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EnglishSenior Syllabus 2010

2-04-1

bus 2010

nd (Queensland Studies Authority) 2010

ority 154 Melbourne Street, South Brisbane PO Box 307 Spring Hill QLD 4004 Australia

Phone: (07) 3864 0299 Fax: (07) 3221 2553 Email: [email protected] Website: www.qsa.qld.edu.au

ISBN: Web edition: 978-1-92180 Print edition: 978-1-921802-05-8

English Senior Sylla

© The State of Queensla

Queensland Studies Auth

Contents

........... 1

.............. 2

........... 3

2.1 Dimensions ................................................................................................ 3

.............. 3

........... 5

.............. 5

.............. 5

.............. 6

8

.............. 9

.............. 9

......... 10

............ 10

............ 10

11

............ 11

............ 12

............ 12

......... 14

............ 14

............ 16

............ 17

5.4 Authentication of student work................................................................. 17

............ 19

............ 22

5.7 Exit standards .......................................................................................... 25

5.8 Determining exit levels of achievement.................................................... 25

Glossary ........................................................................................ 30

Appendix 1: Aesthetic features ................................................... 33

1. Rationale .......................................................................1.1 Aboriginal and Torres Strait Islander perspectives.......................

2. Dimensions and objectives .........................................

2.2 Objectives ....................................................................................

3. Course organisation.....................................................3.1 Time allocation.............................................................................

3.2 Core .............................................................................................

3.3 Organising principles ...................................................................

3.4 Planning a unit of work...............................................................................

3.5 Composite classes.......................................................................

3.6 Work program requirements ........................................................

4. Teaching and learning .................................................4.1 Teaching and learning approaches in English .............................

4.2 Developing Aboriginal and Torres Strait Islander perspectives....

4.3 Subject resources ....................................................................................

4.4 Language and literacy education in English.................................

4.5 Numeracy education in English....................................................

4.6 Educational equity........................................................................

5. Assessment ..................................................................5.1 Principles of exit assessment.......................................................

5.2 Planning an assessment program................................................

5.3 Special provisions ........................................................................

5.5 Assessment techniques ...............................................................

5.6 Requirements for verification folio................................................

Queensland Studies Authority | 1

1. Rationale

as its national uage and use it

t audiences. unities to enjoy language and be empowered as purposeful,

vey and transform

ose, ely and

literary and

dents with opportunities to develop higher-order thinking skills ry texts. nge of teaching

nd genres

lead to ed

se operating in and use of this understanding to explore individual understandings and

xt studies

, ways of thinking, and why texts sometimes generate different

and cultural

, in various types of

valuate, respond to and create a wide range of texts through

and technologies to re

tuation,

The study of English occurs in a world of rapid cultural, social, economic and technological change, which places complex demands on citizens to be literate. As literate citizens, students need to be able to interpret, respond to and create face-to-face, written, spoken/signed, visual, nonverbal and auditory texts communicated through a range of mediums. They also need to be able to draw on a repertoire of resources to interpret and create texts for personal, cultural, social and aesthetic purposes now and beyond school.

Australia is a linguistically diverse country, with Standard Australian English language. In the senior years, the subject English focuses on the study of langtexts. Students focus on developing their understanding of English and how toaccurately, appropriately and effectively for a variety of purposes and differenEnglish offers students opportcreative and critical language users who understand how texts can conpersonal and cultural perspectives.

In English, students learn how language use varies according to context, purpaudience, content, modes and mediums and how to use it appropriately, effectivaccurately for a variety of purposes. Students engage with texts through reading, viewing and listening, and create texts through writing and speaking/signing. A course in English must provide students with opportunities to explore and experiment with variousnon-literary texts that are written, spoken/signed, digital and multimodal.

The subject also provides stuthrough the analysis, evaluation and creation of varied literary and non-literaStudents have opportunities to engage with language and texts through a raand learning experiences to foster:

the skills that enable use and control of language across a range of texts a

cultural heritage and a sense of the historical and cultural traditions that particular works and authors being highly valu

awareness of how students’ personal attitudes and beliefs relate to thotheir society relationships with the world through te

understanding how texts reflect or challenge cultural and social perspectivesrepresentations andunderstandings.

