Wyong High SchoolStandard English

Preliminary CourseOverview

and Assessment Tasks

2014

Scope and Sequence 2014

Week Term 1 Term 2 Term 3 Term 41 Course outline and

introduction.Issue course booklet.Area of Study:Changing Self - Film

Assessment Task 2Preliminary Half-YearlyExaminations

Module BClose Study of Text

PoetryHSC courseBegins.

2 Assessment Task 2Preliminary Half-YearlyExaminations

3 Module AProse Fiction or

Drama

4

5

6

7 Assessment Task 4Speech/Visual RepComplete Module B

8 Revision for examinations

9 Preparation for Assessment Task 1 Assessment Task 5

Preliminary Yearly Examinations

10Assessment Task 1Feature Article

Assessment Task 3Listening/Writing

11 Complete Module AProse Fiction or

Drama

PRELIMINARY ENGLISH COURSE OUTLINE 2014

STANDARD ENGLISH

AREA OF STUDY

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’ relationship 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: CHANGING SELF

This Area of Study requires students to explore the ways in which the concept of Changing Self is considered and expressed in and through texts.

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

their observation and understanding of the portrayed events, people, ideas and societies that they encounter in and through the prescribed text and the texts of their own choosing related to the Area of Study The assumptions underlying the representations of changing self The ways in which they perceive the world through texts and speculate about it The ways they consider and express their own changing self experiences

Students consider and study ONE prescribed text (Film) and additional related texts (at least TWO) of their own choosing.

Focus: Changing Self

The Area of Study is focussed on the central concept of Changing Self. Through this focus, students explore the ways in which texts depict changing self. It requires students to focus on the ways in which texts and, more specifically, the language and construction of texts, helps the student in their understanding of the concept of Changing Self. Changing Self is a process, not necessarily an end in itself. Therefore students need to explore Changing Self through a comparative look at the two states (the before and after ‘change’) and also focus on what is undergone or experienced in order to bring about the change. Analysis of the Prescribed Text and Related Texts should focus on how meaning is made, therefore students learn how to deconstruct texts, in terms of their purpose and audience, and the forms, features and structures of language.

Students are to study ONE prescribed film text.

Students are required to supplement this study with texts of their own choosing (at least TWO) related to the Area of Study

PRELIMINARY ENGLISH COURSE OUTLINE 2014

STANDARD ENGLISH

MODULE A Society and the Individual Experience

This module requires students to explore a variety of texts that deal with the effects of society on individual experience which can be both positive and negative. Society can be viewed in terms of institutions or power plays within society. Students will respond to and compose a range of texts that demonstrate protest and compliance. They will examine the features of texts that show knowledge, attitudes and beliefs relating to society and the individual experience.

Students study ONE prescribed text from either Prose Fiction or Drama.

Students are required to supplement this study with texts of their own choosing (at least TWO) related to the Module.

MODULE B Close Exploration of Text

This module requires students to engage in detailed analysis of a text. It develops students’ understanding of how ideas, forms and language of a text interact within the text and may affect those responding to it. Students examine and explore the prescribed selection from the works of ONE poet, analysing the individuality of each poem and draw conclusions about the nature and concerns of the poet’s work.

Students study a prescribed selection of poems from the works of ONE poet.

English Stage 6 Syllabus – Standard

9.4 English (Standard) Outcomes These outcomes are derived from the English (Standard) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

Preliminary HSC

1. A student demonstrates understanding of the relationships between composer, responder, text and context.

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2. A student identifies and describes relationships among texts.

2. A student demonstrates understanding of the relationships among texts.

3. A student develops language relevant to the study of English.

3. A student develops language relevant to the study of English.

4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

5. A student describes the ways different technologies and media of production affect the language and structure of particular texts.

5. A student analyses the effect of technology and medium on meaning.

6. A student engages with a wide range of texts to develop a considered and informedpersonal response.

6. A student engages with the details of text in order to respond critically and personally.

7. A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

7.A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

8.A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas

.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

11. A student draws upon the imagination to transform experience into text.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

12. A student reflects on own processes of 12. A student reflects on own processes of

responding and composing. responding and composing.13. A student reflects on own processes of learning.

