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© Jonathan Scobie 2010 SACE Stage Two English Communications Course structure, organisation and assessment outline.

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Presentation on theme: "© Jonathan Scobie 2010 SACE Stage Two English Communications Course structure, organisation and assessment outline."— Presentation transcript:

1 © Jonathan Scobie 2010 SACE Stage Two English Communications Course structure, organisation and assessment outline

2 Structure and Organisation  In the Text Study, students undertake three tasks responding to three out of the following four text types: an extended prose, verse, or multimodal textan extended prose, verse, or multimodal text (e.g. a novel, graphic novel, short story collection, biography or other non-fiction prose text) a selection of poemsa selection of poems (e.g. anthology, poet study, theme study, song lyrics) a film or a television miniseriesa film or a television miniseries a drama text or a drama performance.a drama text or a drama performance.

3 Structure and Organisation  In the Text Production Study, students undertake four tasks one produced under supervised examination conditionsone produced under supervised examination conditions two produced in either written, oral, or multimodal formstwo produced in either written, oral, or multimodal forms one, accompanied by a writer’s statement explaining decisions made in the process of its production, that is externally assessed as part of the Folio.one, accompanied by a writer’s statement explaining decisions made in the process of its production, that is externally assessed as part of the Folio.

4 Structure and Organisation  In the Communication Study, students undertake: a response to an example of communication (externally assessed as another part of the Folio), where they explore how effectively it met the expectations of its intended audience;a response to an example of communication (externally assessed as another part of the Folio), where they explore how effectively it met the expectations of its intended audience; a comparison of two examples of communication chosen from one of a list of categories (e.g. mass media, advertising, etc.);a comparison of two examples of communication chosen from one of a list of categories (e.g. mass media, advertising, etc.);

5 Structure and Organisation  In the Communication Study, students also undertake: a practical application based on one aspect of language and communication from another list of more precisely defined categories as follows:a practical application based on one aspect of language and communication from another list of more precisely defined categories as follows:  Film-making  Multimedia web authoring  Interacting  Oral Language  Investigating  Workplace writing  Language  Writing for publication Students are required to develop a product and to reflect on its process of development as a specific example of their chosen application.

6 Assessment Overview  School-based Assessment70% Assessment Type 1: Text Analysis(20%) Assessment Type 2: Text Production(20%) Assessment Type 3: Communication Study(30%)  External Assessment30% Assessment Type 4: Folio

7 Assessment Type 1: Text Analysis   Weighted at 20%, this component has three tasks: 1. 1.Analytical essay on feature film text (class choice)   total word-count up to a maximum of 1000 words 2. 2.Creative response to extended prose text (class choice)   total word-count up to a maximum of 1000 words 3. 3.Group based oral response to drama performance: The Misanthrope (State Theatre C o. production for 2011 season)   oral presentation up to a maximum of 6 minutes

8 Assessment Type 1: Text Analysis   For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: knowledge and understanding analysis application communication

9 Assessment Component 2: Text Production  Weighted at 20%, this component has three tasks that each produce a text achieving one of the following purposes: 1.To entertain or engage a reader or listener  Suggested forms: narrative, play script, dramatic monologue, description, or poetry. 2.To persuade or communicate a point of view  Suggested forms: expository piece, letter, or campaign speech. 3.To communicate observations or information  Suggested forms: report, recount, or newspaper report. Written texts maxima are 1000 words and an oral text 6 minutes

10 Assessment Component 2: Text Production  Two texts will be produced as 90-minute supervised writing tasks under test conditions, but the weakest will be redrafted.  The two (re)drafted texts can be in written, oral, or multimodal form.  For this assessment type, students provide evidence of their learning primarily in relation to the criteria: knowledge and understandingknowledge and understanding applicationapplication communicationcommunication

11 Assessment Component 3: Communication   Weighted at 30%, this component has two tasks: 1. 1.a comparative analysis of two texts from one of five categories of communication 2. 2.one practical application from a choice of eight categories of communication   For this assessment type, students provide evidence of their learning in relation to the assessment criteria:   knowledge and understanding   analysis   application   communication.

12 Assessment Component 3: Communication Written comparison Research a news story and write an analytical essay comparing its reporting by TV and print media   A maximum 1000 word written response or 6 minute oral; a multimodal response should be of equivalent length. The five categories of communication are:   mass-media communication   personal communication   business communication   computer-mediated communication   advertising.

13 Assessment Component 3: Communication Practical application Drawing on knowledge, skills, strategies and understanding gained from their studies, students demonstrate their ability to use language for a particular purpose in one aspect of language and communication Each Application type involves:   Research into a form of communication   Development & completion of a product   Reflection (written or oral) on the process

14 Assessment Component 3: Communication The eight application study options are: 1.Film-making 2.Interacting 3.Investigating 4.Language 5.Multimedia Web Authoring 6.Oral Language 7.Workplace Writing 8.Writing for Publication

15 Assessment Component 4: Folio   Weighted at 30%, this component has two parts: 1. 1.Response to an Example of Communication 2. 2.Text Production with Writer’s Statement Students are expected to develop their folio in the later part of the program and reflect on their learning about the process and products of communication. Students draw on learning from, but should not use texts read or created in, other parts of the program. The writing in the folio should be a maximum of 2000 words.

