Session One

Presenter Workshop Title and Overview Presenter’s Bio

Kylie Ryan Exploring Intertextuality through ‘Haunted Writing’ In a past life, Kylie worked in community broadcast journalism, (Fictocriticism) Year 11 public relations and events management. Her teaching career This workshop will share some of the ways I have started in Journalism Education at The University of South , approached the Intertextual Study with my Year 11 class. where she taught for five years, before segueing into the secondary Australian young adult fiction writer Gary Crew’s novel sector to pursue her love of Language Arts. She has worked as an Voicing the Dead (2015) is written in an emergent and educator in DECD schools and currently teaches English and Media experimental postmodern genre called ‘Fictocriticism’. Dr Studies at . Kylie returned to university Ross Watkins (TEXT, Vol 19 No 1 April 2015) suggests that teaching in 2020, tutoring in the UniSA Education Futures Fictocritical writing is a plaiting of ‘fictional and critical Department. She has been a member of the SAETA Council since modes’ of expression. Crew applies this unconventional 2015, and is the Vice Chair and founding member of the Australian blend of fictional and factual writing in his novel as a way Teachers of Media Association in SA (ATOM). of acknowledging the unknown numbers of women, children and others, under-represented by the historians and ignored or silenced by the powers of their time. He uses the voice of narrator and protagonist, Jack Ireland, as well as historical, literary and other intertextual references in his narrative, to give a ‘voice to the dead’, providing the reader with alternative perspectives of events in Australia’s colonial past, that may otherwise go unheard. Jessica Tools for Explicit Writing Instruction Jessica is currently the English Learning Area Leader at Gleeson McCarthy How can we give our students the tools they need to think College and has taught about their writing in a more critical and independent senior English in secondary schools for 16 years. She has a master’s way? In this workshop, I will demonstrate some explicit degree in Writing and Literature, has experience presenting writing instruction that seeks to help students to become workshops on English teaching and Literacy at a range of more independent at drafting and editing their written conferences and has been facilitating a Professional Learning Team work, as well as improve the complexity of their writing. I with a focus on Literacy at her school for the past four years. will show how you can embed this literacy focus into the content that you are currently teaching, to empower your students to become better academic writers. This workshop is suitable for teachers at all secondary levels of English. Glenys Yakas Dystopian Texts Years 10 and 11 Glenys began her career in the late 80's with various contracts that With the current preoccupation with STEM, the Arts must culminated with 7 years in Pt. Augusta before being appointed to provide the moral compass, as we move into the future. Woodville High School where she has spent 20 wonderful years. She Using a range of dystopian texts as a platform to probe and has been a moderator of all levels of Stage 1 and 2 English and a explore imminent concerns; students produce works that moderation facilitator for 8-10 English. Glenys is also a trained explore ethical considerations and in doing so, find their facilitator in Tactical Teaching: Writing and Tactical Teaching: own voice. This workshop was presented at the National Thinking. Last year she, along with Hellen, presented this workshop Conference in 2019. at the National AATE Conference in Melbourne. This is her first time presenting at the SAETA State Conference. David The Grammatical Keys to Intermediate English (EALD) David has taught secondary EAL/D and English and lectured in pre- Freesmith Find out why many intermediate learners of English as an service TESOL since the turn of the century. He is presently Head of Additional Language or Dialect hit a ceiling in their oral and Languages at Pembroke School. written production trajectories and how they can break through it. We will examine why the dreaded irregular past participle is essential to the control of English tense, voice and mood and learn some fun ways that teachers can help students leap this potentially intimidating grammatical hurdle. Julie Wright Celebrating the Art of Poetry Over her teaching career, Julie has taught regularly in all year In this workshop, I will be taking teachers through the levels from 8 to 12. She is currently transitioning to writing, middle school textbook I launched in March this year. It launching her first two texts in March 2021. Her poetry provides guided exercises for students to discover the collection, Infinite Connections, has a wide meaning of a poem through the poetic devices being range of forms and devices organised into nine sections. The employed. The book is divided into twelve units, two of companion book for middle school students has deliberately which have appeared in our Opinion magazine. You may taken a positive approach in response to the criticisms often wish to look at the annotated poems on my website and levelled at English teachers that our texts are too dark and focus the commentaries on various literary devices which I will on the negative aspects of society. build upon each month. The website can be found at https://benedictuspublishing.com.au. Dr Leanne Respectful Representations of Disability in Literature Dr Leanne Longfellow has spent over thirty years in the field of Longfellow The inclusion of various forms of disability and physical disability and education as a teacher, educational consultant, difference within literature is common, yet texts by non- presenter and researcher. Her own experience of disability, and that disabled writers often fail to challenge the dominant of parenting her daughter with disability, informs her practice. She is discourse about difference. In this workshop, participants currently the director of Inclusive Education Planning, an will be introduced to strategies to support students of all organisation that supports schools and teachers to include students year levels to critically respond to the representation of with disability in general education. disability in literature. Examples from the work of non- disabled writers (Wonder and All the Light You Cannot See) will be compared and contrasted with that of disabled writers (Ugly and Growing Up Disabled in Australia). We will discuss whether incorporating a disabled character is merely a literary device (e.g. blindness is often used as a figurative device to convey a lack of insight) or an authentic representation of disability. Literature by disabled writers, often referred to as CripLit, will be introduced to promote and amplify their voice. Also, guidelines for choosing a text that portrays disabled people respectfully, thus creating an inclusive and safe space for all, will be shared.