13. A student reflects on own processes of learning.

English Stage 6 Syllabus – Standard

9.5 Preliminary English (Standard) Course Requirements In the Preliminary English (Standard) course, students explore and experiment with the ways events, experiences, ideas, and processes are represented in and through texts.

Course Requirements

The Preliminary English (Standard) course is designed by teachers. In designing the course they need to address the objectives of Stage 6 English (Standard) and the need to assist their students to achieve the course outcomes.

In the Preliminary English (Standard) course, students are required to: •study Australian and other texts •explore a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media and/or multimedia texts •undertake wide reading programs involving texts and textual forms composed in and for a wide variety of contexts •integrate the modes of reading, writing, listening, speaking, and viewing and representing as appropriate •engage in the integrated study of language and text.

The course has two sections and the requirements listed above apply to both sections.Section 1 Content common to the Standard and Advanced courses is undertaken through a unit of work called an Area of Study. Students explore texts and develop skills in synthesis. The common content comprises 40% of the course content. Students undertake at least one Area of Study.

Section 2 Electives Students explore and examine texts and analyse aspects of meaning. The electives comprise 60% of the course content.

Preliminary electives are not to duplicate the prescribed HSC modules, electives or texts.

Students also have opportunities to: •enhance their understanding of Australian and other cultures •study units of work that will meet industry competency standards relating to communication. (See section 14 of this syllabus.)

23

9.6 Preliminary English (Standard) Course Content Area of Study

An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world.

Students explore, analyse, question and articulate the ways in which perceptions ofthis concept are shaped in and through a variety of texts.

Areas of Study are developed by teachers and require students to explore a concept through: •close study of one text •responding to and composing a wide range of related texts •making connections among texts and the Area of Study •synthesising aspects of a variety of texts •presenting coherently integrated interpretations of the concept.

The number and content of Areas of Study are not prescribed in the Preliminary English (Standard) course. Teachers design Areas of Study that will, in length, content and focus, provide an appropriate language learning environment for students.

Electives

The electives require students to explore the ways particular texts, forms, media, contexts or aspects of language shape meaning.

The electives are developed by teachers to allow for: •their students’ needs, interests and abilities •choice of approach •choice of texts for study •student–teacher negotiation of content.

Preliminary Assessment Schedule 2014 Standard English

Task 1 Task 2 Task 3 Task 4 Task 5Topic/ContentArea of Study

Topic/ContentHalf-YearlyExamination

Topic/Content Module A

Topic/ContentClose Study of TextMod. B

Topic/ContentYearly Examination

Course Outcomes

P 2 4 5 6 7 9

Course Outcomes

P 4 6 7 10 11

Course Outcomes

P 1 2 4 5 7

Course Outcomes

P 7 8 10 12 13

Course Outcomes

P 1 2 4 5 6 7 8 10 11Task Type:Reading/writing/visual rep.

Task Type:Half-Yearly Examination

Task Type:Listening/Writing

Task Type:Visual Rep. /Speaking/Writing

Task Type:Yearly Examination

Assessment Syllabus Components

Syllabus Weightings

Listening 15% 15

Speaking 15% 15

Reading 25% 10 5 10

Writing 30% 10 5 5 10

Viewing &Representing

15% 5 10

Total 100% 25% 10% 15% 30% 20%Date Due:

T1 Week 10 2014

Date Due:

T2 Weeks 1-2 2014

Date Due:

T2 Week 10 2014

Date Due:

T3 Week 7 2014

Date Due:

T3 Weeks 9/10

WYONG HIGH SCHOOL - PRELIMINARY 2014 – ASSESSMENT TASK 1

COURSE: ADVANCED/STANDARD WEIGHTING: 30%

TOPIC: AREA OF STUDY – CHANGE DATE DUE: Term 1 Week 10

ASSESSMENT CRITERIA

You will be assessed on how well you:

