Lesson Plan - 1

Topic area: Fictional Text Stage of Learner: Stage 4 Syllabus Pages: 123-140
structure (Year 8)

Date: 31/07/19 Location Booked: Interactive Lesson Number: 5/6

Classroom
Time: 60 minutes Total Number of students: 15 Printing/preparation: Module
Guide

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes What is Fictional  Importance of  Personal
EN4‑1A responds to and Text. the English enrichment to be
composes texts for language as a gained from a
understanding, key to learning love of English,
interpretation, critical  Power of literature and
analysis, imaginative language to learning
expression and pleasure explore and  Role of
EN4‑5C thinks express views language in
imaginatively, creatively, of themselves developing
interpretively and critically as well as the positive
about information, ideas social, cultural, interaction and
and arguments to respond ethical, moral, cooperation
to and compose texts spiritual and with others
aesthetic  Diversity and
dimensions of aesthetics of
human language
experiences through literary
 Power of and other texts
effective  Independence
communicatio gained from
n using the thinking
language imaginatively,
modes of creatively,
speaking, interpretively
listening, and critically
reading,
writing,
viewing and
representing

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
a) Communicate through speaking, listening, a) Express themselves and their
reading, writing, viewing and representing relationships with others and their world
b) Use language to shape and make meaning b) Learn and reflect on their learning
according to purpose, audience and through their study of English
context
c) Think in ways that are imaginative,
creative, interpretive and critical
Quality Teaching Elements (fiction text) Highlight the appropriate areas
 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Student will be required for developing a deep understanding of the various
literatures to be taught in the curriculum for defining the identification of the English
as the core subject
2.2 Students will be engaged in some stories (fictional) using audio and visual contents
(drama/video/lecture/notes)
3.1 Students would have to understand the background information related to the various
texts and literature to be studied during the curriculum
Time Teaching and learning actions
0-5 On the initiation of the class hours for the
desired class, the students are to resume their
sits and be prepared with the resources
allocated for the class. the details of the class
be provided beforehand with digital
resources.
The teacher would further initiate the class
with a systematic approach to queuing
everyone up before entering the class.
Once every individual has queued up to enter
the class, they would be let to enter the class
and may choose any set of desk and chair to
sit in.
Once all have resumed their seats the teacher
would put forward a basic introduction of
own self to the participating class.
5-10 Discuss with students what is fictional text?
10- The Midnight Zoo
30 Is the first text that has been taken into
consideration as the fictional text to be
introduced to the students. The students
would be first introduced to the settings of a
zoo and the war-torn land over which the
precise text is based on. The text uniquely
blends Australian history with fantasy thus
the text is the perfect gateway to introduce a
spark of interest for historical facts of the
country into the students.
The students would first be asked to
participate in an interactive session which
would let them saw about their experience in
a zoo they have visited and a zoo they would
want to visit in the near future.
Organisation Centred
T/S
Teacher: would ensure the T
systematic entering to the class for
all the students. However, keeping a
track of the student attendance
would solely be the teacher’s
responsibility. The tables should
also be devoid of any unnecessary
items other than the required
resources.
Student: the students are to be
requested to queue up in front of the
class before entering. Once entered,
they are free to grab any seat as they
may desire.
Resources: digital content to the
texts and poetries would be provided
beforehand. Apart from this a
computer with internet access,
projector,
white board, students’ digital
content, PowerPoint slides and
whiteboard markers would be the
essential resources for the class to be
commenced.
Teacher: give students clue about S
fictional text.
Students: actively participate
Teacher: ensure precise addressing S
to the concepts towards the fictional
work and allow the student some
time to grab the idea. Allow the
general flow of the interactive
session foe the students to loosen up
a bit to be able to pitch the idea of
the text with ease.
Student: are expected to maintain
specific decorum and any question
must be portrayed for better
understanding of the lesson. The
digital resource in consideration
would be used for the further study.
The students are expected to be open
with the ideas as well.

