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Discovery: Hurley + Euphoria

The emotional discovery of new environments and cultural experiences intertwine to reveal insights into the human condition. In ‘The Man Who Made History’, Nasht explores how Hurley combines artistic flair with realism to transport us into remote locations and thrilling circumstances. In Euphoria (2014), King employs a distinctive narrative style to capture the intellectual experience of a group of anthropologists, operating amongst a panoply of tribes in Papua New Guinea. In both texts, the composers link discovery to adventure, curiosity and an engagement with the forces of nature. Yet Nasht and King also elucidate the values informing their subject’s actions, commenting on the complex matrix of human interconnections that are integral to the processes of emotional and intellectual discoveries. 

It is through the intellectual discovery of the natural world in ‘The Man Who Made History’ that Hurley’s artistic sensibility emerges, inspiring him to capture a vision of this truth in images of the unique grandeur of the Antarctic environment. The re-enacted voiceover from the point of view of Hurley in ‘my fingers froze and often I was swept away by fierce gusts or reduced to crawling on all fours’ portrays the strenuous conditions that Hurley endured in his filming of, Home of the Blizzard (1913). Overlaid with black and white archival footage and accompanied with sustained low-key musical notes, the voiceover reinforces the struggle between man and nature by linking discovery to the hero’s journey. Also, Nasht foregrounds Hurley’s intellectual process of discovery through a new means of cinematography, revealing Hurley’s use of light and perspective to help us discover the wonder of this remote location.  Metaphorically, in the words of Joanna Wright (Royal Geographical Society), it makes us feel as though ‘when you look at the ice, you feel like you could walk into it, and touch it, and hear it, and smell it’. The tone of awe accompanies the use of second person to reflect how Hurley’s photographs from the Shackelton Expedition have catalysed intellectual and emotional discoveries across history and the sensory appeal indicates how humanity’s engagement with nature extends beyond a fixed, two-dimensional object. Subsequently, Nasht challenges us to see the paramount potential held within the mechanical apparatus of a camera where Hurley’s artistic precision is able to encapsulate the binding forces of nature.

Similarly, in Euphoria, the captivating delight in the intellectual discovery of nature combines with insights into anthropological enquiry to offer fresh perspectives on the lives of the Kiona tribe in Papua New Guinea.  The imagery in ‘she didn’t notice the tree until she was inside and the flame lit the room. I heard her let out a big American wow’ captures the sense of wonder as the anthropologists Bankston, Nell and Fen arrive in Kiona and experience the majesty of the rainbow gum tree. The contrast between Western and tribal lifestyles and beliefs generates a discovery of new environments that make them appreciate the synergy between nature, tradition and culture. This notion is further explored in the emotive diction ‘you’ve only been there eight weeks. But at that moment the place feels entirely yours. It’s the briefest, purest euphoria’ where Nell reflects on the empowering elements of her role as an anthropologist in a unique culture. The personal connotations of ‘yours’ are aligned with the exhilaration of ‘euphoria’, paralleling the reaction to Hurley’s earlier works and linking the emotional process of discovery and transformation to an engagement with unknown realms. Both King and Nasht explore this fascinating connection with nature intertwined with the discovery of new cultures and how that acts upon the human condition by inspiring respect and evoking a determination to embrace the possibilities of emotional and intellectual discoveries.

In Nasht’s ‘The Man Who Made History’, Hurley’s pioneering efforts with colour provide a modern spectacle into the intellectual history of war where discovery can involve confronting, harrowing experiences that contrast to the feelings of elevation and wonder in the Antarctic. Nasht’s use of a montage of shots accentuates the brutality of the Battle of Flanders where Hurley’s discovery of war, its blood stained battlefields and utter futility inspires him to try to depict the reality of trench warfare on a ‘giant canvas’. We can see that the emotional nature of war involves a personal risk but also how Hurley is determined to explore ways of using the medium of photography to capture his version of the truth. This is reinforced by Nasht’s inclusion of a collection of stills documenting Hurley’s innovative use of colour. Furthermore, the agitated tone in ‘to include the event in a single negative, I have tried and tried but the results are hopeless’ reveals Hurley’s frustration with the limitations of a singular image as he tries to discover ways of representing the horrors of war that rightfully honours the experience of the Australian troops. Hurley’s desire for a deeper artistic truth positions us to see the complex layers associated with the presentations of historic events. We can see how this aspect of controversy is instigated by his inherent subjectivity, which accompanies his idealistic vision. Hence, it is through this emotional and intellectual discovery of the nature of representation that Nasht positions us to see Hurley’s ability to transcend art and war history and become part of both.

Likewise, in Euphoria, King explores the optimism and dedication that emerges through the emotional discovery of cultural traditions of the Tam tribe as the anthropologists, Nell and Fen become a part of the Tam community. The passionate tone of Nell in ‘I am learning the chopping rhythm of their talk and the sound of their laughter, I quiz myself morning and night’ illustrates the kind nature of the Tam native, Karu who assists Nell’s acquisition of language and helps her discover the rich traditions and perspectives of this remote group. The use of the passionate tone conveys Nell’s feeling of wonder, evoking a reflective process of evaluation on her Western lifestyle and heritage. Moreover, we can see Nell’s bliss within this environment in the simile ‘I loved the sound of our two typewriters, it felt like we were in a band, making a strange sort of music’ which exemplifies the camaraderie between Nell and Bankston as they document the knowledge and insights about Tam culture. This parallels with Hurley where intellectual and cultural discoveries positions us to see how passion allows research to be linked to personal identity.

In ‘The Man Who Made History’, Nasht shows Hurley’s immersion within the colonial enterprise of the Papuans to reveal how moral issues, insensitivity and power differentials

can undermine a process of intellectual discovery. Seuna Malaki’s, a village representative’s emphatic tone in  ‘it just destroyed our trust, our pride and our identity’ generates a sense of empathy for the Papuan people as victims of colonial supremacy. This racial exploitation is accentuated by a subsequent panning shot of cultural artifacts and background tribal music, which embodies the vigour of Papuan culture and contrasts it with Hurley’s bitter indignation, conceited behaviour and sensationalised misrepresentations of cannibalism. Ironically, Hurley’s film ‘Pearls and Savages’ provides insight into native Papuan ritual and lifestyle, allowing the legacy of the Papuans to be reclaimed to some degree. Consequently, we can see that by scrutinising the emotional and intellectual discoveries of those in the past, there is a moral imperative associated with the discovery of new environments.

