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AMY WHEATON BUILDING

MAGILL CAMPUS
FLOOR 1

H2 - 08

H2 - 09
H2 - 11

FLOOR 2

H2 - 12
publishers

H2 - 03

MAGILL CAMPUS

PUBLISHERS

H2 - 03A

AMY WHEATON BUILDING

Publishers

The publishers and booksellers supporting today's conference are located in H2-12, next
to the Conference Room on the second floor (where the food is supplied at lunchtime).
Take the time to drop in and see the resources they have to offer.
Remember that the extremely well-supplied AATE bookshop is open from 9-3 Mondays
to Thursdays. If you can't make these times, ring the SAETA office and see if you can
negotiate another mutually suitable time.

Convenors' Note
We trust you will profit from - and enjoy - today's keynote and workshops, as well as
catching up with friends/colleagues. If there are other aspects of professional learning
you would like SAETA to address, please contact the SAETA office or have your ideas
heard on the SAETA Facebook page. Once again we must thank Credit Union SA for
their support with printing the program, please make sure you drop past and chat to them
in the publisher room today.
Next year there will be no state conference, as the national conference is being staged in
Adelaide. This will be at the Convention Centre, 7-10 July i.e. the end of Term 2. Keep
these dates free!
Richard Apps - Gemma Brunckhorst - Sarah McDonald

SAETA gratefully acknowledges the support of

Credit Union SA
Campion Education
And the following trade exhibitors or prize contributions:
AATE
St Georges Books
Pearson Academy
Wakefield Press
Cengage Learning

2015 SAETA State Conference, Saturday 16th May

8:30 9:00

Registration

9:00 9:15

Brief Opening

9:15 10:10

Keynote

Tea, coffee, browse publishers

Helen Wildash (Garth Boomer: An educator of his time and for all time)

10:10 10:30 Morning Tea

10:30 11:30 Session 1 (50 min + change over time)
L.THEATER Jim Freeman

New SACE Stage 1/2 Curriculum

H2 03

Jessica McCarthy

Film Study Baz Luhrmanns The Great Gatsby for Senior English

H2 03A

Alison Jane Hunter

Lifting Year 10, preparing for SACE and/or the IB Diploma

H2 08

Ross Hamilton

EALD students in the learning context

H2 09

Rachel Abercrombie

Using 'Buffy the Vampire Slayer' to teach the Language Study

H2 11

Janine Easton

Differentiated Extremes - Catering for Diverse Learners Collaboratively

& Sally Wilson

11:30 - 12:20 Session 2

L.THEATER Melanie Smith

TELL ME - Spoken Word Performance in English Studies

H2 03

Rosie Kerin

Engaging Novel Studies

H2 03A

Rebecca Hunt

Going Paper Free

H2 08

Andrea Greer

Text Analysis Strategies in English Communications

H2 09

Julie Wright

Questions of Engagement

12:20 - 1:00

Lunch

1:00 - 2:00

Session 3 (50 min + change over time)

L.THEATER Alison Robertson Teaching Australian Poetry: from Bush Ballad Ham to Poetry Slam
H2 03

Fran Knight

Book discussion

H2 03A

Elspeth Grant

Reality TV Natives

H2 08

Guy Bayly-Jones

To Dictogloss or not to Dictogloss: Some strategies for catering for EALD

learners in mainstream classrooms (Unit 1 Building relationships)

H2 09

Jodie Vandepeer

Teaching SPEAKING SKILLS for new teachers and teachers new to English

H2 11

Sara Nigro

Film in the Senior Classroom

2:00 - 2:50 Session 4

L.THEATER Sarah McDonald

Using Rubrics to Inspire Improvement

H2 03

Pat Pledger

Where to after Divergent?