The students would subsequently be
provided with the digital study matter for the
text in consideration which they can read and
refer to,
30- Harry Potter and the Philosopher's Stone
55 The last text in consideration is the Harry
Potter and the Philosopher’s stone which
though being fictional is rich in cultural and
social aspects.
The lesson would start with a brief of the
author JK Rowling and her struggles before
her success thus helping the students build
some sense of interest.
After the PowerPoint show the trailer to the
movie, of the same name, would be screened
for engrossing the students more into the
book.
https://youtu.be/VyHV0BRtdxo
Resources: computer with internet
access, projector, white board or a
screen and study material.
Teacher: ensure the interest of the S
students not to fade away with the
help of screening the trailer to the
movie. The PowerPoint show over
JK Rowling would also allow a
better insight of the author.
Student: are expected to actively
participate into the lesson and pay
great attention to the presentation.
The students would also be expected
to pose questions if any.
Resources: computer with internet
access, projector, PowerPoint
presentation on JK Rowling, white
board or a screen, study material and
https://youtu.be/VyHV0BRtdxo
.
 Once the movie has been introduced to the
students and an appropriate amount of
interest has been build the book or the study
material is being introduced for the
commencement of the segment of the lesson.

55- End Lesson Teacher: ensure students leave the S

60 Before leaving, the students should be
prompted to ask any doubts and queries
regarding the class.
A quick recap of the major points of the class
should be done.
classroom maintaining full
discipline and with their belongings.
Student: noted all points and
salutation to the teacher

Resources: Study materials and

Hyperlink for movie/trailer
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In this lesson plan I decided to make students understand of two fictional stories. The first
story was of the midnight zoo which was a classical fictional story including the works. The
second story was of harry potter and the philosophical stone. These two fictional stories were
taught using movies as it would help in entertaining the students along with teaching them.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Understanding of the Writing a summary of the movie plot
theme and content
Creativity for fictional Drama Enactment of any scene for fun with learning
work alignment purpose
 Lesson Plan - 2

Topic area: Non-Fictional Stage of Learner: Stage 4 Syllabus Pages: 123-140

Text Structure (Year 8)

Date: 01/08/19 Location Booked: Interactive Classroom

Lesson Number: 4/6

Time: 60 minutes Total Number of students: 15 Printing/preparation: Module

Guide

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: How non-fiction  Importance of  Personal
EN4‑3B uses and describes is different from the English enrichment to be
language forms, features fiction text? language as a gained from a
and structures of texts Formative key to learning love of English,
appropriate to a range of assessment:  Power of and learning
purposes, audiences and recap to previous effective  Diversity and
contexts lesson. communicatio aesthetics of
EN4‑6C identifies and n using the language
explains connections language through literary
between and among texts modes of and other texts
speaking,  Independence
listening, gained from
reading, thinking
writing, imaginatively,
viewing and creatively,
representing interpretively
and critically
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
d) Communicate through speaking, listening, c) Express themselves and their
reading, writing, viewing and representing relationships with others and their world
e) Use language to shape and make meaning Learn and reflect on their learning through their
according to purpose, audience and study of English
context
Think in ways that are imaginative, creative,
interpretive and critical
Quality Teaching Elements (non-fiction text) Highlight the appropriate areas
 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Student will be required for developing a deep understanding of the various
literatures to be taught in the curriculum for defining the identification of the English
as the core subject
2.2 Students will be engaged in 2 texts for understanding of the information management

3.1 Students would have to understand the background information related to the various
texts and literature to be studied during the curriculum
Time Teaching and learning actions
0-5 Recap of Fictional stories discussed in
previous lesson.
5-10 Difference between Fiction and Non-fiction.
The teacher explains that fiction refers to
settings, plot and characters created from
imagination as we did in previous lesson and
non-fiction refers to stories focused on actual
events and people.
First Introduction to an interesting site IMDB,
to make lesson more engaging.
10- Internet Movie Database
30 The teacher introduces the topic as the piece
of text that would be taken into consideration
for the commencement of the class. The topic
being quite a vast one the teacher would
explain everything using PowerPoint slides
based on the topic. The slides would explain
all the relevant data regarding the topic
through the projector. Thus, being able to
address all the students in the same time frame.
The class would be preceded forward using the
web access to WWW.IMDB.COM which is
currently the world’s largest movie database
since the last 20 years.
The teacher would also encourage the students
to access the website by themselves to be able
Organisation
Teacher: Asked student questions about the story Midnight Z
Harry Potter.
Student: Students are expected to answer the questions.
Resources: digital content to the texts and poetries would be
provided beforehand. Apart from this a computer with interne
access, projector,
white board, students’ digital content, PowerPoint slides and
whiteboard markers would be the essential resources for the c
be commenced.
Teacher: Make sure that students understand the difference.
Students: needs to write down the key points.
Resources: whiteboard
Difference Between Fiction and Non fiction | Difference
Between http://www.differencebetween.net/miscellaneous/dif
between-fiction-and-non-fiction/#ixzz5vuXfIYUx
Teacher: Use an interactive process to ensure participation fr
the student for the best possible results. Provide the PowerPoi
as the soft material for future reference for all the students and
explain every relative detail with utmost intricacy.
Student: the students are expected to pay attention to the less
is been provide with and thus allowing a better understand as
prime result. The students are expected to show equal interest
handling the website for the database of the films and interact
full confidence thus building confidence.
Resources: computer with internet access, projector, white bo
screen, https://www.imdb.com
 to have a hands-on experience with the context
and accordingly be able to intricately
understand the

