Context
School: A coeducational public secondary school in south-east metropolitan Melbourne. The school has solid enrolments from middle-class socioeconomic backgrounds, predominately all of European decent. Overall the school promotes high academic standards, achieving mid-to-high ATAR scores, encouraging students to accomplish excellence in all areas of study.
Classroom: A Year 11 classroom wherein the teacher generally approaches English through a critical practice model. The teacher’s practice often involves getting the students to complete analytical tasks which require them to research various elements of Shakespearean storytelling, era context, and Elizabethan Theatre. Every lesson when class discussions are had, students are always reminded to link their arguments with contextual support, focussing on how context influences meaning. Most resources developed for the students focussed of contextual information such as the Globe Theatre itself, the period in which Shakespeare existed and wrote in, and the taxonomy of his language. The strength in approaching Shakespeare from a critical practice model is that it builds a contextual foundation for the study of classic literature (Macken-Horarik 2014, 12), underpinning every lesson. However, a limitation is that because students begin focussing
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The student’s writing does contain a myriad of strengths and weaknesses in accordance with the rubric. However, the justification for approaching the student’s writing from a skills model framework approach, is because whilst the student does not lack critical understanding of the text, he is weak with using fundamental written expression. Based on the prompt, the student successfully used a critical model approach to writing to really elaborate upon the metaphor of ‘scorpions’, demonstrating a solid ability to analyse texts abstractly and