16 Assessment Component 4: Folio – Part 1 Response to an Example of Communication The example could be a literature text (short story, novel, poem or film) or a text used to communicate an idea or information (transcript of a speech, a letter, a display, an advertisement, etc.)The example could be a literature text (short story, novel, poem or film) or a text used to communicate an idea or information (transcript of a speech, a letter, a display, an advertisement, etc.) In exploring how it meets the expectations of its intended audience, students shouldIn exploring how it meets the expectations of its intended audience, students should  comment on the language techniques used by the creator(s) of the text to appeal to its audience,  demonstrate knowledge and understanding of the stylistic features of the text, and their effects on reader or listener.  display knowledge of the context(s) that influenced the construction, and possible interpretations, of the text.

17 Assessment Component 4: Folio – Part 2 Text Production with Writer’s Statement Students compose a written text and a writer’s statement in which they outline their intentions and reflect on the process used to produce the text.Students compose a written text and a writer’s statement in which they outline their intentions and reflect on the process used to produce the text. In the statement students explain the creative decisions they made in the process of writing, discussing, for example:In the statement students explain the creative decisions they made in the process of writing, discussing, for example:  their reasons for choosing the form and the way it suited the purpose and met the needs and expectations of the intended audience.  the structural, conventional, and language techniques used in the writing. The piece of text produced can be creative (e.g. a narrative or expository piece) or functional (e.g. a piece of writing for a technical journal).The piece of text produced can be creative (e.g. a narrative or expository piece) or functional (e.g. a piece of writing for a technical journal).

18 Assessment Component 4: Folio   For this external assessment type, students provide evidence of their learning in relation to the following assessment design criteria:   knowledge and understanding   analysis   application   communication.

19 Performance Standards for Stage 2 English Communications Knowledge and Understanding AnalysisApplicationCommunication A Detailed and comprehensive knowledge and understanding of the ways in which a wide variety of texts are shaped by the conventions of a particular form of expression or communication. Knowledge and understanding of the ways in which creators and readers of familiar and unfamiliar texts use a range of language techniques and strategies to make meaning. Detailed knowledge and understanding of the ideas and themes in familiar and unfamiliar texts. Knowledge and understanding of a wide range of ways of defining and attracting a target audience for familiar and unfamiliar texts and examples of communication. Perceptive analysis of a range of ways in which authors use the conventions of different text types to influence opinions and decisions in familiar and unfamiliar contexts. Analysis of complex connections between personal ideas, experiences, values, and beliefs, and those explored in familiar and unfamiliar texts. Comprehensive and analytical understanding of the ideas, experiences, values, and beliefs explored in a range of familiar and unfamiliar texts. Use of a wide range of language skills and techniques to create sophisticated and coherent texts that address the meaning and intention of the task. Detailed and appropriate use of evidence from texts to support responses, with textual references incorporated fluently. Skills in using the structural, conventional, and textual features of text types for a range of familiar and unfamiliar contexts, audiences, and purposes. Versatile and creative production of texts for a variety of familiar and unfamiliar contexts, audiences, and purposes. Fluent and precise writing and speaking, using appropriate style and structure for a range of mainly unfamiliar audiences and contexts. Appropriate use of language to convey mostly complex meaning in a range of unfamiliar contexts.

20 SACE Word-count Policy The SACE Word-count Policy states that all words used in the body of the text are counted for assessment purposes. This includes all words that the assessor reads, from the beginning of the introduction to the end of the conclusion.  The word-count includes: headingsheadings direct quotationsdirect quotations in-text referencesin-text references footnotes that are used as explanatory notes.footnotes that are used as explanatory notes.  The word-count does not include: the title/question pagethe title/question page the contents pagethe contents page words in tables, flow charts, graphs, and diagramswords in tables, flow charts, graphs, and diagrams the reference list or bibliography (including footnotes that are used as references)the reference list or bibliography (including footnotes that are used as references) appendixesappendixes

21 Moderation TimeActivityComment By end of Wk 4, Term 1 Assessment plan Teachers send assessment plans to support moderators. By end of Wk 5, Term 2 Support moderation Moderators will confirm arrangements with schools about sending samples of student work. Tuesday 2 nd November Final central moderation begins (result sheets due) Every teacher will be required to send samples of student work that include: communication communication text response text response text production text production two applications. two applications. These will be complete.

22 Moderation  DOCUMENTATION FOR ALL OF YOUR COURSE WORK MUST BE KEPT Completed assignments (including task / context sheets)Completed assignments (including task / context sheets) DraftsDrafts Audio, electronic and visual data recordings of orals, multimedia presentations etc.Audio, electronic and visual data recordings of orals, multimedia presentations etc.  There will be a dedicated filing cabinet in RHG01 for this purpose


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