Wyong High School Standard English: and Assessment Tasks 2014
Wyong High School Standard English: and Assessment Tasks 2014
Wyong High School Standard English: and Assessment Tasks 2014
Standard English
Preliminary Course
Overview
and
Assessment Tasks
2014
2 Assessment Task 2
Preliminary Half-
Yearly
Examinations
3 Module A
Prose Fiction or
Drama
7 Assessment Task 4
Speech/Visual Rep
Complete Module B
8 Revision for
examinations
9 Preparation for
Assessment Task 1 Assessment Task 5
Preliminary Yearly
Examinations
10 Assessment Task 3
Assessment Task 1 Listening/Writing
Feature Article
11 Complete Module A
Prose Fiction or
Drama
AREA OF STUDY
In the Area of Study, students explore and examine relationships between language and text, and
interrelationships among texts. They examine closely the individual qualities of texts while considering
the texts relationship to the wider context of the Area of Study. They synthesise ideas to clarify meaning
and develop new meanings. They take into account whether aspects such as context, purpose and
register, text structures, stylistic features, grammatical features and vocabulary are appropriate to the
particular text.
This Area of Study requires students to explore the ways in which the concept of Changing Self is
considered and expressed in and through texts.
In their responses and compositions students examine, question and reflect on:
their observation and understanding of the portrayed events, people, ideas and societies that they
encounter in and through the prescribed text and the texts of their own choosing related to the Area of
Study
The assumptions underlying the representations of changing self
The ways in which they perceive the world through texts and speculate about it
The ways they consider and express their own changing self experiences
Students consider and study ONE prescribed text (Film) and additional related texts (at least TWO) of
their own choosing.
The Area of Study is focussed on the central concept of Changing Self. Through this focus, students
explore the ways in which texts depict changing self. It requires students to focus on the ways in which
texts and, more specifically, the language and construction of texts, helps the student in their
understanding of the concept of Changing Self. Changing Self is a process, not necessarily an end in
itself. Therefore students need to explore Changing Self through a comparative look at the two states
(the before and after change) and also focus on what is undergone or experienced in order to bring
about the change. Analysis of the Prescribed Text and Related Texts should focus on how meaning is
made, therefore students learn how to deconstruct texts, in terms of their purpose and audience, and
the forms, features and structures of language.
Students are required to supplement this study with texts of their own choosing (at least TWO) related
to the Area of Study
This module requires students to explore a variety of texts that deal with the effects of society on
individual experience which can be both positive and negative. Society can be viewed in terms of
institutions or power plays within society. Students will respond to and compose a range of texts that
demonstrate protest and compliance. They will examine the features of texts that show knowledge,
attitudes and beliefs relating to society and the individual experience.
Students study ONE prescribed text from either Prose Fiction or Drama.
Students are required to supplement this study with texts of their own choosing (at least TWO) related
to the Module.
This module requires students to engage in detailed analysis of a text. It develops students
understanding of how ideas, forms and language of a text interact within the text and may affect those
responding to it. Students examine and explore the prescribed selection from the works of ONE poet,
analysing the individuality of each poem and draw conclusions about the nature and concerns of the
poets work.
Students study a prescribed selection of poems from the works of ONE poet.
Preliminary HSC
4. A student identifies and describes 4. A student describes and analyses the ways
language forms and features and that language forms and features, and
structures of particular texts that shape structures of texts shape meaning and
meaning and influence responses. influence responses.
6. A student engages with a wide range of 6. A student engages with the details of text
texts to develop a considered and in order to respond critically and personally.
informed
personal response.
7. A student selects appropriate language 7.A student adapts and synthesises a range
forms and features, and structures of of textual features to explore and
texts to explore and express ideas and communicate information, ideas and values
values. for a variety of purposes, audiences and
contexts.
8. A student articulates and represents own 8.A student articulates and represents own
ideas in critical, interpretive and ideas in critical, interpretive and imaginative
imaginative texts. texts from a range of perspectives.
11. A student draws upon the imagination to 11. A student draws upon the imagination to
transform experience into text. transform experience and ideas into text,
demonstrating control of language.
12. A student reflects on own processes of 12. A student reflects on own processes of
responding and composing. responding and composing.
13. A student reflects on own processes of 13. A student reflects on own processes of
learning. learning.
