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ETAQ State ConferenceAugust 13, 2016 Lourdes Hill CollegeSeeing the World Anew:English Teaching and Learning in Changing TimesFifty years ago a report from the Dartmouth Conference argued that English teachers “should have more opportunities to enjoy and refresh themselves in their subject, using language in operation for all its central purposes - in imaginative drama, writing and speech, as well as the response to literature.” The critical, creative and collective work of English teaching has important historical and contemporary contexts. At the same time, the ever-shifting landscape of curriculum and pedagogy means that our profession needs to constantly refresh itself in order to see the world anew.TwitterTwitter seems to have become the tool of choice for teachers wanting to build an online professional learning network. If you have always wanted to use Twitter but were too afraid to start, this year’s state conference may be just the nudge you need to get tweeting.Kathleen Morris, a teacher from Victoria, has written a comprehensive guide to using Twitter: guide doesn’t specifically mention hashtags (which can be a little confusing to new users). A hashtag (#) followed by a word or acronym is created by a twitter user to identify topics of particular interest to a group. It is important to note that these tags are not created by Twitter itself. Hashtags are frequently used by conference participants to tweet conference proceedings. All you need to do is put this hashtag in the body of your tweet and all comments will be grouped together. The hashtag for the conference as a whole is #etaq16.The ETAQ challenge to new Twitter users is to join up and follow @ETAQld.ETAQ appreciates the generous support of our gold sponsorCover design by Craig Amos; Artwork by Jodie AmosConference ScheduleTimeActivityRoom8:15RegistrationEntrance FoyerBernadette Centre8:45 – 10:30Welcome – Fiona Laing, ETAQ PresidentPresentation of Botsman Award to Grace LoydenKeynote 1 – Professor Wayne SawyerPolding Theatre (Bernadette Centre)10:30 – 11:00Morning tea, informal networking and perusal of resourcesBalconyBernadette Centre11:00 – 12:00Workshops Session 1Various12:10 – 1:10Workshops Session 2Various1:10 – 2:101:30 – 2:00Lunch, informal networking and perusal of resources Performance by shake and stir theatre coBalconyBernadette CentreDuhig Hall2:10 – 3:30Keynote 2 – Professor Gary CrewPolding Theatre (Bernadette Centre)3:30 – 3:50Afternoon teaBalconyBernadette Centre3:50 – 4:50Workshops Session 3Various5:00 – 6:00Post-conference networking Drinks and canapésBalconyThis activity constitutes 7.25 hours of Continuing Professional Development (CPD)2016 Botsman Award WinnerGrace LoydenGrace Loyden has made a significant contribution towards English education in Queensland. Grace has spent the last decade teaching English in the outback town of Mount Isa. A Head of Senior English in her third year of teaching, Grace has had a significant role in mentoring beginning English teachers. She works tirelessly to keep herself abreast of research and development in English education, and has been a contributor to English in Australia and Words’Worth. Grace runs professional book clubs to build capacity in her colleagues, and devotes hours of her own time to support her colleagues through moderation and professional learning communities. Grace has been the recipient of ETAQ bursaries, and often travels over a thousand kilometres at her own expense to attend professional development in the area of English education.Students also benefit from Grace’s support with public speaking competitions. She gives her students authentic writing opportunities by supporting them to write book reviews for journals on English teaching. She is a passionate advocate of her subject as evidenced by the appreciation shown by her students. Grace is innovative in her leadership in English in her school. She has designed an elective using the structure of a Short Course in English that has resulted in supporting year 10 students – many of whom are indigenous – to pass English for the first time since enrolling in high school. She has also revolutionised the means of submission of multimodal assessment in her school, resulting in a dramatic increase in outcomes in both English Communication and Authority English. Grace has also been instrumental in the rollout of professional development around literacy in her school. Grace’s expertise has been recognized beyond Mount Isa as she has been a district review panellist for a number of years and is currently on the Expert Writing Team for the new English syllabus. She has been a QCS Test Writing Task Marker and has been appointed to mark the External Exam Trial for English.Grace is currently studying her Masters in Education at QUT and she is currently researching the extent to which tacit knowledge informs teachers’ application of standards in English.-26035-55245Keynote 1 – Curriculum history: A big why? with some what? and a little how?Professor Wayne SawyerWestern Sydney University00Keynote 1 – Curriculum history: A big why? with some what? and a little how?Professor Wayne SawyerWestern Sydney University left889000AbstractCatherine Beavis argues that curriculum history offers ‘particular perspectives not only on what (may have) happened, but also on the present…It has implications for how we understand the politics and construction of the subject at any time, and for what is at stake in each iteration’. This presentation will take up these themes in arguing for the importance of curriculum history in English. 2016 is the 50th anniversary of Dartmouth and a timely point in history to be arguing for the importance of the history of English. As well as advocacy, some approaches to ‘doing’ history on materials of the English curriculum will be examined in the light of attempting to understand ‘the politics and construction of the subject’.PresenterWayne Sawyer is a Professor and Director of Research in the School of Education at Western Sydney University. His research interests include secondary English curriculum, literacy policy, developing teachers as researchers and effective teaching, particularly in low SES communities. He is a former President of the NSW English Teachers’ Association, a former editor of the journal, English in Australia and a former Chair of the NSW Board of Studies English Curriculum Committee. He has edited or authored 30 books, mostly on English teaching for audiences of school teachers and academics.1275715225425Keynote 2 – Reading the invisible visualProfessor Gary CrewUniversity of the Sunshine Coast00Keynote 2 – Reading the invisible visualProfessor Gary CrewUniversity of the Sunshine Coast13915378200AbstractAccording to Dunn and Dunn (1978), 40% of students are primarily visual learners. This address will demonstrate strategies intended to raise awareness of