In Senior English courses, students will learn to:

communicate effectively in Standard Australian English for a range of social purposes and audiences

enjoy and appreciate a range of texts, including Australian texts

study closely a range of literary and non-literary works in Englishtexts, modes and mediums across diverse cultures and periods

interpret, analyse, ereading, listening, viewing, speaking, writing and designing

make choices about generic structures, language, textual features best convey intended meaning in the most appropriate medium and gen

control language (written, spoken/signed and visual) using grammar, puncvocabulary and spelling.

English is an Authority subject suited to students who are interested in pathwYear 12 that lead to work, vocational education or tertiary studies. It is wortsuccessful completion of four sem

2 | English Senior Syllabus 2010

ays beyond h noting that

esters of English (or equivalent) is a prerequisite for

and linguistic backgrounds, including those of Aboriginal and

ural and/or remote

literary oncurrently

fer more complex of accelerated

irements.

1.1 es1

Strait Islander an settlement and

n students’ appreciation and yllabus identify

e engagement with:

live

er Aboriginal and Torres Strait Islander perspectives in the study of language and literature by engaging with texts by Indigenous writers and about Indigenous peoples. When studying Australian texts, connections between the works of Aboriginal and Torres Strait Islander peoples and those of non-indigenous Australians could be made. Students could also compare the past and present experiences of Aboriginal and Torres Strait Islander peoples.

admission to many university courses.

Students of English in Queensland come from:

a broad range of culturalTorres Strait Islander peoples

a wide variety of communities across Queensland – urban, coastal, rcommunities with different social, cultural and economic factors.

Students of English who show a strong interest in the study of literature and analysis may be suited to English Extension, a two-semester subject studied cwith the English course in Year 12. English Extension is designed to ofchallenges than Authority English. Such challenges include an expectation independence, increased cognitive demands and assessment task requ

Aboriginal and Torres Strait Islander perspectiv

The Queensland Studies Authority (QSA) recognises Aboriginal and Torrespeoples, their traditions, histories and experiences from before Europecolonisation through to the present time. To strengtheunderstanding of the first peoples of the land, relevant sections of the scontent and skills that can be drawn upon to encourag

Indigenous frameworks of knowledge and ways of learning

Indigenous contexts in which Aboriginal and Torres Strait Islander peoples

Indigenous contributions to Australian society and cultures.

In English, students will have opportunities to consid

1 The Queensland Government has a vision that Aboriginal and Torres Strait Islander Queenslanders have their cultures affirmed, heritage sustained and the same prospects for health, prosperity and quality of life as other Queenslanders. QSA is committed to helping achieve this vision and supports teachers to include Aboriginal and Torres Strait Islander perspectives in the curriculum.


2. Dimensions and objectives

and students rouped in three dimensions, i.e. the

cteristics rounded and developed in another. The process of learning through each of

over a four-

Schools must assess how well students have achieved the objectives. The standards have to the objectives, and are described in the same dimensions.

2.1 Dimensions

t are:

ing to contexts

and controlling textual features

creating and evaluating meaning.

2.2

ts

r particular purposes and then ses.

signing, listening and speaking/signing, students should:

ions and perspectives

olling textual features

xtual features, in a variety of contexts.

, writing, designing, listening and speaking/signing, students should:

use grammar and language structures for particular purposes

use cohesive devices to develop ideas and connect parts of texts

use vocabulary for particular purposes

use mode-appropriate features to achieve particular purposes.

The objectives for this subject are those that the school is required to teachhave the opportunity to learn. The objectives are gsalient properties or characteristics of distinctive learning.

Progress in aspects of any dimension at times may be dependent on the charaand skills foregthe dimensions must be developed in increasing complexity and sophistication semester course.

a direct relationship

The dimensions for a course in this subjec

understanding and respond

understanding

Objectives

The objectives, grouped by dimension, are:

Dimension 1: Understanding and responding to contex

Students examine how texts are structured and organised foapply this knowledge to produce different types of texts for particular purpo

By the conclusion of the course, through reading, viewing, writing, de

use genre patterns and conventions to achieve particular purposes

select, sequence and organise subject matter to support opin

establish roles of the writer/speaker/signer and relationships with audiences.

Dimension 2: Understanding and contr

Students understand and control te

By the conclusion of the course, through reading, viewing

Dimension 3: Creating and evaluating me


aning

ade.

e, through reading, viewing, writing, designing, listening and

evaluate ideas, attitudes and values that underpin texts and influence

s, times and

use aesthetic features to achieve purposes and evaluate their effects in texts.

