 Assessment Type 1: Text Analysis (35%)  three or four responses  at least one oral (maximum of 5 minutes), or multimodal form of equivalent length  at least one written (maximum of 800 words)  Assessment Type 2: Text Production (35%)  four text productions  at least one oral (maximum of 5 minutes), or multimodal form of equivalent length  at least one written (maximum of 800 words)

 Assessment Type 3: Language Study  one independent study, maximum of 2000 words  primary focus is the use of language by a group or people in a chosen context, which may be local or virtual, and may have national and global connections  Students could reflect on:  the use of specialised vocabulary in texts or a context such as a workplace;  the effect of context on appropriate language choice;  the role of language in establishing individual or group identity;  how language choice is determined by the expectations of the audience

 Texts should be chosen from at least two of the following three text types:  an extended prose, verse, or electronic text (e.g. a novel, a graphic novel, a short story collection, an instructional manual, a biography)  a visual or media text (e.g. a display advertisement, a web page, a film, a documentary, a training text)  a creative/aesthetic text (e.g. poetry, song lyrics, a dramatic performance).

 The texts should achieve at least two of the following purposes:  To entertain or engage a reader or listener (e.g. an imaginative or informational narrative text)  To persuade or communicate a point of view (e.g. an editorial, a blog, a documentary, etc.)  To communicate observations or information (e.g. a report, a review, a web page, a recount, a television news report or a documentary, etc.)

 Responses to texts could include:  an oral presentation with visual images  a creative response such as a first-person narrative  a review of a film or print text  an essay  a website  a monologue

 Students provide evidence of their learning in Text Analysis according to the following assessment design criteria:  knowledge and understanding  analysis  application  communication

 Students produce texts that achieve at least two of the following three purposes, which are to: 1. entertain or engage a reader or listener by composing e.g.:  an imaginative narrative that is linked to a concern or an issue  a speech to be given at a workplace, a sports event, a social gathering, or a formal event 2. persuade or communicate a point of view by composing e.g.:  a digital text such as a blog or series of web pages advocating a point of view or position  a speech advocating the point of view of an individual or a cause 3. communicate observations or information by composing e.g.:  a dramatic monologue that communicates information or observations about an event, an emotion, or an issue  a newspaper or magazine article that describes a social, political, or sporting event

 an advocacy website  a letter of application  a formal  a weblog (blog)  a poem  a monologue  a formal speech  a written narrative  an interactive children’s story  an imaginative hypertext  instructions describing a process  a visual essay on a topic of interest The texts produced could include:

 Students provide evidence of their learning in Text Production according to the following assessment design criteria:  knowledge and understanding  application  communication

 Students need to develop a clearly defined focus for their language study, but it could be based on one of the following contexts:  workplace or training  virtual social networking  volunteering  a community interest (e.g. sport)  educational  cultural

 The ways in which audience expectations influence the use of language.  How technology is used to facilitate communication.  The extent to which group or individual identity is formed or maintained through language.  The use of language for aesthetic purposes.  The effectiveness of the combination of different elements of texts to communicate ideas, instructions, or information.  The extent to which concepts such as politeness or appropriateness moderate use of language.  The use of specialised language or terms that include some people but exclude others.  The extent to which the choice and use of language have changed over time.  The community’s use of words or phrases from other languages.  The extent to which globalisation has caused changes to the use of language in the community.  Regional impacts on the use of language in the community.  Ways in which language or texts may support or restrict the participation of marginalised groups in the community. Students could use one or more suggestions to structure their study:

 Students provide evidence of their learning in the Language Study according to the following assessment design criteria:  knowledge and understanding  analysis  application  communication

Term Assessment components / texts SUMMATIVE TASKS Weightings 1 Text Production #1: to communicate observations or information Photo story 8% 1 Text Analysis #1: Trash (novel)Analytical essay 8% 2 Text Production #2: to entertain or engage a reader or listener Radio documentary 10% 2 Text Production #3: to persuade or communicate a point of view Employment, scholarship or grant application 10% 2 Text Analysis #3: Waltz with Bashir (feature film P3 ) DVD commentary 10% 3 Text Analysis #4: Starship Troopers (feature film P1 ) Three short film reviews promoting alternative ‘readings’ 12% 3 Text Production #4: To communicate observations or information Parody 12% SCHOOL ASSESSMENT Sub-total 70% 4 EXTERNAL ASSESSMENT Language Study 30% Total 100