English study is mandatory in NSW from Kindergarten to Year 12.
In English, students learn about the study and use of the English language in its various textual forms. These encompass spoken, written and visual texts through which meaning is shaped, conveyed, interpreted and reflected. Complexity increases as students progress through their schooling.
Developing proficiency in English enables students to take their place as confident communicators; critical and imaginative thinkers; lifelong learners; and informed, active participants in Australian society. Their understanding of English through knowledge and skills acquisition is essential to their intellectual, social and emotional development.
The study of English should develop a love of literature and learning and be challenging and enjoyable. It develops skills to enable students to experiment with ideas and expression, to become active, independent and lifelong learners, to work with each other and to reflect on their learning.
In Year 11 and 12, the study of English is mandatory. Courses offered include:
- English Extension 2
- English Extension 1
- English Advanced
- English Standard
- English Studies
- English as an Additional Language or Dialect (EAL/D)
- English Life Skills.
About the faculty
At Strathfield South High School we believe that the study of English should develop a love of literature and learning and be challenging and enjoyable. It should develop skills that enable students to experiment with ideas and expression, to become active, independent and lifelong learners, to work with each other and to reflect on their learning.
Through responding to and composing texts, students learn about the power, value and art of the English language for communication, knowledge and enjoyment. They engage with and explore texts that include widely acknowledged quality literature of past and contemporary societies and engage with the literature and literary heritage of Aboriginal and Torres Strait Islander peoples.
By composing and responding with imagination, feeling, logic and conviction, students develop understanding of themselves and of human experience and culture. They develop clear and precise skills in speaking, listening, reading, writing, viewing and representing, and knowledge and understanding of language forms and features and structures of texts.
Courses for study
Stage 4
Our Stage 4 English classes are located within our middle school initiative. Students address all outcomes during a holistic two-year course.
They engage with units of work including:
- Novel study – Heroes and Villains
- culture reflected in film
- play study – dramatic texts
- non-fiction – texts in our world
- project based learning
- prose fiction– area of study, identity
- picture books
- media and persuasive texts, ICT – the environment
- poetry
- digital texts.
Stage 5
Throughout Year 9 and Year 10 students consolidate their skills and enhance their ability to engage with and respond to texts in a variety of mediums.
They engage with units of work including:
- Write stuff – focus on techniques
- area of study – poetry – the human condition
- telling stories – film and novel study, Indigenous and Asian texts
- drama and conflict – play texts
- media – environment and sustainably
- Australian identity – poetry and song
- writing matters – creative writing study
- area of study – belonging – various texts.
Stage 6
Units of work include:
- English life skills
- English as an alternative language or dialect (EAL/D)
- English studies
- Standard English
- Advanced English
- Extension one English
- Extention two English.
Faculty focus areas
- Continue to provide opportunities for students to participate in debating.
- Provide opportunities for students to engage with Project Based Learning (PBL)
- Evaluate current assessment practice and ensure all forms of assessment (assessment for, as and of learning) are embedded into practice and articulated in the learning programs.
- Aim to consistently provide a two week turnaround of assessment marking back to students to provide timely and effective feedback.
- Consolidate the skills of Stage 5 and work towards identifying areas of improvement and address these through our practice and redeveloped learning programs.
- Promote the use of bring your own device (BYOD) in our school
- Provide a range of co-curricular activities giving students the opportunity to participate and be further engaged in their learning.
- Use Google Apps, Chrome and Google classroom to engage and support student learning in a technological environment.
- Collaboratively support teachers in professional learning activities.
- Encourage teachers to mentor beginning teachers.
- Evaluate performance and development plans (PDPs), observe lessons and assist all teachers to achieve their personal learning goals.
- Share experiences and different strategies teachers are using in the classroom.
- Make strong connections with the community through project-based learning activities and exhibitions.
- Celebrate achievements and involve parents in celebrations of success.
- Work closely with performance groups to engage students and provide them with real life experiences.
- Continue our support of pre-service teachers through practicum teacher placements.
Staff members
- Ms MacAlpine (Head Teacher)
- Mr Cheong
- Ms Corben
- Mr Kyrios
- Ms Skaliaris
- Ms Gammie
- Ms Tran