The Bell Shakespeare Theatre Company visited Clarkson CHS in Week Six to run a Macbeth Masterclass with our Year 10 students who are studying the play.

Caitlin Beresford-Ord, Arts Educator from Bell Shakespeare, had students explore Macbeth’s characters, events and themes through performance, acting games and costume.

The students behaved impeccably, spoke confidently in front of their peers, acted brilliantly and now possess a deeper understanding of the play.

We look forward to working with Bell Shakespeare on future Clarkson incursions and excursions.

Thomas Jones
Head of English and HaSS Learning Area

NAPLAN and OLNA literacy support sessions run on Thursday mornings at 8am in the library. All students are welcome!

The club will primarily focus upon writing, reading and language conventions instruction. There will also be weekly opportunities for student to practice past exam papers.

Please visit the support website at the link below:



Head of Learning Area for English, Humanities and Social Sciences Sarah Glanvill writes for Australian Educational Leaders magazine

Click here to view the article

Mr Jones joins us as Head of English and HASS with curriculum and pastoral care leadership experience from a wide range of schools. Thomas began his teaching career in London and has since worked at Duncraig SHS as Year Coordinator and at Joseph Banks Secondary College as Teacher in Charge of English.
Thomas achieved Level 3 Classroom Teacher status in 2016 and recently completed his Masters of School Leadership qualification at the University of Western Australia. He is passionate about building collaborative teaching teams and providing students with equal opportunities to learn. His experience makes Thomas a valuable asset to Clarkson CHS and we welcome him to the school community.

In English, students have the opportunity to immerse themselves in literature and develop a passion for language, literacy and learning through Reading, Listening and Speaking, Writing and Viewing. The English syllabus is based on the assumption that English is concerned with language and meaning, and in particular with students' abilities to make meaning with language. Students are given opportunities for composing texts (as writers, speakers and performers) and for comprehending texts (as readers, listeners and viewers).

The term 'text' refers to any form of written, spoken or visual communication involving language. The texts through which students learn about language in English are wide- ranging and varied, from brief conversations to complex forms of writing. The study of specific texts is the means by which students achieve the desired outcomes of English. Students learn to create texts of their own and to engage with texts produced by other people. Texts used are both traditional "classic" texts, and contemporary. Texts used in the English course reflect the multicultural dimensions of Australian society. In English, students use texts that compliment rich concepts and are relevant to adolescent students through integrated learning tasks.

Students are taught the principle characteristics of texts to construct meaning. They are taught how to justify and explain their understandings through extended writing tasks. They are also taught how to present their understandings through speaking. Students are taught how to refer to texts to justify their interpretation. They also learn to understand others’ interpretations.

Students demonstrate an understanding of a range of texts and genres. They learn to use skills and strategies for reading and comprehending texts and develop speaking and listening skills through discussion. They also learn how texts are constructed and written in various ways and how to write in a range of formats and styles. Students understand how viewing texts (feature film, advertising, media and graphics) use conventions to present messages, issues, attitudes and values. Writing frameworks are scaffolded and modelled to ensure students have the ability to write in a variety of forms. Students are taught prediction skills and before and after reading strategies to assist with their understanding of texts. Students learn grammar and spelling conventions within the context of the course.

In preparation for upper school English, an importance is placed on extended writing. By the conclusion of Year 10, students will have gained skills in speaking confidently and group discussion. They will learn to develop informed opinions about issues in society and express their own understandings. Students are also given the opportunity to develop collaborative work habits through facilitated group work and listening skills. Students gain critical literacy skills through the school’s English Program by using technology and integrating their learning with other learning areas.

Please click here to view English course outlines for Years 7-10

Sarah Glanvill
Head of Learning Area- English, Humanities and Social Sciences

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