H2 03A

Jamie Hibbert

Incorporating Drama into the English classroom

H2 08

Guy Bayly-Jones

To Dictogloss or not to Dictogloss:(Unit 2 Persuasive Writing)

**you do not need to have attended Unit 1**

H2 09

Jodie Vandepeer

How to teach your middle school students to write their first essay

H2 11

Michelle Rowe

Making poetry funusing Performance Poetry with Middle School students

WORKSHOP ABSTRACTS AND

BIOGRAPHY DETAILS
Keynote
Garth Boomer: An educator of his time and for all time

Helen Wildash

Helen will repeat the Garth Boomer Address that she delivered at the 2014 AATE/ALEA national
conference in Darwin. She will use audio and video footage of Garth one of South Australias greatest
educators to trace the continuing legacy of his visionary ideas about English teaching, language and
learning, quality teaching, direct vs. explicit instruction, equity, falling literacy levels and national
curriculum and assessment.
Through the 70s, 80s and into the 90s Boomers educational ideas inspired, perplexed and, enraged. Helen
will consider how teachers can work on the Australian Curriculum and shape it for their individual students
and keep the curriculum alive so learning is meaningful.
Helen will illustrate how current work in SA government schools continues to be inspired by Boomers
vision of the teacher as a pragmatic radical a teacher who knows their stuff, has a powerful theory of
learning and can work flexibly with the curriculum to challenge every child to become a powerful learner
and achieve their best.

Helen Wildash is an inaugural member of the Australian Curriculum, Assessment and Reporting Authority
(ACARA) Board and has been closely involved with the development of the Australian Curriculum. She has
recently retired from her role as Executive Director, Teaching and Learning Services for the South
Australian Department for Education and Child Development during which time she oversaw the process of
translating the Australian Curriculum into practice in SA government schools through a strategic focus on
both content and pedagogy - the what and the how of the education process.

WORKSHOP ABSTRACTS AND

BIOGRAPHY DETAILS
Session 1
Film Study Baz Luhrmanns The Great Gatsby
for senior English
Jessica McCarthy

EALD students in the learning context

Ross Hamilton

Film theory and practical interactive learning

activities to use if youd like an insight into teaching
this film. The workshop will also address using this
film as part of a Paired Text study at Stage 2.

This presentation looks at what EALD students bring

to the learning context and what their needs are. It
considers how the DECD EALD Program, ACARA
and schools meet these needs. It also highlights some
considerations for the implementation of the new
SACE English subjects.

Jessica is an English teacher with over 10 years

experience and teaches English and HASS at Gleeson
College. She is currently completing a Masters
Degree in Writing and Literature, specialising in
Childrens Literature.

Ross Hamilton has more than 20 years experience

teaching EALD students in DECD secondary schools.
He has also been a tutor of the ESL in the
Mainstream course in South Australia and overseas.
From 2010-12 he was a Regional EALD Consultant
for schools in Western Adelaide and on the Eyre
Peninsula. He worked as the manager of the DECD
EALD Program in 2013 and 2014. He is currently a
DECD English as an Additional language or Dialect
Consultant.

Lifting Year 10, preparing for SACE and/or the IB

Diploma
Alison Jane Hunter

New SACE Stage 1/2 Curriculum

This workshop will focus on ways of meshing Year

10 requirements into those for SACE; securing and
extending learners using the novels of John Green and
Stephen Chbosky.

This session will trace the development of the three

senior secondary English courses that are integrating
the Australian Curriculum. There will also be a
discussion of the key issues that the writing groups
addressed. Finally, there will be a brief overview of
what is different and what is changed in the three
documents.

Alison-Jane is a teacher with twenty years

experience both in South Australia and the UK. She
has taught in both the SACE and the IB diploma
programmes.
She is currently studying at the
University of Adelaide and teaching in the Education
programme for 4th years and Post Grads.

Jim Freeman is a SACE Curriculum Officer for

English and has been a member of the writing teams
which have developed the senior secondary courses
that are integrating the Australian Curriculum.
Before taking up his position at the SACE Board, Jim
had extensive experience of teaching Stage 2 English
Communications and Stage 2 English Studies in a
variety of country and metropolitan schools.

