2010

English Communications

BibleContaining almost everything you need to know in order to get through this

year without your brain imploding.

Do not lose/forget/leave behind/destroy/in any other way mistreat this booklet.

CCONTENTSONTENTS:: Advice and Expectations ………………………………………………… p. 3A Rough Guide ……………………………………………….. p. 5Checklist ……………………………………………….. p. 6Learning Outcomes, Structure and Organisation ……………………….. p. 7Communication Study ……………………………………………….. p. 8Text Response Study ……………………………………………….. p. 10Text Production ……………………………………………….. p. 11Applications ……………………………………………….. p. 12

Application 1 ……………………………………………….. p. 12Application 2 ……………………………………………….. p. 13

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AADVICEDVICE ANDAND E EXPECTATIONSXPECTATIONS This is not ‘the easy English’.

This is a HESS General subject. Expect to work hard. Expect to be marked hard.

Be here! It’s hard for me to help you do well if you’re not here. Even if you’re going to

spend the lesson working in the computer room (which may happen from time to time), first you need to come to me and talk through what you’re going to do.

Be organised If you’ve got into the habit of muddling your way through subjects at year 11,

change that habit now. It won’t work at year 12 level.

Work consistently – don’t waste class time Similar to organisation – if you’ve cruised through past subjects content to just

pass, then change that habit now. Your school year is only just over 30 weeks – you don’t have time to waste.

Every assignment is important for your end of year grade, so letting one piece of work slip by is a BAD IDEA, and to be avoided at all costs.

Be interested and show initiative Not everything you do this year will be fun. You’ll have most success by taking an

active interest in your assignments and putting lots of thought into how you are going to do them. You might not like doing oral presentations, for example. Bad luck. There are at least three this year that you have to do, and they affect your final grade significantly. Suck it up and soldier on.

Draft – and re-draft I try to give you time to work on making your assignments the best they can be.

Take advantage of it! It’s hard for me to help you achieve your best if you only ever show me what you think is a finished product.

Put effort into the oral presentations They are worth just as much as the written assignments, so put a lot of work into

them. It is recommended for the orals that you utilise another ‘medium’ in order for you

to present your ideas more effectively:o Powerpoint presentationo Handoutso Overhead projector sheetso Music in the backgroundo Posters or a displayo Fancy dresso Or other…

Your presentations can be recorded, rather than presented live. There are several ways to do this – I’m happy to talk with you about them.

Keep EVERYTHING

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When moderation time comes at the end of the year I’ll need to send examples of your work to be moderated. Keep it all, and keep it organised.

Submitting work Hand up all work on time. Falling behind is the first step on the road to disaster. Hand up paper copies of all assignments. This includes notes for orals. In case you manage to lose paper copies of your work, also hand up your work

electronically, by either:o USB – bring it to me so I can put it directly on my laptopo Saving it into my folder on the shared drive (‘S’ drive ‘Bradley’ ‘Year 12’

‘submitted work’)o Attaching it to an email: paul.bradley@reynellaehs.sa.edu.au

Aim high If you’re not going to do your best, then why are you here?

Talk to me! Keep me up to date with your progress. Ask for help. Let me know if you’ve got

issues with what we’re doing, or how to do it, or what your ideas are, or whether you’re on the right track. I’m here to help you get the best grade you can, so it’s in your best interest to work with me!

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A RA ROUGHOUGH G GUIDEUIDE The following is a rough guide as to how this year should pan out. Since it is a rough guide, some aspects of it may be subject to change. We may get through some parts quicker than expected, or some parts slower (but preferably quicker). And there may be interruptions to the year that I’m just not aware of at the moment. Hence, it is to be regarded as a rough guide only. Although I’d like to keep the Application deadlines as close as possible to those stated (makes a nice, cruisy little term 4, doesn’t it?).

Term 1 Term 2 Term 3 Term 4Week 1 Introduction

Text Response: Donnie Darko

Application 1: Writing for Publication

Text Production: Narrative (supervised)

Communication: Mass Media Comparison

Application 2

Text Production: Free Choice

Week 2 Text Response: Donnie Darko Application 1: Writing for

Publication Text Production:

Narrative (supervised)

Communication: Mass Media Comparison

Application 2

Text Production: Free Choice

Week 3 Text Response: Donnie Darko

Application 1: Writing for Publication

Communication: Mass Media Comparison

Application 2

Text Production: Free Choice

Week 4 Text Response: Novel Text Production:

Recount

Application 1: Writing for Publication

Application 2 ?

