Virginia
A Room of
One’s Own
Penguin
Classics
ISBN
97801410189
Advanced Module A
Comparative Study
of Texts and
Context
Nonfiction
Author
Woolf,
Virginia
Title
Orlando
Publisher
Course Details
80
Elective 2: Texts in
Time
Penguin
Classics, ISBN
97801406228
12
Extension Module C
Language and
Values
Elective 2:
Language and
Type of
Text
Prose
Fiction
Gender
Wright,
Judith
Collected
Poems 19421985
Angus &
Robertson
ISBN
97802071813
51
Standard Module B
Close Study of Text
Poetry
Yeats,
William
Butler
W B Yeats:
Poems
selected by
Faber/Allen &
Unwin, ISBN :
97805712229
Advanced Module B
Critical Study of
Texts
Poetry
Seamus
Heaney
64
Briar Rose
Tor Books,
ISBN
97807653423
00
Standard Module B
Close Study of Text
Prose
Fiction
Yolen,
Jane
6 Vocabulary
1/27/2014 12:28:00 PM
Use this page to write down vocabulary you have learnt in this unit of
work (don’t forget that there is a glossary in Tab 4).
7 Learning Log
1/27/2014 12:28:00 PM
Use this tab to keep track of your learning. Please regularly print off a
hard-copy of this log to add to your English Folder.
8 Lesson Two - Journey Powerpoint
Complete reflection questions, as directed in class.
1/27/2014 12:28:00 PM
9 Lesson Three – Exploring the Concept of the
Journey
1/27/2014 12:28:00 PM
Record notes from today’s lesson below:
The concept simplified
What is a Journey?
Journeys can be physical or inner ( spiritual)
Journey can provide opportunities for people to extend and challenge
themselves physically
Journeys can provide opportunities for people to extend and challenge
themselves emotionally
Journeys provide opportunities for people to extend and challenge
themselves intellectually
Journeys allow people to gain new insights about themselves
Journeys allow people to gain new insights about their world
Journey provide opportunities for people to respond to challenges
Journey may have obstacles
Journeys have the power to challenge our thinking
Journeys impact on people in a variety of different ways
Inner journeys involve the exploration of self
Aspects of a Journey
They
They
They
They
They
They
They
They
They
may involve past experiences
may allow for self understanding and realization
may bring about past connections and future connections
may bring about challenges
may allow you to experience emotions
may allow you to find strength and understand your weaknesses
may teach you tolerance
might enrich you with new knowledge on other cultures and values
might allow you to develop relationships
They might allow you to share experiences
TASK: THINKING PUZZLE EXPLORE ROUTINE
What is your thinking on this idea of a journey? Write down your thoughts
and share them with a partner
What puzzles you about this topic and discussion? Write down what you
are puzzled by and share with your partner
What do you think you need to explore in order to understand this
concept of a journey?
In a paragraph write down your thoughts on this then share with your
partner
Then share with the class
10 Lesson Four - Introduction to ‘Looking for
Alibrandi’ by Melina Marchetta
1/27/2014 12:28:00 PM
11 Looking for Alibrandi – Summary Text
Questions
1/27/2014 12:28:00 PM
Use these questions to help when revising each of the chapters.
As a part of your revision, you may also want to write a brief
summary of each chapter.
“I’ll run one day. Run for my life. To be
free and think for myself. Not as an
Australian and not as an Italian and not as
an in-between. I’ll run to be emancipated.
If society will let me”
Josephine Alibrandi is seventeen, and in her final year
of school. Dealing with her mum and the ways of her
Nonna are daunting enough as she prepares for her
exams. But Josie is about to discover real life gets in
the way of her carefully-made plans. She suddenly
has to heal with having her father around for the first
time in her life, falling in love and uncovering her
family’s secret background. Despite all the turmoil, this is the year Josie discovers that
emancipation doesn’t mean escaping from your past. Sometimes you need to face up to
who you are in order to set yourself free.
 Ideas to start thinking about the Issues
Respond to each of these in your exercise book
1. What are three things you would never say to your kids when and if you become a
parent? Give reasons.
2. What are the best and worst things about being male? What are the best and worst
things about being female? (have 3 responses for each) Everyone is to answer both
questions.
3. There is a very thin line between love and hate. Write about a time when you crossed
that line.
4. Write about your grandparents. Describe your relationship with them, what you
like/dislike about them, and so on. Do you have an image of what your grandparents
were like as children, adolescents, newlyweds, young parents? If not, try to imagine,
based on photos, conversations, family reunions and get-togethers.
5. What types of cultural pressure have you experienced before? Are there traditions
your parents have that they have tried to pass on to you?
6. What do you think are 5 difficult things about having romantic relationships at your
age?
7. Do you think pressure at home is more significant than the pressure you feel being at
school, having to succeed? Explain.
8. How do you feel about the expectations your parents have of you academically? Do
you think they are reasonable expectations? Do you have the same expectations of
yourself? Explain.