Jim Freeman

Using 'Buffy the Vampire Slayer' to teach the

Language Study
Rachel Abercrombie
The workshop will be a PPT presentation on using
'Buffy the Vampire Slayer' as the model for the
Language Study for Stage 1 English. One of the most
distinguishing features of the show is the innovative
way its writers play with language--fabricating new
words, morphing existing ones, and throwing usage
on its head. The result has been a strikingly resonant
lexicon that reflects the power of both youth culture
and television in the evolution of American and, in
turn, Australian slang. The language of Buffy is not
just about special words, but also about special usage,
all of which will be discussed in the presentation.
Examples of student work including a PPT on the
language used within 'Breaking Bad', a hyperlink
essay on the language of 'Clueless', an essay on the
language of 'Alice in Wonderland', and a comparative
assignment focusing on the differences between a
traditional Christmas carol and its Australian
equivalent will be showcased.
Rachel Abercrombie is a dedicated Senior English
teacher at Westminster School in Adelaide. She is
passionate about literature and film; this combined
with her use of ICT ensures students enjoy their
learning experience and achieve their personal best.
Rachels fascination with modern dystopian fiction
and passion for popular culture provides a strong
connection with students.

Differentiated Extremes - Catering for Diverse

Learners Collaboratively
Janine Easton & Sally Wilson
Designing a unit of work to meet the learning needs
of all students is not a solo practice. In this workshop
the presenters will model how a unit of work (A
Village by The Sea by Anita Desai) originally
designed for Ignite (Gifted) students was
collaboratively reviewed and then differentiated to
make the content and skills being taught accessible
and achievable for students with NEPs. This
workshop will explore how differentiation is
achievable when it is focused on content, process,
product and environment and the use of
Understanding by Design.
Janine Easton and Sally Wilson are English teachers
from a Large Southern Suburbs School. Both
presenters hold leadership positions within their
school. Janine is the English, Ignite and Middle
School Senior Leader and Sally, the Coordinator of
Learning Support. They are passionate about
inclusive
teaching
methodologies
and
the
collaborative processes that are the cornerstones of
21st Century Pedagogy.

WORKSHOP ABSTRACTS AND

BIOGRAPHY DETAILS
Session 2
Questions of Engagement

Going Paper Free

Julie Wright

Rebecca Hunt

This workshop will be mostly interactive with the

participants experiencing the games and activities
designed to engage our students in higher-order
thinking through formulating questions. Learning
tasks selected will demonstrate ways to increase
vocabulary, as well as analyse, explore and evaluate
aspects of texts and the writing process. They include
group games, role plays, and peer review (in panels
and pairs) used in the process of writing a narrative.
Quality questioning, curiosity, vocabulary building
and promoting deeper engagement in the exploration
of the texts is at the heart of all the games and
activities. All the activities have passed the deep
engagement plus enjoyment test in my classes.

Last year when my school had a photocopying audit, I

realised photocopying for me had become as rare as
getting my hands on a copy of the Gutenberg bible. J
So for those who feel ready to make the shift to online
workspaces, experiment with flipping the classroom,
and doing electronic assessment, I will share what I
do and how it works in my classroom. Ill be drawing
from Year 10 and Year 12 exemplars. If you are
coming to the workshop and have any specific
questions youd like me to try and address in my
presentation please email them to me at:
rhunt@stjohns.sa.edu.au

Over the past few years Julie has become increasing

obsessed with finding ways to equip her students with
higher-order thinking skills that will enable them to
be more creative and critical thinkers. Julies
workshop is designed to share the activities she has
devised to that end, as she seeks to give her students
the skills they need to engage critically, creatively and
intelligently to the barrage of information and issues
of their times. Current research on vocabulary by
Marzano and others has convinced Julie that more
needs to be done to increase our students working
vocabulary and their understanding of the
grammatical elements that are foundational to
effective communication. Julies classroom motto has
become: Rich thoughts expressed in a riveting way.
She believes this goal can best be achieved when her
students are asking the questions. Her role is to
provide the framework for stimulating quality
questions.