Week 5 Text Response: Novel Text Production:

Recount

APPLICATION 1 DUE Text Production: Expository

Application 2Week 6 Text Response: Novel Communication: Advert

Production Application 2

Text Production: Expository (in double)

Application 2Week 7 Text Response: Novel Communication: Advert

Production Application 2

Application 2

Week 8 Text Response: Poetry (oral) Exam Week?

Application 2

Week 9 Text Response: Communication: Advert Application 2

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Your school

year ends sometime in here. I’m not too sure exactly

when. But sometime here for

sure.

Poetry (oral) Production Application 2

Week 10

Text Response: Poetry (oral)

Communication: Mass Media Comparison

Application 2

APPLICATION 2 DUE

Week 11

Communication: Mass Media Comparison

Application 2

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EENGLISHNGLISH C COMMUNICATIONSOMMUNICATIONS CCHECKLISTHECKLIST

ARE YOU UP TO DATE?KEEP TRACK OF YOUR PROGRESS IN ENGLISH COMMUNICATIONS, CHECKING OFF EACH ASSIGNMENT YOU COMPLETE AND RECORDING YOUR GRADE – FOR YOUR OWN INFORMATION AND ORGANISATION.

SECTION ASSIGNMENT DUE* COMPLETED

GRADE

TEXT RESPONSE (20%)

Written 1 – Film Donnie Darko Term 1

Week 3 /20Written 2 -

NovelTerm 1 Week 7 /20

Oral Poem Comparison

Term 1 Week 10 /20

COMMUNICATIONS (20%)

Written 1 Advert Creation

Term 2 Week 9 /20

Written 2 Mass Media Comparison

Term 3 Week 3 /20

TEXT PRODUCTION

(30%)

Narrative (supervised) Term 2 Week 2 /30

Recount Term 1 Week 5 /30

Exposition (supervised) Term 3 Week 6 /30

Free Choice Term 4 /30

APPLICATIONS (30%)

Application 1

Product Term 2 Week 5 /30Oral

Application 2

Product Term 3 Week 10 /30Oral

* Note that these dates are approximate and subject to change depending on how quickly you work through this stuff. Written, spoken and authorised by Paul Bradley on behalf of Let’s Get Organised In English™.

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LEARNING OUTCOMESLEARNING OUTCOMES At the end of the program in English Communications students should be able to:1. show an understanding of the relationship between audience, purpose, and form in a range of

communication modes in a number of contexts;2. identify the language structures and conventions of texts, and the way the language in texts

represents ideas, power relationships, values, and interests;3. clarify and articulate their own ideas and values through critical engagement with texts and

language;4. demonstrate their understanding of the conventions of a variety of textual forms and the

purposes to which texts may be put by composing their own texts in a range of forms and modes;

5. compose texts that are relevant to the context and achieve their purpose;6. show critical awareness of how their own texts may be interpreted or used.

STRUCTURE AND ORGANISATIONThe 2-unit subject consists of: a Communication Study (two tasks); a Text Study(three tasks, including one oral); a Text Production Study (four tasks); two Applications.

ASSESSMENTOne of the purposes of assessment is to measure the extent to which students have achieved the learning outcomes of a program based on this curriculum statement. The assessment tasks used to determine the SSABSA Subject Achievement Score are summative. Formative tasks are important in the learning process, but do not contribute to final grades.

Assessment in English Communications consists of the following components, weighted as shown:

2-unit SubjectAssessment Component 1: Communication (two tasks) (20%)Assessment Component 2: Text Response (three tasks) (20%)Assessment Component 3: Text Production (four tasks, two supervised) (30%)Assessment Component 4: Application (two, each in two parts — product and reflection) (30%).

The assessment specifications and the criteria for judging performance that are outlined on the following pages reflect the learning outcome(s) that each assessment component is designed to assess. The criteria for judging performance state the qualities or features that assessors will look for and are followed by questions that aim to clarify for the student precisely what is being assessed.

