<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>Dux College &#187; Blog</title>
	<atom:link href="https://dc.edu.au/blog/feed/" rel="self" type="application/rss+xml" />
	<link>https://dc.edu.au</link>
	<description>Dux College</description>
	<lastBuildDate>Wed, 19 Feb 2020 22:30:06 +0000</lastBuildDate>
	<language>en-AU</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=4.2.2</generator>
	<item>
		<title>Study smarter by using flashcards!</title>
		<link>https://dc.edu.au/study-smarter-by-using-flashcards/</link>
		<comments>https://dc.edu.au/study-smarter-by-using-flashcards/#comments</comments>
		<pubDate>Fri, 23 Aug 2019 03:50:56 +0000</pubDate>
		<dc:creator><![CDATA[Andrew Nguyen]]></dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[General News]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=5956</guid>
		<description><![CDATA[<p>Flashcards have a reputation of being a slow and boring way to study but, studying using flashcards does help students [&#8230;]</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/study-smarter-by-using-flashcards/">Study smarter by using flashcards!</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[<p>Flashcards have a reputation of being a slow and boring way to study but, studying using flashcards does help students remember information and perform well in their exams.</p>
<p>Below are two reasons why flashcards can help you study smarter</p>
<p><strong>1. Active recall </strong></p>
<ul>
<li>When students study, they are attempting to remember the information from just staring at PDFs and their textbooks. Flashcards allow students to engage more with their content and allows for active recall of information they are learning.</li>
</ul>
<p><strong>2. Confidence in repetition</strong></p>
<ul>
<li>Flashcards allow for students to continuously test their own knowledge of the content being examined. By using flashcards to stimulate the memory, students can become more confident when revising their content</li>
</ul>
<p>Flashcards are an extremely useful and reliable method for students to recall information and become more confident when learning.</p>
<p><img class="aligncenter  wp-image-5657" src="https://dc.edu.au/wp-content/uploads/IMG_6718-2-1024x1024.jpg" alt="IMG_6718-2" width="341" height="341" /></p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/study-smarter-by-using-flashcards/">Study smarter by using flashcards!</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/study-smarter-by-using-flashcards/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>How to get the most out of your teachers</title>
		<link>https://dc.edu.au/how-to-get-the-most-out-of-your-teachers/</link>
		<comments>https://dc.edu.au/how-to-get-the-most-out-of-your-teachers/#comments</comments>
		<pubDate>Thu, 17 May 2018 06:27:41 +0000</pubDate>
		<dc:creator><![CDATA[Claire Cao]]></dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Classroom]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[Effective Learning]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teacher]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=4655</guid>
		<description><![CDATA[<p>Being a student is tough – you’re constantly being inundated with new information, examinations and tight schedules. It&#8217;s often hard [&#8230;]</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/how-to-get-the-most-out-of-your-teachers/">How to get the most out of your teachers</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[<p>Being a student is tough – you’re constantly being inundated with new information, examinations and tight schedules. It&#8217;s often hard to know how to get the most of your teachers.</p>
<p><a href="https://dc.edu.au/wp-content/uploads/dux1.png"><img class="wp-image-4656 aligncenter" src="https://dc.edu.au/wp-content/uploads/dux1.png" alt="dux1" width="608" height="406" /></a></p>
<p>The toughest part is actually absorbing what we hear and read and understanding it. Most people often resort to rote learning and cramming – everyone has had days before exams where they simply memorise information only to have it dissolve as soon as the teachers announce “pens down!”</p>
<p>The problem with this, of course, is that you don’t store the information you’re taught in an efficient way. If an exam throws you a curveball question that tests how you <em>adapt </em>knowledge, you can end up in trouble, as you haven’t learnt essential theory and problem solving skills. But how do you learn and retain content in a way that helps you in long run?</p>
