Critical reading refers to understanding the content of a piece of text, and similarly examining the author’s purpose and craft. Within the NSW HSC Curriculum, humanities-based subjects including History, English, Studies of Religion and Community and Family Studies provide a grounded framework of syllabus dot points for students to learn from, however, in an effort to excel within these subjects, critical reading is an important avenue to encourage a student’s deeper confidence – a necessity within an exam style context. In engaging the student to read something and question its form, authenticity and intentions, critical articles diverge from the rigidity of NESA assigned textbooks to further encourage students to name and examine one’s own feelings, perceptions and reactions during the experience. This, in essence, broadens the scope of learning within the HSC syllabus, prompting active engagement between a student and the syllabus they are drawing from.
In the evolving nature of artificial intelligence within a modern society, Year 11 and 12 teachers alongside HSC markers are demanding students to discern relationships between concepts as opposed to merely memorising facts from textbooks. Articles that examine philosophical arguments, social theories or historical structures allow students to see beyond basic facts and understand the deeper implications of human actions and societal changes. This, therefore, enables a student’s flexibility in their response to unseen questions within their exams and encourages the emergence of a personal voice within their answers – a notable bonus when seeking to attain a Band 6 response.
Furthermore, while textbooks provide a solid foundation of knowledge, they often fail to capture contemporaneous debates and emerging ideas within a given field. Critical articles, on the other hand, equip students with contemporary research and ongoing discussions on the relevance of the syllabus dot point as examined in a real-life manner.
In conclusion, studying critical articles plays a vital role in advancing the scope of a Year 11 and 12 students’ knowledge on humanity-based syllabus content, encouraging the elevation of their work through engaging with their personal voice.
Georgina Maxwell
