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Saturday 18 August 2018Lourdes Hill CollegeHawthorne Road, HAWTHORNEState ConferenceETAQ State ConferenceAugust 18, 2018 Lourdes Hill CollegeVision 2020:Seeing the Future of English TeachingEnglish teaching in Queensland is in a state of great change, as we move towards a new senior curriculum, assessment and reporting environment. The effects of these changes will be felt in junior English classrooms as teachers and schools adjust to meet the shifting needs of English teaching and learning. ETAQ is a proactive organisation, and one that takes seriously the mission to provide professional support and advocacy for English teachers. As Victor Hugo suggests, “what we must always foresee is the unforeseen.” This year’s state conference will see two keynote lectures supported by a range of practical and engaging sessions that take a forward-looking view of English teaching and learning.Social MediaYou can follow along with the ETAQ conference hashtag on Twitter using the hashtag #etaq18.ETAQ’s Twitter handle is @ETAQld.If you are on Facebook, you can join up to the ETAQ group (groups/ETAQLD) and/or like the official ETAQ page (ETAQLD).Lourdes Hill College CampusETAQ will be filming a number of the presentations during the day for uploading to the members only area of the website and images of some attendees may be captured in the process. If you want your image NOT to be captured, let us know by making a note on your registration.Conference ScheduleTimeActivityRoom8:15RegistrationBernadette Centre8:45 – 10:30Welcome – Fiona Laing, ETAQ PresidentPresentation of Life Membership to Heather FraserKeynote 1 – Professor Beryl ExleyPolding Theatre (Bernadette Centre)10:30 – 11:00Morning tea, informal networking and perusal of resourcesBalcony11:00 – 12:00Workshops Session 1Various12:10 – 1:10Workshops Session 2Various1:10 – 2:00Lunch, informal networking and perusal of resourcesPerformance by Grin & Tonic (1:30 – 2:00)Balcony2:10 – 3:30Presentation of Peter Botsman Award to Belinda Hampton and Joanna GardinerKeynote 2 – Dr Nick EarlsPolding Theatre (Bernadette Centre)3:30 – 3:50Afternoon teaBalcony3:50 – 4:50Workshops Session 3Various5:00 – 6:00Post-conference drinks and dinner - (own cost) Oxford 188, BulimbaThis activity constitutes 7.25 hours of Continuing Professional Development (CPD)2018 Life Membership AwardHeather Fraser032766000Heather Fraser is the long serving president of ETAQ’s North Queensland Branch based on the city of Townsville.After secondary education at Rockhampton Girls’ Grammar School and then graduation from James Cook University in 1980, Heather has worked as an English teacher and Head of Department in schools in both the state and private sectors. The quality and extent of Heather’s general contribution to English teaching in the state has previously been acknowledged via a school level Peter Botsman Award which was conferred on her in 2002. The award of Life Membership now formally recognizes the value of her service to ETAQ as an organization.Many members probably think of ETAQ primarily in terms of such things as: PD activities, the website, copies of our journal Words’Worth, communication by email, and increasingly as an on-line presence on various social media platforms. These are all important but, of course, organizations like ETAQ are fundamentally groups of people with common interests - in our case, secondary English teaching. As in most organizations, there is the majority who participate in, and benefit from, the body’s various functions, and then the much smaller group of people which makes those things happen. Heather Fraser has long been an influential member of the latter group and her contribution to fellow English teachers through ETAQ has been outstanding.Currently, ETAQ has two active branches outside of the Brisbane metropolitan area: the Darling Downs Branch based on Toowoomba and the North Queensland Branch based on Townsville. At various times in the past there have also been active ETAQ branches in Cairns, Mackay, Rockhampton, Wide Bay and the Gold Coast. These have fallen by the wayside as the groups of people who made them happen moved away or retired. We certainly hope that some of them will be resurrected in the future. Along with the late Professor Pam Gilbert, Heather was instrumental in forming the North Queensland Branch in 1981 and has served as its president since 1992 – that’s now a quarter of a century!The fact that the North Queensland Branch has lasted the distance and continues to flourish is due in no small part to the passion, leadership, and continued, self-sacrificing effort of Heather Fraser. That is not to say, of course, that the North Queensland Branch is a one-woman band – Heather has been well supported by a variety of committee members over the years. She has been active in recognising and encouraging talented teachers around her, nominating them for awards for their service to the profession. It is difficult not to be impressed by the impact of Heather’s personal effort. Her energy and example at the branch level have been exemplary. As well as conducting local PD events, the branch, under Heather’s leadership, hosted a successful state conference in Townsville in 2009. It is also very pleasing to note the very productive relationship that has been fostered with James Cook University.Heather Fraser’s individual contribution to ETAQ, and through it to the state’s English teachers, particularly in the north of the state, has been sustained, and of the highest order. She is an eminently deserving recipient for an award of Life Membership.2018 Peter Botsman AwardBelinda Hampton, in school category 010985500Belinda leads a team of passionate English teachers who are inspired by her enthusiasm, motivation and extensive knowledge of the curriculum, both theoretical and in-classroom practice. She consistently leads by example, having high expectations both of her students and the staff that she leads and supports. Her passion for the subject inspires her students, colleagues and their students in the subject area of English and enhances their ability to communicate not just in English, but across all curriculum areas.For 6 months of 2017, Belinda worked as a reading coach at the Brisbane based Reading Centre, a service committed to delivering professional learning across the state. She developed a range of on-line podcasts and face to face sessions, including a series on reading in History, Physical Education and Science, and developing whole school reading cultures. This opportunity provided her with a new insight into the different literacy elements of the learning areas and stages of schooling, and a sharper focus on the commonality, but also important differences, in the reading demands of each. Belinda actively contributes to the knowledge of the English professional body. She was a member of the Learning Area Reference Group for subject English for the QCAA and spent 18 months reviewing and guiding the development of the new senior syllabuses. She has contributed to the development, and marking, of the trial external exams in year 11 English, and resources to support the new English syllabus. This year, she constructed the book list for the Premier’s Reading Challenge, years 7-9 at her school.Belinda has completed a Master of Educational Studies at The University of Queensland in 2016, and is currently committed to a doctorate of Education through the Queensland University of Technology, exploring the question: ‘How is curriculum policy enacted in the process of drafting the new QCAA post-compulsory English syllabus suite?’ This leads to spending a lot of time thinking, talking, reading and writing about the shape of literacy and English in school contexts. In 2016 - 2017, Belinda co-led Atherton State High School’s involvement in a region cluster project. The participatory action research was focused on the improvement of teacher professional capability through supported, evidence based practice for reading and writing, working closely with Dr Alison Davis.In 2013, Belinda participated in action research conducted by Valentina Klenowski; the resulting publication "Assessment for Education: Standards, Judgements and Moderation" (2014) features her work items and exemplars, assessment items and reflections as the basis for Chapter 7. They are used as best practice models for intelligent accountability in assessment design.Belinda has long played a leadership role in her school, around literacy and English as well as in her region, as part of the Townsville branch of ETAQ. Her contribution to her region is valued by her colleagues at her school and in her region. She is, indeed, a very worthy recipient of the Peter Botsman Award.2018 Peter Botsman AwardJoanna Gardiner, in school category 1651004000500Joanna Gardiner is Head of English at Somerville House. As throughout her twenty-five-year teaching career, she is an outstanding educator of English and advocate for English education, both in and beyond her own English classroom. As a curriculum leader, Joanna inspires both her students and teaching colleagues to engage in a rich and rigorous English curriculum, to foster a genuine love of literature and strive constantly for standards of excellence.Joanna continues to have a wider, positive influence on the work in English classrooms through her extensive contribution to the School and broader educational community. She has served on English and English Extension Panels for QCAA for 10 years and has been an active contributor to the development of QCAA syllabuses, and more recently, trial processes for the new QCE. Joanna has been a contributing author for numerous English texts and other publications, including the English Is: English for the Australian Curriculum series published by Wiley. Her most recent being a co-author for the 2017 Wiley publications, Jacaranda English 9 LearnON and Jacaranda English 10 LearnON.Joanna continues to be a dedicated supporter of The English Teachers Association of Queensland through her ongoing support of ETAQ events, and presentations at State and national conferences since 2002. In 2017 Joanna was invited to present a workshop for teachers at the Brisbane Writer’s Festival, and she facilitated 'Just Press Play: Plays, Playfulness & Pedagogy in Senior English' as part of the Festival program.Joanna maintains a strong commitment to professional development and educational research to inform and implement her strong vision for high-quality teaching and learning in English courses. She is a positive role model to teaching colleagues through her active contribution to the School’s professional learning and broader teaching programs, and AATE and ETAQ professional development opportunities. Over a number of years, she has developed and been editor for the School’s Style Guide and In House, Somerville House’ own, educational research journal. She has initiated a range of curricular and extra-curricular projects for the School such as the Somerville House Literary Lounge, to connect students with professional writers, and The Writing Shed, enabling students to extend their literacy skills and capacity to write. Perhaps the most significant of Joanna’s achievements is her tireless commitment and dedication to what is now a generation of students. Her teaching excellence constantly extends beyond the classroom, as she so generously donates her time and energy to work with all students in the School, not only those in her own classes. She works willingly with any student requiring additional support - often giving students many hours of one to one support on an ongoing basis. She is always prepared to go above and beyond, to personally ensure every student is able to achieve to their fullest capacity and support every colleague to meet standards of teaching excellence.Joanna is a very worthy recipient of the Peter Botsman Award for her outstanding work in her own English classroom, her school and for the significant influence she has had on English classrooms around the State.-25400-51435Keynote 1 – Prinsables phour cixsessfull spehlngProfessor Beryl ExleyGriffith University00Keynote 1 – Prinsables phour cixsessfull spehlngProfessor Beryl ExleyGriffith University -254005524500AbstractThis highly practical presentation offers secondary school teachers a sensible and detailed look at the principles for successful spelling for students in the secondary years of schooling. Beryl demonstrates why mastering written representations in the English language is so complex for different types of learners and at different phases of schooling. Throughout this presentation, participants are offered a dozen tried and tested hands-on activities that teachers can effectively integrate into spelling specific lessons or content area lessons as the need arises for their diverse learners.PresenterBeryl Exley is an experienced classroom teacher, who now lectures in English Curriculum and Literacies Education at Griffith University. She has a special interest in teaching grammar, visual literacy, process drama, reading, writing and spelling. Beryl has authored over 50 research articles and professional publications. She has been a judge for Section D of ETAQ’s short story competition since 2008. Beryl regularly contributes to AATE’s flagship journal “English in Australia”. She is also the National President of the Australian Literacy Educators’ Association.-2540095250Keynote 2 – Wisdom Tree and the Novella in the Twenty-First CenturyDr Nick Earls00Keynote 2 – Wisdom Tree and the Novella in the Twenty-First CenturyDr Nick Earls08636000AbstractThe word ‘novella’ has been used in English for more than a century but, while individual novellas have been acclaimed, the form has never been wholeheartedly embraced by publishers, booksellers and readers. Could the dramatic technological changes of the twenty-first century and their impacts on publishing and readers’ lives have the potential to change that – for adults and possibly also in schools? Nick Earls draws on his PhD research to explore this and key features of the contemporary novella, using his award-winning novella series Wisdom Tree as a case study.PresenterNick Earls is the author of twenty-six books, including adult novels such as Zigzag Street and young-adult CBCA Book of the Year winner 48 Shades of Brown. Two of his books have been adapted into feature films and five into stage plays. His most recent work is the novella series Wisdom Tree, which has won awards in Australia and the US and been called ‘a triumphant and extraordinary piece of fiction’ by the Sydney Morning Herald.Session 1: Workshops 11:00 – 12:00NoTitlePresenter1AThe dark art of the analytical expositionJohn Acutt1BThe future of teaching oralsKevin Ryan & Adrian Pauley1CUsing functional grammar to scaffold students’ creative writingSherilyn Lennon1DRapper’s delight: looking to hip-hop as protest poetryToni Rynne & Dylan Mead1ESparking sparkling creativityJuliette Bentley1FThe Shakespeare sessionsCharlie Thompson & Heather Fraser1GDeveloping autonomous, assessment-capable students in EnglishChristopher Boerdam & Sarah Gunn1Hwithdrawn1IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practicesBelinda Hampton, Cathy Campbell & Carly Sopronick1JIA1: What are the patterns and conventions of a text suitable for a public audience?Grace Loyden1KDiscover your creative teacher writer identityBree Kitt1LFrom the physical to the intellectual: using the body and mind to prepare for an external exam on ShakespeareKathleen Macdonald1MScaffolding literacy for teaching multimodal text compositionNathan LowienWorkshop 1AThe dark art of the analytical expositionAbstractBeing able to master the dark art of the analytical exposition is a vital incantation to be conjured by any scholar. Let’s build an analytical exposition from the ground up. In the process, we’ll explore the structural elements and the common-sense rationale behind them. This planning and structuring of an essay will be demystified and a process explored to ensure students develop clear, articulate, cohesive, and well-planned arguments.PresenterJohn Acutt is a teacher who works every day to find ways for students to better connect with English. Through immersing himself in the tasks that the students are set, he finds new perspectives from which to attack them. His practical, common sense ideas are very popular with classroom teachers on a similar quest.Workshop 1BThe future of teaching oralsAbstractIn this workshop we will outline lesson plans