In most cases the clarifying questions will apply to the specific assessment task that students have undertaken. However, in some cases, particularly when students and teachers negotiate and design aspects of an assessment task, teachers may need to vary the clarifying questions.

It is important that students clearly understand the criteria for judging performance before they undertake an assessment task.

SACE Word-count PolicyThe 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: headings direct quotations in-text references footnotes that are used as explanatory notes.The word-count does not include:

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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.

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CCOMMUNICATIONOMMUNICATION S STUDYTUDY In this study students will explore the relationship between audience, purpose, and form in a range of texts. They will experiment with various linguistic strategies to demonstrate their understanding of that relationship and what they have observed about the process of communication.This is a shared activity based on the analysis and comparison of selected modes of communication. By group and class discussion of examples, students will identify the form, purpose, language, audience, and context that characterise different types of communication. They will also consider the factors that affect the interrelationship of author and audience in any mode of communication.Tasks undertaken for this study should be based on two of the following six categories of communication:

Mass-media Communication For example, newspapers, television, talkback radio, press releases, magazines, technical journals; particular aspects of newspapers or television such as news presentation, sports reporting, or political commentary.

Group Communication and Meeting Proceedings For example, parliament, local council meetings, class discussion, school meetings, association meetings, working groups, newsletters, bulletins.

Personal Communication For example, letters, telephone calls, family gatherings, celebrations, formal occasions, peer group interaction, bulletin boards, Short Message Service (SMS).

Business Communication For example, letters, board reports, seminar presentations, internal messaging, record-keeping, pro forma letters, facsimile messages, memoranda.

Computer-mediated Communication For example, chat rooms, web pages, bulletin board, email, PowerPoint, electronic magazines, online learning, online shopping, web logs, e-portfolio, podcasts, vodcasts. AdvertisingFor example, print, visual, aural, multimedia, online, junk mail.

By comparing examples of communication from within one of the categories listed above, students will come to understand the characteristics of each. They will develop an understanding of the features, conventions, and appeal to a particular audience.Students will have the opportunity to create at least one example of communication. They may use written, visual, oral, or multimedia modes. The creation of examples must be based on other examples from a different category. Students will have the opportunity to explain the decisions they have made about form, purpose, language, audience, and context in the creation of an example.

Assessment This assessment component is designed to assess primarily Learning Outcomes 1, 2, 4, 5, and 6. Two categories of communication must be covered in assessment.Students undertake two tasks, which may be attempted in any order. The first task is a written comparison of the form, purpose, language, audience, and context of two examples of communication, from one of the categories listed.The second task is in two parts. The first part requires students to create an example. Students are to replicate a particular example of communication, showing an understanding of its features, its conventions, and its appeal to a target audience. The second part of this task is either a piece of writing or an oral or multimedia presentation in which the student explains the decisions about form, purpose, language, audience, and context made in the creation of the example.

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The total word-count of the written tasks should be up to a maximum of 2000 words or the equivalent in non-written form.

Criteria for Judging Performance The student’s performance in communication will be judged by the extent to which he or she demonstrates:understanding To what extent does the student recognise the target audience and the purpose of different

examples of communication? How well does the student recognise the link between the form and the context of different

examples of communication? To what extent does the student demonstrate an understanding of the structural, conventional,

and linguistic features of different examples of communication?application How well does the student compare two forms of communication? How effectively does the student reproduce the characteristics of an example of

communication?evaluation To what extent does the student evaluate the effectiveness of different examples of

communication?communication How accurate and fluent is the student’s expression? How appropriate are the student’s form and register for the audience and purpose?

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TTEXTEXT S STUDYTUDY The text study focuses on reading a range of shared texts. It also provides the option of reading one text as the subject of independent study. The study of shared and independent texts will generate a range of responses. Students will develop a personal and critical understanding of a range of texts. They will gain understanding of the ideas, values, and beliefs represented in those texts. Students will have the opportunity to develop and express opinions and critical perspectives in appropriate forms, which may be written, oral, or multimedia. Texts should be chosen on the basis of the needs, abilities, and interests of the class group, and with regard to both the selection requirements outlined below and the learning outcomes that direct the assessment of this study. Texts may be treated separately, or be linked.To achieve the learning outcomes for this study, students must demonstrate understanding of the structure and language of particular textual forms and identify the values, attitudes, and beliefs conveyed by these forms. The capacity and willingness of students to read critically and purposefully are highly valued. The texts are to be chosen from three of the following four text types: An extended prose, verse, or electronic text (e.g. a novel; a graphic novel; a collection of short

stories; a biography or other non-fiction prose text). A selection of poems (e.g. poet study, anthology, theme study, song lyrics). A film or a television miniseries. A drama text or a drama performance.