Rebecca is a secondary English and Media Studies

teacher with 14 years experience. In the last few
years she has become highly interested in using
online tools for enhancing the delivery of the
curriculum, improving access to resources for
students, making life easier for myself and for
students, and to create the foundation to start trying
to flip the classroom.

TELL ME - Spoken Word Performance in English

Studies
Melanie Smith

Engaging Novel Studies

One of the more difficult aspects of the oral

component of Text Production is making students
realise it is not just about what they say, that it is also
how they say it. This unit focuses closely on spoken
word performance asking students to consider and put
in practice many elements of performance and
delivery. Through examples, strategies, the use of a
listening draft and recorded examples, and practice
students develop their ability to inhabit a piece,
bringing it to life, and use their voice in an effective
range of ways. Student examples included in
presentation. This is a reworked version of the
presentations at the SAETA Refresher course, if you
attended that one 80% of the material is the same but
do feel free to contact me regarding the updates.

This workshop is designed to get you thinking about

traditional approaches to novel studies. You will
participate in some activities that can be adapted to
any prose study; explore a range of a creative and
analytic assessment tasks with accompanying rubrics;
and take away a list of resources that may support you
to expand your repertoire of approaches to the
novel. All participants are asked to bring along
one novel. The choice of novel is not important,
and it may be one you are currently
reading, teaching or grab from a pile that you
haven't yet read yet. Please note that if you have
already attended Rosies full-day Engaging Novels
Workshop, you are advised to select an alternative
workshop there will be some repetition of materials
and activities from that workshop.

Melanie Smith is the English Coordinator at

Eynesbury Senior College. She is still regularly
surprised by the creativity of her students. Last year
she went out on a limb asking her English Studies
class to produce spoken word performance pieces they made her do one too (eek) - and she was stunned
by their performances.

Rosie Kerin is a freelance writer and education

consultant. She has been a teacher of English in
middle years and senior secondary classrooms; a
curriculum and school leader; a literacy consultant
for Catholic Education South Australia, and a
lecturer and researcher in literacy and English
education at the University of South Australia

Text Analysis Strategies in English Communications

Andrea Greer
A few strategies I have used to try and engage
students who struggle with the more challenging
analysis aspects of the course.
Andrea has taught English for twenty years and
enjoys teaching both English Studies and
Communications. She is currently teach at Hamilton
Secondary College, an adult re-entry school.

Rosie Kerin

WORKSHOP ABSTRACTS AND

BIOGRAPHY DETAILS
Session 3
Teaching SPEAKING SKILLS for new teachers and
teachers new to English
Jodie Vandepeer

Film in the Senior Classroom

This workshop will give you teaching strategies on

how to teach speaking in the English Classroom as
well as activities and assessment ideas.
Not suitable for experienced teachers.

Looking at a variety of tried and tested films that

have allowed for great student success and teacher
enjoyment. Specific discussion on how to meet SACE
assessment criteria through film study.

Jodie Vandepeer has been teaching for 19 years in

both the private and government systems. She has
taught Tertiary students through to the Junior
Primaries, holding various positions of leadership in
three states. She is currently teaching English and Art
at Clare High School as an AST2 and is deeply
interested in literature and art history.

Sara Nigro has been a teacher of English for over 15

years and has taught in both public and private
sectors as well as in regional and city based schools.
She has moderated for SACE regularly and has
delivered workshops for SAETAs Year 12 Refresher
Conferences in the past.

Book discussion

To Dictogloss or not to Dictogloss: Some strategies

for catering for EALD learners in mainstream
classrooms
(Unit 1 Building relationships)
Guy Bayly-Jones

Fran Knight

I will be talking about secondary books that I have

liked over the past twelve months or so that would be
great to share with kids and some would've be most
suitable for class sets
A teacher librarian for many years, Fran is a
reviewer for Magpies, Fiction Focus, Viewpoint,
Readplus and The Literature Base, and just loves
childrens literature, which she reads avidly. As a
consequence Fran has written a number of books
containing lists of books in subject headings, for
teachers and librarians to use with students. These
are published by Readplus and are used all over
Australia. The last three support the new curriculum.

