What our Year 12 English Advanced students receive
Comprehensive Theory Book
In-Class Guided Writing
Homework and Personalised Feedback
One-to-One Tutorials (Workshops)
Online Submissions
Exclusive Online Resources
Stop looking online for resources! With our complete set of resources including textual analysis, critical readings, and contextual information, you can focus on refining your analytical and creative skills.
Stop memorising essays. Learn how to develop and express your own insights. With the best tools and support on your side there’s nothing to fear!
Comprehensive Theory Book
In-Class Guided Writing
Homework and Personalised Feedback
One-to-One Tutorials (Workshops)
Online Submissions
Exclusive Online Resources
Text-Based Year 12 English Course Program (New Syllabus)
New Syllabus Ready Year 12 Course begins in October 2018!
King Richard III / Looking for Richard
Mrs Dalloway / The Hours
The Tempest / Hag-Seed
T. S. Eliot
King Henry IV, Part 1
Emma
Revise the Common Module and all the English Advanced Modules in 9-Weeks
Review all the syllabus points
Revise all the written styles
Complete mock exams in preparation for the HSC
Leave your details to get notified when your class opens.
Text-based classes provide in-depth textual understanding, explanations of critical analysis, and essay writing skills
Lesson 1
• Introduction to the Common Module
• Engaging with emotion
• Engaging with unseen prose texts
• Debating perspectives
Lesson 2
• Developing frameworks for approaching emotions
• Approaching visual texts
• Writing Task: Responding to Texts
Lesson 3
• Decoding the syllabus
• Exploring emotion through short film
• Writing Task: Imaginative Engagement
Lesson 4
• Common Module assessment preparation
• Building study notes
• Figurative devices in review
• Writing Task: Short Answer responses
Lesson 5
• Exploring human qualities
• Human qualities and your prescribed text
• Analysing poetry
• Writing Task: Poetic analysis
Lesson 6
• Writing Workshop
• Transforming your ideas into writing
• How to write with clarity
Lesson 7
• Approaching the human condition
• Individual desires versus social expectations
• Writing Task: Building a personal interpretation
Lesson 8
• Philosophical approaches to understanding ourselves
• Human experiences and the discursive essay
• Writing Task: Responding to prose
Lesson 9
• Review of the Common Module syllabus
• Writing Task: Paper One preparation
• Peer Review
Lesson 1
Breakdown of major syllabus points for Module A
Introduction to Richard III
The War of the Roses
Shakespeare’s Context
Writing Task: Crafting Study Notes
Lesson 2
Introduction to Looking for Richard
The Political Context of the 1990s
The Context of Al Pacino
Writing Task: Comparing Richards
Lesson 3
The Nature of Evil
Evil in Richard III
Evil in Looking for Richard
Writing Task: Comparing Representations of Evil
Lesson 4
Appearances and Reality in Elizabethan England
Appearances and Reality in Looking for Richard
Writing Task: Comparing Appearances
Module A Essay Structure
Lesson 5
Fate in Shakespeare
Fate in Looking for Richard
Writing Task: The Transformation of Fate
Module A Body Paragraphs
Lesson 6
Power in Richard III
The Machiavel
Writing Task: Module A Essay Scaffolds
Lesson 7
Pacino and Power
Pacino’s Authority
The Blurred Line Between Richard-Pacino
Writing Task: Thesis Statements
Lesson 8
Metatheatricality
Shakespeare and Metatheatre
Pacino and Metatheatre
Writing Task: Module A Essay
Lesson 9
Revision of Richard III
Revision of Looking for Richard
Writing Task: Module A Essay
Details coming soon!
Details coming soon!
