Deconstructing the Discovery Syllabus

The Discovery syllabus believe it or not has all your Exam Questions and Creative stimuli in it. As such it is incredibly important to deconstruct it in order to completely understand the multi-faceted nature of Discovery. Here is a short deconstruction with relevant details for how certain sections can assist your analysis or creative writing. This should serve as a starting point for your own indepth deconstruction of the rubric.

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Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed.

  • Basically defining what discovery actually is here ie finding something new, or recovering something that was missing or hidden. Something interesting to note is that by using the word ‘can’ BOSTES have pretty much opened up the infinite possibilities that could be presented by a discovery.
  • In addition, despite the physical notions presented by lost, forgotten and concealed discoveries, these can also be reimagined to include the intangible. ie you rediscover your courage in some way or you rediscover our passion for playing the guitar etc.
  • For Analysis: This tells you what you need to be looking for. Ideally you can categorise the discovery in your text as either rediscovering something lost, forgotten, concealed or discovering something new.
  • For Creative Writing: This tells you what the end goal of the story is. You want your story to be about discovering something new or rediscovering something lost, forgotten or concealed.

 

Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder.

  • Highlights HOW a discovery can occur. They can happen at random times without much warning or they can be deliberately sought out with a pre-determined plan.
  • For analysis: Categorise how the Discovery happens in your text. Is it completely random or is it planned out and deliberately sought out?
  • For Creative Writing: When planning your piece, you need to decide how you want your story to pan out. This is a crucial part of your story as it will provide much of the substance of your writing. You may like to only have 1 discovery that is sudden or 1 that is planned. Talented writers will be able to incorporate both of these methods of discovery.

 

Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual.

  • This is another fairly important part of the rubric. You’ve been given 5 fairly specific types of discovery that you need to focus on when analysing your text and whilst writing your creative. Below is a short explanation of each type;
    • Emotional: Emotional discoveries are typically very deep and meaningful. An good example would be reconnecting with old friends
    • Creative: Usually involves experimenting with something existing in order to create something new, or challenging pre-existing boundaries.
    • Intellectual: Basically searching for new knowledge or learning something new. An example would be conducting research into scientific areas.
    • Physical: Pretty self-explanatory, physical discoveries essentially involve exploring a new place. The caveat here is that the new place could be real or imagined.
    • Spiritual: Spiritual is slightly trickier as it is easily confused with emotional discoveries. Instead of related to feelings, spiritual discoveries focus on self-enlightenment or religious fulfilment of some sort.
  • For analysis: You’ll need to categorise the discoveries in your text as 1 of the 5 types above. You will probably find that there is more than just 1 type of discovery present in your text.
  • For Creative Writing: In your Creative piece you’ll need to have at least 3 types of discovery present. Choose 3 from the 5 above and ensure that each type is represented in your story appropriately. By doing so you’ll ensure that you can adapt to any stimulus, as well as making sure you’ve met the demands of the syllabus.

 

They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.

  • This section is a general description of discoveries and what the end result of a discovery can mean/do to someone.
  • For analysis: It is incredibly important that you understand and realise what the end result of the discovery is in your text. Depending on the text this may not be simply restricted to the end but small discoveries could start and complete throughout the text so be sure to read it in full. It is very likely that you’ll need to acknowledge the end result somewhere in your essays
  • For Creative Writing: This becomes the resolution of your piece, make sure that it’s a meaningful ending that is consistent with plot.

 

An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. The ramifications of particular discoveries may differ for individuals and their worlds.

  • This section deals with how the same process of discovery can change depending on personal, cultural, historical and social contexts and values. This can be slightly difficult to understand so here’s an example: In 2016 someone goes on a hike and rediscovers nature without any electronic influence. In 1650 someone goes on an expedition and finds a new range of mountains. They gone to the same place but in different time periods with different end results.
  • For analysis: This gives you things to consider when comparing between your prescribed and related text. It isn’t necessary that you related text has the same type of discoveries in it (probably better if it isn’t too similar in type of content discussed) but you should still be able to find some similarities and differences between the two texts.
  • For Creative Writing: You can potentially do some interesting things with this section in your creative. You could potentially have two storylines where the grandson of an explorer is venturing out in the same trail as his grandfather and discuss the discoveries that happen through that. Basically this section can be used to develop your initial ideas further.

 

By exploring the concept of discovery, students can understand how texts have the potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of human experience and the world. Through composing and responding to a wide range of texts, students may make discoveries about people, relationships, societies, places and events and generate new ideas. By synthesising perspectives, students may deepen their understanding of the concept of discovery. Students consider the ways composers may invite them to experience discovery through their texts and explore how the process of discovering is represented using a variety of language modes, forms and features.

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

  • their own experiences of discovery
  • the experience of discovery in and through their engagement with texts
  • assumptions underlying various representations of the concept of discovery
  • how the concept of discovery is conveyed through the representations of people, relationships, societies, places, events and ideas that they encounter in the prescribed text and other related texts of their own choosing
  • how the composer’s choice of language modes, forms, features and structure shapes representations of discovery and discovering?
  • the ways in which exploring the concept of discovery may broaden and deepen their understanding of themselves and their world.

This last section basically tells you what you need to do in order to successfully master Discovery. ie you’ll need to demonstrate stuff from the list above in your essays and creatives for top marks.

Hopefully the above deconstruction of the syllabus provides a good starting point for you to work off. This is not a complete deconstructions there are so many things that you can discuss under such a wide topic.

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