AssessmentThis assessment component is designed to assess primarily Learning Outcomes 2, 3, 5, and 6. This component is designed to assess the text study.Students will produce two written tasks and one oral presentation. Each of the tasks must focus on a different text type. By negotiation with the teacher, one of the written tasks may be developed as a multimedia presentation. The total word-count of the written tasks should be up to a maximum of 2000 words. The oral presentation should be up to a maximum of 6 minutes.

Criteria for Judging Performance The student’s performance in text response will be judged by the extent to which he or she demonstrates:understanding To what extent does the student demonstrate knowledge of the texts? To what extent does the student demonstrate understanding of the ideas in the texts?analysis How well does the student recognise the characteristics of different text types? How clearly does the student recognise the author’s use of the characteristics of different text

types to communicate ideas and influence the reader’s response? How clearly does the student recognise the ideas, experiences, beliefs, or values explored in

the texts? To what extent does the student recognise the connections between his or her own ideas,

experiences, beliefs, or values, and those explored in the texts?communication How accurate and fluent is the student’s expression? How appropriate are the student’s form and register for the audience and purpose?

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TTEXTEXT P PRODUCTIONRODUCTION S STUDYTUDY In the text production study students can examine a range of different text types so that they recognise the influence of authors’ use of language on the ways in which readers make meaning of texts. Students should understand that authors observe various conventions of style, content, vocabulary, register, and format, and that some authors ignore or deliberately vary those conventions. They should be conscious of the linguistic features that characterise various forms, and should demonstrate some control over them in their own composition.The text production study involves an intensive focus on the production of texts. One of the assessment items may be presented in the oral mode or as a multimedia text. A workshop approach, based on shared classroom activity, is used for the creation of a range of different texts. Students are likely to benefit from modelling their own texts on examples of good practice in the same form. This study will allow students to develop their control over self-editing and drafting processes, as the time allocated is sufficient to allow planning, thinking, and redrafting to occur. Teachers may establish links with the communication study or the text study, in which a variety of textual forms are available for student consideration.The following categories are to be the focus for the production of a range of texts: Narrative. Recount. Exposition. Free choice (e.g. script, poem or group of poems, description).Teachers will provide a range of opportunities for texts to be produced. Two must be done as supervised tasks.

AssessmentThis assessment component is designed to assess primarily Learning Outcomes 4, 5, and 6. Students will be required to produce texts from each of the following categories. Narrative. Recount. Exposition. Free choice.Students must produce two texts as supervised written tasks. Students have the option of completing one of the non-supervised tasks in the oral mode or as a multimedia text. Supervised tasks are done under supervision, without teacher assistance. Teachers will provide a choice of tasks. Students will be aware of the general requirements in advance but will not receive the tasks until the set time. Students may use a dictionary or spelling-check and grammar-check programs. The task may be word-processed or handwritten. The teacher will keep all materials such as notes and drafts. The teacher will authenticate the students’ work.The word-count for each category of the written texts should be up to a maximum of 1000 words or 6 minutes if completed in the oral mode or as a multimedia text.

Criteria for Judging Performance The student’s performance in text production will be judged by the extent to which he or she demonstrates:understanding To what extent does the student recognise the structural, conventional, and linguistic features

of different text types? To what extent does the student understand the purpose of different text types?application How effectively does the student reproduce the structural, conventional, and linguistic features

of different text types? How imaginative and original is each text produced by the student? How versatile is the student in producing texts for different contexts, audiences, and purposes?communication How accurate and fluent is the student’s expression? How appropriate are the student’s form and register for the audience and purpose?