Sara Nigro

Unit 1, Building relationships. Unit One of Two units

of work designed to support EALD learners in a
mainstream classroom. And yes, there is an example
of a Dictogloss, as well as a range of other strategies
popular with Accelerated Literacy such as
deconstructing texts, joint construction and support
for independent construction.
Guy taught English from Year 8 - 12 in a number of
DECD schools from 1977 to 2000 prior to taking on
the role of Curriculum Manager for English. He left
the department in 2013 and undertook a Graduate
Certificate in Education (Teaching English to
Speakers of Other Languages). He has been teaching
ESL and English at the Islamic College of South
Australia since the start of 2014.

Teaching Australian Poetry: from Bush Ballad Ham

to Poetry Slam
Alison Robertson

Reality TV Natives

This workshop will explain how I successfully taught

a unit on Australian poetry to my Year 10 class this
year. We studied the tradition of orally presenting
narrative poems through the students hilarious
efforts to ham up their group bush ballad
performances, and then moved onto the more
contemporary form of performance poetry in slams.
During the unit I aimed for the students to address the
following big questions:
How has poetry evolved over the thousands of
years of civilisation in its attempt to capture the
essence of human experience?
What makes narrative forms of poems
entertaining, memorable and able to move us
from laughter to tears?
How do poets deliberately exploit the sounds of
words in their rhythm, rhyme, vowel and
consonant sounds to evoke particular tones or
atmospheres?
This unit covers many of the AC:E content
descriptors in all three strands. I also show how you
can use the AC:E Achievement Standards in a
meaningful way in the three assessment tasks, which
cover both the productive and receptive modes
through their oral performance, written response and
creative writing.

Cue the tabloid headline: 'Kids taught The Block

instead of Bronte! Although it is now 15 years since
Big Brother first aired, this workshop commences
with a mandatory justification of the educational
value of studying reality television, for some cohorts.
More constructively, it then explores the practicalities
of implementing of Stage 1 English unit with students
who cant remember life without reality TV.
Addictions to mystery boxes and Manu are welcome
here.

Alison has been teaching English since 1983 and still

loves it! Alison is currently president of SAETA, and
enjoys sharing approaches and talking about English
teaching with others.

Elspeth Grant

Elspeth Grant is a senior years teacher at Mark

Oliphant College in Munno Para. She recently
joined the teaching profession after a career change
from being a museum curator. Elspeth was a
recipient of SAETAs prize for pre--service teachers
at the University of South Australia in 2012.

WORKSHOP ABSTRACTS AND

BIOGRAPHY DETAILS
Session 4
How to teach your middle school students to write
their first essay
Jodie Vandepeer
This workshop is for beginning teachers only. It will
give you the skills to scaffold your instruction to
reach an end product. You will learn some little tricks
to teach each element. Very handy!
Jodie Vandepeer has been teaching for 19 years in
both the private and government systems. She has
taught Tertiary students through to the Junior
Primaries, holding various positions of leadership in
three states. She is currently teaching English and Art
at Clare High School as an AST2 and is deeply
interested in literature and art history.

Where to after Divergent?

Pat Pledger
This session will look at recent books and series that
secondary students might enjoy reading after
Divergent by Veronica Roth. It will concentrate on
dystopian fiction (Science Fiction) initially and then
look at some of the better fantasy books that have
been written in the last 18 months. There will be the
opportunity to look at some book reviews and
perhaps encourage students to write their own for the
ReadPlus review blog and SAETA journal, Opinion.
Pat Pledger is a director of Pledger Consulting and
editor of ReadPlus <http://www.readplus.com.au>
the ReadPlus blog which features up to date reviews
of recently published books in Australia
<http://wwwreadplus.com.au/blog.php>. Previously,
she has been a school library coordinator and
English teacher. 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
journal, Opinion, and organises student reviews for
the journal.