Similarly, in Euphoria, King explores how the publication of Bankston’s book preserves the Tam culture but we are also left with Fen’s exploitation and lack of morality. The rhetorical questions in ‘stick it in the ground to rot? After everything I went through?’ illustrates the selfishness of Fen as Xambun, a Tam native – is murdered as a result of Fen’s theft of the totemic flute from the Mumbanyo tribe. King uses rhetorical questions to accentuate Fen’s irresponsible behaviour as the Tam natives grieve in heart-wrenching agony, asking if they can bury the flute with Xambun who was the equivalent of ‘Paul Bunyan, George Washington and John Henry all in one’. This allusion highlights how our selfishness can deplete our morals, generating lasting effects on others. Ironically, it is through the publication of Bankston’s book about Lake Tam which he ‘wrote with more conviction than anything in his life’ that we are able to see a sense of dignity emerge from his passion for being an anthropologist. Correspondingly, this draws a parallel to Hurley and his film ‘Pearls and Savages’ where King highlights how Bankston’s book helps us to rediscover the preserved elements of Tam culture whilst examining the nature of anthropology and the particular use of it by individuals.

Ultimately, it is through Nasht’s ‘The Man Who Made History’ and King’s Euphoria that we are positioned to see the invigorating forces of mother nature. Both texts symbolise the confluence of curiosity and wonder where the rewarding elements contained in the discovery of cultural environments and adventure offer renewed perceptions about ourselves and others.

Comprehension

  1. How is the pleasure of discovery revealed in the feature article?
    The pleasure of discovery is evident in the narrator’s assertive tone ‘walking is free, it feels good’, where he reflects upon the psychological relief that the narrator experiences when walking around the city. Further, the imagery in ‘there are the dog walkers…the weary mothers in pyjama pants…the tai chi ladies’ reveals the narrator’s pleasure within his observed surroundings. It positions us to see how walking allows for an enthralling sense of appreciating society.
  2. Explain how contrast is used in the text to highlight the child’s discoveries in the museum.
    The use of contrast between the ‘whale’ and its composition of ‘hardly any bones’ encapsulates the child’s awe in his physical discovery of the museum’s marine life. It allows us to gain insight into the intellectual knowledge that the child is informed with, which encourages him to further study the whale. Moreover, the use of contrast in ‘I wonder whether everything starts out like this, no matter how big or small’ further underpins the child’s thought towards the similarities of the boat and whale. 
  3. Explore how imagery is used in the poem to convey the wonder of discovery
    The imagery in ‘Saturn’s swirling rings or ‘Jupiter trailing his brood of moons’ conveys the persona’s feeling of intellectual wonder as he observes the appearance of different galaxies. It allows us to see the positive connotations that emanate from the physical use of his telescope. This is further demonstrated in the excited tone ‘six thousand five hundred light years away!’, where the persona reflects upon the magnitude between Earth and the galaxy. Hence, we can see that a sense of wonder is further heightened as he gains a deeper appreciation towards his scientific discovery of the world.
  4. Compare the ways unique personal insights into discovery are revealed in Text 4 and ONE other text from texts 1,2 or 3
    In text 4, Kingsolver examines the personal discovery of nature, thus positioning us to see the narrator’s unique admiration towards the butterflies. Likewise, in text 1, Quinn explores the unique insight of the narrator’s physical surroundings during his act of walking.In text 4, Kingsolver portrays the emotional reverie that the butterflies have upon the narrator. The personification in ‘the air itself glowed golden’ elucidates the physical beauty that the butterflies provide, allowing us to sense the narrator’s feeling of unique awe. Further, the imagery in ‘the space between trees glittered, more real and alive than the trees themselves’ reveals how the butterflies have allowed the narrator to gain a personal insight into the artistic performance of their movement.Similarly in text 1, Quinn demonstrates the unique personal insight that emerges from the clarity of walking. The accumulation in ‘I can see families…the evening in the glow of giant TV screens’ reveals how the narrator is able to adopt a more analytical perspective when accounting for his surroundings. It positions us to see his reflection upon the notion of familial unity, where he is able to gain a unique personal insight into the psychological depths of his analysis. Moreover, the imagery in ‘the simply joy of putting one foot in front of the other’ elucidates the narrator’s personal insight into how walking allows for an emotional and physical solace. This draws a parallel to text 4, as both composers position us to see the beauty that is transpired within physical observations of nature.

Phonics / Reading / Writing Coaching Years 1-3

Mainstream classes are aimed at students in Years 1 to 3 interested in improving their English skills, particularly Phonics, which encompasses Spelling, Reading and Writing. Students are taught various skills that are important for later school years. Exercises are designed to target their weaknesses while consolidating their foundations in

English

  • The process of phonics involves breaking words into separate phonemes (sounds) that can be blended together to read a word.
  • The process of spelling requires children to identify all of the phonemes (sounds) in a word and then to use their knowledge of the alphabetic code to write it.
  • Phonics when taught properly and effectively, allows students to respond to letters and pronounce phonemes quickly and automatically and to segment words into phonemes to spell unknown words.
  • Knowing all the different ways to represent phonemes is the first step to reading and spelling more complex words.
  • Phonics should be taught everyday so that reading becomes automatic and increasingly fluent.
  • Having a good grasp of phonics impacts positively on reading and writing.
  • Essential comprehension skills are taught, students are trained to pick out relevant information from passages to understand flow of text.
  • High order critical thinking beyond the literal meaning into deeper messages within written texts is taught.
  • Students are taught about the various text types that they may come across including expositions, letters, narratives, poetry, speeches and creative writing.
  • Students are taught how to write with specific purpose and audience in mind.
  • Spelling, grammar, punctuation are practiced regularly.