Session Two

Presenter Workshop Title and Overview Presenter’s Bio

Tessa Kowaliw TikTok: engaging content creation, text response, and Tessa began her teaching career in Port Pirie in 2004, and was a microlearning activities... in 60 Stage 2 English Studies marker before returning to and seconds or less. taking time out of the classroom for babies. She now works as Chief Within one month of release, the video sharing, social- Learning Officer for a software company, using all that the English networking platform, TikTok, surpassed classroom taught her to advise a range of global clients in on- and Facebook, Instagram, YouTube, and SnapChat in monthly offline learning strategies. She recently presented at DevLearn 2019 installs. Why? Because TikTok makes it so easy for users to (Las Vegas), can talk your ear off about the xAPI (and other geeky, create and share content, and to collaborate via re- edtech things), and is passionate about giving back where possible purposed audio and virtual ‘duets’... and it’s fun. to the teaching community which has well-served her.

This hands-on workshop explores how to safely harness TikTok for text production, text response, and film analysis tailored to secondary students of any level. We will also look at prime examples of educational TikTok accounts which offer microlearning opportunities to students, so that you leave inspired to flip learning like a boss with TikTok. David Chapple Time Travel Through Narrative David Chapple began his career in film and television working for This workshop uses dynamic poetry and prose techniques The British Film Institute and Channel 4. He has worked extensively to explore and play with the notion of time in literature. as a writer in residence in schools, hospitals, prisons, hospices, Students will create linear and non-linear works and a mental health facilities, drug and alcohol treatment centres and palette of ideas to inform a final work. Aimed at year 10/11 homelessness support services where he has supported new voices pupils the workshop will inspire participants to take risks in poetry and performance. with the written word. www.davidchapple.org Pat Pledger What’s New in Young Adult Books Pat Pledger is a director of Pledger Consulting and editor of the and Sharing a list of highly recommended YA books (personal ReadPlus blog (https://www.readplus.com.au/). Previously, she has Chris recommendations as well as from reviewers) as well as been a school library coordinator and English teacher working at Thompson presenting information about reviewing and ReadPlus. Renmark High School, Reynella East High School, Hallett Cove School Chris Thompson will assist in the running of this session. and Aberfoyle Park High School, as well as for the National database EDNA. She is keenly interested in the promotion of reading and has presented conference papers about literature activities at national and international conferences. She also reviews for the South Australian English Teachers’ Association and was recently made a life member of School Libraries Association of SA for her contribution to reading and school libraries.