Students create and evaluate texts to demonstrate how and why meaning is m

By the conclusion of the coursspeaking/signing, students should:

use andaudiences

create and evaluate perspectives and representations of concepts, identitieplaces in texts


3. Course organisation

3.1 T

course of study developed from this syllabus, is 55 hours per semester. A course of study ly be completed over four semesters (220 hours).

3.2

ts

ge

to and view. s, places and cultures. Australian texts by

tudy and anslated from other

s.

contexts chosen,

porary and traditional texts that use language in aesthetic, imaginative and move, to reflect and to express, create, explore and

include narrative and non-narrative forms.

f literary texts include:

cripts and performances)

ture films.

yday texts that use language (spoken/signed and analyse, argue, persuade and give opinions; to remember, recall and

events and issues; to transact and negotiate relationships, goods and services.

Examples of non-literary texts include:

reflective texts

popular culture texts

documentary film

ime allocation

The minimum number of hours of timetabled school time, including assessment, for a

will usual

Core

3.2.1 Required tex

Range and balance of texts

Teachers must give students opportunities to engage with a range of texts to encouratheir development as language learners and users.

There must be a range and balance in the texts that students read, listenCourses should include texts from different timeIndigenous and non-Indigenous writers must be included across the course of swithin each year of the course. Schools may also include texts trlanguage

While appreciating the overlapping nature of some texts depending on thetexts must be selected from each of the following categories:

Literary

Contemengaging ways to entertain, tochallenge cultural identity. These texts

Examples o

novels

plays (s

poetry

short stories

fea

Non-literary

Contemporary, traditional and everwritten) to explain, report on things,


multimedia texts

everyday texts of work, family and community life.

sters, students must have learning experiences developed through:

portant work — usually a Shakespearean drama

hat include a range of poetic forms, selected from lyric, narrative

DVD, World Wide Web,

text studied.

As Year 11 is formative, it is important to prepare students for learning experiences and in Year 12. The number and type of texts chosen must 12. Assessment techniques used in a Year 11

3.3 Organising rinciples

les used to develop courses of study in senior English. us on students’ knowledge, cognitive processes and language skills. The

e

suits their

The senior English course of study builds upon the English learning already undertaken at school. It aligns with this learning by acknowledging student abilities and interests while considering future needs and pathways. Continuity is achieved by schools developing courses that provide seamless transition across the junctures between Years 9 and 10, Years 10 and 11, and between units. Schools offering English Extension should also consider continuity across senior English courses of study.

media and

electronic texts

Selection of texts

Across the four seme

15 to 20 literary texts:

at least one to be the in-depth study of a complete novel

at least one to be the in-depth study of a complete drama text — an imselected for its complexity of challenge

10 to 15 poems tand dramatic poetry, across cultures and time.

5 to10 non-literary texts:

1 to 2 multimodal/digital/hypermedia texts (e.g. CD, documentary film, television program)

4 to 8 expository texts (e.g. analytical, persuasive, reflective).

An assessment instrument does not have to be generated from every

assessments they will encounter reflect and support those for Yearassessment program should support those used in Year 12.

p

There are five organising principThey focorganising principles are:

continuity

increasing complexity of challenge

range

increasing independenc

inclusion of cultural, social and individual differences.

Schools apply the five principles to develop a balanced course of study that particular learning environment.

Principle 1: Continuity

Principle 2: Increasing complexity of cha


llenge

s (knowledge, ress through the

ed to meet the requirement of increasing complexity of challenge across the course

s to the breadth, depth and diversity of:

atter

clude multimodal/digital/hypermedia texts, both for study and

four-semester course and within a single ciple, consider text requirements as well as

ng independence

to accept responsibility for to evaluate their own work

by:

of resources (both material and human)

feedback

tiating instruments and/or conditions.

their own and others’ work. l, including:

king/signing processes, including revision and

es for reflection and self assessment

feedback from peers and others, in and out of the school context

conferencing between teacher and student

student participation in assessment instrument design and generation of instrument-specific criteria and standards so that assessment expectations are understood

self-evaluation checklists for students attached to tasks.

Increasing complexity of challenge refers to the increasing language demandcognitive processes and language skills) made on students as they progfour-semester course. Learning experiences and assessment instruments must be designof study.

Principle 3: Range

Range refer

resources

learning contexts and experiences

subject m

genres (these may inproduction)

assessment techniques

instrument conditions.

