1. SAETA REFRESHER COURSE 2016 Communications Overview by Assunta Fusco English Communications Overview by Assunta Fusco

2. Important Documents English Subject Outline 2016 Stage 2 English Communications Subject Operational Information for 2016 Chief Assessor’s Report Annotated Work Samples All available online: www.sace.sa.edu.auwww.sace.sa.edu.au SACE contact: Meridie Howley phone: 8372 7525 email: meridieh@saceboard.sa.gov.aumeridieh@saceboard.sa.gov.au

3. Key dates Term 1 – Learning and Assessment Plans by Feb 12 (Week 2) Terms 2 – Clarifying meetings times will be available in 2 weeks’ time Term 3 – Teachers use Schools Online to access folio result sheets in week beginning 12 Sept (Week 8) Term 3 - Folios (all students) collected Wednesday 28 Sept (Week 10) Term 4 – Teachers use Schools Online to access school assessment result sheets from Friday 4 Nov (Week 3) Term 4 - Moderation materials (sample) collected Thursday 17 Nov (Week 5) Teachers are required to use Schools Online to access external and school assessment result sheets. See English Communications Subject Operational Information for 2016 for full details.

4. Clarifying Meetings 2016 2 or 3 meeting will be held in Term 2 Only new teachers need attend or teachers who want support as a result of 2015 moderation changes. Bookings can be made later in February on SACE website.

5. Course structure 20-credit English Communications has four assessment types: Text Analysis (3 tasks)20% Text Production (3 tasks)20% Communication Study(2 tasks)30% Folio(2 tasks)30% 10-credit English Communications has three assessment types: Text Analysis & Text Production(3 tasks) 40% Communication Study(1 task) 30% Folio(1 task) 30%

6. Assessment Two types of assessment: School based assessment (70%) - moderated Sample moderation for Text Analysis, Text Production & Communication Study. Students in sample are selected by SACE Board. External assessment (30%) Folio for all students is externally marked. No student or school names, SACE numbers only. Verification forms to be signed by all students and kept by teacher at the school.

7. Results sheets On-line results sheets for Folio and School Assessment are final. Do not enter a mark based on work a student might complete after the results sheets have been submitted. This can have negative implications for other students in the class.

8. What can happen Student is nominated in the sample group. Student’s work is moderated down. Other students with a C grade for CS will also be moderated down. Communication Study (School Assessment) Student is given a C even though some work is incomplete. Student does not complete the work.

9. Links to useful forms & documents Subject Operational Information 2016 https://www.sace.sa.edu.au/documents/652891/313bc496-08bd-424a-8b6b- 79991fde720b https://www.sace.sa.edu.au/documents/652891/313bc496-08bd-424a-8b6b- 79991fde720b 2015 Chief Assessor’s Report https://www.sace.sa.edu.au/web/english-communications/stage-2/support- materials/chief-assessors-reports https://www.sace.sa.edu.au/web/english-communications/stage-2/support- materials/chief-assessors-reports

10. Stage 2 English 2017 Summary of new English subjects https://www.sace.sa.edu.au/documents/652891/3523741/Information+- +Summary+English+Subjects+2016.pdf/e9379521-4938-474d-9a85-51e7f1079485 https://www.sace.sa.edu.au/documents/652891/3523741/Information+- +Summary+English+Subjects+2016.pdf/e9379521-4938-474d-9a85-51e7f1079485 Implementation meetings from Week 3, Term2 Metro and country locations Bookings can be made via the SACE website

11. School Based Assessment by Marylyn Marshall

12. School Based Assessment Text Analysis Rules – 2000 words maximum, orals 6 minutes and multimodal of equivalent length Text types – 3 of 4 choices from subject outline Text selection – choice, independence and consideration of the full range of student ability + = contemporary, challenging texts - = biography and autobiography, texts that were familiar or did not engage

13. School Based Assessment Text Analysis Task Design: assessment criteria, evidence and An2 Task Design: interest, choice and independence Task Design: full range of student ability and performance standards considered

14. School Based Assessment Text Analysis + Tasks Essays, interviews with author, blogs, multimodal - Tasks Review – traps of retelling, congratulating author

15. School Based Assessment Text Analysis Scaffolding – good and bad Adherence to word count

16. School Based Assessment Text Production Rules – 3 texts, specific purposes that are clearly distinct Word count, length of oral responses Supervised written assessment under test conditions without help from the teacher

17. School Based Assessment Text Production Task design – avoid repetition of outcome and explicitly address the unique and distinct purpose of the three text productions Consider how to avoid recount for those who operate at the lower performance standards + = magazine articles - = review tasks – confusion at lower end of achievement

18. School Based Assessment Text Production Increase in flexible task design regarding oral or multimodal forms for two of the three tasks + = visual stimulus + descriptive writing with a personal photograph + texts with more than one perspective + range of tasks designed to consider variety in form and purpose as distinct + recount - = handwriting in the supervised task

19. School Based Assessment Communication Study Rules – comparison of 2 examples from 5 categories and 1 practical application showing production and reflection Evidence – follow instructions please - = teacher comments on a context sheet - + = transcripts, printed slides, recordings Assistance vs intervention Differing standards of work within the assessment type

20. School Based Assessment Communication Study Subject outline instructions and task design Use of language – student’s own voice, a lack of editing and proofreading, ‘swallowing the thesaurus’ Authenticating work and over-intervention