Chris Thompson currently works as a Project Officer in the Department for Education’s Curriculum & Learning Division. She taught secondary English in country and metro schools between 1972 and 2008. In recent years she was involved in curriculum development and provided curriculum & literacy support in SA schools. Chris has been a SAETA Council member since 1994, and book reviews editor for Opinion journal since 1996. She is an avid reader of adult and YA fiction. Katharyn Do I Have to Spell it Out for You? Mrs. Katharyn Cullen is the Head of Junior School at Seymour Cullen How to Engage Educators in the Explicit Teaching of College in Adelaide where she enthusiastically leads the delivery of English Orthography academic excellence and rigour across the curriculum. Katharyn is This presentation is grounded in the notion that the currently completing her PhD at Torrens University where she is teaching of literacy requires all educators to have a deep studying the interrelationship of morphology, etymology and knowledge of language and linguistics so that they can phonology on the teaching of English orthography. design learning experiences based on the interrelation of morphology, orthography, etymology and phonology. The last ten years of NAPLAN testing shows us that schools are successfully teaching the basics of phonological instruction, it is the complex that they are failing at. By teaching the linguistics of English spellings and showing students of all ages that the spelling system is highly logical, we can change their learning trajectory. This presentation will showcase how to do this, using empirical evidence as a springboard. Molly Practical Ways to Motivate and Engage Middle School Nicole Perry and Molly Hardman are long-standing, passionate Hardman and Students (bordering on crazy) English teachers at Avenues College in the Nicole Perry This workshop will share the ways we motivate and engage North-East. They have both taught English at middle and senior reluctant middle school readers and writers through school levels. practical tasks such as clay modelling, stress ball making and ballad writing resulting from a visit to Old Adelaide Gaol … with a ukelele! Task sheets and support materials will be made readily available. Jo Coombes Currently in her fourth year of teaching, Jo is excited to create Instagram: Why you should be teaching it and how. effective units fuelled by the questions ‘why am I teaching this’ and ‘how will it benefit my students?’. Jo selects texts, designs units, Stage 1 Essential English creates assessments, and focuses on improving skills which provide students more opportunities for success. This workshop is aimed at teachers who are looking to replace outdated text types with modern alternatives. During the session I will discuss why I’ve replaced magazine cover analyses with Instagram profiles and posts, and how you can do it too- even if you’ve never downloaded the app! I’ll provide a full unit overview, assessment task sheets, exemplars, and a few tips and tricks for increasing student empowerment and success. Nick Iadanza Refreshing Text Selection: diversity and inclusion 7-12 Nick has been an English teacher for over a decade, with experience A how to guide to refreshing your faculty’s text list to in both SACE and the IB. When he is not running around on a tropical integrate more inclusive minority voices from a faculty that island, you can find him as the Head of English at Prince Alfred just underwent the process! A particular focus on Middle College. Eastern literature.

