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PREPARING FOR SCHOLARSHIP

PREPARING FOR SCHOLARSHIP. A FIVE YEAR PROCESS by Yvette Krohn-Isherwood. WHAT IS SCHOLARSHIP?. An exam at the end of the year that is seen to be the highest level a secondary school student can achieve

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PREPARING FOR SCHOLARSHIP

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  1. PREPARING FOR SCHOLARSHIP A FIVE YEAR PROCESS by Yvette Krohn-Isherwood

  2. WHAT IS SCHOLARSHIP? • An exam at the end of the year that is seen to be the highest level a secondary school student can achieve • There are 3 grades for Scholarship: Not Achieved (A), Scholarship (S) and Outstanding Scholarship (O) • Only about 2-3% of all students entered for NCEA Level 3 will achieve Scholarship; fewer than 1% will achieve Outstanding Scholarship • There are monetary awards for success- between $500 and $30 000

  3. WHAT IS IN THE ENGLISH SCHOLARSHIP EXAM? • SECTION A: a close analysis of two texts, often different in genre, but with a point of commonality • SECTION B: an in depth analysis of one or a number of texts from one particular genre • SECTION C: an in depth analysis of a number of texts from a number of genres • All three sections require essay answers of more than 800 words each

  4. WHAT SKILLS SHOULD STUDENTS HAVE? • High level critical thinking, abstraction and generalisation, and • Ability to integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations. • Comprehensive content knowledge; • Effective communication; • Original or sophisticated solutions, performances or approaches; • Critical evaluation; • Flexible thinking in unfamiliar/unexpected contexts.

  5. WHAT SHOULD STUDENTS BE ABLE TO DO? • Write fluently: excellent vocabulary, structure and style • Apply a knowledge of English: grammar, literary techniques, syntax, style, structure, effect • Cross-reference: not just to other texts, but also to other fields of study and to past and present societies • Apply other knowledge to texts • Be aware of author’s purpose

  6. HOW DO WE START TO PREPARE OUR STUDENTS? • Preparation starts in Year 9 • Teach grammar!!!! • Choose texts that relate to one another with regard to theme • Choose texts that contain more than just literary aspects • Make sure that students first understand all the literary aspects • Investigate and teach alternate aspects such as philosophical, psychological, social, mathematical or scientific theory

  7. AN EXAMPLE FOR YEAR 9 • Theme: Time and Time Travel • Make sure you have a range of texts that deal with different aspects of time and time travel • Novels: Rocco-Sherryl Jordan, Playing Beatie Bow- Ruth Park • Films: Back to the Future, Meet the Robinsons • Short texts: Time travel- Carole Somerville, A Sound of Thunder- Ray Bradbury, Fern Hill- Dylan Thomas

  8. ASPECTS TO EXPLORE • Scientific theories of time travel- is it possible? • Paradoxes of time travel- grandfather, predestination, ontological etc • Philosophical questions and theories of time travel- what is time? Does travel change identity? • Morality of time travel- is it right? Are there rules?

  9. TIME TRAVEL- Carol Somerville Does time have a line? Is there a structure, a feature a time-formation Or is it all in the mind, a human creation? Is there a beginning, a middle, an end? Or a forever circle like the earth's Orbit around the sun? Time past, time to come Is it real or just a theory, an impression, a notion? Something we sense and feel that's so hard to define The actual thing that is time. If time was a line, where would it start? Something will always have come before An earlier date, what's more Which direction does time travel in? Can we go back to where time once did begin? Time before, time after, there can never be A start, an end to time for you see Always previous to and subsequent to, there will be.

  10. AN EXAMPLE FOR YEAR 10 • Theme: Identity • Make sure you have a range of texts that deal with different aspects of identity • Novel- The Adoration of Jenna Fox (personal), Looking for Alibrandi (cultural) • Film- Freaky Friday (personal), Bend it like Beckham (cultural) • Short text- Girl (social)- Jamaica Kincaid

  11. ASPECTS TO EXPLORE • Philosophical theories about identity- who am I? Am I the same person now that I was years ago? • Social theories about identity- does society make us who we are? • Psychological theories about identity- makeup of identity • Communication theories about identity- what causes conflict? • Personal, cultural, social identity

  12. BUILDING ON PREVIOUS KNOWLEDGE • Design a programme that develops and explores themes across the year levels- an effective programme will be vertical as well as horizontal, e.g. • Theme: Artificial Intelligence • Year 9: Wall-E • Year 10: Bicentennial Man • Year 11: A.I • Year 12: The Matrix • Year 13: Blade Runner

  13. ANOTHER EXAMPLE: • Theme: Morality • Year 9: The Diary of Anne Frank • Year 10: Jurassic Park • Year 11: The Importance of Being Earnest • Year 12: Gattaca • Year 13: Eternal Sunshine of the Spotless Mind

  14. TEXTS ARE MULTI-THEMED • Plan your programme carefully • Ensure texts link in a number of ways, not just in year levels but also across year levels • E.g. Wall-E links to other Artificial Intelligence texts, Morality texts, Identity texts, Meaning of Life texts, Friendship texts, Dystopian texts etc…

  15. IDENTIFY STUDENTS EARLY • Most schools have extension classes or GATE programmes • Ensure those students are extended • Get students involved in external events/ competitions • Invite guest speakers • Try to keep those students together throughout high school • Investigate topics that interest the students • Shakespeare every year!

  16. IN YEAR 13 • Make a dedicated time for meetings/ tutorials • Do not restrict entry • The key is discussion • Written summary notes • Link subjects • In-school resources • Contemporary newspaper columns • Practice examination

  17. WHAT WILL YOUR PROGRAMME LOOK LIKE? • When? How often? • How many students? • Which teachers will be involved? • Which texts will you explore? • Which guest speakers could you approach? • Any students with particular strengths/ interests?

  18. JUNIOR RESOURCES • If you are interested in starting this process with Years 9-11, I have written the following texts which aim to develop thinking skills by drawing on film to motivate an exploration of philosophical ideas. They are all available from Essential Resources and can be ordered from the website at www.essentialresources.co.nz • Thinking About Film Bk 1: Identity (Freaky Friday, Bend it like Beckham) • Ages: 11-15 • Code: 5475 • Thinking About Film Bk 2: Morality (Jurassic Park, Big Fat Liar) • Ages: 11-15 • Code: 5476 • Thinking About Film Bk 3: Time (Back to the Future, Groundhog Day) • Ages: 11-15 • Code: 5477 • Thinking About Film Bk 4: Artificial Intelligence (Wall-E, Short Circuit) • Ages: 11-15 • Code: 5478

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