Transcript Ass`t outline

SACE Stage Two
English Communications
Course structure, organisation
and assessment outline
© Jonathan Scobie 2010
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 text
(e.g. a novel, graphic novel, short story collection,
biography or other non-fiction prose text)
• a selection of poems
(e.g. anthology, poet study, theme study, song lyrics)
• a film or a television miniseries
• a drama text or a drama performance.
Structure and Organisation

In the Text Production Study, students
undertake four tasks
• one produced under supervised examination
conditions
• two 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.
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 comparison of two examples of
communication chosen from one of a list of
categories (e.g. mass media, advertising,
etc.);
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: 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.
Assessment Overview

School-based Assessment
70%
Assessment Type 1: Text Analysis
(20%)
Assessment Type 2: Text Production
(20%)
Assessment Type 3: Communication Study (30%)

External Assessment
Assessment Type 4: Folio
30%
Assessment Type 1: Text Analysis

Weighted at 20%, this component has
three tasks:
1. Analytical essay on feature film text (class
choice)

total word-count up to a maximum of 1000 words
2. Creative response to extended prose text
(class choice)

total word-count up to a maximum of 1000 words
3. Group based oral response to drama
performance: The Misanthrope (State
Theatre Co. production for 2011 season)

oral presentation up to a maximum of 6 minutes
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
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
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 understanding
• application
• communication
Assessment Component 3:
Communication

Weighted at 30%, this component
has two tasks:
1. a comparative analysis of two texts from one
of five categories of communication
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.
Assessment Component 3:
Communication
1.
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.
Assessment Component 3:
Communication
2.
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
Assessment Component 3:
Communication
The eight application study options are:
1.
2.
3.
4.
5.
6.
7.
8.
Film-making
Interacting
Investigating
Language
Multimedia Web Authoring
Oral Language
Workplace Writing
Writing for Publication
Assessment Component 4: Folio

Weighted at 30%, this component
has two parts:
1. Response to an Example of Communication
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.
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.)
• In 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.
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.
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).
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.
Performance Standards for Stage 2
English Communications
A
Knowledge and
Understanding
Analysis
Application
Communication
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.
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.
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.
Fluent and precise writing
and speaking, using
appropriate style and
structure for a range of
mainly unfamiliar
audiences and contexts.
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.
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.
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.
Appropriate use of
language to convey mostly
complex meaning in a
range of unfamiliar
contexts.
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:
•
•
•
•
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headings
direct quotations
in-text references
footnotes that are used as explanatory notes.
The word-count does not include:
•
•
•
•
the title/question page
the contents page
words in tables, flow charts, graphs, and diagrams
the reference list or bibliography (including footnotes that are used as
references)
• appendixes
Moderation
Time
Activity
Comment
By end of Wk 4, Term 1
Assessment plan
By end of Wk 5, Term 2
Support
moderation
Moderators will confirm arrangements
with schools about sending samples of
student work.
Tuesday 2nd November
Final central
moderation
begins (result
sheets due)
Every teacher will be required to send
samples of student work that include:
• communication
• text response
• text production
• two applications.
These will be complete.
Teachers send assessment plans to
support moderators.
Moderation

DOCUMENTATION FOR ALL OF YOUR
COURSE WORK MUST BE KEPT
• Completed assignments (including task
/ context sheets)
• Drafts
• Audio, electronic and visual data
recordings of orals, multimedia
presentations etc.

There will be a dedicated filing
cabinet in RHG01 for this purpose