The Phonics Tutor has:

  • The depth of experience across K-6 settings which has enabled her to develop exemplary classroom programs which have successfully supported a high level of understanding to promote quality teaching and learning.
  • Over 17 years’ experience teaching K-6 in various primary schools ranging from Kindergarten through to Year 6.
  • Completed a Bachelor of Education and Bachelor of Teaching, with extensive knowledge & experience with teaching literacy and numeracy, especially phonics, reading and writing in K-2.
  • Initiated maths & literacy groups across K-2 to cater for students with specific needs and differentiated learning programs.
  • Acted as literacy mentor & consultant for a dynamic reading & writing program.
  • Supported very experienced teachers within the school and the region, through facilitating and organising demonstration lessons in Synthetic Phonics for Early Stage 1 and Stage 1. She is
  • Experience in teaching students’ phonics and the skill of decoding words to read fluently whilst comprehending what they have read.
  • Extensive experience in preparing students for NAPLAN with positive results. Her belief is that all students learn differently, therefore she caters the program to the individual learner.

The difficulties of finance

The achievement of an excellent mark in business studies can formulate down to students having a great encompassing ability in all content areas. Although, it is important to give extra attention and care towards the areas of finance when attempting the course. In turn at Master Coaching a great deal of attention is given towards students having a complete view upon the area of finance.

The difficulty in finance can be seen to stem from the innate challenges of equations and formulas. This challenge is one that can seem difficult although with careful working and a focus on correct practices students are able to achieve an excellent result. Thus, students are able to reflect upon how these formulas work and the true essence of what they are trying to achieve. In turn at Master Coaching a student will be guided towards how best to deal with each formula and the tricks and tips behind truly appreciating how each one works. Furthermore then this students will be able to engage with how a formula has been used to achieve the means of the answer. This is an essential skill for a student to fully engage with the content area and further achieve their personal best in this topic.

An approach in which Master Coaching uses upon engaging students with the topic area is copious amounts of practice. This therefore means that students each week will be challenged with new problems and areas of calculation.

In turn students will be able to reflect retrospectively upon the overall importance of how these formulas assist in learning.

These formulas furthermore then just being mathematical concepts pertain direct relevance to gaining further meaning. This further meaning stems from the ability of a student to incorporate the learning of formulas into an explanation of the current business situation. This current situation could for example reflect the profitability of a business or even the essence of where expenditure is flowing towards. Thus, at Master coaching furthermore then just completing the formulas care and detail is given towards students ability to fully appreciate what is occurring within the formulas. This therefore allows students to appreciate a business as a basis upon which formulas help explore this fundamental idea.

In summation, Finance is a topic which pertains direct importance to allowing a student understand numerous other sections of the course. It is through this understanding that students will be able to fully appreciate the course. In turn one can consider that at Master Coaching a care and relevance is given to this topic as to promote confidence in this difficult area.

How to achieve your best for the upcoming Economics trial examinations?

The upcoming examination period of trails can seem daunting and challenging although with consistent effort and focus on certain content areas starting from today a student will be able to excel. This excelling of the subject area comes from direct guidance and assistance provided at Master Coaching with tutoring tailored towards a student needs in specific areas of concern and complexity within the course. Ultimately, at Master Coaching a focus is given towards the individualised lessons upon which a student will provide basis of any problems as well as be challenged by current and relevant examples from various contemporary sources.

Economics is a subject in which contains inherent complexities although with a careful consideration and focus on the harder parts of the course students can achieve there best. This focus stems from ensuring that students are aware of where the test in which they are sitting will be going up to. This ensures that a focus is given towards achieving a maximum potential based around focussing on key content. Furthermore student’s ability to focus on the later parts of the course means that they will be ensuring that they are engaging with a more encompassed view of economics as a whole. In turn topic 3 and 4 reflect an extension of the knowledge seen in both content areas of topics 1 and 2. Though this further knowledge reflects the ability for students to appreciate the complexities of the course while engaging with the overall content needed to do well.

A further method of achieving your best in the upcoming trials is the inclusion of completing numerous trial papers. This method of completing numerous past papers allows for students to appreciate the method and layer of content needed to be achieved to gain an excellent response. This links with students also appreciating how certain content areas of the course will require differing level of knowledge as well as a differing level of skills. This in turn means that Master Coaching allows for the complexities of certain content areas to be explored in depth in both graphing and even interpretation of various graphs throughout the course.

Thus, at Master Coaching an inherent focus is given to allowing students to achieve results in which each student can be confident and happy with as a specific focus is given towards ensuring students are focussed. This focus stems the ability of each student to gain meaning from each tutoring session and further build knowledge. This knowledge building stems from the ability to ask any questions needed within the session as well as targeting within the lesson any problem areas or key concerns stemming from the course.

The importance of interpreting and analysing films – HSC English

The ability for a student to analyse films in a successful and worthwhile is a fundamental skill needed by all students throughout every level of English. This multifaceted ability is more then identification of techniques but furthermore being able to appreciate the fundamental ability to interpret the meaning behind the use of these concepts.

This ability of analysing films is taught directly at Master Coaching which reflects the inherent desire towards allowing students to gain a more encompassed view upon why it is important. In turn this ability is important in allowing students to view a text in a dynamic and fully immersed way such that students can gain direct meaning. This meaning further enhances students with the knowledge needed to link to the conceptual concerns in which they are exploring in class.

Thus, at Master Coaching films are given adequate care in which to assess the importance of each film on its merit. This furthermore allows students to engage with and appreciate the value of films in pertaining deeper knowledge.

The ability to analyse films comes through the concept of picking out techniques. Though this is where most students will encounter issues as they are unable to link these techniques to any valid explanation. This validity of answering formulates through students being able to appreciate the ability of techniques to have various effects as well as meaning. Therefore, students at Master Coaching are given the ability to further their knowledge as well as incorporate this learnt knowledge into the content being taught.

This would in effect mean if a student was to identify a low angle shot more then just being a low angle shot this is actually a representation of dominance or superiority. Therefore, this technique and effect would need to be further exemplified through the use of the technique in linking to the point being made. This in turn means that at Master Coaching great care is given to content as well as  a focus is given towards actually explaining these techniques.