the imperative of teaching students to read critically, and creatively respond to, both ‘overt visuals’ (images such as those found in older reader ‘picture’ books), and ‘covert visuals’ (invisible ‘mental’ images cunningly disguised in print text, waiting for the imaginative reader to mine them out). A sub-focus of the address will be to demonstrate that the intent of both the author and illustrator of ‘picture’ books, particularly for older readers, is to ‘never illustrate what is written’; Maurice Sendak in Lanes (1984) and ‘never to explain each other’s words or pictures’ Tan (2014).PresenterGary Crew is Professor of Creative Writing at the University of the Sunshine Coast, Queensland. Gary has been internationally published since 1986 and has won the Australian Children’s Book of the Year four times: twice for his novels, twice for his illustrated books. Gary has also been awarded the American Children’s Book of Distinction, twice short listed for the Edgar Allen Poe Mystery Fiction Award in the USA, the Aurealis Award for Speculative Fiction, the Ned Kelly Award for Crime Writing, the New South Wales Premier’s Award, the Victorian Premier’s Award, the Wilderness Award for Children’s Writing and the Royal Geographic Society Whitley Award. His over 100 short stories, novels and illustrated books are published all over the world. Gary regularly addresses and conducts Literary and Creative Writing workshops for international audiences. Other than his creative works, his research primarily focuses on Visual Literacy and Post-Colonial Historical writing, particularly regarding the castaway in fiction and nonfiction.Session 1: Workshops 11:00 – 12:00NoTitlePresenter1A‘Neon lights, darkened doorways, bourbon bottles, cigarettes ...’John Acutt & Matthew Johansen1BFixing the five most common problems in oral presentationsKevin Ryan & Adrian Pauley1COxford MyEnglish for QueenslandMichael Horne1DThe language of motivation: using multimodality to increase happinessGrace Loyden1EWill Power: refresh and renew 400 years of The Bardshake & stir1FUsing project-based learning to break monotony and teacher-dependenceSophie Johnson1GStrategies for teaching creative writing and engaging teenagers with young adult literatureSteph Bowe1HReimagining poetry analysisAnne Wood1ISeeing grammar anew: the role of knowledge about language in contemporary English teachingGarry Collins1JWriting program 101Robyn Davis, Peter Algate, Alison Hickey & Christina Sanderson1KMaking connections: a visual approach to classical literary textsKarina HepnerWorkshop 1A‘Neon lights, darkened doorways, bourbon bottles, cigarettes ...’Abstract‘... three day growth, silken stockings, midnight subway, no regrets / Put a tail on rotten husband see what mud on him will stick / Stitches, stoolies, waiters, barmaids / They're the friends of a private dick.’ If ever a narrative ‘style’ existed that was so vitally dependent on, dedicated to, and defined by its unique ‘style’, it is hard-boiled fiction. It's the worlds, characters, and stories, created by writers like Raymond Chandler and Dashiell Hammett, and made famous in the movies that became known as Film Noir. Explore the creative palette that creates tales from the underbelly of society – the unique language, the character types, plot twists, narrative styles, settings, and props. Dip your toe into a genre that allows us to ask questions like, ‘Is redemption an illusion? Are lost souls floating on the wind? Is eternity a prison, for those who sin and sin again?’ PresentersAs a teacher and Head of Department, John Acutt has worked hard to keep his programs always interesting and relevant. He has been the recipient of ETAQ's Peter Botsman Memorial Award and regularly shares his teaching ideas at State and National conferences. He believes English teachers should practise what they preach. Matthew Johansen is a young teacher committed to making a valuable contribution to his students and to the profession. He produces innovative ideas to engage students and focuses on understanding the needs of those he teaches. He is looking forward to sharing writing ideas that work in the classroom. Workshop 1BFixing the five most common problems in oral presentations AbstractWe have been observing students doing their oral presentations for over 25 years. In that time classrooms have changed, topics have changed, technology has changed…but some things haven’t changed. Students are still making the same mistakes as they always have.These top five problems have frustrated every teacher trying to teach oral presentation skills:1. The student reads to the class2. The delivery lacks engagement3. The content lacks relevance and purpose4. The student appears ill-prepared5. The student’s aids for speaking (speech notes and/or slideshow) hinder rather than help them deliver with confidence.We will show the ways we have addressed the root causes of these problems and how these principles can be taught most effectively to meet the needs of today’s curriculum. Classroom activities and student exercises that can be used for students of all levels of ability and confidence will be demonstrated. As the capability and availability of technology ever increases, the requirements for students to use these new technologies in their presentations will also increase. We will look at what students need to learn to design, prepare and deliver multi-media confidently.PresentersKevin Ryan and Adrian Pauley have over 15 years’ experience teaching students the skills and techniques for successful oral presentations. They have distilled this experience into strategies that can be used in the classroom - by any teacher. They have co-authored the following books: Speaking Out, Speaking and Debating with Style, Primary Speaking and Listening and CDs Speak Well, Impromptu Speaking and Teaching the Persuasive Oral.Workshop 1COxford MyEnglish for QueenslandAbstractIn 2016, Oxford will be launching a ground-breaking new junior English series for Queensland. Oxford MyEnglish will make tailoring English and grammar easy by teaching to the strengths of individual students. Join us as we walk you through the new series and demonstrate how MyEnglish print and digital resources will help you to contextualise grammar and make it meaningful in your mixed-ability classroom.PresenterMichael Horne is an experienced teacher of English and Literature, and is currently the Director: Senior Campus at Salesian College Rupertswood. Michael has written a number of textbooks for Oxford University Press, is a seasoned Victorian Association for the Teaching of English (VATE) presenter, and has spoken at English teacher association conferences in a number of states on approaches to English curricula and pedagogy.Workshop 1DThe language of motivation: using multimodality to increase happinessAbstractEnglish classrooms can be a site for teaching both the skills of wellbeing and the skills of