Chapter One (p1-18)
1. Why do you think Josie felt ‘panic’ when she looked at the multiple choice options?
2. Why did Josie get into trouble from Sister Gregory?
3. “On the whole I make plenty of pledges that I don’t keep” (4) What does this
statement teach us about Josie?
4. List 5 facts we learn about Josie on pages 5 and 6
5. “There were no Europeans like me” (8). What does Josie mean?
6. Describe the relationship that Josie has with her mother, Christina, based on what we
learn in the opening chapter.
7. Why did Josie get “scared” on page (13)
8. What shocking news is Josie told by her mother? How do you think you would have
reacted in her situation ?
9. Why do you think Josie and her mother were laughing at the end of the chapter?
Vocabulary
Match the vocabulary words with their meanings below. You are to define
any words which are not defined here using your own dictionary or even
www.dictionary.com
purse, triumph, revolt, reincarnation, guise, illegitimacy, incident,
specimen, terrace, sarcastic, exaggerating, sweltering, pagan, panic,
myth, socialite, serene
- A sudden, overpowering terror, often affecting many people at once.
- To be victorious or successful; win.
- ironic, caustic, satirical, sardonic : These adjectives mean having or marked by a
feeling of bitterness and a biting or cutting quality.
- Oppressively hot and humid; sultry.
- One prominent in fashionable society.
- Outward appearance or aspect; semblance. False appearance; pretense - Unaffected
by disturbance; calm and unruffled. Unclouded; fair
(all definitions in this guide found on www.dictionary.com)

Chapter Two (p18-32)
Put the following events from chapter 2 in the order in which they took place. For each,
also write a page reference.
a) Jacob told the audience “Let’s not vote. Let’s let anyone run this country”
b) Josie said she respects Lee more than any of her friends
c) Josie said that for 2 days she couldn’t help thinking about her father
d) Josie told Jacob she was the vice captain of her school
e) Josie said Poison Ivy was on the news that night
f) Josie said Sera had always had boyfriends ever since she was 14
g) Josie was questioned by Sister Louise about the time she arrived at Martin Place
h) Jacob asked Josie what she was going to speak about
Vocabulary
Define using a dictionary:
purgatory, envy, prestige, reluctance, ampitheatre, explicit, griped, vague, divulge,
cringing, riled, clinical, incredulously

Chapter Three (p33-40)
Fill in the blanks using words from the word list. Write the passage in full in your books,
using a different colour for the words you are adding:
Word list
estranged, respect, freedom, heart, lied, dawdles, Christina, emancipated, arrived, nags,
Michael, thought, nerves, father
Josie ___________ on her way to her Nonna’s because she knows it gets on her
grandmother’s ___________. She was force-fed when she _______________. Her
grandmother ______________ her mother whenever they’re together. Her mother had
been ___________ from her family after Josie had been born. Josie’s grandmother had
___________ to her, telling her that her ______________ had died. Josie’s Nonna says
she has no _____________. She seems to blame this on Josie’s mother,
_________________.
______________ arrived at her Nonna’s door. Josie was shocked. Her __________ was
beating very quickly. He was not what she ________ he would be. Josie said she wanted
_______________ to think for herself, to be _____________________.
Vocabulary
Match the vocab words with their definitions below (any that are not defined below are
to be defined by you using a dictionary. You are to write all words and meanings in your
books):
regulation, affection, requisite, deliberately, vanity, articulate, discomfort, meddling,
chauvinistic, emancipated
- Prejudiced belief in the superiority of one's own gender, group, or kind
- To free from bondage, oppression, or restraint; liberate.
- A principle, rule, or law designed to control or govern conduct. A rule or order
prescribed for management or government
- To intrude into other people's affairs or business; interfere
- Required; essential, necessary