In summation, at Master coaching students are given a focus towards identifying techniques and challenged to explain these further. This ability to fully explore an effect therefore allows students to have a better all encompassing view of how films fit into the overall knowledge of HSC English. Therefore, with the guidance and tutoring at Master Coaching students will be guided towards achieving there very best in an all encompassing and positive learning environment.

Business plans and its overall relevance to the course – HSC Business Studies

In Business Studies it is important to acknowledge the direct relevance and importance of business plans to the course in both the preliminary course and higher school certificate.  A business plan is simply a set of pre-determined aspects of a business in a broad sense. Therefore this plan can include things such as a business statement, aim, goals and even profit projection.

All aspects pertained in the business plan have individual relevance as to how they fit in with the overall perspective of how business can direct action in and around the business. For instance a business plan that pertains goals of the business reflect a striving towards achieving the individual aims of the business within a set time limit and category. This could include for example wanting to return a modest 5% profit off initial investment within the first year of opening. This goal in itself is an excellent outline and reflection upon how a business is being run and the outcomes in which are trying to be achieved.

Ultimately, it can be seen that a business plan is an excellent representation of the outstanding business that is being analysed. The use of a business plan in a general effect is the consideration that it provides the framework through which students will be able to analyse a business. Therefore, at Master Coaching the individualised tutoring sessions will show students how this method of analysis works. The personalised tutoring sessions will reflect a sentiment towards achieving a more encompassed view upon how a business plan is the fundamental embodiment of the success of a business.

A business plan is therefore a reflection of all business decisions and as a result students with guidance can deduce the overall choices of a business and how they have affected the overall business. This guidance formulates at Master Coaching through specific guidance being given towards students who reflect a key understanding of the business. In turn students ability to interpret specific data will also give them a key understanding upon how successful the business will be as well as also allowing for a deduction upon the innate desire of a business to achieve specific goals or aims either financially or socially.

Thus, it is clearly evident that at Master Coaching a foundation is given towards analysing business plans and incorporating them within learning. Therefore, a student will gain a more informed and encompassed reflection upon the nature of business and furthermore engage with how various aspects of business are reflected in such a plan.

The difficulties of finance

The achievement of an excellent mark in business studies can formulate down to students having a great encompassing ability in all content areas. Although, it is important to give extra attention and care towards the areas of finance when attempting the course. In turn at Master Coaching a great deal of attention is given towards students having a complete view upon the area of finance.

The difficulty in finance can be seen to stem from the innate challenges of equations and formulas. This challenge is one that can seem difficult although with careful working and a focus on correct practices students are able to achieve an excellent result. Thus, students are able to reflect upon how these formulas work and the true essence of what they are trying to achieve. In turn at Master Coaching a student will be guided towards how best to deal with each formula and the tricks and tips behind truly appreciating how each one works. Furthermore then this students will be able to engage with how a formula has been used to achieve the means of the answer. This is an essential skill for a student to fully engage with the content area and further achieve their personal best in this topic.

An approach in which Master Coaching uses upon engaging students with the topic area is copious amounts of practice. This therefore means that students each week will be challenged with new problems and areas of calculation.

In turn students will be able to reflect retrospectively upon the overall importance of how these formulas assist in learning.

These formulas furthermore then just being mathematical concepts pertain direct relevance to gaining further meaning. This further meaning stems from the ability of a student to incorporate the learning of formulas into an explanation of the current business situation. This current situation could for example reflect the profitability of a business or even the essence of where expenditure is flowing towards. Thus, at Master coaching furthermore then just completing the formulas care and detail is given towards students ability to fully appreciate what is occurring within the formulas. This therefore allows students to appreciate a business as a basis upon which formulas help explore this fundamental idea.

In summation, Finance is a topic which pertains direct importance to allowing a student understand numerous other sections of the course. It is through this understanding that students will be able to fully appreciate the course. In turn one can consider that at Master Coaching a care and relevance is given to this topic as to promote confidence in this difficult area.

Dramatic Texts for HSC English

Dramatic texts are ones in which take direct importance in all levels of English. Thus, the ability for a student to interpret and fully immerse himself or herself into the overall ability of a dramatic text will significantly improve their own English skills. Thus, at Master Coaching a focus of tutoring is based directly around a student understanding and interpreting the concept of dramatic texts and there purpose within English.

A dramatic text incorporates a specific structure and differing abilities to tell a story. Thus, this differentiation in conveying a meaning and definition within the construction of a text is something Master Coaching aims to demystify. This is engaging with the concept that many students feel as though they struggle with the more classical inclusions of dramatic texts within the syllabus. Though at Master Coaching specific care is taken through tutoring to engage with and fully incorporate all methods of the text to the student.

The ability to convey all details of the dramatic text to students means that an overall more encompassing view of the text can be gained. This ability to fully understand the text stems from tutoring guiding a students learning to focus on the more important sections of the dramatic text.

Furthermore, Master Coaching allows for students to fully immerse themselves in all relevant techniques relating to dramatic texts. This ability to engage with specific dramatic devices is a direct benefit of exploring a more comprehensive study of the dramatic text. Thus leading to a multifaceted construction of knowledge surrounding the text as well as fully comprehending various aspects of the text. Therefore, at Master Coaching a great level of care in our tutoring is given towards not just comprehending the text but further allowing students to understand why certain choices have been made by the author. This interpretive learning leads to students being more immersed within the overall learning of dramatic texts and techniques in general to comprehend this purpose.

Moreover, Master Coaching’s tutoring style emphasises the construction of students composing pieces of writing surrounding the interpretation of these dramatic texts. In turn this allowance of students to engage with a specific dramatic text relates to students building knowledge as well as comprehending the overall purpose of the text. This ability to both comprehend and write about the text is an essential skill in building knowledge and improving writing. This is an inherent skill which is valid across all levels of English focussing on dramatic texts. Thus, students will be able to develop responses and gain a better idea through tutoring upon how they can improve there individualised writing style.