30- Mysterious Ruins: Lost Cities and Buried
50 Treasure
The second non-fictional text in consideration
is Mysterious Ruins: Lost Cities and Buried
Treasures written by Prior, Natalie Jane would
be provided to all the students in a digital
format for reference to the lesson.
With the help of appropriate PowerPoint
presentation targeted to the students, the
students would be provided with the basic
insight to the material. Visual representations
regarding lost cities, sunken treasures, caves
and pyramids would be used for better interest
building.
Students would also be shown YouTube
videos of lost cities and sunken tressures for
attracting interest.
https://www.youtube.com/
results?search_query=Mysterious+
Ruins%3A+Lost+Cities+and+Buried+Treasure
Teacher: ensuring all the required resources are available and
continuing with the lesson. The start would specifically portra
history and the culture of Australia. Provide the slides as soft
for future reference.
Student: are expected all the provided resources including the
copy of the text as mentioned. Thus, when refereeing to the te
can follow accordingly.
Resources: computer with internet access, projector, white bo
screen, https://www.youtube.com/
results?search_query=Mysterious+
Ruins%3A+Lost+Cities+and+Buried+
Treasure

Finally providing the insight and summary of

the text thus to let people read and explain the
aspects of the text, rich in culture and historical
evidences of Australia.

50- End Lesson: Teacher: ensure students leave the classroom maintaining ful
60 Make groups of students and tell them to write discipline and with their belongings.
down main points which describes the
difference between fiction and non-fiction text. Student: noted all points and salutation to the teacher

Resources: notebook and pen

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It was big challenge for me to ensure that the Stage 4 syllabus of English is incorporated
while making the lesson plan. I had ensured that the information flow from for one lesson
plan to other must be symbiotic for enabling the right understanding of the subject. I wanted
to keep the lesson plan for stage 4 (year 8). I had to ensure the plan for keeping the
information providing to the students, innovative and creative way for learning.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Identification of the
literature and texts
Evaluation of the Non-
Fictional text Summary
Completion of the Non-fictional Text Summary
The summarisation of the video classes would be
developed for the marking of the information
accordingly
 Lesson Plan - 3

Topic area: How poetry Stage of Learner: Stage 4 Syllabus Pages: 123-140
relates to fiction and non- (Year 8)
fiction text.

Date: 05/08/19 Location Booked: Interactive Lesson Number: 3/6

Classroom
Time: 60 minutes Total Number of students: 15 Printing/preparation: Module
Guide

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson  Importance of  Diversity and
EN4‑7D demonstrates assessment the English aesthetics of
understanding of how texts 2. 1 Poetry language as a language
can express aspects of their Collection: 60 key to learning through literary
broadening world and their Classic  Power of and other texts
relationships within it Australian Poems language to  Independence
EN4‑3B uses and describes explore and gained from
language forms, features express views thinking
and structures of texts of themselves imaginatively,
appropriate to a range of as well as the creatively,
purposes, audiences and social, cultural, interpretively
contexts ethical, moral, and critically
spiritual and
aesthetic
dimensions of
human
experiences