This range should be evident both across the year. When planning a course to fulfil this prinSection 5.6 Requirements for verification folio.

Principle 4: Increasi

Increasing independence develops as students are required their own learning across the four-semester course. They learn and identify ways to improve it

selecting and making strategic use

becoming less dependent on their teacher as a source of

making selective use of feedback

nego

Students should gain expertise in evaluating the quality of Schools may use a number of methods to achieve this goa

teacher modelling of writing and speaediting

audio/video recording of spoken/signed respons

Principle 5: Inclusion of cultural, social and inddifferences


ividual

needs of al equity

sider how best to drawing on a variety of texts and pedagogical

learning experiences.

will influence:

selection of resources

ment design and instrument conditions.

3.4

f units of work across focus that will direct the learning, teaching and assessment.

and objectives and assessment requirements

s of work for Senior English, schools should refer to the five organising

strate the full range of cognitive demands rough reading, viewing, listening, writing

vious units

study.

riences that, where applicable, integrate reading, viewing, listening, writing and speaking/signing

opportunities for students to monitor their own learning

specified resources across a range of relevant genres, modes and mediums

assessment instrument/s, including instrument description, instrument-specific criteria and standards, and conditions.

Inclusion of cultural, social and individual differences means considering theindividuals and class groups. It is strongly aligned with the notions of educationthat underpin the syllabus. In enacting this principle, teachers should conmeet their students’ learning needs by approaches to develop

This principle

unit focuses

learning experiences

assessment techniques, instru

Planning a unit of work

Planning a course of study requires development of a sequence oYears 11 and 12, each with aIn developing a course of study, teachers should:

incorporate the dimensions

apply the organising principles.

When preparing unitprinciples. Each unit of work should:

provide opportunities for students to demondescribed in the dimensions and objectives thand speaking/signing

build on the students’ learning in pre

support future units of work in the course of

A unit of work has the following characteristics:

a focus

designated time requirements

a detailed teaching and assessment plan, including:

sequenced learning expe

3.5 Composite classes


2 classes, combined campuses, or modes

e syllabus can support teaching and learning for composite classes by

s the key

dent work on ppropriate occasions.

composite

l intends to both cohorts.

ould be placed at

ments need to cater for both year levels ks may be similar for both year levels, it is

recommended that more extended and/or complex tasks be used with Year 12 students.

3.6 ements

ered and assessed, ’s interpretation of the syllabus. It allows for the special characteristics

of the individual school and its students.

The requirements for on-line work program approval (WP Online), work program requirements, checklists and samples can be accessed on the QSA website <www.qsa.qld.edu.au>.

This syllabus enables teachers to develop a course that caters for a variety of circumstances, such as combined Year 11 and 1of delivery involving periods of student-managed study.

The flexibility of thenabling teachers to:

structure learning experiences and assessment that allow students to accesconcepts and ideas suited to their needs in each year level

provide opportunities for multilevel group work, peer teaching and indepena

The following guidelines may prove helpful in designing a course of study for aclass:

The course of study could be written in a Year A / Year B format if the schooteach the same topics to

A topic that will allow Year 11 students ease of entry into the course shthe beginning of each year.

Learning experiences and assessment instruthroughout the course. Even though tas

Work program requir

A work program is the school’s plan of how the course will be delivbased on the school


4. Teaching and learning

4.1

es and develop their cognitive skills in contexts that prepare them ut also for life beyond school.

a range of pedagogical approaches

ions and

lping them

, interdependent and independent learners. This could iated assessment instruments and

learning experiences, shared and cooperative learning, and the pursuit of subject matter

nities for students to explore multi-literacies.

4.2

nderstanding of Aboriginal and Torres Strait course of study should identify content and skills

courage awareness and understanding of Aboriginal and

cultures

l contexts.

te <www.qsa.qld.edu.au> has a enous histories and peoples

rspectives”).

er Studies handbook has valuable information on

dealing with sensitive issues

selecting appropriate resources and texts

removing barriers to student success and engagement.