to teach students:The fundamentals of persuasionAnalysing a specific audience for their persuasive taskPresentation structures that enable the persuasive processPersuasive tools and techniques they can applyWriting and delivering powerfully persuasive languageUsing technology (slide shows & presenting to/with a camera)Speaking impromptu and adding spontaneityPreparing to deliver with confidence PresentersKevin Ryan and Adrian Pauley have over 30 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 1CUsing functional grammar to scaffold students’ creative writingAbstractThe Australian curriculum is underpinned by two grammar models – traditional grammar and the functional model of grammar. While the two models are not mutually exclusive, they do provide different resources from which English teachers can draw to support students’ writing. This workshop unpacks the key differences between the two models before moving its focus to how the functional model of grammar might be used to support and extend students’ creative writing. The workshop is intended to be practical – rather than technical.PresenterDr Sherilyn Lennon convenes the Junior and Senior Secondary English curriculum courses at Griffith University. She divides her time between the city and the bush where she was an English Head of Department for many years. She is particularly interested in pedagogies of disruption, connection and engagement.Workshop 1DRapper’s delight: looking to hip-hop as protest poetryAbstractThe history of racial and class struggle as represented in texts is well known and well taught in Australian classrooms. To Kill a Mockingbird, Jasper Jones and similar novels are stalwart texts in most Australian schools, exposing students to the harsh marginalisation experienced by many. A previously overlooked text type, however, is one of the most popular, and probably one of the most obvious for study: Hip-Hop.In 1974 DJ Lovebug Starski first coined the term ‘Hip-Hop’, and the rise of Hip-Hop largely parallels the rise of the African-American community from abject poverty over that same time period. Today, the genre is hugely relevant and global; a trend that is only going to continue. Hip-Hop is protest poetry, providing a means for young and disenfranchised people to share their voices. In Australia, the genre has taken on a life of its own, with emerging artists such as Hilltop Hoods, Tkay Maidza, and Baker Boy coming to the fore. The genre is rich and deep in its themes, its language, its imagery, and its honesty. There are no better examples of this than Kendrick Lamar’s recently awarded Pulitzer Prize, and Macklemore’s refusal to bow down to public pressure when performing Same Love at the NRL Grand Final.This workshop aims to advocate for Hip-Hop song lyrics as a genuine text-type in poetry units, as well as providing an overview of a unit of study on Hip-Hop, including history and context, useful resources, and recommended text selections.Parental Advisory: this workshop may include some explicit content. PresentersStraight out of Bellbird Park State Secondary College, Toni Rynne and Dylan Mead are passionate about connecting classwork to the things students love most. Toni is in her fifth year of teaching, and currently chairs a ‘Positive Behaviour for Learning’ committee at BPSSC. At last count, she is 3,000 words away from finishing her Master’s degree in Leadership and Management. Dylan Mead is in his third year of teaching, and has previously presented at the Beginning Teachers’ Day and has been published in Words’Worth.Workshop 1ESparking sparkling creativityAbstractStudents gain a degree of self-efficacy, self-esteem and authorial voice from delivering their own writing using audio tools such as Adobe Spark Video, Post or Page and Adobe Elements. It isn’t enough that they are consumers of materials we create for them, although that creation is valuable; it is more empowering for them to design their own delivery which can be shared across several platforms or, better yet, used with apps like Aurasma and Flipgrid, to lift the words from static text, to an augmented reality. Student voices can also be heard in an international writing journal Write the World, making them truly global citizens, sharing their views, creativity and cultural indicators to build empathy both within the classroom and beyond.Adobe has just released Adobe Edu which is free and once enabled by the IT Admin, has safeguards for student privacy, allowing students thirteen and under to access the platform, Creative Commons music and photos (teaching digital citizenship and ethical use). Multi modal presentations have become key to our practice and yet many teachers are reluctant to adopt the tools that make them popular. Adobe Spark is incredibly easy to use and can be the launching pad for other tools such as Flipgrid, Edpuzzle, Quizlet, Kahoot as well as the raft of brilliant Google tools suitable for education. Participants in this workshop will leave with a resource or two that they create. PresenterJuliette Bentley has been teaching in both co-ed and single gender public and independent Queensland secondary schools and colleges since 1989. She is a significant contributor to a number of English text books as well as smaller contributions to Business and Geography texts. Her passion is to help students find their authorial voice and unleash their creativity both inside and outside the classroom. Juliette has a writers’ club that has been going for over eight years. She completed her Master’s in 2014 and is now a doctoral candidate at Sydney University exploring the value of a co-curricular writers’ group upon developing creativity and identity formation in students. Juliette has been made an Adobe Campus Leader because of her use of Spark and now presents professional development workshops on their behalf.Workshop 1FThe Shakespeare sessionsAbstractLet’s be honest; most of your students would rather listen to Eminem than study a Shakespearean play. When Shakespeare is mentioned in the classroom, inevitably the question of “Why are we are studying this?” seems to be shouted from the back row (or sometimes even the staff room). This happened to musician and teachers Charlie Thomson and Heather Fraser over a decade ago and, instead of rejecting the inquiry, they both encouraged this line of questioning and curiosity to work with their students to find an answer. They both realised the power of asking “Why?” and discovering this with their classes. The result of this investigation was the formulation of an interactive workshop and a set of resources entitled The Shakespeare Sessions. The idea was to incorporate Charlie’s love of hip-hop music with his appreciation of Shakespeare to highlight the bard’s significance and relevance in contemporary society. In collaboration with his students, Charlie created songs that dealt with such questions as “Should Shakespeare be studied today?”, “Who is to blame for the tragic demise of Romeo and Juliet?” and “Why does Shakespeare incorporate the theme of insanity in so many of his plays?” This workshop will highlight the value of encouraging students to question the curriculum and inspire other educators to look for creative responses to curious students. Presenters will also present some of the songs from The Shakespeare Sessions, encourage participants to write their own raps and develop their understanding of Shakespeare’s plays, poetic devices and hip-hop music. We will look at practical ways you can incorporate Shakespeare into your classroom. We will present ways to engage students to write love sonnets and monologues. PresentersEmcee, father and teacher, Charlie Thomson, aka The Educator, has spent the past twenty years teaching at a number of high schools and youth training facilities around Australia. His hip-hop crew, The Winnie Coopers, has won national music awards and toured extensively with the likes of the Beastie Boys, De La Soul and Jurassic 5. The Educator, who was a key presenter at the World Shakespeare Congress in Brisbane and International Hip-Hop Think-tank at New York University, is passionate about engaging young people in the works of Shakespeare in a contemporary and relevant way through his project The Shakespeare Sessions. Come join him down