In turn it is clearly evident that dramatic texts are complex and multifaceted. Although at Master Coaching great care is taken to engage students in a more encompassed and overall more well informed method of learning these texts.

The importance of visuals in English

The analysis of visual pieces can be seen to be a skill that is extremely important to a students progression in English. At Master Coaching this method of analysis is something, which is a basis of all teaching. Thus, an interpretation of these visual texts allows for students to gain a wider perspective of the quality of texts as well as the standard features surrounding them. Therefore, students through tutoring gain various methods of analysis that will be useful in the forthcoming years.

Overall, a visual piece is a culmination of various complicated techniques that combine to explain both meaning and overall validity of the picture in question. At Master Coaching this formative exploration of visuals therefore is a progressive building of knowledge seen throughout every lesson. This form of tutoring allows for students to gain a progressive knowledge of key concepts widely seen in all visual texts while maintaining its relevance to texts studied in class.

This building of knowledge towards visuals is extremely useful as it allows for students to be aware of various analytical skills needed to attempt higher levels of English. Therefore, at Master Coaching students are fully immersed in the analysis and explanation of why different pieces choose to include various techniques. In turn it can be viewed that the importance of this tutoring method promotes understanding.

Moreover, this promotion of knowledge through this tutoring method means that students a more encompassing view of the importance of analysis in English. Master Coaching fosters this learning environment in allowing for students to be stimulated and reinvigorated in the exploration of such visual texts. This therefore meaning that students have an ability to explore the effects of the techniques discussed rather then just limiting themselves general techniques.

Master Coaching therefore view this as a foundational concept of all teaching in which students should be focussing knowledge on an exploration of understanding effects rather then just techniques. This ability to convey such techniques in depth to gain a further level of effective knowledge is what is perceived to be the main goal at Master coaching.

Therefore, students through tutoring at Master Coaching will gain a more all encompassed view of how techniques can revolutionise their own personal understanding of the importance of visuals in English. This level of detail given to this aspect of English is a differential in students having the ability to gain further confidence in the consideration of all texts. As imagery is one of the foundational techniques used in most creative writing pieces as well as even being seen as a guide for students own creative pieces.

Thus, it can clearly be seen that at Master Coaching great care is given to the exploration of visuals being an important fundamental concept in English. Furthermore, then this the ability for tutoring to encourage this often neglected concept will further a students knowledge and enhance learning.

The importance of having a deeper understanding of poetry

No matter what level of English all the way from Kindergarten all the way up to year 12 students will need to face the fundamental concept of poetry in all of its forms. Poetry is something in which many students view as challenging although with the guidance of the skilful coaches at master coaching one will be able to navigate the usually complicated nature of poetry.

poetryPoetry is something in which needs to be compartmentalised into to smaller sections to fully gain meaning and appreciation for what is being said. The most fundamental thing in which students forget to engage with is the context in which each poet has written his or her poem. This although sounds a simple concept with allow students to gain an overall better and more encompassing view of the text. Thus, this can be seen to give a foundation of understanding as a contemporary text will usually be exploring those issues which are modern concerns. This contrasts with historic poems from the past which convey a consideration of contextual concerns.  Therefore context is something which all students need to consider to gain a more encompassed viewpoint upon any text that is written.

Furthermore, poetry needs to be initially read always for meaning rather then just for a purpose of ‘study’. This therefore means that students while reading a poem or analysing a poem should always be on the look out for various key signposts in a poets writing. These signposts can be conveyed through various motifs or even a constant reoccurrence of various techniques leading to deeper meaning. Thus, one can interpret from a critical analysis  of the poetry they are reading that meaning stems from a poets choice of specific words and techniques.

poetry-HSC-English-TutoringTechniques again formulate as another key factor that allows for a student to gain further meaning for the texts they are exploring. This exploration of the text in finding techniques forms one of the mot important steps of understanding. As furthermore then understanding the text one needs to gain a deeper level of appreciation and understanding in what the techniques are telling the audience. Therefore, a student should always initially be looking towards viewing what tense and person the poem is written in. This although seemingly simple means that a student is aware of who wrote the text and in what context. Thus, with this information one can ultimately consider what the purpose of the text was and fundamentally consider how the techniques fit into explaining the overall text.

Therefore, poetry is a challenging text which needs to be approached by students with careful consideration. At Master Coaching though great care is taken in preparing students to fully appreciate how poetry is important in conveying complex and articulate ideas.

HSC Biology Coaching at Master Coaching Hurstville

Biology is the most commonly completed science subject in the NSW HSC. It incorporates background knowledge from junior science to progress students’ understanding of body systems, human health, evolution and genetics. Here at Master Coaching, the course is taught according to 3 core topic areas:

  • Maintaining a Balance
  • Search for Better Health
  • Blueprint for Life

BiologyFurthermore, each school will choose one of five electives:

  • Communication
  • Biotechnology
  • Genetics: The code broken?
  • The Human Story
  • Biochemistry

Each of the topics will be covered according to the NSW Board of Studies Syllabus. The Biology coaches are experienced in the subject matter and study tertiary science degrees.

HSC-Biology-TuitionAt Master Coaching Hurstville you can expect:

  • Thorough teaching of all subject areas
  • Consolidation quizzes following topics
  • HSC preparation courses
  • Incorporation of past HSC exams
  • Weekly homework on content

About the coach: Our HSC biology coach, Lena has 5 years experience preparing students for their final exams. She has completed a degree of Health and Human Movement Science at University of Sydney and is currently completing a Masters Degree in Physiotherapy also at University of Sydney. Lena believes in covering not only Biology content, but also HSC study methodology and applying content to not only HSC questions, but also the wider scope of science in the world.

How to best prepare for writing an Economics essay?

The subject of economics although versatile, multifaceted and diverse still pertains to the standard expectation of students, to compose essays. This ability of students to produce coherent essays takes specific skills and ability particular to economics. Thus, this ability relies on students engagement with the various content areas, external data and also concurrent areas news as examples for points made.