achievement. The prevalence of depression among young people is alarmingly high and positive psychologists argue that teaching wellbeing can increase learning and it can particularly improve creative and analytical thinking. At Spinifex State College in Mount Isa, English teachers have designed a Senior English unit that uses positive psychology strategies to enhance students’ creative writing. This workshop will provide attendees with practical activities and resources designed to not only increase students’ happiness but also facilitate greater engagement with the language of motivation.Delegates will have the opportunity to explore a range of motivational literary and non-literary texts and reflect on how these can be used in a senior English classroom to improve students’ abilities to create meaning. Motivational texts are becoming increasingly prevalent and have a strong capacity to influence audiences. Patterns and conventions of motivational texts will be discussed and teachers will also be provided with practical activities and resources that support students to craft a motivational you-tube video. This workshop will show teachers how providing students with occasions to experiment with creative writing and technology, the senior English classroom can motivate students. PresenterGrace Loyden is the Head of Senior English and Humanities at Spinifex State College and has been teaching in rural and regional Queensland for 10 years. She is currently studying her Masters at Queensland University of Technology and her research interests include effective practice in the teaching of English.Workshop 1EWill Power: refresh and renew 400 years of The BardAbstractCome and play with the shake & stir team, exploring new ways to use drama when teaching Shakespeare. We’ll delve into some (very) familiar texts, showing you key ways to incorporate drama into the English classroom. Together we’ll unpack simple drama techniques which can be utilised to help deepen a student’s understanding of a text. You’ll leave with a suite of practical and analytical activities that can be adapted for different age groups, texts and ability levels. If you’ve got the will, we’ve got the way.PresentersEstablished in 2006, shake & stir is one of Australia’s leading contemporary theatre companies specialising in the creation of new work. shake & stir produces an annual season of in-school and Mainstage productions and a suite of in-school master-classes and in-residencies for primary and secondary students.Naomi Russell is the full time Education Manager at shake & stir theatre co. She is passionate about creating engaging arts experiences for students of all ages. Her work with shake & stir has included managing their thriving after-school primary drama program, developing and facilitating workshops for delivery in schools, creating extensive teacher resource kits for in-school and Mainstage productions and coordinating the annual Queensland Youth Shakespeare Festival. Prior to working with shake & stir, Naomi was a full-time English and Drama teacher with experience teaching in both QLD and UK schools.Workshop 1FUsing project-based learning to break monotony and teacher-dependenceAbstract‘They’re just expecting me to spoon-feed them!’ ‘I feel like I’m just teaching to the test!’‘Why won’t they just think for themselves?’We’ve all been there. It’s not fun, and it’s certainly not why we got into teaching. In an attempt to break away from the monotony of repeating a poetry unit with a class I’d carried from Year 11 into Year 12, I decided to try something radically different. A radical Project-Based Learning unit.PBL is an inquiry-based pedagogy which engages students with a difficult question or problem for an extended period of time, allowing them to delve deeper into topics and develop more complex perspectives on an idea or area of study. It incorporates ‘21st century skills’ such as collaboration and increased independence, with an emphasis on creating for a real-world audience, skills which our students need as they head off to university or post-school employment.This workshop will reflect on the successes and failures of two PBL-style units. One took Year 12 students well out of their comfort zones, challenging them to craft an exhibition answering the question, ‘Why do people still read old poems by dead dudes?’ The other saw Year 9s shaking in their boots as they pitched advertisements for the school to a panel including the principal. Participants will engage in some short PBL-style activities and walk away with strategies to start their own inquiry units.PresenterSophie Johnson has been teaching English for almost a decade, and is currently working her magic at Brigidine College, Indooroopilly. She gets bored easily, so is always on the hunt for ways to shake up her teaching practice, while still maintaining a very high level of academic rigour. Sophie has been on the ETAQ Management Committee for seven years, and is passionate about using the opportunity to raise the status of English teaching as a profession.Workshop 1GStrategies for teaching creative writing and engaging teenagers with young adult literatureAbstractYoung Adult fiction provides students with the opportunity to see themselves and their lives represented in narrative, as well as a chance to expand their worldview and empathise with diverse characters and experiences. Given the interrelationship between stories and wider culture, as well as the significant impact of reading especially during formative years, it’s important to consider social issues such as representation.A writing workshop will be showcased that allows students to engage not only with story structure (learning how to plot, create credible character motivation and establish compelling narrative ‘voice’), but also representations of women and other diverse groups. I will present strategies on teaching creative writing and insights into engaging teenagers, learned through my experience as a Young Adult novelist delivering workshops in schools. The role of new technology and the internet in teaching creative writing will be explored, both as a resource for story research and as a means of sharing or publication of work.Author visits offer students the opportunity to develop writing skills in a fun, low-pressure context, inspiring them to engage with storytelling in a different way to day-to-day leaning, and encouraging self-esteem in their writing, ideas and expression. An overview of the Reading Australia teaching resources and the ASA's RA BookPros program will be provided.PresenterSteph Bowe is an author of Young Adult fiction, including novels All this Could End and Girl Saves Boy (Text Publishing). She has presented creative writing workshops in schools and appeared at writers’ festivals around Australia since 2009. She is a Stella Prize Schools Ambassador for Queensland. Her writing on feminism appeared in the Destroying