the Bard Road. Charlie currently works at All Souls’ St Gabriel’s School in Charters Towers.Heather Fraser has been President of the Townsville branch of the English Teachers Association of Queensland (ETAQ) for many decades and has organised state and local ETAQ conferences. She has been a Head of Department for three decades in both state and Catholic high schools. She has worked at university and high school spaces. She has won the Peter Botsman award in 2002. (Classroom Division) and the ACEL Australian Council for Educational Leaders- Academic Award for Excellence in Postgraduate Studies. She edited Challenging The Text masters units written by Townsville teachers studying under the late Professor Pam Gilbert. She has been a panel chair for fourteen years and a panellist since panels began! She is passionate about making English curriculum work!Workshop 1GDeveloping autonomous, assessment-capable students in EnglishAbstractOne of the major challenges posed to Queensland teachers by the new English syllabuses is getting students ready for external assessment and responding to unseen questions in exam conditions. Preparing students for this challenge means building students’ self-efficacy, so that they have the confidence to think and to write more independently and with less teacher input. This session will focus on some practical strategies and learning activities that we have been implementing in our Year 10 classrooms this year which have the aim of making students more independent and engaged learners of English. Some strategies that will be discussed include collaborative comprehension activities and the use of learning progressions to engage students in self and peer-assessment. PresentersChris Boerdam is the current Head of Faculty of English at St Laurence’s College. He has been teaching English in Queensland for over fifteen years. Chris was a part of the writing team for the Literature syllabus and is currently District Panel Chair for English Extension. Sarah Gunn is the Director of Teacher Performance and Development at St Laurence’s College. She has been teaching English and Geography for eleven years in Queensland, and has also had experience teaching in the United Kingdom.Workshop 1HPoetry in action! This workshop has been withdrawnAbstractPoetry in Action is a theatre company dedicated to bringing poetry to life through performance. In this session you will learn how to unlock the power of words for your students in engaging, rich and fresh new ways. Our actors will perform enlightening dramatic readings of famous poems, highlighting the richness of rhythm and rhyme, and assist you too to spread the love of poetry to your students. PresentersPoetry in Action (PIA) was founded in 2004 with the purpose of bringing poetry to life through performance. Their mission is to empower young people, inspire their love of language, and assist their learning through performance of shows that complement the English Curriculum. PIA desires to see an articulate and expressive Australia. With twelve years of experience, PIA now takes theatrical poetry performances to over 80,000 high school students around Australia, New Zealand and, for the first time in 2018, Hong Kong.Workshop 1IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practicesAbstractResearch repeatedly shows that, as students move from primary into high school settings, writing matters. It becomes the significant mode through which students show what they know and understand across all subjects and all year levels. Yet, teachers sometimes struggle to find a way to make writing explicit in their pedagogy. It can also be a challenge to reconcile that writing is critical to ways of working in, and conceptualising, the learning area. Writing is in the learning; Learning is in the writing. If writing matters (and it does!), how do we support our teachers to build their capability to understand how they can provide repeated, purposeful opportunities for students to rehearse ideas, give agency to students for their own writing processes, and ultimately move a school culture for learning? This workshop aims to outline a writing consolidation approach that emphasises the importance of planning for writing experiences, and supports this with a pedagogical framework that links assessment directly with teaching and learning opportunities. To illustrate this, the workshop will then look at examples from a range of classrooms including junior and senior English, History and Physical Education. Finally, the presenters will share some of their own recommendations for whole school implementation: the good, the bad and the sometimes ugly, but always towards informed professional practice. PresentersCathy Campbell, Carly Sopronick and Belinda Hampton work at Atherton SHS, in Far North Queensland. Cathy is HOD of Humanities, Business and LOTE. She is studying a Master’s degree in literacy and leadership; Carly is HOD Teaching Services and a Lead Teacher under the AITSL standards. Belinda is HOD of English. Her Master’s degree was in educational studies. She is now working towards a doctorate focussed on how the technical form of the syllabus shapes opportunities for teachers to understand their professional work.Workshop 1JIA1: What are the patterns and conventions of a text suitable for a public audience?AbstractEnglish (2019) requires students complete a written response suitable for a public audience. The purpose of the response is analytical; however, constructing an engaging media text may involve elements of creative, reflective and persuasive writing. This session will allow teachers to explore the following questions:How can students write for an authentic audience?Which genres would suit the purpose of analysing?What are the patterns and conventions of these genres?Come along and learn from the wisdom of your colleagues. This is an opportunity for us to collaboratively reflect on the practices we already use in our classrooms, and to refresh our practice by exploring innovative ways of writing. PresenterGrace Loyden is the Head of English at Townsville Grammar School. She has a Master of Educational Leadership degree (QUT), during which she explored the evolution of the art of being an English teacher, and the way in which English teachers apply their tacit knowledge to making assessment judgements.Workshop 1KDiscover your creative teacher writer identityAbstractWriting for pleasure, purpose, and sheer expression is an important endeavour in 21st century iterations of English. When we imagine the future we foresee the potential of writing as a tool for harnessing creativity and communication. English teachers have a particularly vibrant role to play in shaping how writing is experienced and encountered. Writing deepens and enlivens our students’ connection to ideas and to audiences; it is a more profound experience when teachers are part of the exchange. When we envision our English class as a community of writers, and ourselves a member of it, we have the opportunity to instil creative, collaborative and authentic writing practices within it. The transition from teacher to teacher writer is exciting in its possibilities. Cultivating and nurturing a habit of inspired writing reinforces our confidence, enjoyment and sense of identity as teacher writers. This session is for novice and experienced English teachers who are keen to discover and explore their creative teacher writer identity. We will engage in the evocative, and at times provocative, act of writing using story cards, journaling tools, imagery and verse to inspire and share your own compositions.PresenterBree Kitt is a lecturer in Secondary Education at Central Queensland University, specialising in English, literature and literacy education. Originally from Melbourne, Bree moved into academia after completing her PhD to pursue her interest in English and literary pedagogies. Bree enjoyed sixteen years teaching and convening English in schools, an experience that cultivated her fascination with creative writing and literary literacies, and how these intervene in young people’s lives.Workshop 1LFrom the physical to the intellectual: using the body and mind to prepare for an external exam on ShakespeareAbstractWith impending external exams in Queensland, more