Course Requirements
The number and content of Areas of Study are not prescribed in the Preliminary
English (Standard) course. Teachers design Areas of Study that will, in length,
content and focus, provide an appropriate language learning environment for
students.
Electives
The electives require students to explore the ways particular texts, forms, media,
contexts or aspects of language shape meaning.
P 245679 P 4 6 7 10 11 P12457 P 7 8 10 12 13 P 1 2 4 5 6 7 8 10 11
Task Type: Task Type: Task Type: Task Type: Task Type:
Reading/writing Half-Yearly Listening/Writing Visual Rep. / Yearly Examination
/visual rep. Examination Speaking/Writing
Assessment Syllabus
Syllabus Weightings
Components
Listening 15% 15
Speaking 15% 15
Reading 25% 10 5 10
Writing 30% 10 5 5 10
T1 Week 10 2014 T2 Weeks 1-2 2014 T2 Week 10 2014 T3 Week 7 2014 T3 Weeks 9/10
WYONG HIGH SCHOOL - PRELIMINARY 2014 ASSESSMENT TASK 1
You have been considering and exploring the issue of Change in your Area of Study. You have
developed a number of understandings about the concept of Change based on written,
spoken and visual texts.
As a journalist, compose a feature article for a magazine about Change in which you
communicate your understanding of Change. In your article you should explain how the
prescribed text and the TWO related texts are connected to the issue of Change and how
they are composed. You should note their relationship to each other. Your feature article
should address a broad understanding of Change.
Length: Write approximately 1,000 words. Remember to give your feature article a title.
You must also select a relevant graphic to accompany the article. You may draw/design this
yourself or you may choose a cartoon, photograph or image.
N.B. You will not be assessed on the artistic merit of the graphic that you include, but on its
relevance to the content of the article.
ASSESSMENT CRITERIA
N.B.:
N.B. IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK BY THE
SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/SATISFACTORY MANNER WILL
RESULT IN AN N-AWARD WARNING LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU
MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD
TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
2014 PRELIMINARY ENGLISH ASSESSMENT TASK 1 - MARKING GUIDELINES
Area of Study: Changing Self - FEATURE ARTICLE
Section III Area of Study Changing Self and ONE related text.
Prescribed texts:
Sections II and III will ask for an extended response, in a nominated text type e.g.
speech, essay, feature article, letter etc. to a particular question.
OUTCOMES ASSESSED: 1, 2, 4, 5, 7
Question 1
Students will listen, view and respond to a panel discussion and answer questions about its
language forms and features and their effects on the audience. Students will reveal their
understanding of how advertising is used to manipulate individuals in society.
Question 2
Extended response: While we are a part of society, we have to make choices. How does this
statement relate to the text that you have studied in class?
OUTCOMES TO BE ASSESSED
A student demonstrates understanding of the relationship between composer, responder, text
and context.
A student identifies and describes relationships among texts
A student identifies and describes language forms and features and structures of particular texts
that shape meaning and influence responses.
A student describes the ways different technologies and media of production affect the language
and structures of particular texts.
A student selects appropriate language forms and features, and structures of texts to explore
ideas and to express values
MARKING GUIDELINES
Listening Component 15 marks
The mark received and the potential mark will be recorded next to the students response to each
question.
Criteria Marks
Demonstrates an insightful understanding of the impact of society on the
individual.
Demonstrates a perceptive knowledge of how meaning is shaped in a text. Gives a 5
detailed analysis of how techniques create meaning.
Demonstrates a sophisticated ability to organise, develop and synthesise ideas
using language appropriate to audience, purpose and form.
Demonstrates a well-developed understanding of the impact of society on the
individual.
Demonstrates a well-developed knowledge of how meaning is shaped in a text.
Discusses effectively how several techniques are used to create meaning. 4
Demonstrates a competent ability to organise, develop and synthesise ideas using
language appropriate to audience, purpose and form.
Demonstrates a sound understanding of the impact of society on the individual.
Demonstrates some knowledge of how meaning is shaped in a text. Attempts to
discuss the effectiveness of at least one technique. May list techniques.
Demonstrates some ability to organise, develop and synthesise ideas using 3
language appropriate to audience, purpose and form.
Demonstrates a limited understanding of the impact of society on the individual.