For students attempting to complete or construct an essay there is two specific methods to produce such a piece of writing; report format or essay format. Report format allows for students to segment their work in to specific sections including giving specific sub headings to various aspects of the essay. Additionally with this method of writing students will be able to create a linear construction of the topic area they are discussing throughout the essay. Though, this can also create negativity from the fact that a students essay can be considered one dimensional or simple as it leaves little room for personal opinion. An essay format is the standardised format of essay writing commonly found in all subjects although there are a couple of minor differences. Such differences include students being allowed to directly quote statistics or economically valid sources such as the Reserve Bank of Australia (RBA). In addition, students also have the ability to produce scale diagrams of specific aspects they are discussing. Such diagrams would have to be produced with accurate detail and care given to represent the true aspect of what was aimed. In this case diagrams are expected to be no smaller then half an A4 sheet of paper or exam booklet page.

Furthermore, essay writing in economics is unique in the ability for students to interrelate external economic statistics to further consolidate ones point. This referencing of external data will help further a student’s strength of argument while also representing to the marker that the student has a wide knowledge of economics. Thus, students who reference specific pieces of economic data, such as gross domestic product per capita (GDP pc%) or even unemployment rate (U%) all further a student’s essay. Additionally, the inclusion of the data will allow the marker to inherently witness a students understanding of the content area if successfully used. This successful use of data formulates in a student using such data to further the point in which is being explored throughout the academic piece of writing.

Moreover, a student’s inclusion of current and topical economic issues in such pieces of writing will again reflect a deep seeded knowledge base that the student has. Such topical news or current affair issues could of included the Global Financial Crisis (GFC). Though this event mainly occurred in 2008 it is still both a relevant and rather astronomical example of numerous economic concepts. Thus, it can be clearly seen that topical economic issues can give the student an inherent ability to provide examples upon the point they are trying to further or create. In turn if a student uses such examples it will be clear to the marker that the student is a complete and well-informed economics student.

It therefore can clearly be seen that economics essay writing takes numerous skills. Although students with careful construction and wide economic reading can give themselves a head start on how to fully develop and engage the marker to achieve the desired higher bands.

The most commonly seen mistakes in English essays

Throughout a students life in English one thing is unavoidable and that is the writing and construction of essays. This skill or art of constructing such a piece of writing can sometimes be challenging although if students avoid the common errors stated below they will be able to improve their writing. Such errors stated below are common and are seen as significant contributors to a markers opinion on a specific piece of work.

Initially, an important stylistic device in which students should always pay close attention to is underlining any reference to the core text being studied. This simple stylistic method of writing shows the marker that you are aware of the proper conventions of academic writing. This is ultimately one of the key aims of the student to portray to the marker that they are engaging with basic academic constructs. Furthermore, this underlining of the set text allows for the clear distinction between when a text is being references or a character is being spoken about. This confusion could take place for example in such a text as Hamlet as both the protagonist and the text is similarly named. Thus, confusion could ensue to the reader of the essay if there was no clear distinction. Though, with the use of the underlining of the set text there will be no confusion at all.

Another common error constantly seen across most forms of essay writing is student’s inability to directly address the question. Student’s main focus should be on aiming to prove to the marker that they are conveying an opinion in answering that question. Thus, students who do not address the key question but rather just decide to produce a generic essay response will provide markers with a clear reason as to mark down there work. This also displays to the marker that the student in question that has produced such a piece of work was underprepared or decided to reproduce something previously prepared. Essay writing in general should be considered as a way to provide an opinion on the set question and text. Therefore it is important for students to engage with the question in every topic sentence and link sentence. An easy way of engaging with this concept is to re word or use key words directly from the question.

Moreover, when students construct essays they must make sure that a conclusion is included in there writing. This concept of including a conclusion although sounds simple, can be quickly forgotten under exam conditions. Though, it is important for a student to retrospectively see that a conclusion is insurmountable in concluding an essay. A total disregard for a conclusion will cause students to have a piece of writing in which is both poorly constructed and incorrectly completed. Thus, students should pay close consideration to the fact that if time is running out under exam conditions it is always important to include a conclusion. This would mean that a student would have to compromise on adding extra points to include a conclusion. This would definitely be worth the compromise as it shows the marker that there has been some attempt to complete and summarise your points.

It is clear to see that if students keep these simple tips in mind they will have a greater chance at producing a clear and coherent essay. This mainly falls down to the fact that students engage with the question, while including definitive links back to the question in addition to pertaining to all academic constructs.

How to gain a better understanding of any prescribed English text

In English no matter the level or ability of the student there is always one common denominator and that is the prescribed text. From Shakespeare, fiction, non-fiction and even multi modal texts each student will be inherently challenged by the ability to properly study and interpret the texts. Thus, it is important that students learn how to properly engage and appreciate a text for its set purpose and dominate values.

When a text is first introduced to a class the first thing students should be asking themselves is “what context and audience was this text written for?” This question forms the basis for all understanding as the text within its contextual time periods has the ability to either convey a specific message of that time or in addition challenge a notion of the time. Furthermore, students if they contextualise the text will gain a greater understanding of the key or dominate aspects of that time period. For example a student studying The Catcher In The Rye by J.D. Salinger will identify that this text was published in the 1950’s. Thus, it can be seen with some contextual understanding that this text identifies itself as a bildungsroman of the time, giving a voice to the adolescent person. This inherently simple concept in a modern context had revolutionary repercussions at the time as at this time adolescents were not acknowledged as a stage of development. Through this minute example it can be seen that the importance of the construction of the text in its contextual time period influences the main way in, which a text can be read.

In addition, students will find that studying a prescribed text can be challenging in relation to understanding the plot or storyline. Though this may sound hard their are a couple of techniques in which make this concept easier to complete or understand. One technique in which students can use to find the reading and understanding of a text easier is through reading the text with a highlighter and post-it-notes. This may seem like a simple task to complete but it allows you to rather then read aimlessly, you are reading for a purpose. This purpose culminates at the end of a students reading to by allowing students to have a book full of notes that relate to the important sections of the text. Furthermore, these notes will allow students to identify the best section of the book to read as well as analyse in detail.