<p>The obvious but difficult answer is that you need to communicate efficiently with your teachers. Here&#8217;s how:</p>
<p><strong>1) Ask questions in an efficient and reasonable manner</strong></p>
<p>An oft-repeated piece of advice is that you shouldn’t be afraid to ask questions, which is easier said than done. A lot of the time, it’s hard to ask questions – maybe your teacher isn’t someone you get along with, or you’re feel self-conscious. Maybe you’ve missed your moment and the class discussion has moved on without you.</p>
<p>But the simple fact is that teachers are there to assist you in your learning; don’t be afraid to ask politely if you can turn back the discussion to address an earlier problem. If you’re shy about this, make sure to jot down all your questions in class whenever you’re unsure what your teacher is talking about. Ask after class, schedule a chat with your teacher or email them immediately.</p>
<p>If you find that your teachers are unhelpful and hostile (that is, they aren’t doing their job properly) then that’s what your tutor is for! No kind of learning can take place without confusion and uncertainty, and asking questions is the only way you can move forward.</p>
<p><a href="https://dc.edu.au/wp-content/uploads/dux2.png"><img class="wp-image-4657 aligncenter" src="https://dc.edu.au/wp-content/uploads/dux2.png" alt="Students" width="623" height="472" /></a></p>
<p><strong>2) Cross-check information with multiple teachers </strong></p>
<p>Teachers can often say contradictory or unclear things. That’s why it’s important to check that information you’re learning is right by asking different teachers. As you are attending a tutoring college, you have the benefit of having a second opinion tailored to helping you succeed in school. Make sure to take advantage of that! Cross-checking is something you’ll be doing a lot of in university, and can also be done via reliable websites online and by looking through library resources. Going that extra mile will be key to your success as a student.</p>
<p><strong>3) Always be on top of schedules and don’t be afraid to ask teachers for them </strong></p>
<p><strong> </strong>This might seem like an obvious but it’s really important to know what exactly you’re learning in school. A lot of students I meet seem to have no idea what their topics are, and what they will be learning in the very near future. It’s important as a student that you know exactly what topics you will be going through in the year, in order for you to set clear goals and to be familiar with information that will definitely pop back up again in later exams.</p>
<p>Don’t be afraid to politely ask your teacher if they have a particular term schedule that can help you organise your studying, or any hard copies of rubrics (if not, download the PDFs from the Board of Studies website yourself).</p>
<p><a href="https://dc.edu.au/wp-content/uploads/dux4.png"><img class="  wp-image-4659 aligncenter" src="https://dc.edu.au/wp-content/uploads/dux4.png" alt="Teacher" width="608" height="455" /></a></p>
<p>&nbsp;</p>
<p><strong>4) Be involved in class discussions and take in what your peers say</strong></p>
<p>There’s nothing that stunts learning more than an unresponsive class. Being involved in class discussion means that you can bounce your knowledge off others, and help each other reach new conclusions. This allows your teacher to guide you more smoothly, and also gives you more opportunity to ask detailed questions. It’s especially helpful in subjects that involve idea and thesis generation, like English subjects, as discussion stimulates new and unique perspectives on topics.</p>
<p><strong>5) Ask teachers for personalised feedback </strong></p>
<p>Don’t wait for your report card – if you ever feel like you’re struggling in class or unsure about content, go talk to your teacher about your performance. Ask what they feel like you can improve on, and what you can do to get on that level. Teachers can be really busy and won’t always have time to comment on every aspect of your work, but getting a big picture idea of what you’re struggling with, and fixing it before it’s too late is essential.</p>