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AAPPLICATIONSPPLICATIONS The applications give students the opportunity to choose one aspect of language and communication and to spend time putting into practice strategies that will allow them to demonstrate their understanding of what they have observed. They will be drawing on knowledge, skills, strategies, and understanding gained through their studies in order to demonstrate their ability to use language for particular purposes.Students are required to develop a product and to reflect on the process of development.Students may, in consultation with their teacher, use multimedia presentations for written and oral assessment tasks. In such cases, students must acknowledge the source of, and obtain clearance for, any material they import, to avoid infringing copyright provisions.Some of these applications lend themselves to being based in a workplace situation and could be adapted to allow a student to gain accreditation for some vocational education and training (VET) certificates. Information about which VET certificates are most appropriate will be available on the SSABSA website (www.ssabsa.sa.edu.au).Students will complete two applications. Film-making Interacting Investigating Language Multimedia web authoring Oral language Workplace writing Writing for publication.

AssessmentThis assessment component is designed to assess primarily Learning Outcomes 1 to 6, as appropriate.Students must complete two applications. The assessment requirements of the applications are listed below the description of each type of application.

APPLICATION 1 Your first Application will be:

Writing for Publication In the writing for publication application students apply the skills they have developed in the composition of texts by choosing a particular form of writing and carrying it through to publication stage. Although it is expected that students will understand publication standards, the publication may be real or imagined (e.g. paperback, magazine, or electronic communication). The process will involve considering the needs of the intended audience.Students, in collaboration with their teacher, will choose one of the following options: A short story (e.g. a crime, romance, science fiction, or horror story). An anthology of original poems. A film, play, or other performance script. Review (film/prose/concert/restaurant etc.). Writing for children. A personal memoir. A chapter or section of a biography. A section of a newspaper or magazine (e.g. sports section, travel section, front page, or school

magazine). A brochure or pamphlet. An article for a technical or special-interest journal. A lecture, speech, or essay.Students will need to undertake a study of the format and publication requirements for the particular form of writing (e.g. a pamphlet, a scientific article, or an anthology of poems). In their own writing students should demonstrate an understanding of the literary and textual conventions associated with the chosen form, as well as an ability to use these clearly and

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accurately. Observation of the conventions will determine the vocabulary that is used and the attention that should be paid to punctuation, grammar, syntax, and spelling. When visual elements are incorporated (e.g. diagrams, photographs, or illustrations), students should be aware that it is necessary to communicate clearly and that the focus should be on how the visual elements contribute to the meaning of the printed text.Students will use the oral mode to reflect on the process of developing their writing to publication standard.

AssessmentStudents will produce and submit a piece of writing ready for publication and an oral presentation in which they reflect on their purpose or intentions in writing the piece, language decisions made, and the processes they used in its production. The piece of writing should be up to a maximum of 1000 words. Students should provide evidence of the development of their pieces of writing. Students will also use the oral mode to reflect on the process of developing their writing to publication standard. The oral presentation should be up to a maximum of 6 minutes.

Criteria for Judging Performance The student’s performance in application will be judged by the extent to which he or she demonstrates:understanding How well does the student recognise the conventions, structures, and features of the chosen

form of expression or communication? To what extent does the student demonstrate an understanding of how the conventions of a

particular form of expression or communication shape texts or the communication process?application How effectively does the student apply skills in producing an example of a chosen form of

expression or communication? How effectively does the student engage in a process that requires participation in a form of

expression or communication? How imaginative and original are the texts produced by the student? How versatile is the student in producing texts for different contexts, audiences, and purposes? evaluation To what extent does the student evaluate how effectively he or she applied the conventions of

the chosen form of expression or communication? communication How accurate and fluent is the student’s expression? How appropriate are the student’s form and register for the audience and purpose?