Furthermore, a student who feels as though their knowledge is extensive should provide a way in which to test their knowledge. This testing of knowledge can come through students completing chapter and overall book questions. Although this may seem like a rather mundane task it will allow students to focus on gaining a greater and deeper knowledge of the text as well as contributing to identifying key quotes easier. These key quotes can be used for answers to harder style questions on the practice and translate into quotes re-used for your major essay.

Finally, once a student has completed all these steps one must consider that they should develop a quote bank or table. This collection of information will provide students with both a basis of understanding but also when considered as a whole it can provide a key to constructing an essay.

In conclusion, students must consider that with these specific techniques and tricks to learning one will have a greater and more comprehensive knowledge of there set text. Thus, the ability for students to excel in there study can formulate down to the detailed study of the prescribed or set text.

How to engage with extra material in HSC Economics

Higher school certificate Economics involves the culmination and accumulation of numerous sources of data to truly excel at the subject. The ability for students to successfully synthesise this information will result in them having an overall more comprehensive understanding of the subject content. This inherently simple ability to gain more content knowledge can be achieved through students exposing themselves to online articles, economic data, newspapers, data sheets and ABS information. All of these sources can form a basis for which students can extend themselves as well as further their own knowledge on the subject at hand.

Online articles and newspapers culminate in the perfect way in which students can further access more opinions and information on a certain area. Online articles are one of the easiest and simplest forms of economic information to access. Students do not have to search to hard to find numerous sources of economic information on specific subject topics. Furthermore, students who access these articles will gain a greater and more expanded opinion upon important economic concepts. For instance if a student was to research the concept of economic growth online they would find numerous sources of information all feeding into the idea of economic growth. Students who researched articles on this specific topic would have a more expanded opinion on not just domestic economic growth but international economic growth. Thus, expanding students thought process outside of the textbook and further into the global economy as a whole. This expansive use of technology widens student’s ability to see past the textbook as a whole and further embrace how economics isn’t just a domestic concept but rather a global concept. Newspapers in addition allow students to gain a further understanding of current and up to date data in the real world. Newspapers would especially be helpful to students during their intensive study of the budget. This intensive study culminates in students needing to have an in depth knowledge of a current topical issue in which no textbook can provide. Thus, the inclusion of newspapers in their study will allow them to have a comprehensive and more all-encompassing knowledge of the concept.

Economic data is another effective way in which for students to fully embrace and participate in the comprehensive understanding of economics as a subject. This economic data can take place in the form of accessing the Australian Bureau of Statistics and furthermore embracing this data to form an economic understanding. This use of data takes place through the identification of various pieces of data associated with economic growth rates, unemployment rate, inflation rate and many more pieces of writing. All this data can be used specifically to further a student’s knowledge on various economic concepts. For example if a student is interpreting the Human development index it is more beneficial for a country to be closer to 1 then it is 0. Thus, with students identifying this factor they will be able to include this data in their essays as well as gain a wider view on the global economy. This would in effect allow students to identify and compare effectively how Australia’s Human Development Index (HDI) measures up with the rest of the world. Though it would also allow students to draw comparisons and similarities between any countries they would like and comprehend the vast differences that are seen in the global economy.

In summation, it is vastly evident that a student’s ability to comprehend this extra data will be inherently valuable for those who intertwine this knowledge with the textbook.

Tips and tricks on delivering an effective speech

Writing speeches can be a daunting process in itself although most students find ultimately that the essence of delivering this piece of writing is challenging in itself. Students therefore need to consider that speeches are just one of the many ways in which they can show and prove to the marker their extensive knowledge. Rather then considering the task of delivering the speech as something that will be difficult or even “impossible” it can be seen as a students chance to identify and explore a concept in which they find interesting. Therefore there are numerous tips and tricks that can assist students in delivering a speech that is effective and engaging.

Although considered as one of the most problematic areas of essay writing it is important to focus on eye contact. Eye contact in a speech should be something in which is constant and all encompassing in a student’s speech. The concept of eye contact allows for numerous factors to take effect, one of which includes an audience being engaged personally through direct eye contact, as well as further showing a level of confidence that the speaker knows what they are saying. Furthermore, eye contact is important to reflect the ideal that you are well prepared and decided to not just deliver a speech in which is devoid of purpose.

Another key device to engage the audience as well expertly intertwine engagement is rhetorical questions. Rhetorical questions work on the premise that students will ask a question to the audience but not gain an immediate response to the question. Consequently, the questions work well by engaging the audience to think about the concept being explored. This concept being explored will be furthered by the audience critically questioning and focussing on the point in which is being attempted to be made. Thus, rhetorical questions are an effective device to reflect to the audience that you want to provoke a thought process associated with your speech.

In addition, the abilities for students to engage content can once again be furthered by imperatives. Imperatives work in a persuasive piece of writing to emphasise what you should be doing or what the author would like you to do. These imperatives therefore have a key role throughout the text to engage the audience with the concept of exploring why immediate action is needed.

Finally, a student who excels at essay writing is one in which has prepared effectively and also chosen to produce a speech where they feel comfortable in exploring the content they want too. Thus, students who choose to delve into effective and deep constructive ideas will inherently explore or produce a lesson in which is more comprehensive.

The use of accurate sized visual aids either palm cards or even a power point must be used sparsely when presenting. The inability for a student to produce or complete a speech without a heavy reliance on the visual aid will reflect to the marker that you rather then being will just remember previous work or previous layers of meaning loosely relating to the question.

In summation, a speech is a text type in which allows for students to explore themselves more comprehensively. Though it must be considered that students who use these specific tips and tricks will achieve the high bands in which they desire at Master Coaching.

How to best approach the HSC economics case study

An essential component of the HSC economics course is the case study in topic one, the global economy. This case study consists of students choosing a country and studying the key aspects in which make up that economy. This individualised case study is usually but not specifically limited to countries such as China, India or even Jamaica. A student has the choice of country though in general students will follow a schools advice as to which one is chosen to study in class.

