1. TASK DESIGN 2 PD for teachers to support SACE students in use of formal language

2. What we will cover today  Reflection – last Task Design session  Task Genre (Purpose and Structure) Literacy for Learning (LfL) Module 4 (p. 78–89)  Scaffolding Genre & Assessment Tasks  Key sentences  Foregrounding key ideas  Nominalisation LfL Module 5 (p.113-124)

3. ASSESSMENT TASKS TERM 1 We looked at Assessment Tasks Use of task verbs – describe, discuss, evaluate, analyse etc. Evidence of the Assessment Design Criteria and the Performance Standard/ Achievement Standard

4. ASSESSMENT TASK TODAY Genre (Literacy for Learning Module 4 (78- 89) Purpose Structure

5. EXTENDED RESPONSE

6. ESSAY

7. INVESTIGATION REPORT

8. PSYCHOLOGY INVESTIGATION REPORT

9. ACTIVITY  For an assessment task that you use:  Create a visual scaffold for your students  Draw boxes for the different structural components for the task that you want students to complete  Work individually or in groups

11. PSYCHOLOGY INVESTIGATION REPORT

12. TASK EXEMPLARS

13. Key Sentences

14. NOMINALISATION  SEE POSTERS – useful tool to help students to write in a more formal manner.

15. SCAFFOLDING  ACTIVITY  Write the first sentence of each section/ paragraph/ task  Purpose – to foreground to readers what they can expect to read about – in the whole text, a paragraph or a sentence  Identify the key idea for the paragraph. – foreground the idea so that it is in the opening sentence of a paragraph.  Can you nominalise the key idea and/ or other words in the sentence?  Nominalisation – Module 5 of LfL p. 113-124

16. Summary  Be clear about genre  Scaffold genre and task requirements  Use key sentences  Foreground ideas  Nominalise key concepts as much as possible