AAPPLICATIONPPLICATION 2 2 For your second Application you will be able to choose from: Film-making Interacting Investigating Language Multimedia web authoring Oral language Workplace writing

Film-making In the film-making application students develop and apply their skills in making a film, focusing on an area of their own interest. It is an independent study, although teachers will work in close association with students as they develop their film. The film may be a documentary, in narrative mode, experimental, or in the form of a music video clip. The concept and shooting script must be the student’s own work. Students must acknowledge the source of, and obtain clearance for, any material they import, to avoid infringing copyright provisions. Students may

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use actors or technical assistants if required by their script. The directing decisions and the filming decisions must be the work of the student being assessed.In preparing their film, students will demonstrate their grasp of the conventions associated with the medium by incorporating, as appropriate, some or all of the following elements: Storyboard and scripting Design Organising a shooting schedule Budgeting and production Lighting and colour Characterisation and special effects Length and type of shot Soundtrack, sound effects, and music Editing Cutting, fading, and dissolving Graphics and titles.Students will hand in with their film supporting materials produced during the planning, preparation, and shooting of the film. These could include storyboard, annotated script, evidence of the conception and development of ideas, shooting and budgeting schedules, records of directorial decisions, drafts, and diagrams, and must include a statement of the resources available to them. This should be verified by the teacher. Students will use the oral mode to reflect on the process of making their film.

AssessmentStudents will produce and submit a film and an oral presentation in which they reflect on all the processes that were needed to produce the film. The film should be up to a maximum of 4 minutes and the oral presentation should be up to a maximum of 6 minutes. Students should hand in with their film supporting material generated during the production of the film, including a statement that lists the resources available to them.

Interacting In the interacting application students develop and apply their skills in report writing by interacting with others in an area of their own interest outside the classroom context. Although students will choose their focus and undertake their interaction independently, teachers will work in close association with them, especially in the planning stages.Students may choose from the following five options in deciding on an appropriate context for the interaction and subsequent report: Conducting an Interview

For example, eliciting biographical information, researching a career option, exploring a social issue, or seeking detailed information on an area of particular interest.

Teaching a Lesson or Unit of WorkFor example, working with peers, or in a cross-age tutoring context, to teach a concept in any subject area of interest.

Leading or Supporting Others in a Community ActivityFor example, coaching a team or group, working as a volunteer with organisations such as the Country Fire Service (CFS) or St John Ambulance.

Interacting in a Team or Workplace ContextFor example, monitoring and modifying the language of interaction used to achieve a collaborative goal, such as working on a committee or working with others.

Conducting a Survey with Accompanying ReportFor example, preparing a survey instrument to gauge opinion and presenting findings in summary form. The survey should involve personal interaction of some length in order to gain qualitative data. It is not sufficient for the purpose of this exercise to use quantitative data gained through multiple written surveys.

All these options require close interactive contact with individuals. Studies that focus on the language of interaction without this contact are not appropriate. A key aspect of this study is the student’s ability to organise and sustain the kind of contact necessary to record and reflect on the nature of the interaction. If initial plans prove difficult or impossible to carry out, students are

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expected to show the initiative and flexibility to vary their planning in order to establish the required quality of interaction.The interaction should be of 1 to 2 hours. This could be a single interaction or a series of shorter interactions that sustain a single focus.Students should maintain a record of the process used in organising the interaction; a summary of the findings; and some interpretation, explanation, analysis, and evaluation of the interaction. Students will use the oral mode to reflect on the language of the interaction and its effectiveness; the use of language in this context; key elements of the interaction that affect its overall quality; and suggested alternative strategies to improve future (real or imagined) interactions.

AssessmentStudents will produce a written report and an oral presentation. The written report should provide a statement of aims, a record of the interaction and a summary of the student’s findings in a maximum of 1000 words. The oral presentation should reflect on: the language of the interaction and its effectiveness in this context; key elements of the interaction that affect its overall quality; and suggested alternative strategies to improve future interactions. The oral presentation should be up to a maximum of 6 minutes.

InvestigatingIn the investigating application students develop and apply their skills in writing a report based on conducting a research investigation. Although students will choose their focus and undertake their investigation independently, teachers will work in close association with them, especially in the planning stages. The students and the teacher will explore the features of the process. This will develop the students’ understanding of the principles of defining and finding information, and selecting and organising it for presentation in an appropriate form. Students will need to consider the language features of the material they discover in their investigation and those that are appropriate for their own presentation. They will consider the range and features of primary and other sources available to those engaging in the research process. Appropriate sources of information could include print and electronic media, libraries, archives, and members of the wider community. Each student will conduct a research investigation that will demonstrate the capacity for independent learning. Students should be aware of the advantage of developing a clearly defined purpose for the research to take place. They should identify an audience (real or implied) for the report. In negotiation with their teacher, students should choose an appropriate task for their investigation from the following list: Development of a proposal based on a local community issue or community project. Examination of and report on the operation and implications of copyright or other legislation in

