SEAL Programs for Year 9+

Literary Analysis – “Ozymandias” by Percy Bysse Shelley

Posted by on July 23, 2015 at 12:37 pm

The aim of this piece was to model the skills of analysis for a classic poem. The piece was written around the fifth week of a set of sessions on “Animalia Poetry”. I consider poetry to provide excellent opportunities for the development of both critical and creative skills, and through such activities with me students […]

About GBD Education services

Posted by on April 10, 2014 at 7:48 am

I love my work 🙂 Most mornings I wake up with the birds and head into my study with a coffee to log on and collaborate with students to further develop our studies together. They send me questions, plans, reflections and products to demonstrate what they are doing and to seek my involvement, whether it […]

What is justice, and what is injustice?

Posted by on March 26, 2014 at 10:25 am

What is justice, and what is injustice? Ok, this is my discursive/expository essay and I get to start it however I like. I therefore choose to start it with Erin Brokovich. Don’t complain – I could have instead gone for Steven Seagal’s lemon Out For Justice, so really you should be thanking me! The 2000 […]

Scholarship test Writing Skills: Responding with “Originality”

Posted by on March 17, 2014 at 8:07 am

This is yet another 15 min short piece, this time in response to the image/prompt of “I stood outside the door, my pulse racing. Summoning my greatest store of courage, I took a deep breath, opened the door, and stepped inside…”. This seems immediately to be a prompt for a creative piece. My purpose here […]

Personal Response: Thursday’s Child by Sonya Hartnett

Posted by on January 23, 2014 at 9:03 am

I’ve read the first chapter or two. Immediately I recognise that a book like this is the absolute antithesis of Ernest Hemmingway’s work. Like a hard-nosed Puritan, Hemmingway set out to strip all frivolous animation and fun and phantasms from writing, and to present simple, direct, stark naked descriptions. Obviously the previous sentence does not […]

Options for reading

Posted by on November 26, 2013 at 12:19 pm

I am, and always have been, an avid reader (and writer!). Reading is many things, including: a habit; a skill; a tool; a challenge; a pleasure; a terrible seven-letter word; a wonderful opportunity. I’m lucky – I know a lot about reading! One of my jobs as a mentor to gifted students is to recognise […]

A meta-cognitive approach to gifted education practices

Posted by on November 26, 2013 at 12:03 pm

This post serves to present some of the pedagogical matters I seek to address in mentoring gifted students, and to demonstrate the methods by which these different matters may be achieved. For a word document version of much better presentation and formatting than what is shown here email me at angus@gbdeducation.com.au. Van-Tassel Baska (1986) describes […]

Scholarship test writing: Creative Writing skills

Posted by on August 13, 2012 at 11:07 am

The aim of this piece was to exercise the skill of composing a narrative using an interesting structural device. There are many such narrative devices that can be exercised to form a narrative that realises greater suspense or intrigue at different stages of the story, including epigrams, flashbacks, cliffhangers etc. In this piece, the structural […]

Poetry analysis: Bookworm by Norman MacHaig

Posted by on August 8, 2012 at 11:37 am

VCE English does require students to analyse texts, both in Outcome 1 and Outcome 3. The curriculum is not the same in Scotland where the focus for the analysis of literary techniques is much greater. I have found the pursuit of strong literary analysis to be extremely beneficial to students. In VCE English, students can […]

Williams Model Matrix for Gifted Students

Posted by on July 18, 2012 at 10:17 am

The following presents two sets of activities to engender responses to the text The Web 2027 with respect to the concepts of “Connectivity” and “Virtual Reality”. Gifted students specifically benefit from study that focuses on concepts and relations between concepts, and enables engagement with content through differentiated learning activities (eg. Paradox, Attribute Listing etc…). Although […]