the Joint anthology (UQP), and her writing on youth issues has appeared in a number of publications including The Age and The Sydney Morning Herald.Workshop 1HReimagining poetry analysis AbstractFor many years SPEC/SLIMS has been the method of de rigueur in English classrooms for poetry analysis. This practical session will introduce a fresh approach to teaching poetry and encouraging student creativity. Art Costa’s Three-story intellect framework is a clean and simple taxonomy of higher and lower order thinking. It is appropriate to use in both Middle and Senior Secondary school classrooms. PresenterAnne Wood has 20 years’ experience as an English Teacher. She has taught in both New South Wales and Queensland, in the State, Independent and Catholic systems. Anne has held a variety of positions at her current school St Michael's College, Merrimac; including Junior Teaching and Learning Facilitator, Data Analysis Learning Coordinator and Acting Deputy Principal. Her passion is literature, in particular poetry. She is currently studying a Doctorate of Education at Griffith University.Workshop 1ISeeing grammar anew: the role of knowledge about language in contemporary English teaching AbstractOne of the aspects of the Australian Curriculum: English (AC:E) that is perceived as ‘new’ by quite a few English teachers around the country is an increased focus on grammar, mainly to be found within the Language Strand. This goes well beyond the perennial issue of grammatical errors in student writing and is more productively concerned with how different meanings are constructed by different choices from the potential that is available within the various grammatical systems operating in the language.Following some preliminary consideration of grammar in general, participants in this session will be guided in the analysis and discussion of the lyrics in one verse of a song by Johnny Cash entitled Highwayman. This could be a support text for a junior secondary unit of work which, in the past, the presenter has conducted based on Alfred Noyes’ literary ballad The Highwayman.This workshop is an adaptation of part of the PD session conducted at the University of Queensland on 4 June so if you attended that activity, or plan to attend its re-run later in the year, this is probably not the most appropriate session choice for you. PresenterNow a part-time teacher educator at the University of Queensland, Garry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on exchange in the US and Canada. After a period as ETAQ President, he was AATE President in 2014-15 and is now in his final year on the AATE council as Past President. He is keen on functional grammar and poetry and enjoys productively integrating them.Workshop 1JWriting program 101AbstractWriting Program 101 is a workshop that will introduce you to the Four Types of Writing developed by Harvard University’s Dr John Collins. The program will be presented by four teachers from Marsden State High School who attended Dr Collin’s PD earlier this year and had the fortune of team teaching with him in their classes. This workshop will equip you with simple, pick-up-use-tomorrow strategies that get students writing what they want to say. Join Head of Department, Robyn Davis, Peter Algate, Allison Hickey and Christina Sanderson to understand how they use Four Types of Writing in their varied classroom contexts. PresentersRobyn Davis is an English Head of Department at Marsden State High School. She has taught at schools in Logan, the Gold Coast and in England. In her role as Head of Department, she strives to support students to achieve their best and especially enjoys the challenge of reengaging disengaged students in their learning.Peter Algate is an ETAQ Management Committee member and Senior Teacher at Marsden State High School. Peter teaches a range of students including low level readers, gifted and talented and EALD students. He is always looking out for ideas that challenge students and improve their literacy.Alison Hickey is an Experienced Senior Teacher at Marsden State High School. She currently teaches learning support students from Years 7-9 with a strong emphasis on basic literacy. Allison’s strong literacy background comes from her primary school training and past role as a Literacy Coach for the Logan area.Christina Sanderson is a beginning teacher at Marsden State High School. Her English teaching is complemented by her drama teaching background. Combined with her keen interest in SLAM poetry and developing the performance skills of young adults, Christina aims to increase engagement and literacy within all her classes.Workshop 1KMaking connections: a visual approach to classical literary texts AbstractThe modern English teacher faces the challenge of presenting texts to students who form part of a rapidly changing cultural, social, economic and technological landscape. How, therefore, can classical literature be relevant to the twenty-first century student? This presentation will platform the visual essay as a means to develop students' ‘creativity, communication, collaboration, critical thinking and [digital literacy]’ skills (Keane & Keane 2013). Using Shelley's Frankenstein and Shakespeare's plays as examples of literary texts, this multimodal unit invites students to (visually) connect these works with other genre -- fiction, non-fiction, audio-visual and other -- thus dismantling the notion that canonical texts are archaic and obsolete for our 'screenager' learners. This practical workshop showcases strategies and activities to assist students creating visual essays. PresenterKarina Hepner has taught English for 23 years. For 12 of those years, she was an English 12 and English Literature 12 teacher in Vancouver, Canada, where she also marked the BC Provincial Examinations. Currently, she is a Deputy Head of Middle School on the Sunshine Coast. Her passion for literary texts compelled her to complete a MA (English Literature) in 2015. Above all, she wants her students to see that ‘in reading great literature [they] become a thousand men and yet remain [themselves]’ (C S Lewis).Session 2 Workshops: 12:10 – 1:10NoTitlePresenter2AGenre, external exams and refreshing professional practiceLindsay Williams2BFixing the five most common problems in oral presentationsKevin Ryan & Adrian Pauley2CTo infinity and beyond: exploring opportunities for literary literacy with e-literatureLisbeth Kitson2DSeeing the world anew in “the stories of our lives”Kathleen Hannant2EWill Power: refresh and renew 400 years of The Bardshake & stir2FCritical visual literacyGary Crew2GHow can English encourage students to be the change they want to see in the world?Emma Michael2HDemystifying the analytical expositionJohn Acutt2ICreating a culture of questioning in the English classroomHelen Johnston, Michelle Ragen & Anna Sanderson2JSeeing grammar anew: the role of knowledge about language in contemporary