NEW SENIOR TEXTBOOKS REVIEW
Preamble from the Editor activities. The sections for Jasper Jones focused
With our new Senior Curriculum offering new
challenges and opportunities, several publishers
have responded to the need for student and
teacher materials. In the pages that follow,
volunteers have taken the time to do some of
the critical thinking for you, using them in their
classrooms and providing some thoughts on the
use of these texts. The aim of these reviews is not
to come up with a “winner”, hence why no ratings
are provided, but rather to explore how some
teachers are using these texts in the classroom
and provide some food for thought as we select
and purchase our own texts.
After the reviews, you’ll notice a table when
some elements of the textbooks are laid side-by-
side. Each part of the table reflects the author,
how they used the text and their own style. We
asked our reviewers to keep comments brief
and elaborate in the full review. I’ll add that our
reviewers were not paid, but kept their copy of
their respective review texts. Their views are
their own and are not the views of Words’Worth
or ETAQ.
Many schools have already made their selection.
Others are awaiting more information and
feedback. Either way, I hope the follow
reviews provide some insight for teachers and
departments.
Please enjoy our review of the new textbooks for
the Senior Curriculum.
– Erin.
GENERAL ENGLISH
Text: Nelson English for QCE
Publisher: Nelson Cengage
I have used this work with my students for
Unit 1 Perspectives and Texts while we studied
comparative essay structure for Jasper Jones
and To Kill a Mockingbird. The content for
these texts found throughout the book was
applicable and useful for the assessment and the
skills section, including thesis construction was
relevant, accessible and useful for all students.
The structure of it was easy to differentiate for
both students in my class with learning needs
and those who would benefit from extension
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on textual elements and their effects provided
students with a launch pad for textual analysis
of aesthetic features within both a written and
visual text and allowed them to build confidence
for their assessment.
The activities set for each unit of work could
set a teacher up for the entirety of the course.
The questioning is in depth and supports the
higher order thinking required of students in this
subject. The questions in the Nelson textbook
were more in-depth than in other textbooks I
have previously used or made use of this term
for the new system. Strengthening Skills sections
were in depth and provided a student-friendly
model for concepts such as thesis-formation and
organising essay structures.
As well as this text providing sections for
students to see the difference between ‘points’
and ‘examples’, it was a useful tool for myself
as a young teacher, who at times may struggle
with communicating the nuances of these
larger ideas at a level the students can access.
Being able to use different sections of the whole
textbook across units is a huge strength for
the ‘Nelson English for QCE’ publication. As a
teaching resource, this textbook is sequenced and
structured to become the basis of a whole unit of
work which is excellent for early-career teachers,
or teachers new to the ATAR system.
Georgia Brown is a third-year senior English teacher
working at Aquinas College on the Gold Coast. Last
year she taught Year 11 and 12 and wrote unit plans
in preparation for the new ATAR system; this year
Georgia is teaching Year 11 General English and
Literature as well as Year 12 OP.
Text: English for Queensland Units 1 & 2
Publisher: Oxford
I really enjoyed the digital aspects of the student
book, particularly the flashcards and quizzes.
(I was very pleased when I scored 100% on the
chapter one section!)
I used the flashcards as a team activity with my
class, and based exit ticket questions on some
of the quizzes. I would like to see the flashcards
work as a revision testing concept as well. The
The English Teachers Association of Queensland
 NEW SENIOR TEXTBOOKS REVIEW
ability for the teacher to keep track of student
results and work is excellent, although there is
nothing particularly complex about any of the
ideas students are learning, so the results are
not necessarily useful as anything more than
a record of completion. Although it was clear
that the genres covered in detail link to the
syllabus requirement of twenty-first century
experiences, they are not all able to be used as
