© Jonathan Scobie 2010

SACE Stage TwoSACE Stage TwoEnglish English

CommunicationsCommunicationsCourse structure, organisation Course structure, organisation

and assessment outlineand assessment outline

Structure and OrganisationStructure and Organisation

In the In the Text StudyText Study, students undertake , students undertake three tasksthree tasks responding to three out of the responding to three out of the following four text types: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, (e.g. a novel, graphic novel, short story collection, biography or other non-fiction prose text)biography or other non-fiction prose text)

• a selection of poemsa selection of poems(e.g. anthology, poet study, theme study, song lyrics)(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.

Structure and OrganisationStructure and Organisation

In the In the Text Production StudyText Production Study, students , students undertake undertake four tasksfour tasks• one produced under supervised examination one produced under supervised examination

conditionsconditions• two produced in either written, oral, or two produced in either written, oral, or

multimodal formsmultimodal forms• one, accompanied by a writer’s statement one, accompanied by a writer’s statement

explaining explaining decisions made in the process of its decisions made in the process of its production, that is externally assessed as part production, that is externally assessed as part of the Folioof the Folio..

Structure and OrganisationStructure and Organisation

In the In the Communication StudyCommunication Study, students , students undertake:undertake:• a response to an example of communication a response to an example of communication

(externally assessed as another part of the (externally assessed as another part of the Folio), where they explore how effectively it Folio), where they explore how effectively it met the expectations of its intended audience;met the expectations of its intended audience;

• a comparison of two examples of a comparison of two examples of communication chosen from one of a list of communication chosen from one of a list of categories categories (e.g. mass media, advertising, etc.);(e.g. mass media, advertising, etc.);

Structure and OrganisationStructure and Organisation

In the In the Communication StudyCommunication Study, students , students also undertake:also undertake:• a practical application based on one aspect of a practical application based on one aspect of

language and communication from another list language and communication from another list of more precisely defined categories as follows:of more precisely defined categories as follows:

Film-makingFilm-making Multimedia web authoringMultimedia web authoring

InteractingInteracting Oral LanguageOral Language

InvestigatingInvestigating Workplace writingWorkplace writing

LanguageLanguage Writing for publicationWriting for publication

Students are required to develop a product and Students are required to develop a product and to reflect on its process of development as a to reflect on its process of development as a specific example of their chosen application.specific example of their chosen application.

Assessment OverviewAssessment Overview

School-based AssessmentSchool-based Assessment 70%70%

Assessment Type 1: Text AnalysisAssessment Type 1: Text Analysis (20%)(20%)

Assessment Type 2: Text ProductionAssessment Type 2: Text Production (20%)(20%)

Assessment Type 3: Communication StudyAssessment Type 3: Communication Study (30%)(30%)

External AssessmentExternal Assessment 30%30%

Assessment Type 4: FolioAssessment Type 4: Folio

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 Weighted at 20%, this component has three tasks that three tasks that eacheach produce a text produce a text achieving one of the following purposesachieving one of the following purposes::1.1. To entertain or engage a reader or listener To entertain or engage a reader or listener

Suggested forms: narrative, play script, dramatic Suggested forms: narrative, play script, dramatic monologue, description, or poetry.monologue, description, or poetry.

2.2. To persuade or communicate a point of view To persuade or communicate a point of view Suggested forms: expository piece, letter, or Suggested forms: expository piece, letter, or

campaign speech.campaign speech.

3.3. To communicate observations or information To communicate observations or information Suggested forms: report, recount, or newspaper Suggested forms: report, recount, or newspaper

report.report.

Written texts maxima are 1000 words and an oral text 6 minutesWritten texts maxima are 1000 words and an oral text 6 minutes

Assessment Component 2:Text Production

Two texts will be produced as 90-minute Two texts will be produced as 90-minute supervised writing tasks under test supervised writing tasks under test conditions, but the weakest will be conditions, but the weakest will be redrafted.redrafted.

The two (re)drafted texts can be in The two (re)drafted texts can be in written, oral, or multimodal form.written, oral, or multimodal form.

For this assessment type, students For this assessment type, students provide evidence of their learning provide evidence of their learning primarily in relation to the criteria:primarily in relation to the criteria:• knowledge and understandingknowledge and understanding• applicationapplication• communicationcommunication

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:1.1. Film-makingFilm-making2.2. InteractingInteracting3.3. Investigating Investigating 4.4. LanguageLanguage5.5. Multimedia Web Authoring Multimedia Web Authoring 6.6. Oral LanguageOral Language7.7. Workplace WritingWorkplace Writing8.8. Writing for PublicationWriting 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.The writing in the folio should be a maximum of 2000 words.

Assessment Component 4: Folio – Part 1

Response to an Example of CommunicationResponse to an Example of Communication• The example could be a literature text (short The example could be a literature text (short

story, novel, poem or film) or a text used to story, novel, poem or film) or a text used to communicate an idea or information communicate an idea or information (transcript of a speech, a letter, a display, an (transcript of a speech, a letter, a display, an advertisement, etc.)advertisement, etc.)

• In exploring how it meets the expectations of In exploring how it meets the expectations of its intended audience, students shouldits intended audience, students should comment on the language techniques used by the comment on the language techniques used by the

creator(s) of the text to appeal to its audience, creator(s) of the text to appeal to its audience, demonstrate knowledge and understanding of the stylistic demonstrate knowledge and understanding of the stylistic

features of the text, and their effects on reader or listener. features of the text, and their effects on reader or listener. display knowledge of the context(s) that influenced the display knowledge of the context(s) that influenced the

construction, and possible interpretations, of the text.construction, and possible interpretations, of the text.