<p>&nbsp;</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/how-to-get-the-most-out-of-your-teachers/">How to get the most out of your teachers</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/how-to-get-the-most-out-of-your-teachers/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Work-Life-Study Balance during the HSC</title>
		<link>https://dc.edu.au/work-life-balance/</link>
		<comments>https://dc.edu.au/work-life-balance/#comments</comments>
		<pubDate>Sat, 14 Apr 2018 04:43:42 +0000</pubDate>
		<dc:creator><![CDATA[Hong Li]]></dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=4603</guid>
		<description><![CDATA[<p>Take it from someone who has been through (and survived!) the HSC. Balance is possible! As a student studying for [&#8230;]</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/work-life-balance/">Work-Life-Study Balance during the HSC</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[<p>Take it from someone who has been through (and survived!) the HSC. Balance is possible! As a student studying for the HSC and looking to maximise their ATAR, it’s easy to get caught up and carried away with study, leaving virtually no time for relaxation or even part-time work. Now, this in no way is an invitation to throw the books away and undo all of the hard work you’ve put into your schooling thus far, but instead an insightful look at balancing study, work and life as a young individual in the 21<sup>st</sup> century.</p>
<h2>Studying</h2>
<p>After starting my fourth year at University I can safely say that maintaining a strict regime of study whilst balancing all other aspects of life is <strong>hard work</strong>. At University, your subjects (or units as they’re called) normally have a recommended study commitment which varies depending upon the subject’s difficulty or workload. As a rough guide, University students typically study four units per semester, each with approximately 2-6 hours of study recommended in order to ‘be successful’. If we put this together that could be anything from 8-24 hours of study thrown on top of your already busy timetable, as well as your other commitments. Talk about hectic!</p>
<p>Here’s a sample of a typical working week (with maximum study hours) that I had in Semester 2 of third year:</p>
<table border="1">
<tbody>
<tr>
<td colspan="2" width="359"><strong>Total hours in a ‘working’ (Monday – Friday) week: </strong>120</td>
</tr>
<tr>
<td width="206"><strong>Activity</strong></td>
<td width="153"><strong>Hourly commitment</strong></td>
</tr>
<tr>
<td width="206">Sleeping (most important!)</td>
<td width="153">40</td>
</tr>
<tr>
<td width="206">University contact hours</td>
<td width="153">35</td>
</tr>
<tr>
<td width="206">Home study</td>
<td width="153">24</td>
</tr>
<tr>
<td width="206">Assignments/Group work</td>
<td width="153">10</td>
</tr>
<tr>
<td width="206">Extracurricular activities</td>
<td width="153">7</td>
</tr>
<tr>
<td width="206"><strong>Grand total</strong></td>
<td width="153">116</td>
</tr>
</tbody>
</table>
<p>That not only excluded time spent for eating breakfast, lunch and dinner but also neglected to include spending time with loved ones. With only 4 hours remaining in my week, the time to relax was minimal, especially when working on weekends!</p>
<p>I cannot emphasise enough the benefits that introducing an extracurricular activity or simply organising some free time (allocating that time in a diary, a reminder in your phone or even timing your study sessions) can have on your ability to focus, learn and succeed. Breaking up study with something completely unrelated can also help cement all of the content working its way into memory. This technique doesn’t work for everyone, but I normally like to <em>study for 40, leisure for 20</em> with a timer to ensure you keep to your work!</p>
<h2>Part-time work</h2>
<p>While it’s all well and good to give yourself a great start financially, you can be placing yourself at risk of compromising your academic success. Employment, especially in young people, is definitely something to take pride in. Whether it be to support your own endeavours or even adding another source of income to the household, working in your teenage years can give you a sense of responsibility, build a strong work ethic and also help give your mind a break from study.</p>
