English

Junior School English  

Year 9 English

Recently, our Year 9 English students successfully concluded their analytical unit, in which they explored deeply, the thematic views and values embedded by the author, throughout the dystopian text, The Giver. 

Now, students are exploring the concept: identity and belonging, through our stimulus text, Growing Up Asian in Australia. 

So far, we have considered what identity and belonging means individually as well as to a community. 

Through the senses, we have explored what both ideas look and feel like, and how perspectives differ through experiences as well as cultural background, views and values, environment, and surroundings, and even education. 

As this is a creative writing unit, students have had the opportunity to explore various types and forms of writing, including letters, recounts/memoirs and even creating a graphic novel excerpt. 

Student voice is important, in and out of the classroom, as such, we had two wonderful ‘teachers’ lead the class and taught their peers about a particular aspect of identity and belonging and supported their peers through their learning. 

Here’s a little something they had to say about the opportunity and overall experience:

‘In Year 9 English, we both had the opportunity to teach our class. In previous classes we had been learning about individuality and belonging, focusing on the text ‘Growing Up Asian in Australia.’ Several students were filming for media, so we volunteered to teach everyone what we knew about the topic with the help of Miss Christoforou. We’d never had the chance to teach a class before, but we gave it our best go. Using our prior knowledge on identity and belonging, we - to the best of our ability - taught the class about the theme and concept. It was challenging, but overall, the opportunity to educate everyone was really fun and a great experience.’

Trinity Ward & Dominic Njani 

Senior School English  

Year 11 English

Year 11 students have explored the classic novel, To Kill a Mockingbird, by Harper Lee, and the insightful, incredibly meaningful messages that are embedded within. The students unpacked and analysed the critical and pivotal moments throughout the text, through characters, setting and location, and symbolism. 

Application of knowledge and skills was through the construction of an analytical text response essay, exploring and analysing views and values, while also linking personal response elements to these ideas. Students produced impressive essays that presented a range of different ideas and thoughts. 

Below is an excerpt:

‘Furthermore, Harper Lee describes how the world retaining prejudiced and biased views is able to corrupt important institutions. The justice system is meant to serve as a protector and server of justice in society, but it is vulnerable to the perpetuation of opinionated views; eliminating the idea of fair trials and destroying society’s ability to progress. 

Within To Kill a Mockingbird, the justice system is influenced by the traditionalist Southern views of the time period. During the trial of Tom Robinson, an African American falsely accused by Bob Ewell of “ruttin’ on [his] Mayella”, the Caucasian dominated court is prejudiced against Tom; Atticus remaining as the sole defender of him. Despite the prosecution’s conflicting evidence and inconsistent testimonies – such as Mayella Ewell’s inability to recall Tom hitting her before going back on that statement to “I mean yes he did, he hit me,”

 – Tom Robinson was found guilty and incarcerated, going against the concept of justice. This injustice demonstrates the influence that prejudice and bias can have on the justice system and the necessity of neutrality inside of institutions. Harper Lee aims to highlight how prejudice and bias within the justice system is a threat to the world and halts the progression of society. The idea of injustices due to unjust views remains a contentious topic in modern society; the concept of true justice not often being reflected by the binding decisions made within courtrooms. Necessary evil to deliver justice is often an argument that exists, where potential injustices have to be made for justice to exist, but this marginalises the ability for society to progress – with the retention of views that misrepresent certain groups blocking advancements in society.’

Heath Agar

Currently, the Year 11 students are exploring the crafting and creating unit and have explored a range of mentor and stimulus texts that focus on and explore the idea of country, place and belonging. 

Below you will read a riveting recount created by one of our Year 11 students:

‘Sitting upon a wooden chair and table, I waited under the shine of the yellow and purple lights of the audience, looking up to the stage and microphone. The bustling of waiting voices didn’t aid my feelings of isolation - of being amongst a crowd of adults both young and old, that were also eager for the slam to begin. 

The introduction passes and the first speaker comes up front with their weapon of choice, a page full of lines. As their strong voice begins to recite such powerful and poetic words, I found myself feeling slightly detached from the topics spoken. I fought internally with this feeling of not being able to relate to something someone is so passionate about and has gone through. 

One by one, I would hear snaps of fingers each acting as if a pat on the back and a smile towards the speaker. I wanted to snap my fingers too, but I had convinced myself that it wouldn’t be real, it wouldn’t be genuine. 

Although I was able to theoretically put myself in their shoes, I wanted to understand through my own life and my own instances. 

Maybe it was the age difference in the room, I was young and maybe I hadn’t lived long enough to experience these things just yet. I mean homelessness, depression, discrimination, typically a young teen wouldn’t endure any of these. 

Some things come with time, but these things you would rather not come at all. As these overwhelming thoughts rushed through my head, I remembered that if the speakers feel safe enough in this room to share such vulnerable moments of their lives, then I too should feel a level of safety too. 

Watching their chest go up and down with confidence but also fear, I gave my attention through the one action I could give: listening.’

Alyx Taylor

Miss Maria Christoforou 

English Teacher.