Session Three

Presenter Workshop Title and Overview Presenter’s Bio

Georgia Hick Variety is the spice of writing: strategies for improving Sara began teaching in New Zealand in 2005 before continuing her and Sara writing skills in the Middle School. career in London. Since arriving in Australia in 2011, she has Papailiou This workshop will focus on strategies to improve writing completed a Master of Education and is currently loving her job as a skills for all Middle School learners, particularly focused on teacher of Middle and Senior School English at . students who need a more formulaic approach. It will After attending various SAETA-led workshops, she was inspired to include strategies for teaching sentence structures, present for the first time at the 2020 Refresher Course. She is sentence variation (starters, structure, length), teacher looking forward to her first chance to present at the State modelling, feedback, higher level punctuation and other Conference. topics. All resources will be available to share. Georgia is also a Middle and Senior English teacher at Woodcroft College, currently in her fifth year of teaching. As a teacher of SACE, IB DP and IB MYP courses, she has derived great benefit from a range of SAETA-led courses and conferences, and is excited to pay the learning forward! Alison Creating Texts from Year 7-11 Currently President of AATE and past-president of SAETA, Alison has Robertson This workshop shares some of the approaches I use when been enjoying teaching English since 1983 and still loves it! She getting students to create texts throughout secondary enjoys sharing her strategies and also learning from other teachers English. From transforming fairy tales in Year 7, to protest and their exciting approaches. poetry in Year 8, autobiographical writing in Year 9, the opening chapter of a dystopian novel in Year 10, to writing in two voices in Year 11, I plan to go through a number of tasks and strategies that you will hopefully find useful in a range of contexts and classes. Sarah Forrest Shakespeare’s plays were written to be performed! Sarah began her career as a secondary English teacher in the UK and In this practical workshop, we will explore how drama- is now a PhD student and pre-service teacher educator at UniSA, based strategies can be used to teach Shakespeare. This specialising in middle and secondary English curriculum and drama-based approach will help your students to engage pedagogy. She loves taking a multimodal approach to teaching with the language, characters and themes in many of English and is passionate about picture books for older readers. She Shakespeare’s plays; the strategies we will experiment enjoys using drama-based strategies to teach literary texts. with can be adapted for a wide range of complex texts and for different year levels. Delegates can expect a hands-on and interactive session! Leah Carter The Art of Comparison Leah Carter has worked as a senior English teacher in independent and Mathew The art of comparison has been traditionally reserved for schools in both NSW and for the past 12 years. She is D’Aloisio senior levels of English and has therefore been absent from currently Head of English at . She has a particular many middle school English classrooms. Providing younger interest in developing interdisciplinary strategies for improving students with the opportunity to explore connections student literacy. between texts fosters their development in analysis, comprehension, and textual appreciation. As such, learning Mathew D’Aloisio is an experienced and passionate educator and in the comparative mode should be a vital part of a academic leader who is particularly interested in engaging students rigorous and engaging middle school curriculum. This through experiential, collaborative teaching and learning. He was presentation will share practical strategies for the formally English Coordinator at Muirden Senior College and is now a implementation of comparative units of work with senior English teacher at Wilderness School. students in Years 8, 9 and 10 and outline approaches to the teaching of comparative writing. Jonathan Waste Land – a documentary film text for Upper Middle / Currently teaching at , Jonathan began his full- Scobie SACE time teaching career in 1996 at , Darwin, and I first used Lucy Walker’s award-winning documentary presented workshops at state and national conferences. Several of Waste Land, a film which raises questions about the social these have been about film, but this is Jonathan’s first attempt at responsibility of the artist and the power of art to change teaching the documentary genre. lives, in the context of academic extension. This year I decided to teach it as a SACE text with a small Stage 1 Essential English class. I believe it is highly adaptable to a range of contexts and ability levels. This workshop will focus on the film’s key ideas and techniques, sharing a variety of teaching resources including digital format DVD style chapters of the primary text. Sarah Creating an Engaging Essential English Course – Years 10- Between them, Sarah and Sally have over 40 years’ experience in Bloomfield 12 teaching Secondary English. Both teach at , and Sally Tilly As Secondary English Teachers, Essential English has and both have been in English Leadership there. They have taught become a passion for us. This session will show you the across middle and senior English, including SACE and the IB Middle journey we went on to create a course that students want Years Program. Over the past 5 years they have worked together to to be a part of. We’ll look at the way we structure our create an intentional Essential English Program that has become a course, texts that work, and ways of engaging reluctant vibrant part of Pedare’s English curriculum. students and building positive culture.