<p>However, there are limitations to this, and it all comes down to balance. A study conducted by Robinson and published by the Parliament of Australia highlighted that 75.4% of students that worked between 1 and 5 hours per week found their commitment to their study unaffected by entering the workplace. However, this is certainly an individual decision, and is also compounded by the type of job being worked. Students can often find employment in either food services, hospitality or retail, as many of these industries typically employ ‘Christmas Casuals’.  Below I’ve listed some common job sites, should you be interested in applying for a job (keep this in mind for after the HSC too, if you’re interested!):</p>
<ul>
<li>https://www.spotjobs.com/</li>
<li>https://www.seek.com.au/</li>
<li>https://au.indeed.com/</li>
<li>https://studentedge.org/jobs</li>
</ul>
<p>Working during your final year of schooling can be done quite easily but you need to be mindful of the time you have available and whether you can juggle your time accordingly! One big piece of advice is focus on the HSC during the term, then add some work hours on during the holidays (but please remember to <strong><em>relax!</em></strong>).</p>
<h2>Extracurricular activities</h2>
<h3>Leisure</h3>
<p>Hanging out with family and friends is certainly something that is automatically incorporated into your study schedule. Interaction and collaboration is quite an important part of life outside of school, so it is beneficial in the long run to start as soon as possible! Organising study groups can also be a way of enjoying time with a group of friends whilst also getting some study done. I would suggest writing exam questions and even testing them out on friends or trying to teach a concept to one of your friends within a study group.</p>
<h3>Exercise</h3>
<p>All students have been brought up playing some sort of sport, be it at school or as an extracurricular activity. Although PE is no longer compulsory, adding some form of physical activity to your study calendar can help with not only stress relief, but increasing focus. A lot of students make the very common mistake of studying for many hours without a break but forget to prioritise some form of physical activity. Research conducted by Budde and colleagues (2008) found that exercising improved cognitive performance, with localised brain activity pointing towards a further improvement in attention span. Therefore, getting out for a spot of physical activity, be it a short walk or some sport with friends can make a great addition to your study calendar. Try it today!</p>
<p>Daniel</p>
<p>Receptionist | Dux College | daniel.forwood@dc.edu.au</p>
<p>Bachelor of Animal and Veterinary Bioscience | Year IV | University of Sydney</p>
<p><strong> </strong></p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/work-life-balance/">Work-Life-Study Balance during the HSC</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/work-life-balance/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>So you&#8217;ve finished the HSC</title>
		<link>https://dc.edu.au/finished-the-hsc/</link>
		<comments>https://dc.edu.au/finished-the-hsc/#comments</comments>
		<pubDate>Tue, 03 Apr 2018 02:00:50 +0000</pubDate>
		<dc:creator><![CDATA[Hong Li]]></dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=4589</guid>
		<description><![CDATA[<p>The clock ticked down to the final seconds. You scribbled rapidly whatever that comes out of your mind in the [&#8230;]</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/finished-the-hsc/">So you&#8217;ve finished the HSC</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[<p>The clock ticked down to the final seconds. You scribbled rapidly whatever that comes out of your mind in the hopes that the markers will at least give you a few marks.</p>
<p>“Pens down!”</p>
<p>A sigh of relief can be felt while you stretch your legs. Congratulations on finishing your final HSC exam and completing High School! But now, where to from here….?</p>
<p>A long four months ahead&#8230;</p>
<p>It is great to know that you finally have almost all the time in the world to do nothing and yes you earned it! However, trust me on this, doing just two weeks of nothing will definitely make you wish you have a routine again so you ask what’s the best way to spend your summer break?</p>
<h2>University</h2>