a specified workplace. Development of a promotional program, including activities for the clients of a service (e.g. the

school library). Analysis and evaluation of the effectiveness of selected work processes such as archiving,

preparing, processing, storing, and retrieving materials (print, electronic, or other). Development of an aspect of an appropriate occupational health, safety, and welfare or other

training program for a selected workplace. Acting as an investigative reporter, creating a news report on an issue, person, situation, or

organisation.Students will use the oral mode to reflect on the process of gaining the information, on the sources used, and on the language used.

AssessmentStudents will produce a written report through completing a research investigation that will demonstrate their capacity for independent learning, and apply the process of investigation through primary and secondary sources. Students will produce a written report and an oral presentation. Students should provide evidence of their participation in the investigative process. The report should be presented in a format appropriate to an audience (real or implied) chosen by the student, and be up to a maximum of 1000 words. In the oral presentation students should reflect on the process of gaining the information, on the sources used, and on

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the language structures and features used. The oral presentation should be up to a maximum of 6 minutes.

LanguageIn the language application students develop and apply their skills in the study of an aspect of language. It is an independent study, although teachers will work in close association with students in the development of their own focus, which must be related to the English language.Students should base their study on one of the following: Language study (e.g. computer, rap, or figurative language). Historical, sociological, or cultural perspectives on the English language. Study of the use of language in an author’s works. Primary research into the effects of globalisation or multiculturalism on Australian English. Acquisition of the English language by people from remote indigenous communities, migrant

groups, or during childhood. Political speeches/cartoons. Language used in sporting contexts.Students will need to develop a clearly defined focus. They may choose to hypothesise, or to ask a question, or to use another strategy for focusing their ideas. There must be clear evidence of the development of the study, and a conclusion that draws together the ideas formulated during the study. In some studies this may be a formal summary, or a reflection on what the student has learnt. Some studies may result in a quantity of data or anecdotal evidence that would be suited to statistical analysis or structured reporting. Students will use the oral mode to reflect on the process of research.

AssessmentStudents will present a written report on their study of a selected aspect of language and on the learning about language that has occurred. The written report should be up to a maximum of 1000 words. Students will also produce an oral presentation in which they reflect on the process of research. The oral presentation should be up to a maximum of 6 minutes.

Multimedia Web Authoring In the multimedia web authoring application students develop and apply their skills in authoring, using information and communications technology to construct a website. It is an independent study, although teachers will work in close association with students in the development of their product. The product must explore a clearly defined concept or notion. In devising their multimedia web text, students will demonstrate their grasp of the conventions associated with the form by successfully incorporating the following three elements: Written information Hyperlinks Visual designand at least two of the following additional elements: Sound Photo editing Video editing Animation.Students will need to consider possible concepts or notions that could provide a focus for their website and generate a range of screens. All the elements chosen should be used in a manner appropriate to the subject and should enhance, rather than detract from, the delivery of the message. Students should demonstrate an understanding of the conventions associated with computer-mediated design, as well as an ability to use these clearly and accurately. Clear and accurate communication is essential, so students should also ensure that they focus on the accepted conventions of language and communication, including writing (e.g. spelling, punctuation, grammar, syntax, layout, and appropriate vocabulary), as well as on principles of clear visual and aural communication.The website should have a clear purpose, which needs to be explicitly understood when it is browsed. Students must also be aware of their school’s situation with regard to copyright when creating their product. Generally, any images or other material used must be created by the students and not copied from other websites or sources without appropriate acknowledgment and clearances.

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Students should maintain a record of the planning, preparation, and construction of the website. This could include (in hard copy or on disc) images, sounds, storyboard, annotated drafts, evidence of the conception and development of ideas, schedules, records of decisions, and diagrams, and must include a statement of the resources available to them. This should be verified by the teacher. Students will use the oral mode to reflect on the process of developing and constructing the website.