than ever we need to embrace the physical and interactive classroom, rather than practise essays, in order to intellectually engage students in deep substantive discussions of the text. We can let go of the idea of reading the play twice and practising endless mock exam essays. Backward mapping and explicit teaching with quality feedback will take care of the genre and students’ writing skills. The precision focus needs to be on finding ways to have students deeply connect with the values, attitudes, and motivations attributed to the characters and playing with various interpretations. By physicalising everything from the new vocabulary in Shakespeare to a response to the play in a physical essay, we can build understanding and success.PresenterKathleen Macdonald was the 2017 Peter Botsman award winner, member of the Expert Writing Team for the English syllabus, and contributor to professional development around the new syllabus. As one of Queensland’s two Bell Shakespeare regional mentor teachers for 2018, Kathleen is keen to share her experiences of the physical classroom. She is a passionate teacher of English, with a particular love of Shakespeare and poetry. A HOD for over 20 years, and a teacher for more than 30 years, Kathleen’s self-deprecating style and sense of humour make her a sought-after presenter.Workshop 1MScaffolding literacy for teaching multimodal text compositionAbstractThis presentation will describe a learning sequence that can be used to support the student authoring of multimodal texts. A focus of the sequence involves students learning about both the language and visual meaning-making resources in persuasive texts. Such knowledge is then used to support the composition of a multimodal iPhone advertisement. An example advertisement will initially be deconstructed to develop students’ comprehension of the meaning-making resources utilised in the persuasive texts. Then, a patterned designing approach that utilises a green screen and smart tablet app, Green Screen Movie FX Studio, will be explored. Students will then be expected to implement these meaning-making resources to author their own advertisement. The outlined teaching approach will support students to continue their development of knowledge about language and image by enhancing their understanding of the combination of different modalities for the creation of multimodal texts commonly used in the 21st century. PresenterNathan Lowien is a Lecturer in English Curriculum and Pedagogy at the University of Southern Queensland. He is interested in functional grammar, multimodal text composition and critical literacy pedagogies. Nathan's research has been published in English in Australia and Literacy Learning: the Middle Years.Session 2 Workshops: 12:10 – 1:10NoTitlePresenter2AAnalysing complex novels for external examsLindsay Williams2BThe babbled slander of his garden: a creative response to The Great GatsbyJoanna Gardiner2CSome approaches to teaching an Australian war poemGarry Collins2DA sense of place and spaceChris Betcher2EVisual literacy, illustrated books and graphic novelsJohn Thomas2FIA1: What are the patterns and conventions of a text suitable for a public audience?Grace Loyden2GHow to (teach your students to) write any assignmentJasmine Knox2HThe future of teaching oralsKevin Ryan & Adrian Pauley2IRapper’s delight: looking to hip-hop as protest poetryToni Rynne & Dylan Mead2JDeveloping autonomous, assessment-capable students in EnglishChristopher Boerdam & Sarah Gunn2KEngaging with Essential EnglishTony Hytch & Jo Bickerstaff2LScaffolding literacy for teaching multimodal text compositionNathan Lowien2MThe play's the thing!shake & stirWorkshop 2AAnalysing complex novels for external examsAbstractIn previous workshops, I have analysed the requirements of the so-called analytical essay, contrasting it with the genre of exposition. In this workshop, we come at the external exam from the other end: how can teachers help students analyse, interpret and critically evaluate complex novels? These reading processes can be very opaque for students and need to be made explicit and visible. This requires coherent, systematic analytical frameworks that can be applied flexibly to the close study of any novel, including complex ones such as those in the required reading list. In this workshop, we will explore a practical analytical framework that draws on understandings and research from the areas of literary studies and linguistics. This will be illustrated with examples from QCAA’s Required Reading List. Suggestions for further reading and exploration will also be suggested. Throughout the workshop, the focus is on developing students’ abilities to think flexibly and independently, key to success in the proposed external exam.PresenterLindsay Williams, a PhD candidate through UNE, has been teaching English for 35 years, working in both state and independent schools. Throughout Queensland, he presents workshops for both teachers and students focused on improving reading and writing outcomes. In addition, Lindsay produces curriculum materials, most recently contributing a chapter to AATE’s The Artful English Teacher, producing detailed teaching ideas for a range of Australian fantasy novels for AustLit, and co-authoring a textbook for Oxford University Press.Workshop 2BThe babbled slander of his garden: a creative response to The Great GatsbyAbstractVoice, as well as vision, will take our students into the future. This workshop explores the concept of ‘voice’ in a possible approach to Unit 4, Topic 1: Creative Responses to Literary Texts. The Great Gatsby works brilliantly as a springboard for an imaginative response – a short story in the form of a dramatic monologue. Fitzgerald’s representations of social class, morality and cultural identity rest on an understanding of idiolect, gesture, intonation and echolalia. With reference to a range of short stories, we will tackle showing-and-not-telling, capturing an authentic voice, and the ironic detachment and self-revelatory effect so crucial to the dramatic monologue. A particular focus will be the ways creative responses to texts elicit emotional and critical reactions, and strategies for promoting playful experimentation with language. Also on offer are some punchy pedagogy, samples of student work, and practical resources which foster purposeful, compelling and muscular narrative writing, the kind which leaves an English teacher ‘p-paralysed with happiness’. PresenterJoanna Gardiner has been Head of English at Somerville House for the past 12 years. She has almost 25 years of teaching experience and is a member of the District Review Panel for English. She has co-authored many textbooks, including Jacaranda’s English Is… series for the Australian Curriculum and its online Learn On version, and the Shakespeare Unplugged series by Cengage. Joanna is also a past presenter at AATE and ETAQ conferences and, most recently, at Brisbane Writers’ Festival.Workshop 2CSome approaches to teaching an Australian war poemAbstractThis session will outline some approaches to teaching John Manifold’s poem The Tomb of Lieutenant John Learmonth AIF.Manifold (1915-1985) was born in Melbourne to a well-off Victorian grazing family and, while growing up, spent considerable time on country properties. He attended Geelong Grammar School and then studied at Cambridge University, graduating with a B.A. in 1937. During the Second World War he served as an officer in the British Army’s Intelligence Corps. Following the war, he returned to Australia and settled in the Brisbane suburb of Wynnum.The Wikipedia entry on the poem includes this quote from a review originally published in The Canberra Times: "'John Learmonth' is a wonderful poem which manages the difficult task of being patriotic without being chauvinistic, of praising courage in war without praising war." In the opening stanza, the poet describes it as “a cairn of words over a silent man, my friend John Learmonth whom the Germans killed”.John Learmonth was school friend of the poets who died during World War II while serving in the Second AIF (Australian Imperial Force). He fought on Crete with the 2/3 Field Regiment (an artillery unit) during the unsuccessful defence against a German airborne invasion