<p>For many of us, we dream of completing the HSC so we can progress onto university to study in our selected course that we’re so passionate and worked hard for. To prepare for this new experience, I highly recommend that you visit your selected university’s website and browse for upcoming events. In the case the advertised events don’t interest you, I suggest you follow your department’s websites or follow their social media page. Facebook, for example, will notify you of newly released events such as social gatherings or seminars.</p>
<p>When O-Week hits, visit every campus you can and grab many of the freebies. You would often find that there’s societies that are not available to your own campus. The great benefit about these societies is that it is a neat and convenient way to meet like-minded people. However, I highly recommend that you don’t limit yourself to just societies you’re interested in; go beyond your comfort zone and try societies that you may at first deemed not to your likening – You never know; it might change your mind. By experiencing a variety of different societies, it will allow an enriching experience to self-develop such as your character/personality and save your sanity from the upcoming routine of readings, lectures and tutorials.</p>
<p>Other than making great friends (often times, they are for life!), you build a network that allows you a way of hearing about new opportunities such as job vacancies.</p>
<h2>Career</h2>
<p>As mentioned before, doing nothing for two weeks may be fun at first but it will eventually become a bit of a drag. To make great productive use of your break, I highly recommend that you go out looking for a job. There are any great reasons on doing so. First off, you gain cash to stock up on all those Maccas run. However, when you start your university career, you’ll come to realise that you have many wants and desires but limited time to work to save up for those. It’s best to start saving now since you’re not constrained by such commitments. Secondly, you can’t expect that your compulsory work placement in your course will cut it for you to gain a job immediately. Starting now is a great way of showing that you’re a responsible person, willing to take initiative and possessing long-term thinking while others leave it to last. Now, you may ask, how do I find these jobs. Lucky for you, the time you finish your HSC is ripe with job opportunities as employers demand greater labour for the upcoming Christmas season. The obvious place to look is online job websites like Seek or if you feel like a bit of exploring, head to numerous suburb’s business centre and you’ll bound to see signs calling your name. Often times, fantastic job opportunities are not advertised in the papers but are made known by word of mouth. This is where the societies come in handy. Not only will they inform you of any vacancies, they’re also develop you to become prepared such as what to questions to expect, what to wear to the interview or how to make a lasting impression. For those who finally obtained a job or already have one, much can be gained if you’re willing to think outside the boundaries of your work duties. For example, the skills and values you inherit can be valuable for scholarship applications (More Money!!!).</p>
<p>So stop reading this and go out and make your move!</p>
<p>The post <a rel="nofollow" href="https://dc.edu.au/finished-the-hsc/">So you&#8217;ve finished the HSC</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/finished-the-hsc/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Guide to Year 11 Mathematics Standard 2018</title>
		<link>https://dc.edu.au/guide-year-11-mathematics-standard-2018/</link>
		<comments>https://dc.edu.au/guide-year-11-mathematics-standard-2018/#comments</comments>
		<pubDate>Tue, 27 Mar 2018 05:20:40 +0000</pubDate>
		<dc:creator><![CDATA[Hong Li]]></dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=4581</guid>
		<description><![CDATA[<p>The post <a rel="nofollow" href="https://dc.edu.au/guide-year-11-mathematics-standard-2018/">Guide to Year 11 Mathematics Standard 2018</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[	<div  class="vc_row wpb_row vc_row-fluid">
	<div class="vc_col-sm-12 wpb_column vc_column_container ">
		<div class="wpb_wrapper">
			
	<div class="wpb_text_column wpb_content_element ">
		<div class="wpb_wrapper">
			<p></p>
<h2>Prerequisites</h2>
<p>Students who intend to study the Mathematics Standard 2 course in Year 12 must study all Mathematics Standard Year 11 course content.</p>