Demonstrate an understanding of Change Explain the relationship/relevance of the texts to the issue of Change and refer to the relationship between the texts Make reference to how the texts are composed Use the structure and language features of a feature article Use a graphic related to the content of the feature article that you write

N.B.:

2 periods will be allocated in class time for working on this task The completed task, handed to the teacher, must be the student’s own work Computer malfunction (of any kind) will not be accepted as an excuse for non-completion of the task by the due date The work must be submitted at the BEGINNING of the English lesson on the due date

N.B. IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK BY THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/SATISFACTORY MANNER WILL RESULT IN AN N-AWARD WARNING LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.

TASK: Feature Article and Graphic

You have been considering and exploring the issue of Change in your Area of Study. You have developed a number of understandings about the concept of Change based on written, spoken and visual texts. As a journalist, compose a feature article for a magazine about Change in which you communicate your understanding of Change. In your article you should explain how the prescribed text and the TWO related texts are connected to the issue of Change and how they are composed. You should note their relationship to each other. Your feature article should address a broad understanding of Change.

Length: Write approximately 1,000 words. Remember to give your feature article a title.

You must also select a relevant graphic to accompany the article. You may draw/design this yourself or you may choose a cartoon, photograph or image.

N.B. You will not be assessed on the artistic merit of the graphic that you include, but on its relevance to the content of the article.

2014 PRELIMINARY ENGLISH – ASSESSMENT TASK 1 - MARKING GUIDELINESArea of Study: Changing Self - FEATURE ARTICLE

MARKING CRITERIA MARKS Demonstrates an insightful understanding of the issue of Change Explains skilfully the relationship between the texts and their relationship to the issue of Change Refers effectively to how the texts are composed Composes a skilfully written text using appropriate structure and language features Composes/selects a perceptive visual text

25-30

Demonstrates a well-developed understanding of the issue of Change Explains competently the relationship between the texts and their relationship to the issue of Change Refers competently to how the texts are composed Composes a competent written text using appropriate structure and language features Composes/selects a thoughtful visual text

19-24

Demonstrates some understanding of the issue of Change Gives some explanation of the relationship between the texts and their relationship to the issue of Change Makes some reference to how the texts are composed Composes an adequately written text using appropriate structure and language features Composes/selects an appropriate visual text

13-18

Demonstrates a limited understanding of the issue of Change Makes limited reference to the relationship between the texts and their relationship to the issue of Change Makes limited reference to how the texts are composed Attempts to composes a written text using limited use of structure and language features Composes/selects a visual text which has some or a limited connection to Change

7-12

Demonstrates an elementary understanding of the issue of Change Reveals an elementary understanding of the relationship between the texts and their relationship to the issue of Change Makes an elementary reference to how the texts are composed Attempts to compose a written text showing elementary use of appropriate structure and language features Composes /selects a visual text which may have some or little relevance to Change

1-6

Non-attempt, virtual non-attempt or non-serious attempt 0

PRELIMINARY HALF-YEARLY EXAMINATION

COURSE: STANDARD/ADVANCED ENGLISH Assessment Task No. 2 Date: Term 2, Weeks 1/2 Weighting: 10%

The Preliminary English Examination will have the following sections:

Section I – Reading - short answer questions.

Section II – Creative Writing

Section III – Area of Study “Changing Self” and ONE related text.

Prescribed texts:

Sections I, II and III are common to Standard and Advanced.

Sections II and III will ask for an extended response, in a nominated text type e.g. speech, essay, feature article, letter etc. to a particular question.

Reading time: 10 minutesWorking time: 2 HOURS

N.B. IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK BY THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/SATISFACTORY MANNER WILL RESULT IN AN N-AWARD WARNING LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.

Wyong High School Formal Assessment Task Notification

COURSE: PRELIMINARY STANDARD ENGLISH

TASK NO: 3 TASK: LISTENING/WRITING

WEIGHT: 20% DATE: Term 2 Week 10 2014

OUTCOMES ASSESSED: 1, 2, 4, 5, 7

Question 1

Students will listen, view and respond to a panel discussion and answer questions about its language forms and features and their effects on the audience. Students will reveal their understanding of how advertising is used to manipulate individuals in society.

