BOSTES | Board of Studies Teaching & Educational Standards NSW

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    • Digital worlds – English for the web: Feature article
    • Digital worlds – English for the web: Film review
    • We are Australians - English in citizenship, community and cultural identity: Speech
    • Telling us all about it - English and the media
    • We are Australians - English in citizenship, community and cultural identity: Narrative Writing

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1. Years 11-12 (including HSC)
2. Work samples Years 11–12 (including Higher School Certificate)
3. English Studies
4. Tasks
5. We are Australians - English in citizenship, community and cultural identity: Narrative Writing

We are Australians - English in citizenship, community and cultural identity: Narrative Writing

Mark Range	Work Samples
80-89	Quinn
50-59	Stacey

Context

During the study of this module students have had the opportunity to engage with and critique a range of texts that explore through the imaginative use of language the diversity of cultures, peoples and perspectives that contribute to Australian communities. Through writing about these issues students have developed their abilities to use language expressively and imaginatively.

Outcomes

A student:

H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques
H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts
H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes
H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences.

Criteria for assessment

Students will be assessed on their ability to:

• explore ideas about Australian identity imaginatively and effectively and incorporate the image into a narrative
• develop ideas coherently and appropriately to the narrative form
• express ideas clearly, demonstrating effective control of language.

Marking scheme

The following scheme for marking shows one approach to assigning a value to a student's work.

Range	Students in this range
9–10	compose an imaginative response that effectively and convincingly incorporates the image to explore ideas about Australian identity demonstrate well-developed understanding of the conventions of the narrative form demonstrate consistent, effective control of language appropriate to audience and purpose
7–8	compose an imaginative response that competently incorporates the image to explore ideas about the Australian identity demonstrate sound understanding of the conventions of the narrative form demonstrate competent control of language appropriate to audience and purpose
5–6	compose a response that incorporates the image demonstrate developing understanding of the conventions of the narrative form demonstrate developing ability to use language consistently appropriate to audience and purpose
3–4	compose a response that incorporates the image into the narrative in a limited way demonstrate a basic understanding of the conventions of the narrative form demonstrate variable control of language
1–2	compose a response that makes little or no reference to the image attempt to organise a response in an elementary way demonstrate elementary control of language