English teachingGarry Collins2KRead, read, read: building stamina and skills for readingFiona LaingWorkshop 2AGenre, external exams and refreshing professional practice AbstractNot surprisingly, response to literature appears to be the planned focus for external exams in English. In materials related to the recent trial, teachers and students were informed that they were to write an ‘analytical essay’ and then (on the actual test) an ‘analytical exposition – essay’. Given this inconsistency, maybe it’s time we looked at the textual world anew. In my work with schools over the last couple of years, I have come to the conclusion that the term ‘essay’ is virtually meaningless: it is generally applied to any extended, factual writing. Even QCAA conceded this point in the 2015 Retrospective that reports annually on the QCS Test (including the Writing Task). Instead, Martin & Rose’s work on cataloguing and taxonomising genres provides an opportunity for teachers (in all subjects) to be more precise in identifying student tasks. In this workshop, we will explore one crucial genre for English: Interpretation. This particular genre is shared with many other subjects, including the Arts where it is the main type of extended writing used for assessment. Moreover, I will argue that the recent external exam did in fact require students to use the Interpretation genre and not Analytical Exposition. Why does this matter? If we refresh our view of genre in this way, we might have a positive influence on student outcomes. And it is with the current Year 9 cohort where change needs to occur. PresenterLindsay Williams has been teaching English for 33 years and is currently a workshop presenter and professional development provider. In addition, he coordinates and teaches three English Curriculum courses at the University of Queensland and is himself completing a PhD through the University of New England. His research has required him to re-examine the concept of genre. Lindsay also produces curriculum resources, most recently contributing a chapter to the newly released AATE publication, The Artful English Teacher. Workshop 2BFixing the five most common problems in oral presentationsThis workshop is a repeat of 1B.Workshop 2CTo infinity and beyond: exploring opportunities for literary literacy with e-literatureAbstractThe place of literature is alive and evident in the Australian Curriculum: English (ACARA, 2012). Whilst literature is more often considered those texts that use aesthetic language and have enduring artistic value, literature is becoming increasingly electronic in the twenty-first century. Electronic literature or e-literature, which may include more contemporary popular texts, is acknowledged in the curriculum, but what opportunities do they offer for developing outcomes for language and literacy? This workshop presentation explores the opportunities of a series of electronically augmented literary texts, called ‘Infinity Ring’ (Scholastic, 2012). To engage in the narrative students read the book or audio book, explore supplementary multimodal material and then play a computer game. The affordances and constraints of the book, audio book, supplementary material and game are examined for their opportunities for developing the literary literacy of students in junior secondary (Year 7), in particular those who struggle with reading and writing.PresenterLisbeth Kitson is a lecturer at Griffith University at the Gold Coast, Queensland. She teaches in both undergraduate and postgraduate primary courses in Literacy and English Education, multiliteracies and middle years English Curriculum. Her areas of research interest are related to literacy, curriculum literacies, and multiliteracies, with a particular focus on the integration of Information and Communication technologies and multimodal texts, including e-literature, into teaching practices.Workshop 2DSeeing the world anew in ‘the stories of our lives’AbstractWith changes in technology, greater consideration has been given to meaning created through the use of visuals in contemporary texts. ‘The Stories of Our Lives’ is a unit developed for Year 7 students focusing on narrative in a range of everyday and literary texts. This presentation explores a range of approaches, including the application of Systemic Functional Linguistics (SFL) to selected visual, written and digital texts – such as picture books, short stories, online texts, and feature films – to enhance students’ understandings of the stories of their lives.PresenterKathleen Hannant is a Head of Department for English and International Studies, as well as literacy coach at Centenary Heights State High School, Toowoomba.Workshop 2EWill Power: refresh and renew 400 years of The BardThis workshop is a repeat of 1E.Workshop 2FCritical visual literacyAbstractThis hands-on writing workshop will demonstrate stress free classroom strategies intended to provoke critical and creative responses to a range of outstanding images chosen from high art, photographic media and illustrated books for older readers. Utilising ‘critical visual literacy’ (Newfield; 2011), the workshop is intended to ‘evoke language from images’, and thereby further empower students to write more imaginatively and effectively (and perhaps affectively?) to express ideas with greater assurance and sophistication. PresenterGary Crew is Professor of Creative Writing at the University of the Sunshine Coast, Queensland. Gary has been internationally published since 1986 and has won the Australian Children’s Book of the Year four times: twice for his novels, twice for his illustrated books. Gary has also been awarded the American Children’s Book of Distinction, twice short listed for the Edgar Allen Poe Mystery Fiction Award in the USA, the Aurealis Award for Speculative Fiction, the Ned Kelly Award for Crime Writing, the New South Wales Premier’s Award, the Victorian Premier’s Award, the Wilderness Award for Children’s Writing and the Royal Geographic Society Whitley Award. His over 100 short stories, novels and illustrated books are published all over the world. Gary regularly addresses and conducts Literary and Creative Writing workshops for International audiences. Other than his creative works, his research primarily focuses on Visual Literacy and Post-Colonial Historical writing, particularly regarding the castaway in fiction and nonfiction.Workshop 2GHow can English encourage students to be the change they want to see in the world?AbstractCreativity, critical thinking, problem solving, collaboration, responsibility and the ability to use ICT are just some of the 21st century skills that will be vital for our students to master as they navigate a changing world. But how do we develop these capacities in the English classroom? This session will showcase a Year 10 Project Based Learning unit that has a focus on incorporating skills essential for thriving in the 21st century. At the beginning of this rigorous inquiry-driven unit, students were asked: ‘How can we raise awareness at our school about an issue in society to encourage action?’ Provoked by this challenge and empowered by choice, students had ownership from the very start as they selected a real world social issue they were passionate about. They then worked collaboratively to inquire into the issue and the way it is viewed in society and finally constructed a multimedia presentation - in any format they desired - that aimed to persuade their audience to take action. This session will share resources, examples and strategies for facilitating your own project-based initiative at your school. You’ll leave inspired and equipped to engage students in real-world inquiry that puts students at the centre of the learning process.PresenterEmma Michael teaches IB Literature and Year 9-12 English at John Paul College.Workshop 2HDemystifying the analytical exposition AbstractHow can your average student walk into an exam room to face an essay on a canonical text, like Macbeth, and feel prepared and confident? They need to know how essays work, how to organise their ideas, how to visualise the different elements and how to self-correct under pressure. How does a teacher make this happen? The teacher needs to be able to strip down the engine of the essay and be able to rebuild it, piece by piece. This workshop will take you through several key strategies for successful essay exam preparation.PresenterAs a teacher and Head of Department, John Acutt has worked hard to keep his programs always interesting and relevant. He has been the recipient of ETAQ's Peter Botsman Memorial Award and regularly shares his teaching ideas at State and National conferences. He believes English teachers should practise what they preach.Workshop 2ICreating a culture of questioning in the English classroomAbstract‘Who questions much, shall learn much and retain much.’ (Sir Francis Bacon)Recent research (Marzano & Simms, 2014; Rothstein & Santana, 2011) has revealed the use of purposeful questioning strategies – generated by the teacher, student and/or self – will stimulate curiosity, activate prior knowledge and extend thinking. As thinking is driven by questions, it is also vital that students learn to formulate their own. Importantly, this will assist the students to develop their metacognitive skills and awareness of themselves as learners.In this workshop, the questioning strategies recommended by Marzano & Simms, 2014; Rothstein & Santana, 2011; and Costa & Kallick, 2000 will be explored before the presenters share snapshots of their current practice in which they have utilised this research. Examples of the following instructional strategies will be briefly touched on: how to teach students to formulate lower and higher order questions to activate their prior knowledge, extend their thinking, encourage authentic collaboration and personalise learning (examples from Year 12 English – Macbeth)how questioning can be used to support the activating of vocabulary - prior knowledge, acquisition and extension (examples from Years 9 – 10 English)how questioning can be used to extend collaborative learning and enrich discussions (examples from Year 8 English)All participants will receive a booklet with examples of student worksheets and suggested activities, as well as a reference list to support the use of questioning as a teaching and learning tool in the English classroom.PresentersAfter four years as Head of English at Brisbane Grammar School, Helen Johnston is now involved in supporting teaching development at the School. Her career has included a range of teaching opportunities and experiences in schools in both Australia and North Carolina. She has been a member of the ETAQ Management Committee since 2011.Michelle Ragen is an English teacher at Brisbane Grammar School who has taught the boys for the past fifteen years. Prior to returning to Brisbane, Michelle was the Head of English at Kormilda College in Darwin. Michelle is a member of the ETAQ Management Committee and a recipient of the ETAQ Peter Botsman Memorial Award.Anna Sanderson is a Middle School English and History teacher at Brisbane Grammar School. She is also the English Curriculum Assistant in the Middle School. Before this, Anna spent six years teaching in British international schools and found this to be a valuable and challenging professional experience.Workshop 2JSeeing grammar anew: the role of knowledge about language in contemporary English teaching This workshop is a repeat of 1I.Workshop 2KRead, read, read: building stamina and skills for reading AbstractWe all want our students to read well is order to be able to see the world of education anew, to negotiate the curriculum confidently. I share our school’s journey to improve our students’ reading. The strategies we used, based on research-based principles, have worked for our students as evidenced by significant improvement in year 7, 8 and 9 PAT R scores and curriculum outcomes. We spent two years partnering with the Accelerating Literacy Learning (ALL) team at Griffith University, spending much of the second year focused on getting ready to be the masters of our own destiny this year. We like the strategies, situated as they are in the context of each unit, meaning teaching time is reading time. I share our approach: the highs, the challenges and the how of our journey.PresenterFiona Laing is a Head of Department of English at Forest Lake State High School and loves working with English teachers. She feeds this obsession by being President of ETAQ and the national delegate for AATE. She enjoys the challenge of winning students over, winning staff over to new initiatives and working with a team to make things work better.Session 3 Workshops: 3:50 – 4:50NoTitlePresenter3AGenre, external exams and refreshing professional practiceLindsay Williams3BWriting for English in AustraliaAnita Jetnikoff3CSeeing a modern classic anew: some approaches for teaching Wilfred Owen’s poem Dulce et decorum estGarry Collins3DStrategies for teaching creative writing and engaging teenagers with young adult literatureSteph Bowe3EUsing (post)critical pedagogies and media literacies to pick at the seams of patriarchy in order to see the world anewSherilyn Lennon & Bernadette Hawker3FUsing project-based learning to break monotony and teacher-dependenceSophie Johnson3GHow can English encourage students to be the change they want to see in the world?Emma Michael3HDemystifying the analytical expositionJohn Acutt3IReimagining poetry analysisAnne Wood3JSeeing the world through script and screen: lessons in close readingMelanie Wild & Julie Arnold3KJust what is happening with senior English?Fiona LaingWorkshop 3AGenre, external exams and refreshing professional practice This workshop is a repeat of 2AWorkshop 3BWriting for English in AustraliaAbstractEnglish in Australia publishes