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
f) Communicate through speaking, listening, d) Express themselves and their
reading, writing, viewing and representing relationships with others and their world
g) Use language to shape and make meaning e) Learn and reflect on their learning
according to purpose, audience and through their study of English
context
h) Think in ways that are imaginative,
creative, interpretive and critical
Quality Teaching Elements (relationship between poetry, fiction and non-fiction) Highlight the
appropriate areas
 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Student will be required for developing a deep understanding of the various
literatures to be taught in the curriculum for defining the identification of the English
as the core subject
2.2 Students will be engaged in 60 Australian poems collection (poetry) for the
development of the understanding
3.1 Students would have to understand the background information related to the various
texts and literature to be studied during the curriculum
Time Teaching and learning actions
0-5 Review prior learning on working using
Fictional and non-fictional text.
5-15 Discuss with students how poetry relates to
both Fiction and non-fiction text, explain to
students a book can be fiction and non-fiction
written in poetry.
15- 60 Classic Australian Poems
50 The considered piece of text would be
considered for the collection of poetry. The
poetry would let detailed learning regarding
Australian literature and help the student gain
knowledge of the culture they are a part of.
The lesson would be commenced through the
help of the digital format of the considered
text.
The range of poets would be given a brief
about using appropriate PowerPoint
presentations and the students would be
allowed to participate in an interactive
manner where all the student would be
allowed to recite the choice of poems from
the selected text.
Organisation Centred
T/S
Teacher: pre-test including Harry T
Potter, historical evidences of
Australia from Mysterious Ruins,
about IMBD website.
Student: raise their hands to answer
the question.
Teacher: tell students discuss in
group about the text provided.
Students: working in groups to see
the relationship between fiction,
non-fiction and poetry.
Resources: give students handouts
of which shows them relation
between fiction, non-fiction and
poetry.
Teacher: ensure the students are S
provided with soft copies of all the
text as per the requirements thus it
could also be referred to in future.
Provide appropriate explanations to
all the aspects and understandings
for the texts in consideration and
thus allowing an intricate level of
learning.
Student: are expected to pay utmost
attention throughout the segment
and question regarding anything
while the allowed time. The students
are also expected to actively take
part into the recitation to keep
everything in an interesting flow.
Resources: computer with internet
access, projector, white board or a
screen and study material.
50- End Lesson Teacher: ensure students leave the S
60 Before leaving, the students should be classroom maintaining full discipline
prompted to ask any doubts and queries and with their belongings.
regarding the class.
Will discuss in next lesson about non-fiction Student: noted all points and
poetry. salutation to the teacher

Resources: Study materials and

Hyperlink for movie/trailer
Resources: example given to students about fiction and non-fiction Poetry.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
After completion of the last lesson, the students had become aware of going through
various texts and understanding the innovative characters of the information. The
completion of the texts would also ensure that the students are able to understand the
concept of text processing. In this week the 60 Australian Poem Collection would be
used for teaching the students of the poems. The information processing for the poems
would be deployed with the identification of the themes of the poems along with
discussion.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Evaluation of the Written Documents for the subject
understanding of the poems
and its summarisation
Understanding of the Verbal question and answer session for the poems
concepts and themes
 Justification

These lessons were designed to meet the outcomes of NSW ENGLISH stage four

syllabus (Educationstandards.nsw.edu.au. 2019). The lessons are designed to enhance

critical thinking, the vocabulary skills as well as to understand the relative outcomes

from the syllabus. The entire plan incorporates with the course outcomes which

includes EN4‑1A responds to and composes texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure and EN4‑5C thinks

imaginatively, creatively, interpretively and critically about information, ideas and

arguments to respond to and compose texts. EN4-2A also provides an exceptional

enrichment for the listeners to understand and learn more from literatures (Manuel &

Carter, 2018).

The lesson 1 includes the Fictional Novel: Harry Potter and the Philosopher’s Stone

and The Midnight Zoo to explore the English language in a more conceptual way. The

lessons are particularly aimed to enhance the creative and critical skills with others

while defining the aesthetic diversities. The lesson 2 we focused on the difference

between fictional and non-fictional text, which includes two texts, the study textbook

Internet Movie Database and Mysterious Ruins: Lost Cities and Buried Treasure. These

texts give an exact overview on the importance of English for speaking and listening.

This lesson further involves the process of shaping the language according to the

audiences, and relation with the context of study (Manuel & Carter, 2019). The lesson

3 includes a poetry assessment- 60 Classic Australian Poems. The lesson highlights

broadly on the understanding of how poetry relates to fiction and non-fiction.