Using Rubrics to Inspire Improvement

Sarah McDonald
Many of us will have experienced the drafting process
with our students, where they rely on lots of feedback
and where it feels as though the onus is on us to get
them an A. This workshop will look at the strategies I
have used to help students to draft their own work, with
a specific focus on Rubrics.
Sarah has been working as a teacher for 7 years.
She has
taught
English
in
both
middle
and senior school and is passionate about engaging
students of all abilities in English

To Dictogloss or not to Dictogloss: Some strategies for

catering for EALD learners in mainstream classrooms
(Unit 2 Persuasive Writing)
***you do not need to have attended Unit 1 ***
Guy Bayly-Jones
Unit 2 Persuasive Writing. Unit two of two units of
work designed to support
EALD learners in a
mainstream classroom. And yes, there is an example of
a Dictogloss, as well as a range of other strategies
popular with Accelerated Literacy such as
deconstructing texts, joint construction and support for
independent construction.
Guy taught English from Year 8 - 12 in a number of
DECD schools from 1977 to 2000 prior to taking on
the role of Curriculum Manager for English. He left the
department in 2013 and undertook a Graduate
Certificate in Education (Teaching English to Speakers
of Other Languages). He has been teaching ESL and
English at the Islamic College of South Australia since
the start of 2014.

Making poetry funusing Slam/Performance Poetry

with Middle School students
Michelle Rowe

Incorporating Drama into the English classroom

Jamie Hibbert

Have you ever wondered why kids dont seem to like

poetry? Is it because we think it has to be serious and
not fun? Let me show you how to make Poetry fun
Firstly, kids have to know what poetry is, do you?
Poetry can be anything, it can be random, it can be
rhythmic, it can be free verse or rhyming it literally
can be anything.How do we get the kids to want to
be involved? It is all about making poetry fun,
allowing students to express themselves through their
own poetry and performance.

Aimed at middle and senior school educators, this

practical session explores how English teachers can
effectively incorporate Drama into their classroom.
Through applying a range of dramatic practitioners and
exercises in contemporary and interactive ways,
teachers will be motivated to put their theoretical
learning into hands-on practice with their students. The
aim of this presentation is to arm delegates with a
toolkit of educative and creative skills to engage their
own students in their classrooms, allowing them to take
the plays they study from the page to the stage. By
adopting fresh approaches, attendees will learn about
concepts such as slapstick, stage fighting as well as
other Drama exercises set to a soundtrack of Sia, Alt-J
and disco music.

I am 46 years old, married for 26 of those, with two

adult children. I decided to finish what I started with
a Bachelor of Arts Degree in 1988 and become a
teacher when my daughter was in Year 12 and I was
drafting English Comms and Australian History
Essays for her. I am in my fifth year of teaching now,
with many more years of life experience. I am the
embodiment of an oxymoron an old young teacher! I
teach English and Humanities to a range of students
from Year 8 to Year 12 at Clare High School where
my career began and continues under the mentorship
of Rose Hampel and Jos Fox who have guided me in
my teaching and learning. I love being an English
teacher.

Jamie is a senior Drama teacher with 8 years

experience working in Adelaide high schools. She is
passionate about engaging young people in the
Performing Arts, and exposing them to live theatre,
dramatic performance and devising their own original
work. This interest led to the creation of her own
theatre company, Little Red Productions, in 2012,
focused on presenting unique and memorable theatre
experiences for its audiences, as well as providing
creative opportunities for emerging artists. She is
currently the Vice President of SAADIE (South
Australian Association for Drama in Education), and
will be presenting at the international Drama Australia
conference in July this year. Jamie currently teaches
and runs the Drama department at Pulteney Grammar
School in Adelaide.