articles from secondary teachers, academics and researchers on matters to do with English. This presentation invites all English teachers to think of themselves as scholarly and reflective practitioners, worthy of sharing their knowledge with their peers. I will cover what content and style is best suited to the journal and what distinguishes publication in this academic journal from articles more suited to the ETA state journals. PresenterDr Anita Jetnikoff is a senior lecturer of English Curriculum Studies in the school of Curriculum in Education at QUT. She is the current editor of English in Australia 2016-2018. The unifying themes of identity and creative pedagogies weave through her teaching, service, research and publications. Anita is a passionate educator, poet, documentary film maker and digital storyteller and the author of an original poetry collection, The Scent of Ancestral Memory (2014) and co-author of Media Remix (2008).Workshop 3CSeeing a modern classic anew: some approaches for teaching Wilfred Owen’s poem Dulce et decorum estAbstractIt used to be that grammar and poetry were both considered important in school English programs but relatively few teachers thought that the two should intersect. As is usually the case with this repeat offender, this presenter seeks to show otherwise.Wilfred Owen is one of the best known poets of the First World War and ‘Dulce et decorum est’ is one of his best known poems. Killed in action just a week before the armistice in 1918, Owen had served as a junior officer in the Manchester Regiment and knew the reality of trench warfare from first-hand experience. This workshop will model some activities for working with the poem and some related texts. The presenter is a former Army Reserve infantry officer who, though he has never heard a shot fired in anger, brings some knowledge of things military to Owen’s poem. For example, to provide some context for the short narrative that begins the poem, the mechanics of a battalion relief-in-place will be briefly explained. In addition, it will be demonstrated how understandings about functional grammar can be productively applied to building understanding and appreciation of literary texts.This workshop was originally prepared for this year’s AATE/ALEA joint national conference held in Adelaide in early July. The theme for that event was ‘Weaving worlds with words and wonder’. A version of the workshop was also presented earlier this year at ETAQ’s March seminar. PresenterNow a part-time teacher educator at the University of Queensland, Garry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on exchange in the US and Canada. After a period as ETAQ President, he was AATE President in 2014-15 and is now in his final year on the AATE council as Past President. He is keen on functional grammar and poetry and enjoys productively integrating them.Workshop 3DStrategies for teaching creative writing and engaging teenagers with young adult literatureThis workshop is a repeat of 1G.Workshop 3EUsing (post)critical pedagogies and media literacies to pick at the seams of patriarchy in order to see the world anewAbstractThis presentation explores the experiences of two Senior English teachers who combined (post)critical pedagogies with media literacies in order to disrupt life limiting gender beliefs and practices being enacted in an isolated rural Queensland community. It offers an example to others of the possibilities, problematics and ethics of using such pedagogies to do critical/political work in our classrooms while also advocating for the importance of linking curriculum requirements with local knowledges and needs. The presentation describes the way in which an English film unit based on the Australian documentary, The Bra Boys was used as a vehicle for encouraging students to re-see, re-think and re-shape their gendered lives. The approach that the teachers used drew on notions of critical pedagogy that invite educators to create classrooms as dialogic spaces where social inequities and power asymmetries are made visible and unsettled with transformative intent. In the community where the unit was taught, boys had a long history of devaluing schooling and valorizing high-risk physical behavior. Subsequently, the unit was designed to problematise and build links between the gender messages in the film and local performances of masculinity. At the conclusion of the presentation, the teachers turn a critically reflexive eye upon themselves to uncover what they have learned about the uses (and abuses) of (post)critical pedagogies in the classroom.PresentersDr Sherilyn Lennon is currently a lecturer in Secondary English at Griffith University. Prior to this, she worked as a Head of Department and Senior English teacher in a rural community four hours West of Brisbane.Bernadette Hawker is currently a Master teacher, Head of Department and Senior English teacher at Goondiwindi SHS. She has over twenty years’ experience in the field and a particular interest in critical and transformative pedagogies and ICTs in the classroom.Workshop 3FUsing project-based learning to break monotony and teacher-dependenceThis workshop is a repeat of 1F.Workshop 3GHow can English encourage students to be the change they want to see in the world?This workshop is a repeat of 2G.Workshop 3HDemystifying the analytical exposition This workshop is a repeat of 2H.Workshop 3IReimagining poetry analysis This workshop is a repeat of 1H.Workshop 3JSeeing the world through script and screen: lessons in close reading AbstractWe want our students to have a broad understanding of grammar, and be able to apply their knowledge about language to a range of text types. Performances, in their various modes, are ideal for exploring the ways people construct and interact with text. Through our comparative and discrete studies of a range of plays and films, we teach students a portable metalanguage for close analysis that they can draw on in their senior years. In particular, we demonstrate for them that play scripts are very ‘open’ text types, meaning there is plenty of room for interpretation, i.e. for filling gaps and silences. In contrast, film directors tend to ‘close off’ possibilities for meaning making when they create films because they have so many textual resources available to them. We teach this with the judicious use of graphic organisers, high level exemplars and the gradual release of responsibility. This workshop will provide practical ways of working with plays and film in the classroom, as well as a suggested sequence for designing this kind of unit well.PresentersMelanie Wild is currently on secondment as Principal Project Officer Australian Curriculum and Literacy at QCAA. She has acted as HOD English/Arts at Mitchelton SHS and taught English at Corinda SHS. She recently completed her Masters of Education (Literacy). She is a member of the ETAQ Management Committee, convenor