<h2>How is the new syllabus different?</h2>
<p>Under the new syllabus, there’s a greater emphasis on the application of mathematics compelling students to solve problems regarding the needs of the present and future (such as to meet the needs of an increasingly STEM-focused workforce) as well as to be able to communicate it succinctly and systematically. This is achieved by</p>
<ul>
<li>New Assessment Practices:
<ul>
<li>mandatory components and weightings for both Year 11 and Year 12 courses</li>
<li>a maximum limit of formal assessment tasks (Year 11 – Three &amp; Year 12 – Four)</li>
<li>a maximum limit of one formal written examination task that emulate the HSC</li>
</ul>
</li>
<li>Content Changes:
<ul>
<li>Topics such as ‘Similar figures &amp; trigonometry’ &amp; ‘Investing money’ are no longer taught and are replaced with new topics.</li>
</ul>
</li>
</ul>
<h2>Syllabus Structure</h2>
<p>Both the Year 11 &amp; 12 course comprises of four Topics, with each topic being divided into Subtopics. The Year 12 Course has an additional Topic of Networks.</p>
<h3>Year 11</h3>
<h4>Topic: Algebra</h4>
<ul>
<li>Formulae and Equations</li>
<li>Linear Relationships</li>
</ul>
<h4>Topic: Measurement</h4>
<ul>
<li>Applications of Measurement</li>
<li>Working with Time</li>
</ul>
<h4>Topic: Financial Mathematics</h4>
<ul>
<li>Money Matters</li>
</ul>
<h4>Topic: Statistical Analysis</h4>
<ul>
<li>Data Analysis</li>
<li>Relative Frequency and Probability</li>
</ul>
<h3><strong>Year 12</strong></h3>
<h4>Topic: Algebra</h4>
<ul>
<li>Types of Relationships</li>
</ul>
<h4>Topic: Measurement</h4>
<ul>
<li>Non-right-angled Trigonometry</li>
<li>Rates and Ratios</li>
</ul>
<h4>Topic: Financial Mathematics</h4>
<ul>
<li>Investments and Loans</li>
<li>Annuities</li>
</ul>
<h4>Topic: Statistical Analysis</h4>
<ul>
<li>Bivariate Data Analysis</li>
<li>The Normal Distribution</li>
</ul>
<h4>Topic: Networks</h4>
<ul>
<li>Network Concepts</li>
<li>Critical Path Analysis</li>
</ul>

		</div> 
	</div> 
		</div> 
	</div> 
</div>
<p>The post <a rel="nofollow" href="https://dc.edu.au/guide-year-11-mathematics-standard-2018/">Guide to Year 11 Mathematics Standard 2018</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/guide-year-11-mathematics-standard-2018/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>NESA HSC English Syllabus 2018</title>
		<link>https://dc.edu.au/nesa-hsc-english-syllabus-2018/</link>
		<comments>https://dc.edu.au/nesa-hsc-english-syllabus-2018/#comments</comments>
		<pubDate>Tue, 20 Mar 2018 05:45:11 +0000</pubDate>
		<dc:creator><![CDATA[Hong Li]]></dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">https://dc.edu.au/?p=4574</guid>
		<description><![CDATA[<p>The post <a rel="nofollow" href="https://dc.edu.au/nesa-hsc-english-syllabus-2018/">NESA HSC English Syllabus 2018</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></description>
				<content:encoded><![CDATA[	<div  class="vc_row wpb_row vc_row-fluid">
	<div class="vc_col-sm-12 wpb_column vc_column_container ">
		<div class="wpb_wrapper">
			
	<div class="wpb_text_column wpb_content_element ">
		<div class="wpb_wrapper">
			<h3>How is the new HSC English syllabus different?</h3>
<ul>
<li>Multimodal assessment</li>
<li>Analysing textual form</li>
<li>Writing in different text types</li>
<li>Self-reflection and editing</li>
<li>Intertextuality and context shaping interpretation</li>
</ul>
<ol>
<li>Representation</li>
<li>Imagination</li>
<li>Critical response</li>
<li>Textuality</li>
<li>Literacy</li>
</ol>
<h2>New Syllabus Structure</h2>
<h3>Year 11 English Advanced: 2018</h3>
<p><strong>Common Module:</strong> Reading to Write</p>
<ul>
<li>Reading and writing in a range of text types</li>
</ul>
<p><strong>Module A:</strong> Narratives that Shape our World</p>
<ul>
<li>Studying texts in their historical context</li>
</ul>
<p><strong>Module B:</strong> Critical Study</p>
<ul>
<li>Studying interpretations of a canonical text</li>
</ul>
<p><strong>No prescribed texts:</strong> prose fiction, drama, poetry, nonfiction, film or digital media.</p>
<h3>Year 12 English Advanced: 2018 – 2019</h3>
<p><strong>Common Module:</strong> Texts and Human Experiences</p>
<ul>
<li>Area of Study</li>
</ul>
<p><strong>Module A:</strong> Textual Conversations</p>
<ul>
<li>Text pairs are more closely related than they were in the old syllabus</li>
</ul>