The Deadly pathways section of the QSA’s Career Information Service website <www.cis.qsa.qld.edu.au> has information specifically for Aboriginal students and Torres Strait Islander students about networks, resources and opportunities for careers and

Teaching and learning approaches in English

Learning experiences should provide opportunities for students to engage with all dimensions and objectivnot only for assessment b

Learning experiences should:

draw on

embed the cognitive skills required to allow students to achieve the dimensobjectives

provide opportunities for students to develop their metacognitive skills by heto plan work, set goals and reflect upon achievements

develop students as self-directedinclude opportunities for self-paced learning, negot

relevant to personalised learning tasks

include opportu

Developing Aboriginal and Torres Strait Islander perspectives

To strengthen students’ appreciation and uIslander perspectives, teachers planning a that can be drawn upon to enTorres Strait Islander:

frameworks of knowledge and ways of learning

contributions to Australian society and

ways of life and socia

The Indigenous perspectives section of the QSA websicollection of resources to help teachers engage with Indig(search for “Indigenous pe

The Aboriginal and Torres Strait Islandkey success factors such as:

establishing a supportive school and classroom environment

consulting and collaborating with local Indigenous communities

educational pathways. The role of the community, in partnership with the school and oth


er government and community groups, is particularly important.

4.3 Subject resources

sample units proaches to

English and student work, will be available on the QSA website <www.qsa.qld.edu.au>

4.4

onsibility of all teachers to develop and monitor students’ abilities to use the g the

ed in the various forms (such as reports,

terms and their definitions

twenty-first well as

guage.

st and modify their use of language with et varying contextual demands. Senior English includes and

volves an

meaning r than merely reproducing uncritically what they have been taught, learners

should be able to make sense of the world and develop their own perspectives.2

Such study builds students’ knowledge about how language and texts are interpreted (through listening, reading and viewing) and created (through speaking/signing, writing and designing) in society. Students draw on these skills and understandings to interpret and create their own texts.

Subject-specific resources, such as course overviews, learning experiences,of work, sample assessment instruments, the grammar compendium and ap

under the relevant subject area.

Language and literacy education in English

It is the respforms of language appropriate to their own subject areas. This entails developinfollowing skills:

ability to select and sequence information requiressays, interviews and seminar presentations)

appropriate use of technical

use of correct grammar, spelling, punctuation and layout.

4.4.1 Literacy

Literacy is an integral part of the study of English, referring to reading, writing, speaking/signing, listening and viewing effectively in a range of contexts. In thecentury, literacy has expanded to include new technologies and multimedia, asskills in the use and creation of traditional texts using spoken and written lan

In senior English, students read, write, speak, listen to and view complex texts for a variety of contexts and in a variety of mediums. They adjuincreasing sophistication to megoes beyond the transactional and comprehension purposes of language; it inappreciative, evaluative and systematic study of text structures, ideas, language features and the social and personal uses of language and texts.

For senior English, literacy requires:

… a teaching and learning process (including assessment) which is focused on making … rathe

2 M Lonsdale & D McCurry, 2004, Literacy in the new millennium, National Centre for Vocational Education Research, p. 11.

4.4.2 Inclusive langu


age

onstruction of tively

e an instrument for and appreciation of diversity and challenging exclusion.

languages as the dents — that may include Aboriginal English, Aboriginal

Strait

uage backgrounds

rary

al features for rehending and creating that students will require during the course of study

e teaching strategies to eanings and to convey their own meaning

4.5 glish nior English through materials studied in class, for example, in t an argument, or the use of graphic organisers and symbols

to present ideas and research. English also develops and applies numerical language in

4.6

syllabus, schools

their needs and ble and democratic

onstrate their have equitable

ers should ensure ents; male

m non–English-lents; ckgrounds.

Subject matter chosen should include, whenever possible, the contributions and experiences of all groups of people. Learning contexts and community needs and aspirations should also be considered. In choosing appropriate learning experiences teachers can introduce and reinforce non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning experiences should encourage the participation of students with disabilities and accommodate different learning styles.

Language, in its social and cultural contexts, is a crucial element in the cidentity. In classrooms it plays important roles, both passively reflecting and acshaping the way social and cultural realities are perceived. It can also bpromoting the acceptance

In terms of classroom practice:

plan for the progressive development of spoken and written Standard Australian English language skills over the course of study

ensure that teaching practices are inclusive by accepting use of otherfirst languages of some stulanguages and creoles, Asian languages, European languages and TorresIslander languages and creoles

further enhance the participation of students of other cultural or lang— including Aboriginal students and Torres Strait Islander students — in the course through the provision of educational resources which acknowledge their litecontributions through film, plays, poetry, novels and media

develop the use of various written and oral genres by modelling the textucomp

identify the language demands of the course and devise suitablensure students learn to identify others’ mclearly.