launched after the conquest of Greece. A possible reading of the poem suggests that he was killed on Crete but apparently he was captured and later committed suicide whilst a POW in Germany.A version of this workshop will be/was presented at the AATE/ALEA national conference in Perth in July.PresenterGarry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on year-long exchanges in the US and Canada. After leaving full-time teaching, he spent 8 years as a part-time teacher educator, first at the Australian Catholic University and then at The University of Queensland. Though now retired, he is active on the ETAQ Management Committee and maintains an interest in things English, in particular poetry and functional grammar.Workshop 2DA sense of place and spaceAbstractNovels and stories often revolve around the idea of place and space, where locations and journeys play an integral part in the narrative. Using a range of easy to use geospatial tools such as Google Earth, Maps and TourBuilder, we can bring both literary and visual texts to life, allowing students to discover the world, taking them to places where they can explore ideas in ways not otherwise possible. This workshop will help expand your students’ global perspective, increase their understanding of cultural differences, and help them see their world in new ways. PresenterChris Betcher is Director of Professional Learning for EdTechTeam. As well as being a writer, speaker and author, he presents at numerous national and international conferences. He has a passion for helping others creatively explore their world through digital media and the social web, while discovering the joy of working with both sides of their brains. He is an Adobe Education Leader, Google Certified Innovator and Trainer. In 2013 he was awarded ICT Educator of the Year by both ICTENSW and ACCE.Workshop 2EVisual literacy, illustrated books and graphic novelsAbstractIn 1996 Routledge published Reading Images: The Grammar of Visual Design by Gunther Kress and Theo Van Leeuwen. In this text, the authors brought to visual literacy the insights offered to the analysis of verbal texts by systemic functional grammar. This approach has been pursued and refined since then by other academics in the field of English and Media studies, including by Painter, Martin and Unsworth in Reading Visual Narratives (Equinox Publishing Ltd., Sheffield, 2014).In 2017 John was commissioned by Reading Australia to write teacher resources for an illustrated book Reg Saunders: An Indigenous War hero and a graphic novel, Ubby’s Underdogs: Heroes Beginnings (Both units can be accessed in the secondary section of Reading Australia). When writing these units John used the frameworks developed by the academics mentioned above to unpack and describe the visual aspects of both books.In this workshop, John will re-visit briefly both the text-in-context model of language in use and the essentials of systemic functional grammar. He will then explain how this grammar can be used in the field of visual literacy and will provide a comprehensive metalanguage for talking about visual images. Attendees will be challenged to use the framework to unpack a selected frame from one of the two books mentioned above. PresenterJohn Thomas has taught English in Queensland for a very long time. He has been a Head of Department, a District Review panel chairman for the various Curriculum and Assessment authorities and was a co-awardee of the Peter Botsman Award in 2004.Workshop 2FIA1: What are the patterns and conventions of a text suitable for a public audience?This session is a repeat of 1J.Workshop 2GHow to (teach your students to) write any assignmentAbstractOften, as English teachers, we think it’s clear what we want from students when issuing an assignment simply from the information on the task sheet and in our explanations – but we must remember that a disconnect may exist between our expectations and our students' understanding, as it may be the first time they have seen terms such as “monologue” or “analytical exposition”. This session will reverse roles and put teachers out of their comfort zones, giving them an assignment type they have never seen before. By the end of this session, teachers will be better prepared to create scaffolds and checklists for any assignment by utilising clear success criteria based on an assignment task sheet and criteria, guided by the definitions of the cognitive verbs provided by QCAA. Teachers are encouraged to bring a current (or proposed) assessment item if they are comfortable. Spares will be provided. PresenterJasmine Knox is an English, Legal Studies and Film teacher. Possessed by a lifetime love of learning, she began her career as an educator after finishing a law degree and realising that the life of a lawyer wasn’t for her. Jasmine has taught year 8, 10, 11 and 12 English, and year 11 and 12 English Communication. This year, she founded a book club in Brisbane, exploring the new syllabus text list.Workshop 2HThe future of teaching oralsThis session is a repeat of 1B.Workshop 2IRapper’s delight: looking to hip-hop as protest poetryThis session is a repeat of 1D.Workshop 2JDeveloping autonomous, assessment-capable students in EnglishThis session is a repeat of 1G.Workshop 2KEngaging with Essential EnglishAbstractIf a teacher groans when they see Essential English on their timetable, then the students will groan, too. But it doesn’t have to be like this. Essential English offers us and our students the chance to engage with texts – even literary texts – in ways that will suit the needs of many of our students who may be more reluctant readers and writers. This session explores how a wide range of texts can be used in Essential English to engage with the syllabus objectives and some suggestions about strategies to support this engagement. PresentersTony Hytch currently works as an Education Officer – Curriculum with Brisbane Catholic Education. Prior to this Tony was a Head of Department at Kirwan State High School, Whitsunday Anglican School, Townsville Grammar School, Emmaus College and The Cathedral College. Tony was the State Panel Chair (English Extension) from 2011–2017 and for a period of time was on the State Panel Chair Reference Group. He has been a Senior Marker for the 2016 and 2017 trials of the Year 11 English External Assessment. Since 2007, he has been the Chief Examiner of External English Examinations. In 2004, Tony was nominated for the National Excellence in Teaching Award. He is an experienced QCS Writing Task Marker and has developed resources for English units of work on Scootle.Jo Bickerstaff is an English Head of Department at North Lakes State College. She teaches students how to use language to communicate confidently in English and English Communication classes, and has done so in schools in both metropolitan and regional Queensland. Jo has also presented English workshops for Senior students and pre-service teachers at the Australian Catholic University. Since the early 2000s, she has worked with the QCAA, initially as a QCS Writing Task Marker, then as a Panellist for English and an advisor and panellist for the English QCATs for Years 4, 6 and 9. In 2016, Jo was selected as a member of the Expert Writing Team for the 2019 English syllabus and has continued working with QCAA to support the implementation of the 2019 English syllabuses.Workshop 2LScaffolding literacy for teaching multimodal text compositionThis session is a repeat of 1MWorkshop 2MThe play's the thing!AbstractNow that you have wrapped your head around the new set text list, come and play with the shake & stir team as we delve a little deeper into some of the plays that are listed. Join us as we unpack some innovative tools that can be used when teaching a play in an English classroom. Having staged many of the plays on both the English and Literature lists (with plans for even more – stay tuned!), we promise to give practical tips that can be utilised in your own classroom. And don’t worry – all our activities can be adapted for whatever play you plan on teaching. Presentersshake & stir is one of the country’s leading contemporary theatre companies, producing an annual season of in-school and Mainstage productions and a suite of in-school masterclasses. Naomi