This lesson is a part of the entire course where it is aimed to enhance the critical and

creative thinking of learners. These lesson plans were designed using the Understanding

by Design (UbD) framework. EN4-7D: defines the major aspects of improving their

relationships with others and reflect on the ways of expressing themselves (Beavis &

Hannaford, 2016). Relationships are always a major context in any skill development

plan. This lesson emphasises on every aspect on the role of the English language in

improving relationships. Therefore, the opening of the session spots on the continuity

of the lessons, at the same time as what's left of the lesson involves students to

implement their experiences. This will further help them to get to the bottom of any

major problems or counter to advance thinking skills. It is mostly determined that the

conclusion of such lesson plans take place whereby students be obliged to use the

learned materials of the course and use it to decisively assess the metrics of success of

learning English (Australiancurriculum.edu.au. 2019). The entire lesson plan is carried

through to guarantee students have gathered enough knowledge, and more significantly

can implement it to an advanced and creative thinking aspect.

In lesson 1, the teacher taught fictional story the first story was of the midnight zoo

which was a classical fictional story including the works. The second story was of harry

potter and the philosophical stone. These two fictional stories were taught using movies

as it would help in entertaining the students along with teaching them. The second

lesson plan was kept for the nonfictional texts and taught using website of IMBD and

the YouTube to the students for interactive learning and understanding. In lesson 3 the

60 Australian Poem Collection would be used for teaching the students of the poems.

The lesson plans would be developed in such a way that students have clear picture of

what is fiction, non-fiction and poetry?

The topic being quite a vast one the teacher would explain everything using PowerPoint

slides based on the topic. The slides would explain all the relevant data regarding the

topic through the projector. With the help of appropriate PowerPoint presentation

targeted to the students, the students would be provided with the basic insight to the

material. Visual representations regarding lost cities, sunken treasures, caves and

pyramids would be used for better interest building. The range of poets would be given

a brief about using appropriate PowerPoint presentations and the students would be

allowed to participate in an interactive manner where all the student would be allowed

to recite the choice of poems from the selected text.

The completion of the texts would also ensure that the students are able to understand

the concept of text processing. The information processing for the poems would be

deployed with the identification of the themes of the poems along with discussion. The

completion of the lessons would ensure the response to and composition of texts for

understanding, interpretation, critical analysis, imaginative expression and pleasure.

The effectively usage of the widening range of processes, skills, strategies and

knowledge for responding to and composing texts in different media and technologies

would be another major feature. The study describes language forms, features and

structures of texts appropriate to a range of purposes, audiences and contexts. The

completion of the study makes effective language choices to creatively shape meaning

with accuracy, clarity and coherence. It will enable the thinking of student to be

imaginatively, creatively, interpretively and critically about information, ideas and

arguments to respond to and compose texts. The final evaluation would demonstrate

understanding of how texts can express aspects of their broadening world and their

relationships within it. The benefits include the uses, reflects on and assesses their

individual and collaborative skills for learning.

References
Australiancurriculum.edu.au. (2019). English. Retrieved 6 August 2019, from

https://www.australiancurriculum.edu.au/f-10-curriculum/english/

Beavis, C., & Hannaford, J. (2016). Literature review for senior syllabus revisions:
English.
Educationstandards.nsw.edu.au. (2019). English K–10 | NSW Education Standards.
Retrieved 6 August 2019, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/english-year-10/english-k-10
Ireland, J., O'Sullivan, K. A., & Duchesne, S. (2017). English Syllabus interpretation:
The relationship between literary theories and teacher beliefs. English in
Australia, 52(2), 55.
Manuel, J., & Carter, D. (2018, October). The Status and Relevance Of The Growth
Model For A New Generation Of English Teachers In New South Wales,
Australia. In The Future of English Teaching Worldwide: Celebrating 50
Years From the Dartmouth Conference (p. 133). Routledge.
Manuel, J., & Carter, D. (2019). Resonant continuities: the influence of the Newbolt
Report on the formation of English curriculum in New South Wales,
Australia. English in Education, 1-17.
English K–10 | NSW Education Standards. (2019). Educationstandards.nsw.edu.au.
Retrieved 31 July 2019, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/english-year-10/english-k-10
Harry Potter and the Sorcerer's Stone (2001) Official Trailer - Daniel Radcliffe
Movie HD. (2019). YouTube. Retrieved 31 July 2019, from
https://www.youtube.com/watch?v=VyHV0BRtdxo
Hartnett, S., (2010). The Midnight Zoo. Teachers’ Notes. pp-1-10 Retrieved 31 July
2019, from http://www.sonyahartnett.com.au/pdf/The_Midnight_Zoo.pdf
Imbd.com (2019). Ratings and Reviews for New Movies and TV Shows -
IMDb. IMDb. Retrieved 31 July 2019, from https://www.imdb.com/