Numeracy education in EnNumeracy is addressed in sethe analysis of data to presen

the sequencing and organising of subject matter.

Educational equity

Equity means fair treatment of all. In developing work programs from this should incorporate the concept of equity.

All young people in Queensland have a right to gain an education that meets prepares them for active participation in creating a socially just, equitaglobal society. Schools need to provide opportunities for all students to demabilities and what they know and can do. All students, therefore, shouldaccess to educational programs and human and physical resources. Teachthat particular needs of the following groups of students are met: female studstudents; Aboriginal students; Torres Strait Islander students; students frospeaking backgrounds; students with disabilities; students with gifts and tageographically isolated students; and students from low socioeconomic ba

Resource materials used should recognise and value the contributions of both males within society, and include social experiences of both genders. Resourceshould also reflect cultural diversity within the c


females and materials

ommunity and draw from the experiences of

to be ing the best ways

riety of ds to

s stated in this y to all students.

schooling authorities, wing resources useful for devising an inclusive work program:

>.

Products

atement; and 2005, Education Policy and Procedures Register: <http://education.qld.gov.au/strategic/eppr>.

e from

ority and sions”)

2006, Equity policy statement (search for “equity policy”).

QSCC 2001, Equity Considerations for the development of curriculum and test materials, available at <www.qsa.qld.edu.au> (search for “equity considerations”).

the diverse range of cultural groups in the community.

To allow students to demonstrate achievement, barriers to equal opportunity needidentified, investigated and removed. This may involve being proactive in findto meet the diverse range of learning and assessment needs of students. The vaassessment techniques in the work program should allow students of all backgroundemonstrate their knowledge and skills related to the dimensions and standardsyllabus. Syllabus dimensions and standards should be applied in the same wa

Teachers should consider equity policies of individual schools andand may find the follo

ACACA 1995, Guidelines for Assessment Quality and Equity, available from <www.acaca.org.au

ANTA 2004, A guide to equity and the AQTF, available from Australian TrainingLtd <www.atpl.net.au>.

EQ 2005, Inclusive education stInclusive education, available from

QCEC 2009, Inclusive practices in Catholic schools in Queensland, availabl<www.qcec.qld.catholic.edu.au>.

QSA, available at <www.qsa.qld.edu.au> 2009, Policy on Special Provisions for School-based Assessments in AuthAuthority-registered Subjects (search for “policy on special provi

http://www.atpl.net.au/

http://education.qld.gov.au/strategic/eppr/

http://www.qsa.qld.edu.au/

http://www.qsa.qld.edu.au/


5. Assessment

s 11 and 12 it and ongoing collection of information about student learning

subject are hich identify the valued features of the subject about which

standards describe the

senior Authority subjects are to:

programs of teaching and learning

l as they are

ements of well as they are able

each Authority subject to be recorded in may contribute to

ation

ance purposes

ups of students are achieving for school

5.1

nt.

the four-semester course of study requires

and not necessarily a

achievement levels are devised from student achievement in all areas identified in

in the significant aspects of the course of

Selective updating of a student’s profile of achievement is undertaken over the course of study.

Exit assessment is devised to provide the fullest and latest information on a student’s achievement in the course of study.

While most students will exit a course of study after four semesters, some will exit after one, two or three semesters.

Assessment is an integral part of the teaching and learning process. For Yearis the purposeful, systematicoutlined in the senior syllabuses.

In Queensland, assessment is standards-based. The standards for eachdescribed in dimensions, wevidence of student learning is collected and assessed. The characteristics of student work.

The major purposes of assessment in

promote, assist and improve learning

inform

advise students about their own progress to help them achieve as welable

give information to parents and teachers about the progress and achievindividual students to help them achieve as

provide comparable levels of achievement in students’ learning accounts. The comparable levels of achievementthe awarding of a Queensland Certificate of Educ

serve as the base data for tertiary entr

provide information about how well groauthorities and the State Education and Training Minister.

Principles of exit assessment

All the principles of exit assessment must be used when planning an assessment program and must be applied when making decisions about exit levels of achieveme

A standards-based assessment program forapplication of the following interdependent principles:

Information is gathered through a process of continuous assessment

Balance of assessment is a balance over the course of study balance over a semester or between semesters.

Exitthe syllabus as being mandatory.