21. School Based Assessment Communication Study Task design + = good links, range and choice + = all parts of the course component considered equal + = Women’s health blog compared to men’s health blog + = News segments on Today Tonight and The Project Writing for Publication most popular - = extensive research - = restaurant menus, brochures, anthology of inspirational quotes + = less children’s books with minimal language

22. School Based Assessment Missing work + = increase in accurate use of form to identify reasons for missing work using the Variations – Moderation materials form - = without record for missing tasks work is considered to have not been completed during the moderation process Work not completed - requires assessment against the performance standards as opposed to mathematical system of deduction of marks

23. External Assessment by Sarah Shannahan

24. Introduction Students draw on their learning in the School Assessment component of the course. An opportunity to analyse and produce a range of text types. Texts read or created in tasks undertaken as a shared study by the whole class should not be used. However, texts which are similar in form and purpose are permitted.

25. External Assessment Assessment Type 3: Folio (30%) 10-credit subject students undertake  OPTION ONE: Response to an Example of Communication OR  OPTION TWO:Text Production with Writer’s Statement 20-credit subject students undertake  PART ONE: Response to an Example of Communication AND  PART TWO:Text Production with Writer’s Statement

26. General Requirements Must be a product of independent study. The teachers’ role is one of advisor and supporter in selecting an example of communication in Part 1 as well as providing a guidance for the text production. Only one draft per Folio may be submitted for teacher feedback. Plagiarism from internet (especially film reviews, famous speeches, brochures, celebrity articles) Word count: 10-credit = 1, 000 and 20-credit = 2, 000. This does not have to be equally divided between the two parts. The folio is a written, language rich task.

27. Overall choices which advantage students Variety – both within individual student folios and within classes.  Ensuring students produce a variety of texts across both parts of the folio.  Maintaining the individual nature of the task. Careful text selection - rich in language techniques and strategies, convention, and or ideas and themes to achieve at the highest level.

28. Operational Advice Presentation of materials for marking:  Write the questions or topic at the top of each task  Use a readable font size  Use appropriate line spacing  Record the word-count at the end of each section  Avoid stapling that impedes easy reading  Leave out teacher comments, performance standards, and marks  Do not include copies of the texts analysed  Omit student, school and teacher names, and school numbers, as well as any other references to the locale that might allow a reader to infer the school from which the work has been sent.

29. PART ONE: Response to an example of communication Students write a response to a text of their choosing by presenting an analysis of it. Must be rich in language techniques and strategies, convention, ideas and themes to achieve at the highest level. Students use their learning of language techniques and stylistic features used by authors to portray ideas and influence readers gained in the School Assessment part of the course to analyse a text independently. The response can take the form of an essay or report.

30. PART ONE: Response to an example of communication Effective examples of communication could be: Literature Texts short story novel poem film Literature Texts short story novel poem film A text used to communicate an idea or information the transcript of a speech such as TED Talk a letter a display a language rich advertisement film trailers music videos A text used to communicate an idea or information the transcript of a speech such as TED Talk a letter a display a language rich advertisement film trailers music videos Approach with caution: Animated children’s films, children’s books, advertisements with little or no written component, and posters, as well as very familiar texts such as a favourite film, favourite song or on-line game, texts which include more than one text such as a whole television series, an album, group of advertisements, series of books, a magazine and famous speeches found on-line.

31. PART TWO: Text Production with Writer’s Statement Students compose an original piece of written text production and a writer’s statement in which they outline their intentions and reflect on the process used to produce the text. A text production can be creative, such as a narrative or expository piece or functional, such as a piece of writing for a technical journal. In the writer’s statement students explain the creative choices made in the process of writing.

32. Part two: Text Production Opportunity for students to be creative Writing for a specific audience and or text type Further effective examples include: poetry vignettes real estate advertisements flash fiction stories blogs letters editorials opinion pieces Opportunity for students to be creative Writing for a specific audience and or text type Further effective examples include: poetry vignettes real estate advertisements flash fiction stories blogs letters editorials opinion pieces Avoid Assigning the same text type to the whole class Relating the text production to Part 1. Texts with a primarily pictorial focus. Avoid Assigning the same text type to the whole class Relating the text production to Part 1. Texts with a primarily pictorial focus.

33. Part two: Writer’s Statement Focus on language and stylistic decisions made to suit the text type and audience and achieve their purpose. The obvious link to this piece is the Application in School Assessment. Markers comment that writer’s statements of 300 – 500 words adequately allow students to reflect on the writing process. Focus on language and stylistic decisions made to suit the text type and audience and achieve their purpose. The obvious link to this piece is the Application in School Assessment. Markers comment that writer’s statements of 300 – 500 words adequately allow students to reflect on the writing process. Avoid narrative driven, superficial commentary about decision making process. Avoid narrative driven, superficial commentary about decision making process.

34. Assessment Students provide evidence of their learning in relation to all Assessment Design Criteria:  knowledge and understanding  analysis  application  communication All Performance Standards are used to measure the evidence of student learning with the exception of AN2, which asks students to draw connections between personal ideas, experiences, values, and beliefs and those explored in texts.

35. Key things to remember CHOICE VARIETY LANGUAGE RICH AUTHENTIC and ORIGINAL CHOICE VARIETY LANGUAGE RICH AUTHENTIC and ORIGINAL Subject Outline Chief Assessor’s Report Folio Marking Panel Subject Outline Chief Assessor’s Report Folio Marking Panel