Question 2

Extended response: While we are a part of society, we have to make choices. How does this statement relate to the text that you have studied in class?

OUTCOMES TO BE ASSESSED

A student demonstrates understanding of the relationship between composer, responder, text and context.

A student identifies and describes relationships among texts A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses. A student describes the ways different technologies and media of production affect the language and structures of particular texts. A student selects appropriate language forms and features, and structures of texts to explore

ideas and to express values

NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.

YEAR 11 STANDARD ENGLISH 2014

SOCIETY and INDIVIDUAL EXPERIENCE: LISTENING WRITING – ASSESSMENT TASK 3

MARKING GUIDELINES

Listening Component – 15 marks

The mark received and the potential mark will be recorded next to the student’s response to each question.

Writing Component – 5 marks

Criteria Marks Demonstrates an insightful understanding of the impact of society on the

individual. Demonstrates a perceptive knowledge of how meaning is shaped in a text. Gives a

detailed analysis of how techniques create meaning. Demonstrates a sophisticated ability to organise, develop and synthesise ideas

using language appropriate to audience, purpose and form.

5

Demonstrates a well-developed understanding of the impact of society on the individual.

Demonstrates a well-developed knowledge of how meaning is shaped in a text. Discusses effectively how several techniques are used to create meaning.

Demonstrates a competent ability to organise, develop and synthesise ideas using language appropriate to audience, purpose and form.

4

Demonstrates a sound understanding of the impact of society on the individual. Demonstrates some knowledge of how meaning is shaped in a text. Attempts to

discuss the effectiveness of at least one technique. May list techniques. Demonstrates some ability to organise, develop and synthesise ideas using

language appropriate to audience, purpose and form. 3

Demonstrates a limited understanding of the impact of society on the individual. Demonstrates a limited knowledge of how meaning is shaped in a text. May list

techniques. Demonstrates a limited ability to organise, develop and synthesise ideas using

language appropriate to audience, purpose and form. 2

Demonstrates an elementary understanding of the impact of society on the individual.

Demonstrates an elementary knowledge of how meaning is shaped in a text. May not attempt to name or discuss the effectiveness of any techniques.

Demonstrates an elementary ability to organise, develop and synthesise ideas using language appropriate to audience, purpose and form.

1

No attempt, a virtual non-attempt, a non-serious attempt. 0

NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS

THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.

Wyong High School Assessment Task

Subject Area: Preliminary Standard English Year Group: 11

Task 4: REPRESENTING, SPEAKING AND WRITING Weighting: 20%

Outcomes Assessed: P7, 8, 10, 12, 13 Due Date: Term 3, Week 7

Task DescriptionThis is a three (3) part assessment task. You will only receive marks for the parts that you submit.

Part 1: Representing (5 marks)

You are required to create a visual representation that represents one of the poems studied during this module.

Your visual representation should be based on ONE poem by the poet you have studied in class. The visual representation should reflect the THEMES (at least 2 themes but no more than 3 themes) explored in the poem.

Your visual representation should be a minimum of A4 in size and no bigger than a standard sheet of cardboard. Your visual representation must NOT be 3-dimensional, it must be flat.

Part 2: Writing (10 marks)

You are required to compose an extended piece of writing in the speech text type. Your written response should be approximately 1-1½ A4 (12 point font-Arial, single-spaced) typed pages and when spoken should go for three (3) minutes. Your response must not be more than 1½ pages in length. Any information after this point WILL NOT be marked.

Your response should consider the following:

1. Explain how the techniques used in the visual representation relate to the themes of the chosen poem

2. Explain why you selected your chosen techniques to create your visual representation3. Discuss how the poet presents these themes4. Comment on the poet’s perspective as delivered through the poem

Part 3: Speaking (5 marks)

You are required to present a 3 minute speech in which you are assessed on the manner and time in which you present your written response. Your response must not go longer than 3 minutes. Any information after this point WILL NOT be marked. Your speech must be based on your written speech. Keep a copy of your speech for your spoken presentation. Palm cards are suggested.

NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.

MARKS AND MARKING GUIDELINES

TOTAL MARK: /20

WRITTEN RESPONSE : /10 VISUAL REPRESENTATION: /5 SPEECH PRESENTATION: /5

MARKING GUIDELINESWRITTEN RESPONSE (SPEECH TEXT TYPE)

Criteria Mark Demonstrates an extensive understanding of the themes/images of the poem Demonstrates an extensive understanding of the poet’s purpose Demonstrates an extensive understanding of the techniques used in the poem Organises, develops and expresses ideas extensively using language appropriate to

audience, context and form

10-9

Demonstrates a thorough understanding of the themes/images of the poem Demonstrates a thorough understanding of the poet’s purpose Demonstrates a thorough understanding of the techniques used in the poem Organises, develops and expresses ideas thoroughly using language appropriate to

audience, context and form

8-7

Demonstrates a sound understanding of the themes/images of the poem Demonstrates a sound understanding of the poet’s purpose Demonstrates a sound understanding of the techniques used in the poem Organises, develops and expresses ideas soundly using language appropriate to

audience, context and form

6-5

Demonstrates a basic understanding of the themes/images of the poem Demonstrates a basic understanding of the poet’s purpose Demonstrates a basic understanding of the techniques used in the poem Organises, develops and expresses ideas basically using language appropriate to

audience, context and form

4-3

Demonstrates a limited understanding of the themes/images of the poem Demonstrates a limited understanding of the poet’s purpose Demonstrates a limited understanding of the techniques used in the poem Organises, develops and expresses ideas partially using limited language and form

2-1

Non-attempt/Non-serious Attempt 0

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

SPOKEN PRESENTATION

Criteria Mark

Fluency and tone 0 1 n/a

Eye contact 0 1 n/a

Stance 0 1 n/a

Ability to meet time requirements 0 1 2

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VISUAL REPRESENTATION

Criteria MarkDemonstrates an extensive ability to shape a visual representation appropriate to purpose, audience and content. The visual representation shows evidence of originality and flair.

5

Demonstrates a thorough ability to shape a visual representation appropriate to purpose, audience and content. The visual representation shows evidence of flair.

4

Demonstrates a sound ability to shape a visual representation appropriate to purpose, audience and content. The visual representation shows some evidence of flair.

3

Demonstrates a basic ability to shape a visual representation appropriate to purpose, audience and content. The visual representation shows undeveloped evidence of flair.

2

Demonstrates an elementary ability to shape a visual representation appropriate to purpose, audience and content. The visual representation shows limited evidence of flair.

1

Non Attempt/Non-serious attempt. 0

Comments:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

YEAR 11 STANDARD AND ADVANCED

PRELIMINARY ENGLISH NOTIFICATION

Task 5: YEARLY PRELIMINARY EXAMINATION Weighting: 20%

DATE: Week 9 Term 4, 2014

TIME: 2 hours 30 minutes

SECTION 1: Reading Comprehension – based on the Area of Study, Changing Self. In this question you will be required to respond to a range of texts and to answer questions on language, composers’ techniques and the effectiveness of these techniques. (Allow 35 minutes)

SECTION 2: Creative Writing – can be in a range of texts types and will focus on the Area of Study, Changing Self. (Allow 35 minutes)

SECTION 3:

Module A

Students will be required to compose an extended response to the Module question. Be prepared to write in a range of text types. Students may be asked to write about TWO pieces of related material. (Allow 40 minutes)

SECTION 4:

Module B

Students will be required to compose an extended response to the Module question. Be prepared to write in a range of text types.

Close Study of Text Standard – Poetry: John Foulcher

Critical Study of Text Advanced – Poetry: Bruce Dawe

NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE

TASK ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.