Assessment of a student’s achievement is study identified in the syllabus and the school’s work program.

Continuous assessm


ent

exit from a course of study must be based

ent using ts administered at suitable intervals over the developmental four-

us assessment, all assessment instruments have a formative purpose. The ning and

ment about their

of exit assessment operate: balance, mandatory aspects of the syllabus, course, selective updating, and fullest and latest information.

hievement made at exit from a course of study must be based

ance within a

hievements of all the ng a variety of assessment techniques and a

ental four-semester course.

st be based

er course of ts, the exit standards for the dimensions stated in

Judgments about student achievement made at exit from a course of study must be based on significant aspects of the course of study.

Significant aspects are those areas described in the school’s work program that have been selected from the choices permitted by the syllabus to meet local needs.

The significant aspects must be consistent with the objectives of the syllabus and complement the developmental nature of learning in the course over four semesters.

Judgments about student achievement made aton an assessment program of continuous assessment.

Continuous assessment involves gathering information on student achievemassessment instrumensemester course of study.

In continuomajor purpose of formative assessment is to improve teaching and student learachievement.

When students exit the course of study, teachers make a summative judglevels of achievement in accordance with the standards matrix.

The process of continuous assessment provides the framework in which the other five principlessignificant aspects of the

Balance

Judgments about student acon a balance of assessments over the course of study.

Balance of assessments is a balance over the course of study and not a balsemester or between semesters.

Balance of assessment means judgments about students’ acobjectives are made a number of times usirange of assessment conditions over the developm

See also Section 5.6 Requirements for verification folio.

Mandatory aspects of the syllabus

Judgments about student achievement made at exit from a course of study muon mandatory aspects of the syllabus.

The mandatory aspects are:

the objectives of the dimensions of English.

To ensure that the judgment of student achievement at exit from a four-semeststudy is based on the mandatory aspecthe standards matrix (Section 5.8.3) must be used.

Significant aspects of the course of study

Selective updati


ng

nt made at exit from a course of study must be

re of the course of study and works

rmation onger be representative of student

ally updated (not

the principle of selective updating to the whole subject group or to

A school develops an assessment program so that, in accordance with the developmental e, later assessment information based on the same groups of objectives

ents,

o the syllabus requirements and the school’s approved

ded

st be based

e range of

out student achievement gathered from the most recent period in which achievement of the objectives is assessed.

ullest and latest information will most likely come from Year 12 for those students who complete four semesters of the course.

the course

5.2 rogram

To achieve the purposes of assessment listed at the beginning of this section, schools must consider the following when planning a standards-based assessment program:

dimensions and objectives (see Section 2)

teaching and learning approaches (see Section 4)

principles of exit assessment (see Section 5.1)

Judgments about student achievemeselectively updated throughout the course.

Selective updating is related to the developmental natuin conjunction with the principle of fullest and latest information.

As subject matter is treated at increasing levels of complexity, assessment infogathered at earlier stages of the course may no lachievement. Therefore, the information should be selectively and continuaveraged) to accurately represent student achievement.

Schools may apply individual students.

Whole subject group

nature of the coursreplaces earlier assessment information.

Individual students

A school determines the assessment folio for verification or exit (post-verification). The student’s assessment folio must be representative of the student’s achievements over thecourse of study. The assessment folio does not have to be the same for all studhowever the folio must conform twork program.

Selective updating must not involve students reworking and resubmitting previously graresponses to assessment instruments.

Fullest and latest information

Judgments about student achievement made at exit from a course of study muon the fullest and latest information available.

“Fullest” refers to information about student achievement gathered across thobjectives.

“Latest” refers to information ab

As the assessment program is developmental, f

The fullest and latest assessment data on mandatory and significant aspects of of study is recorded on a student profile.

Planning an assessment p


n 5.5)

5.5)

ruments cessary to reach valid judgments of students’ standards of achievement (see Section

t (see Section 5.6.1)

g with the principle of continuous assessment, students should have opportunities ke summative

Further information is available at the QSA Website <www.qsa.qld.edu.au> under the

5.3

of special provisions for particular students

-registered subjects (2009), available at

es that schools

To enable special provisions to be effective for students, it is important that schools plan of an assessment program and not at the

l provisions might involve alternative

5.4 ation of student work

te and genuine is their own,

sources or when they are preparing

r authenticating student work for learning and rch for “authenticating”). This

various methods teachers can use to monitor that methods outlined include:

teachers seeing plans and drafts of student work

maintaining documentation of the development of responses

students acknowledging resources used.