<p><strong>Module B:</strong> Critical Study</p>
<p><strong>Module C:</strong> The Craft of Writing</p>
<ul>
<li>New module that develops the skills taught in ‘Reading to Write’</li>
</ul>
<h4>How many texts in Year 12?</h4>
<p>Students are required to closely study four prescribed texts, one drawn from each of the following categories:</p>
<ul>
<li>Shakespearean drama</li>
<li>Prose fiction</li>
<li>Poetry OR drama</li>
</ul>
<p>The remaining text may be film, media or nonfiction text or may be selected from one of the categories above. Students require a related text for the Common Module: Texts and Human Experiences.</p>
<h2>The new HSC English Exam in 2019</h2>
<h3>Paper One &#8211; Human Experiences</h3>
<ul>
<li>10 minutes reading, 90 minutes writing</li>
<li>Section I (20 marks)
<ul>
<li>Stimulus booklet</li>
<li>4 &#8211; 5 short answer questions</li>
</ul>
</li>
<li>Section II (20 marks)
<ul>
<li>Essay question</li>
</ul>
</li>
</ul>
<p>May be based on prescribed text</p>
<h4>Sample Paper 1 Section II Questions</h4>
<ul>
<li>How has your understanding of the challenges of the human experience been shaped by the director’s use of mise-en-scène in your prescribed text? Example A is specific to the form of the prescribed texts, in this case film.</li>
<li>Analyse how the representation of the natural environment shapes your understanding of family in Past the Shallows. Example B is specific to the prescribed text</li>
<li>Through the telling and receiving of stories, we become more aware of ourselves and our shared human experiences. Explore this statement with close reference to your prescribed text. Example C uses a statement as a stimulus. It is generic for all prescribed texts.</li>
</ul>
<h3>Paper Two &#8211; Modules</h3>
<ul>
<li>5 minutes reading, 120 minutes writing</li>
<li>Section I (20 marks): Module A</li>
<li>Section II (20 marks): Module B</li>
<li>Section III (20 marks): Module C
<ul>
<li>Stimulus writing linked to prescribed text</li>
<li>Task related to a prescribed text</li>
</ul>
</li>
</ul>
<h2>The Craft of Writing</h2>
<p>&#8220;Guard your roving thoughts with a jealous care, for speech is but the dealer of thoughts, and every fool can plainly read in your words what is the hour of your thoughts.&#8221; &#8211; Alfred Lord Tennyson</p>
<p>Use this warning as a piece of persuasive, discursive or imaginative writing <strong>that expresses your perspective</strong> about a significant concern or idea that you have engaged with in ONE of your prescribed texts from Module A, B or C.</p>
<p><strong>Imaginative personal response, AND a critical engagement with the stimulus</strong></p>
<p>Using the prescribed texts as a stimulus (analytical)</p>
<h3>Choice of text type</h3>
<p>(a) Choose a character, person or speaker from ONE prescribed text that you have studied in Module C. Express the thought processes of this character, persona or speaker by exploring a moment of tension in the text from an alternative point of view.</p>
<h3>Connection to form</h3>
<p><strong>This type of question provides the opportunity to write about a specific aspect within the text or go beyond the text to develop or continue the idea.</strong></p>
<p>(b) Justify the creative decisions that you have made in your writing in part (a) &#8211; Self-reflection requires analysis and an understanding of how meaning is shaped by form.</p>
<h2>What makes a Band 6 HSC English response?</h2>
<ul>
<li><strong>Demonstrates extensive</strong>, detailed knowledge, insightful understanding and sophisticated evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.</li>
<li>Displays a <strong>highly developed ability to describe and analyse</strong> a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.</li>
<li><strong>Presents a critical, refined personal response</strong> showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.</li>
<li><strong>Composes imaginatively, interpretively and critically</strong> with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values</li>
</ul>

		</div> 
	</div> 
		</div> 
	</div> 
</div>
<p>The post <a rel="nofollow" href="https://dc.edu.au/nesa-hsc-english-syllabus-2018/">NESA HSC English Syllabus 2018</a> appeared first on <a rel="nofollow" href="https://dc.edu.au">Dux College</a>.</p>
]]></content:encoded>
			<wfw:commentRss>https://dc.edu.au/nesa-hsc-english-syllabus-2018/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>