This intense study of the specific country is aimed at allowing students to gain a deeper and more comprehensive knowledge upon the global economy. The case study allows for students to fully appreciate how Australia fits into the business cycle through the other chosen economy. Furthermore, it allows students to gain an appreciation for the business cycle and the full effects of the business cycle on the global economy. Students will be able to reflect on how a decision made by a certain economy can affect another country interconnected with it. For example if Australia choose to raise its prices for commodities this would result in China reducing its purchases from Australia and therefore affecting the overall links between economies.

Thus, when students begin this case study they must consider specific details and overall policy choices of the economy. Specifically, this can be seen through for instance a student who studies China as their case study would have to be aware of major policies in which has begun the process of globalisation. Such policy would include the Open the door policy in which was a discretionary policy to allow external forces to gradually be allowed into the market.

The case study in turn focuses on students being aware of both the economic development and growth of the chosen country in relation to the global economy. Specifically in relation to economic growth this relates to students being aware that with the newly introduced economies are striving towards globalisation. This striving must have resulted from some policy change in the economy and this is what the key focus on the case study will be based on. In a cyclical sense students should be concerned with how the economy has come to become a country, which embraces the concept of globalisation as well as aims to perpetuate it in the global economy. In addition students will also focus on the ability of countries to gain a considerable advantage from switching to a country in which is focussed on the concept of globalisation. These advantages include students being able to identify that a comparative advantage will be held by those economies in which engage in a more competitive trading framework. This will result from students being able to interrelate concepts such as comparative advantage as well as productive capacity. Another key advantage includes a countries ability to have an increased level of product exposure as well as cheaper inputs and cheaper overall products.

Contrastingly, students must also engage with the concept of how their chosen economy engages with economic development in relation to globalisation. This is completed through numerous ways and a key focus in this sense is based on students study of the economy.

Students in the economics case study must have an overall strong understanding of how globalisation works in their chosen economy.

How to pick a successful related text

A student’s choice of a related text for the ‘discovery’ module is one of extreme importance. A well chosen and in depth choice of related text will allow for students to create an overall more in depth essay. This exploration of finding a related text first must take place through a student considering what core ideas or representations of discovery are being explored. This will occurs clearly if a student accurately explores their related text. These core ideals form the basis for which students can choose their related text on.

Thus, students at Master Coaching will be able to accurately and wholeheartedly explore their chosen related material. This ability to delve into the true nature of the text will stem from a student partaking in the personalised tutoring sessions that Master Coaching provides. These lessons will occur for students to be active participants in the learning experience. For example if students are exploring self discovery in there prescribed text as students should attempt to link this to a related text which explores comparative ideals. Further, students can explore juxtaposing views of discovery to this contradict with a question being asked.

The ability for students to pick a related text can be problematic in a sense but this process can be made easier through the private tuition Master Coaching provides. Thus students will be set on the right path of how to pick an excellent and comprehensive related text. Further, students who attain private tuition will be able to analyse the text in depth and therefore gain a sense of understanding on the text.

Students when picking a text should always consider that when picking a text it should link perfectly to the prescribed material. This includes students picking texts in which are valid and at a currently acceptable level of literature. The process of picking a text must form it’s basis on a consideration on the true nature and intended purpose of the text. This usually formulates in such a sense of the text that it interacts with purely human relationships rather then one in which would related to animal relationships. Thus, this gives students the ability to challenge these innately human concepts of discovery in each text.

A further rule that must be considered is one that the text chosen must be one that is multi modal and diverse.

This ability to pick a multi modal text can be considered to be the factor that the mode of the prescribed text can not be in the same form as the related material. This in summary assumes that the student will be able to pick a text that is diverse as well as one that is diverse with discovery concepts. For example students who are studying a playwright as a prescribed text should consider studying such things as a poem or narrative as a related text.

Therefore at Master Coaching students will be guided and shown the way in which to choose a related text as well as also shown how to analyse the chosen text. Thus students as soon as they pick or are guided to the related text will have a place in which to explore and analyse the text. This relates to the fact that students will gain a different opinion on the text and further their own analysis in a conducive learning environment.

How to excel at HSC Economics topic 4

The ability for students to achieve their best, can be considered to form down to pupils comprehensively and thoroughly engaging with all 4 topics of economics. This thorough examination of all 4 topics formulates down to students being able to fully comprehend the subject matter covered. Specifically in topic 4 students will be exploring the economic policies and also the management of them.

The ability for students to engage with content from each topic is an essential part of the subject as each of the specific topics are equally examined. Although it must be considered that topic four traditionally can be seen to be assessed via an essay. This essay is usually one in which relates to a complex and multifaceted understanding on the purpose and aim of policies. Thus, at Master Coaching students would be guided and helped through the essay writing process. Although students may feel competent writers in the essay format, economic essays are formulated in a different way. Thus formulation of a valid economic essay would be taught to students in a nourishing and fully immersive classroom, free of pressure and further full of feedback.

At master coaching students are constantly engaged with specific essay questions. These questions are deconstructed in private tutoring and further students will be asked to develop responses to these key questions.

Once students have accurately assessed the question for what it is asking they will then be able to produce their own response to this question. Thus, students are able to provide a method for which feedback can accurately be provided. This feedback takes place through a non-intrusive and rather anecdotal conversation upon what work the students have produced.

This feedback takes place through both written and oral forms. Both formulate to expose to the student how they can best go about fixing their own work, especially in relation to content knowledge. This process will also allow for students to identify any key learning areas that they feel as though they lack knowledge on and thus at tutoring due to the private and personalised nature of the sessions will be able to focus on this specific area. This personalised approach allows for students to use the time in which they have at tutoring sessions to the full extent. Furthermore, topic 4 requires students to maintain a basic level of understanding that is essential to comprehending the topic. This basic level of understanding can be reformulated for students in the consistent and private tutoring sessions, thus ensuring that students have not fallen or missed any content knowledge in which is essential for their studies.

In turn students need to ensure that their approach to economics is one of a balanced nature. This balancing take a place through students having a comprehensive and sound knowledge of all content at hand. This balancing of content can form from tutoring due to the privatised and targeted approach of tutoring at Master Coaching. Thus, those students who attend tutoring at Master Coaching will find that there overall confidence and content knowledge will rise due to the essential learning of various aspects of the subject.