Lesson 1
• Introduction to the major syllabus points for Module B
• Introduction to Eliot ‘Preludes’
• The literary movements of the nineteenth century
• Writing Task: Reflecting upon meaning in ‘Preludes’
Lesson 2
• Eliot’s personal context
• Introduction to ‘The Love Song of J. Alfred Prufrock’
• Eliot and modernism
• Writing Task: Comparing ‘Prufrock’ with ‘Preludes’
Lesson 3
• Consideration of textual integrity
• Close reading of ‘The Love Song of J. Alfred Prufrock’
• Modernism and ‘Prufrock’
• Literary allusion and ‘Prufrock’
• Writing Task: Analysis of literary allusion and ‘Prufrock’
Lesson 4
• Consideration of Module B essay structure
• Close reading of ‘Rhapsody on a Windy Night’
• Writing Task: Drafting a Module B introduction
Lesson 5
• Developing understanding of body paragraph structure
• Introduction to ‘The Hollow Men’
• Considering symbolism in ‘The Hollow Men’
• Writing Task: Analysis of symbolism and motif in Eliot
Lesson 6
• How to refine the structure of body paragraphs
• Close reading of ‘The Hollow Men’
• Writing Task: Evaluation of the role of isolation in Eliot
Lesson 7
• How to integrate evidence into your argument
• Introduction to ‘Journey of the Magi’
• Writing Task: Module B essay composition
Lesson 8
• Close reading of ‘Journey of the Magi’
• Biblical allusion in Eliot
• Writing Task: Module B essay composition
Lesson 9
• Review of the syllabus requirements
• Evaluation of textual integrity in relation to Eliot’s poetry
• Writing Task: Module B essay composition
Details coming soon!
Details coming soon!
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
9 weekly lessons in the school term for in-depth learning
10 min | Introduction Overview of lessonTeachers explain objectives and outcomes of each lesson. |
60 min | Theory Lesson Part 1 Gain in-depth knowledge and understandingStudents are guided through detailed textual analysis by teachers. |
10 min | Break |
40 min | Theory Lesson Part 2 Develop your English skillsStudents learn how to develop and express your own ideas for insightful responses. |
60 min | In-Class Writing & Feedback Perfect your writing skillsStudents perfect their critical and creative writing skills with personalised and insightful feedback from teachers! |
Monday 4:30 – 7:30pm Module A – The Tempest/Hag-Seed
Tuesday 4:30 – 7:30pm Module A – King Richard III/Looking for Richard
Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed and Module A – King Richard III/Looking for Richard
|
Thursday 4:30pm – 7:30pm Module A – Mrs Dolloway/The Hours Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed
|
Thursday 4:30pm – 7:30pm Module A – Mrs Dolloway/The Hours Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed |
Friday 4:30pm – 7:30pm Module A – The Tempest/Hag-Seed
|
Saturday 9:30am – 12:30pm Module A – King Richard III/Looking for Richard
|
| Strathfield |
Monday 4:30 – 7:30pm Module A – The Tempest/Hag-Seed
Tuesday 4:30 – 7:30pm Module A – King Richard III/Looking for Richard
Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed and Module A – King Richard III/Looking for Richard
|
| Chatswood |
Thursday 4:30pm – 7:30pm Module A – Mrs Dolloway/The Hours Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed
|
| Hurstville |
Thursday 4:30pm – 7:30pm Module A – Mrs Dolloway/The Hours Saturday 9:30am – 12:30pm Module A – The Tempest/Hag-Seed |
| Town Hall |
Friday 4:30pm – 7:30pm Module A – The Tempest/Hag-Seed
|
| Epping |
Saturday 9:30am – 12:30pm Module A – King Richard III/Looking for Richard
|
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What you'll get:
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- Jason Xu, 2016 Year 12 Maths
| Matrix | Others | ||
|---|---|---|---|
 | Teachers | Matrix Vast classroom teaching experience, HSC and/or university teaching experience with an ability to explain concepts clearly | Others Have little or no actual teaching experience, cannot explain difficult concepts in a manner that students can understand |
 | Program | Matrix Teaching program that covers the NSW board of studies syllabus. Structured learning system that allows students to develop sound study habits every week | Others Most private tutors and other tuition centres do not follow a set structure; rather they have an ad-hoc approach without considering timing and outcomes |
 | Resources | Matrix A full set of resources written by academics and education researchers. Online access to Supplementary exam papers / texts with top responses. | Others Only address content that students raise, use generic textbooks. |
 | Assessments | Matrix Short quizzes and topic tests held under strict exam conditions to ensure students have a solid understanding of the subject | Others No exam style quizzes and test that assess the student’s weaknesses, hence not being able to identifying their learning needs |
 | Reporting | Matrix Weekly tracking of Grades, Quiz and Topic Test results so student and parents can monitor their progress. | Others No measured tracking process so they cannot tell if the student is struggling or improving. |
 | Learning Management System | Matrix Share information, academic resources and advice with classmates from over 220 schools. | Others Do not have the library of resources or past exams that can help students excel |
 | One-to-One Workshops | Matrix Free workshops to target individual learning needs | Others No additional support outside the lesson. |