assessments in Units 3 and 4, and many schools
are choosing to mirror those later units in Units
1 and 2 to give students specific skills and prior
knowledge. As a result, there were a number of
topics and ideas covered which might not be of
use, for example, digital storytelling wouldn’t
match up to the “imaginative written under seen
exam conditions”. Explanations and examples of
concepts and theories were very clear and easy
for students to follow. I will be using some of
the content with my pre-senior students as well
because it will be a great introduction into the
world of the senior syllabus. A good solid book
for teacher reference and student knowledge if
your school context supports texts of this type.
Joanne Rasby is an Experienced Senior Teacher
who has specialised in English teaching for 30
years. She was a district review panellist for a
number of years and has been a QCS Test marker
for two decades. Joanne is currently a Senior
English teacher and subject coordinator at a
regional Queensland high school.
Text: English QCE Units 1 and 2
Publisher: Macmillan
I found the Macmillan English QCE Units 1 and
2 textbook an adequate resource to assist in the
development of unit content and criteria. The
most valuable part of this textbook is its ability
to define key concepts from the syllabus into
student friendly terms, further developed by the
range of activities it then presents based on each
unit of work.
The activities were vast, with a range of texts
being utilised and developed, supported by text
questioning which had enough depth to delve
into critical and higher order thinking. However,
the structure of these activities could become
repetitive, if solely relied on. I found this text
Words’Worth April 2019 • Volume 52, Number 1
book useful when introducing units of work, as
well as the key concepts of the criteria.
Maree Milne is in her 11th year of teaching,
and has previously enjoyed her experience
teaching Drama in North Queensland. Currently
teaching at a school on the Gold Coast, Maree
has reignited her passion for English, and
enjoys delving into subject areas such as media,
representations and the study of play texts,
with a constant want and need to incorporate
dramatic links into the English classroom.
ESSENTIAL ENGLISH
Text: Cambridge Essential English for Queensland
Unit 1 & 2
Publisher: Cambridge
This textbook is a great book for teachers to
be able to pick up and just teach using the
activities and know that you are hitting syllabus
objectives. Generally, I found that if you are
not focussing on conflict management or travel
agencies it was not a textbook that could always
be used in the classroom. Additionally, some of
the activities were designed as if all students had
access to computers which is not always the case
so was another barrier for using the textbook.
Belinda Vivash qualified as a Primary Teacher
six years ago and then began working in High
School three years ago where she am now a
permanent English and Humanities teacher at
Burpengary State Secondary College. Belinda
has also taught at Morayfield State High School.
Her areas of interest are senior English and Legal
Studies.
Text: Cambridge Essential English for Queensland
Unit 1 & 2
Publisher: Cambridge
Some of the activities in the first chapter were
very useful especially when you would pair
them with other activities for a lesson. The
concept of looking at Generation Z as a whole
as well as how the workplace is changing with
the addition of 21st Century skills created many
activities for the class. By using the texts (page
49 and 51) students were able to grasp the idea
that although they may have some skills that are
53
 NEW SENIOR TEXTBOOKS REVIEW
relevant in today’s job market, there are still other
skills which employers will find valuable and
need to be obtained. The texts are engaging and
short, which is ideal for many of the students but
they are easily expanded upon to extend other
students.
Stephen Wroe has been teaching at Chinchilla
State High School for four years, and teaching
English Communications for the past two. His
passion in the classroom is equipping students for
the real world by not only teaching the content,
but by applying every concept and principle,
explaining and exploring how they can use them
when they leave school.
Text: Macmillan Essential English QCE
Units 1 & 2 eBook
Publisher: Macmillan
When we began planning our Essential English
units, we were in a difficult position as our school
has recently implemented a program on work-
readiness. This meant that all the traditional
