 The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit.  There are three outcomes in Unit 1 and two outcomes in Unit 4 – these will be explained in the following slides.  The decision to award students a satisfactory completion of the subject will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit that are based on the key knowledge and skills that need to be demonstrated in each outcome.  The factors that affect satisfactory completion are:  Students must achieve a grade higher than 40% on each assessment task.  Students must have a minimum attendance of 80% of classes.

Outcomes:Work Requirements: required for authentication and to achieve an ‘S’. SACs (100 marks): Required for graded assessment / Study Score. Outcome 1: Reading & Responding Outcome 2: Creating & Presenting Outcome 3: Using Language to Persuade Sighted coursework and a “folio” of practice essay tasks. A folio of practice writing tasks showing experimentation with various styles and forms. Sighted research notes, planning and drafting of speech; transcript of completed speech. A folio of practice annotations and language analysis pieces. An extended written analysis of the text “Year of Wonders”. 30 marks A sustained written context piece of words, with S of I. 30 marks An Oral Presentation presenting a persuasive point of view on a given issue. 20 marks A written analysis of the use of language to persuade in media texts. 20 marks

The 3 Outcomes for unit 3 are:  OUTCOME 1: Reading and Responding  OUTCOME 2: Creating and Presenting  OUTCOME 3: Using Language to Persuade. There will be work requirements such as questions to answer and practice tasks, as well as assessment tasks (SACs) for each outcome, they are explained in the following slides...

TEXT: “Year of Wonders” – Geraldine Brooks  Students will examine the structures, features and conventions used by the author to construct meaning.  Students will consider the ways in which texts are open to different interpretations.  Students will describe and analyse the ways in which social, historical or cultural values are embodied in a text.

The assessment task for this outcome is 1 essay completed in SAC conditions during class time.  This SAC is worth 30 marks and is to be completed in 150 minutes (3 periods).  You are permitted to bring in a dictionary.  The expected word length is approx words.

CONTEXT: The Imaginative Landscape TEXTS: ‘ One Night the Moon’ – a short film and ‘Island’- a collection of short stories  Students focus on the interconnection between reading and writing.  Students should be able to identify and describe ideas and arguments presented in selected texts and draw on those ideas and arguments to create written texts for a specified audience and purpose.  Students should explain their own decisions about form, purpose, language, audience and context in their writing.

The assessment task for this outcome is 1 sustained piece of imaginative/expository/persuasive writing, based on the idea in the context – ‘The Imaginative landscape’, the prompt you are given on the day and the texts you have studied.  This will include a WRITTEN EXPLANATION of your writing choices in terms of form, language, audience, purpose and your connections to the context, prompt and texts.  This SAC is worth 30 marks and must be completed in 150 minutes (3 periods).  You are permitted to bring in a dictionary.  Expected word length will be approx words.

 Students will analyse and compare the use of language in texts that debate a topical issue.  Students view, read and listen to texts such as, feature articles, opinion pieces, cartoons, editorials, letters to the editor, interviews on current affairs programs, websites and speeches.

There are TWO assessment tasks for this outcome:  an oral presentation conveying a point of view on a certain issue (5-7 minutes).  an analysis of the use of persuasive language in 3 or more articles on the issue. This will done over 4 periods – 200 minutes. The expected word length will be approx words. (These two tasks are worth 20 marks each).

Outcomes:Work Requirements: required for authentication and to achieve an ‘S’. SACs (100 marks): Required for graded assessment / Study Score. Outcome 1: Reading & Responding Outcome 2: Creating & Presenting Sighted coursework and a “folio” of practice essay tasks. A folio of practice writing tasks showing experimentation with various styles and forms. An extended written analysis of the text “Richard III”. 50 marks A written context piece of words, with S of I. 50 marks

 OUTCOME 1: Reading and Responding  OUTCOME 2: Creating and Presenting As you may notice these are the same as in Unit 3, but in Unit 4 you are expected to have developed your skills in these areas of study.

TEXT: Richard III by William Shakespeare  This outcome builds on Outcome 1 from Unit 3.  Students identify, discuss and analyse the structures, features and conventions of a text.  Students will analyse the ways in which authors express or imply a point of view or values.  Students develop and justify a detailed written interpretation of a selected text.

The assessment task for this outcome is 1 essay completed in SAC conditions during class time.  This SAC is worth 30 marks and is to be completed in 150 minutes (3 periods).  You are permitted to bring in a dictionary.  The expected word length is approx words.

CONTEXT: The Imaginative Landscape TEXTS: ‘Tirra Lirra by the River’ – a novel and a collection of poetry by Robert Frost.  Students focus on the interconnection between reading and writing.  Students should be able to identify and describe ideas and arguments presented in selected texts and draw on those ideas and arguments to create written texts for a specified audience and purpose.  Students should explain their own decisions about form, purpose, language, audience and context in their writing.

The assessment task for this outcome is 1 sustained piece of imaginative/expository/persuasive writing, based on the idea in the context – ‘The Imaginative landscape’, the prompt you are given on the day and the texts you have studied.  This will include a WRITTEN EXPLANATION of your writing choices in terms of form, language, audience, purpose and your connections to the context, prompt and texts.  This SAC is worth 30 marks and must be completed in 150 minutes (3 periods).  You are permitted to bring in a dictionary.  Expected word length will be approx words.

3 Writing Tasks:Task Details:Allocated Marks: Outcome 1: Reading & Responding Outcome 2: Creating & Presenting Outcome 3: Using Language to Persuade A well developed analysis essay on either Year of Wonders or Richard III. A context writing piece in response to a given prompt and the chosen stimulus text/s. A well developed analysis of language used to persuade in media text/s. 20 marks

Unit 3 SAC performance: 4 SACs / 100 marks English Exam: 3 writing tasks / 60 marks Unit 4 SAC performance: 2 SACs / 100 marks 25% 50% English Study Score (out of 50)

 Begin work on the first SAC for next year; the Issues Oral presentation. Including:  Research the issues topic by collecting and reading newspaper articles related to the issues we will be exploring.  Choose a narrowed topic for your oral presentation and develop a scenario for your topic that includes a persona, audience and setting.  Answer the questions on the homework sheet you will be given.  Read the novel “Year of Wonders” which will be our first text.  Write brief chapter summaries of key events in the novel.

TOPIC:“AUSTRALIA AS A GLOBAL CITIZEN”  For this Outcome, we will examine Australia’s impact as a global citizen, looking at our involvement in: International wars, addressing the refugee crisis, foreign aid, climate change, the G20 summit, etc.  You will need to ask questions like:

 What decisions impacting the global community has Australia made recently?  What responsibilities does Australia have? Is the nation addressing these responsibilities?  What are the possible future actions for Australia on the world stage?  What are the responsibilities of individuals and governments in regard to living in a global community?

 A sustained and reasoned point of view on the issue in the form of an oral presentation.  Students should adopt a relevant persona and deliver the presentation from their point of view.  The presentation should be 5-7 minutes in length.  Costumes and/or visual aids are recommended.  This will be your first SAC next year.

Do a little more than you’re paid to; Give a little more than you have to; Try a little harder than you want to; Aim a little higher than you think possible.