Chapters Four and Five (p41-63)
1. Why is “the love of my life” in speech marks?
2. Why does Josie like John?
3. What differences are there between John and Josie (mention their families in your
response)?
4. Why does John think he was voted school captain?
5. “There was a darkness in his eyes that had nothing to do with colour” (46) – What is
this implying?
6. What evidence is there in chapter 4 to suggest that John can be a sarcastic character?
7. Is Josie jealous of John’s relationship with Ivy? Explain.
8. Compare the first impressions we are given of John Barton and Jacob Coote (chapter
2)
9. Why do you think Jacob asked Josie to dance with him?
10.Why do you think Ivy looked at Josie before making her “same circle of friends”
comment on p56?
11.Do you think John was genuinely disappointed he did not get to dance with Josie?
Explain.
12. What do Josie and Jacob think of each other at the end of chapter 5?
Vocabulary
palpitate, mock, converse, balmy, detest, slaughtered, humiliated, barrister, realist,
popularity, pathetic, ambitious, winced, parasite, pretentious, individuality, cosmopolitan,
feigned, besotted, paranoid, epitome, vanity, patronising, smug, earnest, obsenities,
hysterical
Match the terms to the definitions below. Any that are not defined here are to be defined
by you using a dictionary:
- To treat with ridicule or contempt; deride.
- Arousing or capable of arousing sympathetic sadness and compassion pathetic, pitiful,
pitiable
- To give a false appearance of
- A representative or example of a class or type
- Infatuated, slang for `drunk'
- To dislike intensely; abhor.
- Claiming or demanding a position of distinction or merit, especially when unjustified.
Making or marked by an extravagant outward show
- To shrink or start involuntarily, as in pain or distress; flinch.
- To engage in a spoken exchange of thoughts, ideas, or feelings; talk.
- organism that grows, feeds, and is sheltered on or in a different organism while
contributing nothing to the survival of its host. One who habitually takes advantage of
the generosity of others without making any useful return. One who lives off and flatters
the rich
- Exhibiting or feeling great or offensive satisfaction with oneself or with one's situation;
self-righteously complacent
- To lower the pride, dignity, or self-respect
- One who is inclined to literal truth and pragmatism
- Pertinent or common to the whole world. Having constituent elements from all over the
world or from many different parts of the world. So sophisticated as to be at home in all
parts of the world or conversant with many spheres of interest.

Chapter Six
Josie has her second encounter with Michael Andretti in this chapter. How does he react
to her?
How does Christina react to Michael's statement, 'It's too late. Seventeen-year-olds don't
need a father.' (Page 66)?

Chapter Seven
What does Josie discover about her grandmother's past?
Some of the cultural differences between Italy and Australia are highlighted here.
Provide an example of one.
There are also suggestions that Nonna and Josie have qualities in common. Can you
identify any?

Chapter Eight
How does Carly upset Josie?
How does the father-daughter relationship develop in this chapter?

Chapter Nine
This chapter highlights some of the generational differences between Christina and
Nonna.
How does the argument between Christina and her mother highlight these differences?
How does Josie react to Christina's date?

Chapter Ten
Explain Josie's mixed feelings towards Jacob?
How are the cultural differences between Josie and Jacob highlighted here?

Chapter Eleven
'I'm changing, Mama. I'm growing up. I'm finally seeing the light.' (Page 110). What
prompted this statement? Is it genuine?
'...the age of innocence is gone...' p.112 Is Josie trying to frighten her mother or is she
serious?

Chapter Twelve
Josie shows more interest in Nonna's past. What does she learn of Nonna's early life in
Australia?
What hints are given that Marcus Sandford was special to Nonna?