English Communication resources we had were
made redundant as the content is now covered
in this program. Luckily, this text has provided
us with a different approach. It has a creative
interpretation of unit one, which focusses more
on the changing nature of work, 21st century
skills and work-life balance. Unit two is also
highly engaging with content ranging from
Indigenous Australian and refugee perspectives
through reflective texts, to understanding bias
54
and representation through Donald Trump, Jack
the Ripper and Chopper Read. The activities in
both units work well to build student capability
and utilise the same skills needed to complete
the suggested assessment provided in the text.
The activities themselves are based on content
which is accessible and varies in mode, with
much thought on design as content, activities
and examples are easily distinguished from
one another. At the beginning of each chapter,
it clearly outlines the syllabus objectives being
targeted in the unit and cognitive verbs are
highlighted in each activity to reinforce student
familiarity. My only criticism is I would like the
option of downloading the online text in a PDF
format. I usually only buy digital textbooks and
have always been given the option to do this.
Overall, I am very happy to be working from this
text.
Antonia McDonnell is an Experienced Senior
Teacher at Nanango State High School, where she
has taught for the past 15 years. She specialises in
language education: English, Bahasa Indonesia
and Japanese. In the past five years, she has
focussed on teaching English Communication
and is currently working with her colleagues
and HOD to prepare units for the new Essential
English syllabus.
Text: Nelson Essential English for QCE Units 1-4
Publisher: Nelson
Coming next edition. Apologies for the delay.
The English Teachers Association of Queensland
 COMPARISON TABLE FOR NEW GENERAL ENGLISH TEXTBOOKS
Elements Nelson Cengage: Nelson English for QCE Oxford: English for Queensland Units 1 & 2 Macmillan: English QCE Units 1 & 2
The textbook is well aligned to the
Alignment with
syllabus and the sequence is logically
syllabus
formatted making it easy to follow.
Words’Worth April 2019 • Volume 52, Number 1
Content is student friendly, and the
Student-friendly
language accessible for students in Year 11. definitions in the margins
Activities Activities were relevant, fun and useful
(quality, quantity, and easy to align in stages to a unit of
etc.) work.
The glossary from the Nelson textbook is
most useful and accessible for students.
Useful Glossary?
Suggestions for the use of these terms in
assessment would be helpful for students.
Digital version was accessible and useful.
Index directory easy to navigate and
Digital version?
useful to project the textbook for the
class.
55
Aligned perfectly with the syllabus,
beginning with the key concepts of
Alignment is clear, activities well matched;
perspectives, representations, concepts
but text resources not from text list, which
and identities. The introduction/
may be problematic for some schools.
definitions and subsequent activities for
Concepts and theories thoroughly explored
these concepts are student friendly, and
help to underpin all unit rationales.
Activities are student centred, and allow
the teacher to facilitate learning through
Easy to follow, clear instructions with extra enquiry with excellent prompt questions
and various activities. Resources provided
have depth and understanding required
for assessment tasks.
Activities demand higher order and
critical thinking skills. Topic activities
Numerous activities; perhaps, given time
are vast, and I particularly enjoyed and
constraints, too many in the introductory
appreciated the development of time and
section although there is lots of clear revision
place. Activities chosen represented a vast
so it might be quick to do; many activities
range of cultural contexts for students to
quite simplistic and similar available already
understand the development of ideas by
society.
Glossary replicates definitions in margins.
Margin works better as each word is
associated with context of usage, perhaps Glossary was extensive
highlight term or section being referred to;
green letter indicator font is difficult to read
Love, love, love the digital version…provided
Did not access, however would be helpful
whole class has devices and capacity to
if using direct activities from the book.
access
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COMPARISON TABLE FOR NEW GENERAL ENGLISH TEXTBOOKS