Session Four

Presenter Workshop Title and Overview Presenter’s Bio

Lani Brockwell Dr. NAPLAN: How I learned to stop worrying and Chris Brockwell is a Teacher at Elizabeth South Primary. He has a and love the test passion for targeted literacy intervention and using formative Chris NAPLAN has challenged our industry since its introduction assessment for learning design. Prior to his teaching career, Chris Brockwell in 2008. Numerous criticisms have been levelled at completed a PhD in Chemistry. He enjoys applying the analytical NAPLAN from a wide range of sources, with varying skills that he developed during his PhD to formative assessment. degrees of legitimacy. NAPLAN isn't perfect, but it is here to stay. This workshop uses resources created from the Lani Brockwell is a Teacher at Wilderness and the Assistant Head of NAPLAN Markers guide (writing) to effortlessly assess your the Junior School (Curriculum). She has worked as a Senior Marker students and identify targeted, disciplinary specific next for NAPLAN (writing) and is a coach for Harvard's project Zero team. steps. NAPLAN can be a useful formative assessment tool Lani has a passion for intelligent curriculum design and the for us instead of a summative test. This workshop will aim meaningful application of data to support our students. to equip you with the resources to identify, intervene and support your cohort in their love of writing. Susanne Sounds and Rhythms: The Dance of Poetry After 37 years of teaching and curriculum leadership in the Catholic Oliver- Text Response and Text Creation (Yrs. 7 – 12) This sector, Susanne is currently the Learning Manager for English 7 – 10 Dearman workshop will model strategies for teaching how our in The Department for Education’s Curriculum Development Team. language’s rich anarchic spelling system underpins the She has presented workshops and conference papers, for SAETA, psychological power of English poetics. We will clap, ASFLA and in Stockholm, on many aspects of English and academic chatter, glide, howl through a range of sound and rhythm literacies. devices. Working with a writing partner, we’ll each aim to share one line of polished iambic pentameter. Finally, we will see how such knowledge strengthens students’ written critical reading of poetry. Tracey Dorian The Power of Transformation Tracey Dorian has been teaching senior secondary English for a This workshop will detail how I now approach the number of years and enjoys working collaboratively on task design, teaching of the transformation task. Initially, this was sharing and creating resources and sharing her enthusiasm for all a task brought in at Stage 2 English Literary things literary. Studies...but it is a task that is very approachable and is exciting to teach across a variety of year levels. I will unpack some strategies for engaging students with the scope of what they could create, by providing some examples of famous examples of transformation, to examples of pieces that my students have created. I will also spend some time unpacking the writer’s statement where students pay particular attention to both the tone and ideas explored in the original to that of their transformed piece as well as the stylistic features evident in both texts in order to explore these ideas. The transformation task is a really rich creative writing exercise...and should not be limited to only being taught at Stage 2 English Literary Studies. Taylor Stand Up Comedy Taylor Goodwin is a House Leader at Mount Barker High School and Goodwin Confronted with a class with a range of complexity that has spent the last four years working in flexible learning classrooms. were traditionally disengaged, I sought strategies and A former comedian that holds the Guinness World Record for Most methodology to engage students in both text response and Jokes in an Hour and a Nova’s Teacher of the Year (Funniest) Finalist. creation. Using Comedy as my vehicle, I planned units of work commensurate with all the necessary curriculum obligations and negotiated with all stakeholders to implement learning plans that were relevant and upheld the integrity of systemic requirements. This approach transformed the classroom and all students were captured by the pathway that was generated. There was a dramatic change and some students started producing work for the first time. Parents and Caregivers gave great feedback on the variation in routines. Assignments, units of work and performances raised literacy levels and the momentum saw improved attendance and achievement. My program evolved to be included as part of an Arts and English based curriculum school wide program. It also generated the attention of community stakeholders and evolved to a performance night funded by the Adelaide Hills Council. Rebecca Sims Escaping into Literature Rebecca Sims is currently the Senior Leader for English at Eastern This workshop will show participants how I use escape Fleurieu R-12 School and she has been an English Curriculum Leader rooms to engage students with literature in preparation for at The Avenues B-12 School and Port Augusta . text responses. Participants will experience a mini-escape Rebecca has taught Year 7 – 12 English and Humanities for over 10 room to demonstrate the practical application of designing years during which time she has undertaken training in Accelerated clues. The session will conclude with an explanation of how Literacy, EALD, Literacy for Learning and NAPLAN Marking. I am able to use escape rooms to: foster teamwork, collaboration, communication, and critical thinking. This activity provides students with a new way to engage with a text. Escape rooms can be successfully used from primary to senior secondary. This session will use secondary examples (7-12).