Russell is shake & stir’s full time Education Manager. She is passionate about creating engaging arts experiences for students of all ages. Prior to working with shake & stir, Naomi was a full-time English and Drama teacher with experience teaching in both QLD and UK schools. She currently teaches Drama Curriculum at The University of Queensland, sits on the Drama Australia board and is thrilled to be a new member of the ETAQ Management Committee. For more information: .au.Session 3 Workshops: 3:50 – 4:50NoTitlePresenter3AAnalysing complex novels for external examsLindsay Williams3BThe babbled slander of his garden: a creative response to The Great GatsbyJoanna Gardiner3CFostering independent learning with Education Perfect!Emma Stone3DSpelling and vocabulary developmentGarry Collins3EVisual literacy, illustrated books and graphic novelsJohn Thomas3FThe Shakespeare sessionsCharlie Thompson & Heather Fraser3GHow to (teach your students to) write any assignmentJasmine Knox3Hwithdrawn3IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practicesBelinda Hampton, Cathy Campbell & Carly Sopronick3JSeeing the future: crafting science fiction narrativesJeffrey Lewis & Anna Sanderson3K#sozeitgeist: tapping into current trends in teenage literary and non-literary textsSamantha Doig & Laura Cooke3LPreparing pre-service teachers for 2020Natalie Fong3MThe play's the thing!shake & stir3NUnderstanding cinematic narrativeChris Betcher3OCourting the future: bringing digital and multi-modal texts into the English classroomBernadette Hawker & Sherilyn LennonWorkshop 3AAnalysing complex novels for external examsThis session is a repeat of 2A.Workshop 3BThe babbled slander of his garden: a creative response to The Great GatsbyThis session is a repeat of 2B.Workshop 3CFostering independent learning with Education Perfect!AbstractBuilding resilience, empowerment and critical thinking skills are current priorities in equipping today’s young people for their adult lives. In order for today’s learners to be confident, healthy and successful individuals in tomorrow’s world, they rely on teachers to guide them in improving the skills which matter the most. The Education Perfect English resource has been developed with this reality as its cornerstone. Teachers need to interact with their students meaningfully and frequently. Fostering independent learning and ensuring students have every opportunity to improve their literacy is critical to allow for this. The engaging, malleable and responsive resources on EP English allow teachers and students to take ownership over the way they teach and learn. It is designed to create more time for more teacher student interaction. Our world class reporting gives you the meaningful insights into students’ learning journeys and the latest in Direct Integration with LMS, live monitoring and customisable content (aligned with the Australian curriculum). Our online textbook instruction is interactive and fun. We offer highly engaging auto-marked material, which allows you to pinpoint areas of need and facilitate students who are capable of working and progressing independently. This system is also a network of collaboration. All of our users have the ability to customise their content library, create custom lessons, lists and assessments. Teacher users are encouraged to create, edit and share lessons, tasks and content which may be specifically relevant to other teachers in their area, city or district. This is a democratised resource. Both students and teachers work with their own EP interface designed according to their workflows’ needs. Our team is always ready to listen to your feedback and continuously support you in getting the most out of our world-class, time-saving technology. Come along to our session and learn how you can join the EP community and make the most of this exciting and engaging program today! PresenterEmma Stone has recently joined the Education Perfect team with 10 years’ experience working within Education Sales in Queensland. Emma has worked closely with many schools from across the state and is a qualified teacher from the UK with Queensland Teacher Registration. Emma is a passionate educator who enjoys sharing her experiences with others and is especially interested in the use of technology in the classroom to increase engagement and improve learning outcomes. Emma now manages schools in Queensland who are trialling the Education Perfect platform.Workshop 3DSpelling and vocabulary developmentAbstractEarlier this year the presenter visited Mackay to conduct a grammar workshop at a combined schools twilight PD event conducted in that city. As part of the arrangement, he was asked to also run an afternoon session on the teaching of spelling and vocabulary development at the school providing the venue for the subsequent twilight activity. This workshop is the result. It incorporates material previously used with pre-service secondary English curriculum students at The University of Queensland over the past several years.The ongoing development of spelling competence and vocabulary knowledge are perennials in English teaching and will always be a part of its future. If you would like a ‘brush-up’ in these areas, this could be the session for you. PresenterGarry Collins taught secondary English for 35 years, mainly at Gladstone and Ferny Grove State High Schools, but also on year-long exchanges in the US and Canada. After leaving full-time teaching, he spent 8 years as a part-time teacher educator, first at the Australian Catholic University and then at The University of Queensland. Though now retired, he is active on the ETAQ Management Committee and maintains an interest in things English, in particular poetry and functional grammar.Workshop 3EVisual literacy, illustrated books and graphic novelsThis session is a repeat of 2E.Workshop 3FThe Shakespeare sessionsThis session is a repeat of 1F.Workshop 3GHow to (teach your students to) write any assignmentThis session is a repeat of 2G.Workshop 3HThis workshop has been withdrawnWorkshop 3IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practicesThis session is a repeat of 1I.Workshop 3JSeeing the future: crafting science fiction narrativesAbstractThis workshop will explore a range of learning experiences designed to enhance the aesthetic qualities of students’ narrative writing within the context of a Year 8 Science Fiction unit. Using artistic works from a range of different mediums (including music, video games, visual art and short film) as stimulus, participants be guided through a sequence of learning designed to enhance the emotional and intellectual impact of students’ stories.PresentersJeffrey Lewis is an English teacher at Brisbane Grammar School. He is the current Secretary of the English Teachers Association of Queensland (ETAQ) and a member of the executive committee of Opti-MINDS.Anna Sanderson is a Middle School English and History teacher at Brisbane Grammar School. Prior to joining the Brisbane Grammar School staff, Anna spent six years teaching in international schools in Russia and Brunei.Workshop 3K#sozeitgeist: tapping into current trends in teenage literary and non-literary textsAbstract“The only thing that is constant is change,” said the Greek philosopher Heraclitus in the 6th century BC. But today’s society does not wait for change to happen; it demands it: social media and constant connectivity have made us crave novelty every second.This session will share St Aidan’s Anglican Girls’ School’s journey in preparing their Year 10 students for the new English syllabus through an exploration of the ‘zeitgeist’, the spirit of the time; the taste and outlook characteristic of a period or generation. In this unit, students will be given the opportunity to analyse and shape their perspectives on particular trends that they see as being dominant in the literature, film, television, online texts and gaming platforms that they immerse themselves in. They might consider the prevalence of pop goth/zombie narratives; “Sick Lit”; dystopian realities; graphic novels/manga; revivals/reboots or magical realism, just to name a few. This unit will require students to consider why these particular trends are popular, how these trends are developed through a range of literary and