Elements Nelson Cengage: Nelson English for QCE Oxford: English for Queensland Units 1 & 2 Macmillan: English QCE Units 1 and 2

Further digital I have not as yet, had any need or use for
See review See above
resources? further digital resources.

Aligned to syllabus, provided a range

Questioning and activities in the textbook Paper is matte rather than gloss, space for
of critical and higher order thinking
Strengths are definitely a strength, as well as the notations and writing, attempts to show
skills embedded in the activities which
clear structure of the content. diversity of cultures answers
developed over a sequence of lessons.
More model responses to provide
At times, the pages of the book are
Texts from the prescribed list utilised – scaffolding for students. Group work
Things you would saturated in text, in particular those
even though this is formative year, many activities – all of the activities followed a
like to have seen focused on skill building, possibly making
schools are using those texts structure of; definitions, text, questions
it overwhelming for students.
repeat.

I would recommend it as a teaching

resource, however I would use it as a
resource to confirm, clarify or provide
Will pick and choose activities rather than a different approach to certain unit
Thoughts on using elements
using textbook as whole; some activities
it:
difficult to apply to other texts; content not
– As a teaching As a student textbook, it is accessible and Should be used as a secondary resource,
relevant to our school context
resource? a useful content and skill building tool. rather than a ‘bible’ of learning. Would
Digital version more accessible, students not recommend as a text book for
– As a student
don’t like carrying heavy books; restrictive as students, from my perspective. If relied
textbook?
a one stop text on too heavily, this textbook has the
ability to adapt the teacher to the idea of
becoming a facilitator of learning, instead
of providing those teachable moments.

The English Teachers Association of Queensland

 COMPARISON TABLE FOR NEW ESSENTIAL ENGLISH TEXTBOOKS
Element Cambridge
Nearly all activities align with the syllabus in relation to
different work-related texts but there is no real variety to
the workplaces in the textbook
Alignment with
syllabus Aligns well to the syllabus however if you do not choose
Words’Worth April 2019 • Volume 52, Number 1
a particular topic (tourism) then an entire chapter is
wasted.
I found that the textbook was student-friendly and that
Student-friendly students will enjoy working through the activities. Easy to
navigate
Activities The activities were of a high quality and there were
(quality, enough for students to complete over the time.
quantity, etc.) Plenty of resources and additional texts included.
The glossary is not available in the print version of
Useful Glossary? the textbook only in the offline version so this can be
unavailable to some students without devices
I found the digital version great for cutting and pasting
Digital version? activities into PPTs when I was able to use them. Useful
when printing texts contained in the book.
Further digital Can be used however unless bookmarked it is hard to
resources? navigate back to the location.
57
Macmillan Nelson
Coming
A creative and refreshing interpretation of units one and
separately
two.
next edition
Very student-friendly with good explanations of
essential language. It is highly relevant and has engaging
content.
A diverse variety of activities, which build on skills as the
unit progresses. Flexibility is given through additional
online resources.
The words in the glossary are well defined and the list is
concise.
The digital version is easy to navigate and has useful
tools such as textbox, highlighting and adding personal
notes. There is the provision to join a class as well.
It has embedded links to webpages, TED talks and
videos that support the activities. You can choose to use
these, or not, as they are an extension. I appreciate this
flexibility.
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COMPARISON TABLE FOR NEW ESSENTIAL ENGLISH TEXTBOOKS

Element Cambridge Macmillan Nelson

Plenty of activities that are explained in detail. Well
written texts that students can understand.
Strengths
If you had a focus on Travel Agencies this textbook
would be a great strength for those schools.
• It does not rely on traditional content associated
with English Communication.
• It delivers the content well, and in a variety of ways
which build on students’ learning.
• It provides suggested assessment tasks.

Things you I would have liked to see a variety of workplaces within

the activities instead of the single one. I would have liked to be able to download the
would like to
have seen
online text as a PDF.
A glossary, and additional options for assessment.

Thoughts on As a teaching resource there are sufficient activities

using it: when used with other text books. A. Great teaching resource as it provides a variety
A. As a I found that I didn’t use it much as a teaching resource of activities, to be completed in a variety of ways
teaching for topic 1. I did use a couple of activities that the (individual, group work, written, oral).
resource? students found interesting; however, as it did not align B. Great student text that helps student build their
B. As a with what was being taught I could not use it. capacity to understand the content and complete
student As a student textbook it provides plenty of information if the assessment.
textbook? it is the only prescribed text for the class.

The English Teachers Association of Queensland