of their annual Beginning Teachers’ Day and has recently been awarded Early Career Teacher’s Award by APTA. Julie Arnold has taught English for 20 years, 15 as Faculty Head and two as Literacy Coach. She was a 2015 recipient of Griffith University’s Teaching & Learning grant, and her work as Head of English and Literacy saw Corinda State High School recognised by Education Queensland’s High Performance Strategy project for sustained improvement in reading. She chairs the PD Committee for ETAQ and is a QCAA District Panellist. In 2013, she published English in Practice, with Lynda Wall and Cambridge University Press.Workshop 3KJust what is happening with senior English? AbstractThere are huge changes coming up for Senior English with new syllabuses being written in 2016 and trial external exams in year 11 this year and next. What do you want to know about the process of developing those syllabuses? What do you want to know about how they will fit together in the new environment of senior English from 2018? What opinions do you want to share with colleagues (and with the QCAA) on how the new syllabuses should look?This forum is designed to share information on the processes and to gather your input for the final stages of design and implementation. You can also share with us how ETAQ can best support students and teachers in the future as the new external assessments are introduced.PresenterFiona Laing is a Head of Department of English at Forest Lake State High School and loves working with English teachers. She feeds this obsession by being President of ETAQ and the national delegate for AATE. She enjoys the challenge of winning students over, winning staff over to new initiatives and working with a team to make things work better.Workshop SelectionName........................................... School .......................................Intending registrants should note that maximums apply to some workshops, and not all sessions of all workshops will actually run. Places will be allocated as registrations are received.NumberTitleSelect 1 and 2 for each sessionWorkshop Session 11A"Neon lights, darkened doorways, bourbon bottles, cigarettes ..."1BFixing the five most common problems in oral presentations1COxford MyEnglish for Queensland1DThe language of motivation: using multimodality to increase happiness1EWill Power: refresh and renew 400 years of The Bard1FUsing project-based learning to break monotony and teacher-dependence1GStrategies for teaching creative writing and engaging teenagers with young adult literature1HReimagining poetry analysis1ISeeing grammar anew: the role of knowledge about language in contemporary English teaching1JWriting program 1011KMaking connections: a visual approach to classical literary textsWorkshop Session 22AGenre, external exams and refreshing professional practice2BFixing the five most common problems in oral presentations2CTo infinity and beyond: exploring opportunities for literary literacy with e-literature2DSeeing the world anew in “the stories of our lives”2EWill Power: refresh and renew 400 years of The Bard2FCritical visual literacy2GHow can English encourage students to be the change they want to see in the world?2HDemystifying the analytical exposition2ICreating a culture of questioning in the English classroom2JSeeing grammar anew: the role of knowledge about language in contemporary English teaching2KRead, read, read: building stamina and skills for readingWorkshop Session 33AGenre, external exams and refreshing professional practice3BWriting for English in Australia3CSeeing a modern classic anew: some approaches for teaching Wilfred Owen’s poem Dulce et decorum est3DStrategies for teaching creative writing and engaging teenagers with young adult literature3EUsing (post)critical pedagogies and media literacies to pick at the seams of patriarchy in order to see the world anew3FUsing project-based learning to break monotony and teacher-dependence3GHow can English encourage students to be the change they want to see in the world?3HDemystifying the analytical exposition3IReimagining poetry analysis3JSeeing the world through script and screen: lessons in close reading3KSenior English syllabuses and external assessment forum THE ENGLISH TEACHERS ASSOCIATION OF QLD INCABN: 17 664 872 321STATE CONFERENCE 13 AUGUST , 2016REGISTRATION FORM/TAX INVOICETo register for this conference, please send this completed form to:Mrs Trish PurcellPO Box 3375STAFFORD QLD 4053Or email to trish.purcell@OR register online at .auRegistrations are required by SUNDAY 7th AUGUST 2016Name: __________________________________Address: ____________________________________________________P/code _______Email: _________________________________School: _________________________________Membership StatusPersonal member[ ]Corporate Membership[ ]Retiree/FT Student[ ]Non-member[ ]COST: [All prices include gst]$1430.00 for Personal Members$44 Presenters$66.00 for bona fide F/T students/retirees$190.00 for Non-Members.Corporate Member $143 for First Registrant $154 other RegistrantsPOST CONFERENCE DRINKS $15 per personA late fee of $20 is payable on any registration postmarked after 6 August or emailed after 11:59 pm on 7 August. Online registration will not be available after 7 August.Video will be recorded during the Conference. We would appreciate your allowing your image to be used as part of a group on ETAQ’s website. However, if you do not wish your image to appear, please sign below.………………………………………….PAYMENT METHOD:EFT: BSB:014 228 A/c 2856 47675 $... . I enclose my/school cheque for $_________Please charge my credit card with $_______Its number is: _____ _____ _____ _____Name on Card: ______________________Expiry Date is: ______/______Receipts will be emailed. Address for receipt…………………………………………………………….Do you have any special dietary needs? Please specify .........................................................................Cancellation PolicyRegistration cancelled by Monday, 8th August, you will receive a refund of registration fee less $20Registration cancelled by Friday, 12th August, you will receive a refund of registration fee less $60Registration cancelled AFTER the conference has begun, NO refundNOTESWorkshop selection form must be returned with registrationRegistrations will not be accepted at the venueIf you email your registration, it will be confirmed within 24 hours; If you register online, you will receive on-screen confirmation and a confirmation email at the end of the process. If you do NOT receive confirmation, please contact Trish PurcellFor assistance with registration, email Trish or phone 0455 464 000Our website .au has the latest details of workshops, the program and the registration form.OFFICE USE ONLYDate Received: ________/ / 2016How Paid: ____________________________Receipt #: _____________________________________ ................
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