non-literary texts, and present their perspective on how the consumption of these trends might impact young people today. In culmination, students will develop a multi-modal feature article for an online publication.We will present the rationale that we have adopted in developing this new unit, for Semester 2 Year 10, and how it will prepare our students for the demands of the new syllabus. PresentersSamantha Doig is the Head of English at St Aidan’s Anglican Girls’ School. She has been teaching for 17 years, both in the state and independent sectors. She is passionate about collaboration in curriculum design, creating authentic learning experiences for her students and promoting student voice and choice. When she is not in her classroom, or at the coffee machine, she can be found cleaning up after her two adorable but messy children, Grace and Alex. Laura Cooke is Assistant Head of Faculty at St Aidan’s Anglican Girls’ school. Prior to this, she held a variety of leadership positions in a number of other Queensland schools, as well as in her native Scotland. Having just returned to work from maternity leave, she is keen to explore the challenges of the new senior syllabus.Workshop 3LPreparing pre-service teachers for 2020AbstractHow do we best prepare pre-service teachers to be English teachers for 2020 and beyond? This workshop will reflect on a university subject taught in Semester One, 2018 - Children’s and Adolescent Literature. All of the students enrolled in the subject were either Primary or Secondary Education students, so the unit was specifically designed with ACARA and the new QCAA senior English syllabuses in mind, including objectives, texts, criteria, key terms and assessment tasks. Four of the texts studied were from the QCAA Prescribed Text Lists 2019-2021 (Jane Eyre, The Boat, The Complete Maus and Never Let Me Go). What went well? What could be improved for future offerings? This workshop is suitable for pre-service teachers and those involved in training pre-service teachers, but is open to anyone (e.g. those interested in teaching resources and approaches to texts, considering the value of children’s/adolescent literature, teaching from a Christian worldview, etc.).PresenterNatalie Fong is an English and History teacher at Citipointe Christian College, Carindale, where she was formerly the Head of English and ESL. She is also a sessional lecturer at Christian Heritage College.Workshop 3MThe play's the thing!This session is a repeat of 2M.Workshop 3NUnderstanding cinematic narrativeAbstractOur students live in a world of constantly moving images where they absorb the visual representations of contemporary society. Rather than just consuming this contrived and manipulated representation of the world, helping students learn to create and tell their own Australian stories is a critical contemporary literacy skill. This practical workshop will focus on understanding the cinematic narrative process to help you understand the key skills of planning, shooting and editing video with the goal of being able to tell powerful, personal and relevant stories for an intended audience. Please bring a mobile device capable of shooting video (phone or tablet).PresenterChris Betcher is Director of Professional Learning for EdTechTeam. As well as being a writer, speaker and author, he presents at numerous national and international conferences. He has a passion for helping others creatively explore their world through digital media and the social web, while discovering the joy of working with both sides of their brains. He is an Adobe Education Leader, Google Certified Innovator and Trainer. In 2013 he was awarded ICT Educator of the Year by both ICTENSW and ACCE.Workshop 3OCourting the future: bringing digital and multi-modal texts into the English classroomAbstractThe world is changing in rapid and often unpredictable ways. At the forefront of much of this change are developments in digital technologies. These developments provide opportunities for 24/7 connectivity whereby individuals can live parallel lives in virtual spaces that are seamlessly integrated into the real world. Mobile phones, laptop computers, gaming devices, and technology platforms mean our students are globally connected as both consumers and producers in interactive and participatory online worlds. The digital revolution – and its accompanying seismic shifts in text consumption and production, marketisation and identity construction – provides opportunities and risks for all. Research focussed on the incorporation of digital and multimodal texts in English classrooms unearths multiple instances of these texts being used to connect to students’ life worlds and foster new opportunities for learning. What is particularly salient about much of the research in the field is the way in which these texts are working to shape and reshape traditional understandings of appropriate literacy practices and pedagogies. This workshop unpacks some of this research before focussing in on some real life examples of what is possible when digital and multimodal texts are merged with traditional literary texts as a means of engaging and motivating students in a rural Queensland high school.PresentersBernadette Hawker is a Master teacher/ Head of Department at Goondiwindi SHS. She has over twenty years’ experience in the field and is particularly interested in innovative pedagogical approaches incorporating the use of ICTs.Dr Sherilyn Lennon convenes the Junior and Senior Secondary English curriculum courses at Griffith University. She divides her time between the city and the bush where she was an English Head of Department for many years. She is particularly interested in pedagogies of disruption, connection and engagement.Workshop SelectionName........................................... School .......................................Please note that maximums apply to some workshops. Places will be allocated as registrations are received.NumberTitleSelect 1 and 2 for each sessionWorkshop Session 11AThe dark art of the analytical exposition1BThe future of teaching orals1CUsing functional grammar to scaffold students’ creative writing1DRapper’s delight: looking to hip-hop as protest poetry1ESparking sparkling creativity1FThe Shakespeare sessions1GDeveloping autonomous, assessment-capable students in English1IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practices1JIA1: What are the patterns and conventions of a text suitable for a public audience?1KDiscover your creative teacher writer identity1LFrom the physical to the intellectual: using the body and mind to prepare for an external exam on Shakespeare1MScaffolding literacy for teaching multimodal text compositionWorkshop Session 22AAnalysing complex novels for external exams2BThe babbled slander of his garden: a creative response to The Great Gatsby2CSome approaches to teaching an Australian war poem2DA sense of place and space2EVisual literacy, illustrated books and graphic novels2FIA1: What are the patterns and conventions of a text suitable for a public audience?2GHow to (teach your students to) write any assignment2HThe future of teaching orals2IRapper’s delight: looking to hip-hop as protest poetry2JDeveloping autonomous, assessment-capable students in English2KEngaging with Essential English2LScaffolding literacy for teaching multimodal text composition2MThe play's the thing!Workshop Session 33AAnalysing complex novels for external exams3BThe babbled slander of his garden: a creative response to The Great Gatsby3CFostering independent learning with Education Perfect!3DSpelling and vocabulary development3EVisual literacy, illustrated books and graphic novels3FThe Shakespeare sessions3GHow to (teach your students to) write any assignment3IWriting that matters right now! How writing consolidation can look as a theory, and then in classroom and whole school practices3JSeeing the future: crafting science fiction narratives3K#sozeitgeist: tapping into current trends in teenage literary and non-literary texts3LPreparing pre-service teachers for 20203MThe play's the thing!3NUnderstanding cinematic narrative3OCourting the future: bringing digital and multi-modal texts into the English classroom ................
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