Assessment Component 4: Folio – Part 2

Text Production with Writer’s StatementText Production with Writer’s Statement• Students compose a written text and a writer’s Students compose a written text and a writer’s

statement in which they outline their intentions and statement in which they outline their intentions and reflect on the process used to produce the text. reflect on the process used to produce the text.

• In the statement students explain the creative In the statement students explain the creative decisions they made in the process of writing, decisions they made in the process of writing, discussing, for example:discussing, for example: their reasons for choosing the form and the way it suited their reasons for choosing the form and the way it suited

the purpose and met the needs and expectations of the the purpose and met the needs and expectations of the intended audience. intended audience.

the structural, conventional, and language techniques the structural, conventional, and language techniques used in the writing.used in the writing.

• The piece of text produced can be creative (e.g. a The piece of text produced can be creative (e.g. a narrative or expository piece) or functional (e.g. a piece narrative or expository piece) or functional (e.g. a piece of writing for a technical journal).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 Performance Standards for Stage 2 English CommunicationsEnglish Communications

Knowledge and Understanding

Analysis Application Communication

AA Detailed and comprehensive Detailed and comprehensive knowledge and understanding of the knowledge and understanding of the ways in which a wide variety of texts ways in which a wide variety of texts are shaped by the conventions of a are shaped by the conventions of a particular form of expression or particular form of expression or communication. communication.

Knowledge and understanding of the Knowledge and understanding of the ways in which creators and readers of ways in which creators and readers of familiar and unfamiliar texts use a familiar and unfamiliar texts use a range of language techniques and range of language techniques and strategies to make meaning.strategies to make meaning.

Detailed knowledge and understanding Detailed knowledge and understanding of the ideas and themes in familiar and of the ideas and themes in familiar and unfamiliar texts. unfamiliar texts.

Knowledge and understanding of a Knowledge and understanding of a wide range of ways of defining and wide range of ways of defining and attracting a target audience for familiar attracting a target audience for familiar and unfamiliar texts and examples of and unfamiliar texts and examples of communication.communication.

Perceptive analysis of a range Perceptive analysis of a range of ways in which authors use of ways in which authors use the conventions of different the conventions of different text types to influence text types to influence opinions and decisions in opinions and decisions in familiar and unfamiliar familiar and unfamiliar contexts.contexts.

Analysis of complex Analysis of complex connections between personal connections between personal ideas, experiences, values, ideas, experiences, values, and beliefs, and those and beliefs, and those explored in familiar and explored in familiar and unfamiliar texts.unfamiliar texts.

Comprehensive and analytical Comprehensive and analytical understanding of the ideas, understanding of the ideas, experiences, values, and experiences, values, and beliefs explored in a range of beliefs explored in a range of familiar and unfamiliar texts.familiar and unfamiliar texts.

Use of a wide range of language skills Use of a wide range of language skills and techniques to create and techniques to create sophisticated and coherent texts that sophisticated and coherent texts that address the meaning and intention of address the meaning and intention of the task.the task.

Detailed and appropriate use of Detailed and appropriate use of evidence from texts to support evidence from texts to support responses, with textual references responses, with textual references incorporated fluently.incorporated fluently.

Skills in using the structural, Skills in using the structural, conventional, and textual features of conventional, and textual features of text types for a range of familiar and text types for a range of familiar and unfamiliar contexts, audiences, and unfamiliar contexts, audiences, and purposes.purposes.

Versatile and creative production of Versatile and creative production of texts for a variety of familiar and texts for a variety of familiar and unfamiliar contexts, audiences, and unfamiliar contexts, audiences, and purposes.purposes.

Fluent and precise writing Fluent and precise writing and speaking, using and speaking, using appropriate style and appropriate style and structure for a range of structure for a range of mainly unfamiliar mainly unfamiliar audiences and contexts.audiences and contexts.

Appropriate use of Appropriate use of language to convey mostly language to convey mostly complex meaning in a complex meaning in a range of unfamiliar range of unfamiliar contexts.contexts.

SACE Word-count PolicySACE Word-count Policy The SACE Word-count Policy states that all words used in the body of 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 the text are counted for assessment purposes. This includes all words that the assessor reads, from the beginning of the introduction to the that the assessor reads, from the beginning of the introduction to the end of the conclusion.end of the conclusion. The word-count includes: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 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 the reference list or bibliography (including footnotes that are used as

references)references)• appendixesappendixes

Moderation

Time Activity CommentBy end of Wk 4, Term 1By end of Wk 4, Term 1 Assessment plan Teachers send assessment plans to Teachers send assessment plans to

support moderators.support moderators.

By end of Wk 5, Term 2By end of Wk 5, Term 2 Support moderation

Moderators will confirm arrangements Moderators will confirm arrangements with schools about sending samples of with schools about sending samples of

student work.student work.

Tuesday 2Tuesday 2ndnd November November Final central moderation begins (result sheets due)

Every teacher will be required to send Every teacher will be required to send samples of student work that include:samples of student work that include:

• • communicationcommunication

• • text responsetext response

• • text productiontext production

• • two applications.two applications.

These will be complete.These will be complete.

Moderation

DOCUMENTATION FOR ALL OF YOUR DOCUMENTATION FOR ALL OF YOUR COURSE WORK MUST BE KEPTCOURSE WORK MUST BE KEPT• Completed assignments (including task / Completed assignments (including task /

context sheets)context sheets)• DraftsDrafts• Audio, electronic and visual data Audio, electronic and visual data

recordings of orals, multimedia recordings of orals, multimedia presentations etc.presentations etc.

There will be a dedicated filing There will be a dedicated filing cabinet in RHG01 for this purposecabinet in RHG01 for this purpose