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: Speech

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

Mark Range	Work Samples
90-100	Alex
80-89	Sunny
70-79	Jess
60-69	Ashley

Context

During the study of this module students have had the opportunity to experience, engage with and critique literary texts that show the diversity of cultures, peoples and perspectives that contribute to Australian communities and to Australia as a nation. They have examined a range of speeches and analysed how language was used appropriately and effectively for the purpose and audience. Students have read and discussed an extract from Looking For Alibrandi on 'Have a Say Day'.

Outcomes

A student:
H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning
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:

• demonstrate understanding of the key concepts of citizenship, community and cultural identity
• demonstrate well-developed, coherent ideas relevant to the task
• demonstrate effective control of language using the conventions of the speech form.

Marking scheme

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

Range	Students in this range
13–15	demonstrate detailed understanding of the concept of citizenship, community and cultural identity display sustained, well-structured development of ideas with a clear sense of purpose demonstrate consistent, effective control of language, and effective use of the conventions of the speech form
10–12	demonstrate sound understanding of the concept of citizenship, community and cultural identity develop ideas with a sense of purpose demonstrate competent control of language, and understanding of the conventions of the speech form
7–9	demonstrate developing understanding of the ideas of citizenship, community and cultural identity display some development of ideas but structure may be inconsistent demonstrate developing understanding of the speech form with adequate control of language
4–6	demonstrate basic understanding of the ideas of citizenship, community and cultural identity display undeveloped ideas and may be brief demonstrate limited understanding of the speech form and control of language may be variable
1–3	attempt to compose a response to the question demonstrate elementary control of language with minimal sense of the speech form