English Faculty 2014

Internal Assessment ResourceAchievement Standard English 90852: Explain significant connection(s) across texts, using supporting evidenceResource Reference: English 1.8AResource Title: Building BridgesCredits: 4Teacher guidelinesThe following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.Teachers need to be very familiar with the outcome being assessed by Achievement Standard English 90852. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.Context/settingIn this activity, students will choose from no more than three texts studied in class and must also choose at least one text themselves. All four of these texts must be linked thematically under the Year 11 umbrella theme of challenges. Students may identify more than one connection across some of their texts. Texts may be written, oral, and/or visual and may be selected from one or several text types.Texts should be appropriate to level 6 of The New Zealand Curriculum, or have characteristics that enable students to meet the expected level of discussion. However, it may in some cases be appropriate for the teacher to include a text below the appropriate curriculum level 6, in order to develop a broad and interesting range of texts relevant to the focus of the study.

ConditionsStudents can read texts, collect information and develop ideas for the assessed report both in and out of class time.Teachers will need to schedule checkpoints to ensure authenticity.The presentation should be primarily produced in class time to ensure authenticity.Before assessment begins, teachers should guide students through the process of exploring texts, reading for meaning, locating relevant information and considering the ways that texts may be connected.Teachers should introduce the study of connections at an early stage of the years programme to ensure that students are able to keep records of texts studied and possible connections.Teachers should not provide detailed notes on textual connections or teach to the assessment as they discuss texts in class. It is essential that, as part of the assessment, students independently make their own connections and draw their own conclusions.Where student work is to be presented for assessment, constructive feedback should not compromise authenticity, but teachers can validly make suggestions about areas where further development is needed.Students should have the opportunity to receive feedback, edit, revise and polish their work before assessment judgements are made.Resource requirementsStudents will need, independently, to choose at least one text which demonstrates connections to the texts explored in class.Additional informationThe mode in which students present their understandings of connections could be assessed against other standards such as those for writing, oral presentation, and visual text. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for each assessment is developed sufficiently in order to meet the criteria for each standard. In all such cases, teachers should refer closely to each relevant standard, including the Explanatory Notes and the Conditions of Assessment Guidelines.

Internal Assessment Student Resource 2014

Achievement Standard English 90852: Explain significant connection(s) across texts, using supporting evidenceResource Reference: English 1.8Resource Title: Building BridgesCredits: 4AchievementAchievement with MeritAchievement with Excellence

Explain significant connection(s) across texts, using supporting evidence.Convincingly explain significant connection(s) across texts, using supporting evidence.Perceptively explain significant connection(s) across texts, using supporting evidence.

Student InstructionsDuring your English class programme, you will have studied a variety of written, oral and visual texts with your teacher. You will have completed a wide range of activities in class, which will help you to understand and respond to the texts. Your teacher will also give you opportunities to identify, discuss and explain important connections between texts.Learning to make connections between texts that you read can help you to become a better reader and a deeper thinker.Activity One: Choosing a theme (not assessed)Your teacher will discuss, with the class, a wide range of ideas and possibilities for a choice of topic or theme for this activity which stems from the Year 11 umbrella theme of challenges.Suggestions for this topic or theme may arise from books that class members have read, films that have been viewed, favourite songs, television programmes or other class work that has been studied.You will need to choose at least three texts you have studied in class, and must also include at least one text that you have selected independently. Your teacher will guide you in your choice of the independent text to make sure that your text is at an appropriate level. You must include at least four texts in total. You will present a report, which shows how all your texts are connected thematically.

Activity Two-Exemplars As part of your preparation for this assessment, you will discuss examples of theme connections reports. You need to examine them to see what makes them effective and what could be done to improve them. Please note: You cannot use any material from exemplars you are given in your own report.

Activity Three: Keeping a record of the texts you read (not assessed)Draw up a record sheet so that you can record, over the course of the year, some evidence of how your texts are connected to your chosen theme. Resource A shows the kind of statements you could make. Remember this is only an example. You will need to make more entries than are shown here.