Demonstrates a limited knowledge of how meaning is shaped in a text. May list
techniques.
Demonstrates a limited ability to organise, develop and synthesise ideas using 2
language appropriate to audience, purpose and form.
Demonstrates an elementary understanding of the impact of society on the
individual.
Demonstrates an elementary knowledge of how meaning is shaped in a text. May
not attempt to name or discuss the effectiveness of any techniques. 1
Demonstrates an elementary ability to organise, develop and synthesise ideas
using language appropriate to audience, purpose and form.
No attempt, a virtual non-attempt, a non-serious attempt. 0
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON THE
SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER WILL
RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS THE
TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD TEACHER ON
THE FIRST DAY OF YOUR RETURN TO SCHOOL.
Task Description
This is a three (3) part assessment task. You will only receive marks for the parts that you submit.
You are required to create a visual representation that represents one of the poems studied during this
module.
Your visual representation should be based on ONE poem by the poet you have studied in class. The
visual representation should reflect the THEMES (at least 2 themes but no more than 3 themes)
explored in the poem.
Your visual representation should be a minimum of A4 in size and no bigger than a standard sheet of
cardboard. Your visual representation must NOT be 3-dimensional, it must be flat.
You are required to compose an extended piece of writing in the speech text type. Your written
response should be approximately 1-1 A4 (12 point font-Arial, single-spaced) typed pages and when
spoken should go for three (3) minutes. Your response must not be more than 1 pages in length. Any
information after this point WILL NOT be marked.
1. Explain how the techniques used in the visual representation relate to the themes of the
chosen poem
2. Explain why you selected your chosen techniques to create your visual representation
3. Discuss how the poet presents these themes
4. Comment on the poets perspective as delivered through the poem
You are required to present a 3 minute speech in which you are assessed on the manner and time in
which you present your written response. Your response must not go longer than 3 minutes. Any
information after this point WILL NOT be marked. Your speech must be based on your written speech.
Keep a copy of your speech for your spoken presentation. Palm cards are suggested.
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON
THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY
MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY
SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE
ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
MARKING GUIDELINES
WRITTEN RESPONSE (SPEECH TEXT TYPE)
Criteria Mark
Demonstrates an extensive understanding of the themes/images of the poem
Demonstrates an extensive understanding of the poets purpose
Demonstrates an extensive understanding of the techniques used in the poem 10-9
Organises, develops and expresses ideas extensively using language appropriate to
audience, context and form
Demonstrates a thorough understanding of the themes/images of the poem
Demonstrates a thorough understanding of the poets purpose
Demonstrates a thorough understanding of the techniques used in the poem 8-7
Organises, develops and expresses ideas thoroughly using language appropriate to
audience, context and form
Demonstrates a sound understanding of the themes/images of the poem
Demonstrates a sound understanding of the poets purpose
Demonstrates a sound understanding of the techniques used in the poem 6-5
Organises, develops and expresses ideas soundly using language appropriate to
audience, context and form
Demonstrates a basic understanding of the themes/images of the poem
Demonstrates a basic understanding of the poets purpose
Demonstrates a basic understanding of the techniques used in the poem 4-3
Organises, develops and expresses ideas basically using language appropriate to
audience, context and form
Demonstrates a limited understanding of the themes/images of the poem
Demonstrates a limited understanding of the poets purpose
Demonstrates a limited understanding of the techniques used in the poem 2-1
Organises, develops and expresses ideas partially using limited language and form
Non-attempt/Non-serious Attempt 0
Comments:
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SPOKEN PRESENTATION
Criteria Mark
Stance 0 1 n/a
Comments:
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VISUAL REPRESENTATION
Criteria Mark
Demonstrates an extensive ability to shape a visual representation appropriate to purpose, 5
audience and content. The visual representation shows evidence of originality and flair.
Comments:
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SECTION 1: Reading Comprehension based on the Area of Study, Changing Self. In this
question you will be required to respond to a range of texts and to answer questions on
language, composers techniques and the effectiveness of these techniques. (Allow 35
minutes)
SECTION 2: Creative Writing can be in a range of texts types and will focus on the Area of
Study, Changing Self. (Allow 35 minutes)
SECTION 3:
Module A
SECTION 4:
Module B