AssessmentStudents will produce and submit a CD-ROM containing the website in its entirety, or a website address that allows direct access, and an oral presentation in which they reflect on the process of constructing the site. There should be a minimum of five computer screens containing substantial text and a maximum of ten screens. The website must be able to be operated through generally available browsers such as Internet Explorer or Netscape Navigator. In addition, a hard copy and logic map should be submitted with the CD-ROM or web address. Students should provide evidence of the development of their website. Students will use the oral mode to reflect on the process of developing the website. The oral presentation should be up to a maximum of 6 minutes.

Oral Language In the oral language application students develop and apply their oral language skills in different contexts. Students should aim to present complex ideas and information to an audience via the spoken word. Students should have opportunities to develop and demonstrate oral skills and understandings in a range of situations chosen from the following list: A presentation of a point of view on a current issue or area of personal interest. A dramatic performance. An audiotape suitable for a radio broadcast (note that most of the tape must contain the

student’s own voice and not be overwhelmed by other material such as music). A set of instructions about a complex task or procedure, including dealing with feedback and

questions. An explanation of a complex topic, including dealing with feedback and questions. Participation in a formal debate, a formal interview, or a formal committee meeting. A speech suitable for a formal occasion, such as a wedding, welcoming ceremony, cultural

occasion, school assembly, or award presentation.A variety of resources may be used, such as cue cards or notes, music, costumes, properties, slides, tape-recorders, overhead transparencies, or laptop computers for PowerPoint presentations.The situations for oral activities may be formal or informal. The student must demonstrate range and variety in the style, tone, intention, or mode of the communication. Students will use the written mode to reflect on the preparation and effectiveness of their oral tasks.

AssessmentIndividual students will complete one or two oral presentations. The total time should be up to a maximum of 10 minutes. Group oral presentation(s) should take an equivalent time, depending on the number of group members. The individual contributions of students in group presentation(s) will be assessed independently. The presentation(s) may be made to the teacher only or to the whole class or to a group of students in the class, or to an audience from the wider community, but they must be assessed by the teacher or another person delegated by the teacher. Students will also present one written reflection on their preparation, factors that affected the success of their presentation(s), and what they learnt about effective oral communication in context. The written reflection should be up to a maximum of 800 words.

Workplace Writing In the workplace writing application students develop and apply their written skills in the context of the workplace. Students may choose from a range of possible workplaces, depending on their particular vocational interests. Although all of this study may be completed in class, students

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may wish to use work experience, or some other form of access to a workplace, to inform their understanding of the range of written practices in a particular workplace.The following list indicates the types of writing samples the students could produce: Letters. Internal memoranda or information bulletins. Reports of various types (e.g. accident reports, inspection reports, or progress reports). Press releases or announcements to the public. A curriculum vitae for a job in a particular workplace. Requests for quotations or information from other companies. Quotations for customer orders. Stocktaking and inventory requirements. Customer surveys or feedback sheets. Replies to customers with queries or complaints. Agenda and minutes for management or staff meetings. Business planning and policy documents. Advertisements for products or services. Telephone messages. Posters (e.g. advertising staff social functions). Facsimile and email messages. Signs.Students will need to consider situations within the selected workplace which could provide a focus for their samples and generate at least six pieces of writing. Clear and accurate writing is an essential demand of most workplaces, so students should ensure that they focus on the conventions of each form of writing (e.g. spelling, punctuation, grammar, syntax, layout, and appropriate vocabulary). When visual elements are used, as in a letterhead or poster, students should be aware of the need to communicate clearly and to incorporate a substantial amount of printed text in their design. Students who use computer-generated formats, templates, images, and layouts must include a statement of the resources available to them. This should be verified by the teacher. The finished pieces of writing should show that the student has considered the needs of the intended audience and the appropriate publication envisaged.Students will use the oral mode to reflect on the process of producing their pieces of writing.

AssessmentStudents will produce various pieces of their own writing, appropriate for a particular workplace, and an oral presentation in which they reflect on the process of researching and developing the pieces of writing. There should be at least six different forms of writing that total up to a maximum of 1000 words. Students should provide evidence of the development of their pieces of writing. Students will also use the oral mode to reflect on the process of producing their pieces of writing. The oral presentation should be up to a maximum of 6 minutes.

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