Activity Four: Presenting your explanation of significant connection(s) (assessed)Using the significant connection across texts which you have chosen, write a report (which is at least 350 words long) in which you:identify the connection which is significant across your textsexplain how the connection is significant across your texts by expressing your ideas about the connectiongive evidence that includes reference to specific and relevant details from each text which illustrates the connection across your texts.Note: You may identify more than one connection across some of the texts.Your report should:begin with an introduction that identifies your texts and the connection between your textsexplain how each individual text is connected to the theme and/or the other texts.As you draft your report, you may wish to consider using paragraph starters such as the following:A similar thing happens in Another character who This situation is similar to This situation reminds me of Another text which This aspect is also seen in There is such a similar situation in There is a clear connection in These texts reveal the significance of To Achieve, your report must:be at least 350 words in lengthrefer to at least four texts (at least one of which you have chosen)identify and explain one or more ideas about significant connections across your textsgive evidence that includes reference to specific and relevant details from each text and that illustrates the connection across your texts.To achieve with Merit your report must:be at least 350 words in lengthrefer to at least four texts (at least one of which you have chosen)identify and convincingly explain one or more ideas about significant connection across your texts, making clear points that develop understandings about the connections being addressedgive evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.To achieve with Excellence your report must:be at least 350 words in lengthrefer to at least four texts (at least one of which you have chosen)identify and perceptively explain one or more ideas about significant connections across your texts, making clear points that develop understandings that show some insight or originality in thought or interpretationgive evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.

Resource A: 1.8 Theme Study Recording Evidence and Examples

You will find it easier to put together your final assessment, if you collect evidence as you read your texts and put it into a chart like the one below. You should complete this form for each text you read/view.Theme:

Text type:Title of text:Author/ Director:

Example(s) showing connection to theme

Eg: if you can learn a simple trick, Scout, youll get along better with all kinds of folks. You never really understand a person until you consider things from his point of viewMockingbirds dont do one thing but make music for us to enjoy. They dont eat up peoples gardens, dont nest in corncribs, they dont do one thing but sing their hearts out for us. Thats why its a sin to kill a mockingbird.

Explanation of how the evidence is connected to the theme

Eg: Scouts father is teaching her how she can stay out of trouble and be a better person by showing tolerance and understanding of others.The mockingbird is like an innocent person, it doesnt harm anyone. The author wants to show the reader that people who hurt peaceful creatures show their lack of tolerance and compassion for humanity.

My ideas about the connection.

Eg: I admire Scouts fathers determination to change the attitude of his children and his community. He is a good role model and I think it is important to teach tolerance and the best place to start is at home. There is an interesting relationship between lack of tolerance and racism.This is similar to some of my other texts where

Assessment schedule: English 90852 Building BridgesEvidence/Judgements for AchievementEvidence/Judgements for Achievement with MeritEvidence/Judgements for Achievement with Excellence

The student work explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.Explains significant connection(s) across texts, using supporting evidence means that the student: identifies and explains one or more ideas about at least one significant connection across at least four texts supports explanations with at least one specific and relevant detail from each text.Connection(s) may include links, commonalities and/or relationships between: knowledge, experience and ideas purposes and audiences language features structures.The student work convincingly explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.Convincingly explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and: makes clear points that develop understandings about the connections being addressed. Some unevenness in the response may be acceptable. This could mean that the student: attempts some reasoned and relevant explanations of the effect of the connection. shows some understanding of relevant text features or aspects, which develop connections. attempts to draw findings together or make thoughtful comments.The student work perceptively explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.Perceptively explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and: makes clear points that develop understandings that show some insight or originality in thought or interpretation. Some unevenness in the response may be acceptable.This could mean that the student: presents a relevant and insightful study of the effect of the connection. shows an insightful understanding of text features or aspects which develop a connection. effectively draws findings together to make new understandings.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

VILLA MARIA COLLEGE 2013 Eng/Working Document 21 March 2014