HSC English NSW Area Study Standard and Advanced: Belonging 1

18 Nov

In this first post I will simply look at what is in the Board of Studies Prescription for this module:

The Area of Study must be considered in the context of the Area of Study description in the syllabus, course objectives, content and outcomes. (Reread English Stage 6 Syllabus, p 32 and pp 35–38; p 50 and pp 53–56.)


In the Area of Study, students explore and examine relationships between language and text, and interrelationships among texts. They examine closely the individual qualities of texts while considering the texts’ relationships to the wider context of the Area of Study. They synthesise ideas to clarify meaning and develop new meanings. They take into account whether aspects such as context, purpose and register, text structures, stylistic features, grammatical features and vocabulary are appropriate to the particular text.

AREA OF STUDY: Belonging

This Area of Study requires students to explore the ways in which the concept of belonging is represented in and through texts.

Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped within personal, cultural, historical and social contexts. A sense of belonging can emerge from the connections made with people, places, groups, communities and the larger world. Within this Area of Study, students may consider aspects of belonging in terms of experiences and notions of identity, relationships, acceptance and understanding.

Texts explore many aspects of belonging, including the potential of the individual to enrich or challenge a community or group. They may reflect the way attitudes to belonging are modified over time. Texts may also represent choices not to belong, or barriers which prevent belonging.

Perceptions and ideas of belonging in texts can be constructed through a variety of language modes, forms, features and structures. In engaging with the text, a responder may experience and understand the possibilities presented by a sense of belonging to, or exclusion from the text and the world it represents. This engagement may be influenced by the different ways perspectives are given voice in or are absent from a text.

In their responses and compositions students examine, question, and reflect and speculate on:

  • how the concept of belonging is conveyed through the representations of people, relationships, ideas, places, events, and societies that they encounter in the prescribed text and texts of their own choosing related to the Area of Study
  • assumptions underlying various representations of the concept of belonging
  • how the composer’s choice of language modes, forms, features and structures shapes and is shaped by a sense of belonging
  • their own experiences of belonging, in a variety of contexts
  • the ways in which they perceive the world through texts
  • the ways in which exploring the concept and significance of belonging may broaden and deepen their understanding of themselves and their world.

“Belonging or NOT belonging.” Interesting. Note too the final set of points which I have introduced in red. I think there is a warning there to make sure you explore at least some significant aspect of the way in which any text you use to illustrate some aspect of belonging makes its point. Again note that we need to consider when, where and why a text came into being: in other words, CONTEXT. The second-last point is also interesting: how texts may shape what we understand about belonging.

So, I will be looking to further my understanding of what “belonging” is, what dimensions it might have, what importance it has. I will also be looking for both positive and negative consequences of the urge to belong.  After some initial brainstorming I would want to dig into whichever text is set for study in this module and really tease out what reading or viewing that text through the lens of “belonging” actually produces. This is not the same as just reading the text for its own sake, notice. Yes, you need to understand and appreciate the text, but you have to mine it for the purpose of having something intelligent to say about the set topic. You need to organise a few major issues that text throws up. Then dive into other texts to see if they complement or contrast with the set text in those issues. Be careful not to allow issues to multiply endlessly thus losing direction when you come to write essays. Be careful too not just to rabbit on about “belonging” without anchoring the discussion in the specifics of the set text and your chosen supplementary texts. With the latter, cast you net widely across contexts and text types/genres.

OK, next time* a few specific ideas… I hope. 😉

A coachee tells me there is now a Facebook group called “I hate ‘belonging’” – ironic, really, that it is a group… I do sympathise, but would also say this really is a topic worth thinking about. Further, the prescribed texts are also, in the main, of some interest – most of them of great interest. So hang in there. Organising and supporting your thoughts is where the hard work comes in.

Update 4 January 2009

*As announced on the “sticky” post, this blog is going into hibernation. However, I propose a page on Belonging and there may also be pages on other modules in the 2009-2012 HSC added from time to time.

Update 9 January 2009

Go to Belonging pages: HSC 2009-2012. From there you will now find a “model essay”.


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