Chapter Thirteen
Why was Josie furious with Jacob Coote?
How does this chapter mark a change in the relationship between Josie and her father?

Chapter Fourteen
Josie's attitude to John Barton is changing? How? To what do you attribute this change?
How is John reacting to the pressures he feels?

Chapter Fifteen
How accurate are Lee's comments on social class? (page 44) Are her views confirmed by
the novel as a whole?

Chapter Sixteen
Describe Josie's feelings as she spends the day with Jacob.
What discovery does she make about life and love in this chapter?
How are the cultural differences between Australian-Italians and other Australians
depicted in the chapter?

Chapter Seventeen
What discoveries does Josie make about Michael during their holiday in Adelaide?
How have Christina's impressions of Jacob changed?
 Chapter Eighteen
How does this chapter reveal Josie's continuing sensitivity to racist
taunts?
'I pictured myself with Jacob Coote for the rest of my life.' (Page 170)
What developments have occurred in her relationship with Jacob?

Chapter Nineteen
Tomato Day - an Italian tradition. What is Josie's attitude at this stage? Contrast with
her attitude at the end of the novel.
'...culture is nailed into you so deep you can't escape it...' (Page 175) How is this true
for the characters in the novel as a whole?

Chapter Twenty
What does Josie learn about responsibility in this chapter?
What does she mean by the last sentence, 'I think my emancipation began at that
moment.'?

Chapter Twenty-One
What does Josie have in common with John Barton? Why does she see Macbeth with
him? How does this cause tension with Jacob Coote? Why?
What lessons are learnt from this incident?

Chapter Twenty-Two
What do we and Josie learn about Christina from her conversation on page 197?
What does Christina try to teach Josie about love?

Chapter Twenty-Three
What evidence is there that Josie is more tolerant of her Nonna? How do you explain this
change?
Has Josie developed a greater appreciation of cultural heritage, too?

Chapter Twenty-Four
How does Josie react to Jacob's advice, 'Break away from those rules, Josie. Make your
own.'
What similarities does Josie see in Marcus Sandford and Jacob Coote?
Why does Josie reject Jacob's approaches?

Chapter Twenty-Five
What does Josie discover about Nonna? How does she react? Is her reaction
understandable?

Chapter Twenty-Six
Josie contemplates further the ramifications of Nonna's affair with Marcus Sandford. How
does her opinion of Nonna begin to soften in this chapter? Why does Josie refer to her
mother and grandmother as 'two of the strongest women'? (Page 226)
'I was beginning to feel free..' (Page 221) What does Josie mean?

Chapter Twenty-Seven
Describe John Barton's mood in this chapter. What clues are there to what is about to
happen?

Chapter Twenty-Eight
How does Josie feel when she learns of John's suicide?
Josie believes John died to achieve his emancipation. From what?

Chapter Twenty-Nine
Josie makes several discoveries in this chapter. What are they?
How does her relationship with her father develop further here?

Chapter Thirty
How has Jacob been changed from his relationship with Josie?
Why did Jacob end the relationship with Josie?
How did Josie react? 'I will never fall in love again...'

Chapter Thirty-One
What do you learn from Lee in this chapter and what is Josie’s response?

Chapter Thirty-Two
In this chapter Josie feels she has achieved her emancipation. How would you define
'emancipation' now? What does it mean in terms of her relationship with her father, her
mother, her grandmother, her culture and her understanding of herself?
The novel ends with the line: 'Because finally I understood.' What did Josephine come to
understand?
12 Lesson Five - Seven
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Studying the ‘Journey’ motif and representing the
Journey in different ways
13 Lesson Eight and Nine – STW Routine
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STW on Visual - Cartoon
Consider: What is being said about the ‘Journey’ and how meaning
is created in the cartoon.
14 Lesson Ten & Eleven – The Arrival – Shaun Tan
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Use this page to record notes from these two lessons.

> You will also need to download a digital resource from
Week Three of the English Wiki:
https://wiki.waratah.spcc.nsw.edu.au/groups/standarde
nglish112012margachr/wiki/421f7/Resources__Standard
_English_11_2012_MargachR.html
15 Lesson Thirteen to Sixteen – Related Texts
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