Teachers must ensure students use consistent accepted conventions of in-text citation and referencing, where appropriate.

variety in assessment techniques over the four-semester course (see Sectio

conditions in which assessment instruments are undertaken (see Section

verification folio requirements, that is, the range and mix of assessment instne5.6)

post-verification assessmen

exit standards (see Section 5.7).

In keepinto become familiar with the assessment techniques that will be used to majudgments.

relevant subject areas.

Special provisions

Guidance about the nature and appropriateness may be found in the Authority’s Policy on Special Provisions for School-based Assessments in Authority and Authority<www.qsa.qld.edu.au> (search for “Special provisions”).

This statement provides guidance on responsibilities, principles and strategimay need to consider in their school settings.

and implement strategies in the early stagespoint of deciding levels of achievement. The speciateaching approaches, assessment plans and learning experiences.

Authentic

It is essential that judgments of student achievement are made on accurastudent assessment responses. Teachers should ensure that students’ workparticularly where students have access to electronic recollaborative tasks.

The QSA information statement Strategies foassessment is available at <www.qsa.qld.edu.au> (seastatement provides information aboutstudents’ work is their own. Particular

students’ planning production of drafts and final responses

5.4.1 Advice on drafting of student assessment res


ponses

h as part of the of developing the response and as a strategy to improve the quality of the

significant role he distinction

hat an be made to the response. Drafting is a consultation process, not a

ievement for a

their work. The instrument-specific criteria sheet should be used to help the students d to review. Schools should consider the principle of increasing

ded by students in response to assessment sponse that is nearly good enough to submit for

at the task. Before submitting a draft, students may be required to:

pproach

d to be

eir role as writer/speaker and show more awareness of the audience

structure of

references.

indicate some textual errors and indicate that the draft requires more careful editing — they may not correct or edit all the textual errors in a draft

provide some written feedback on drafts submitted by the due date

provide a summary of their feedback and advice to the whole class.

Several assessment techniques require students to draft responses botprocessresponse.

Teachers and other participants in the teaching and learning process play ain the drafting of student assessment responses. It is important to make tbetween feedback given as part of the teaching and learning process and structured feedback given as part of developing an assessment response.

The purpose of viewing student drafts is to provide students with feedback so timprovements cmarking process. Teachers should not award a notional result or level of achwork in draft form.

Drafting feedback should ask the student to reflect on strategies they might use to refine

identify the areas they neeindependence when constructing drafting policies.

What is a draft in English?

A draft is a body of evidence that is proviinstruments. In English this could be a reassessment — it is likely to be the student’s second or third attempt

submit a written outline about their a

discuss their approach with their English teacher.

What sort of feedback will be provided?

In providing feedback, teachers will indicate aspects of the response that neeimproved or developed in order to meet the criteria. Students may be advised to:

consider other aspects of the text

work on th

give priority to the most important points by rearranging the sequence and ideas

conduct further research or substantiate points made with

Teachers may:

Table 1: Suggested drafting strategy, demonstrating incorporation of the planning

increasing independence principle of

Mode Year 11 Year 12

Writ ultation allowed ion allowed

one draft or outline submitted

ten teacher cons

outline submitted

maximum two drafts submitted

teacher consultat

Spoken/signed

s

feedback provided during

utline submitted

feedback provided during rehearsal

teacher consultation allowed

maximum two draft submitted

teacher cons

one draft or o

ultation allowed

rehearsal

5.5

judgment of

used to ssessment

ments. The properties or characteristics for each instrument determined by a school drawn from the tandards

essment. For each assessment dgments

rds list the chievements. Students must be

given specific standards for each assessment instrument.

Where students undertake assessment in a group or team, instruments must be designed so that teachers can validly assess the work of individual students and not apply a judgment of the group product and processes to all individuals.

Assessment techniques

The techniques and associated conditions of assessment most suited to thestudent achievement in this subject are described in the following tables.

For each dimension, standards are described. These standards descriptors aredetermine the properties or characteristics to be assessed by individual ainstruare termed criteria. Therefore, the criteria for an assessment instrument aresyllabus standards descriptors for relevant dimensions (see Section 5.8.3 Smatrix).

Schools decide the instruments to be used for assinstrument, schools develop instrument-specific standards: a tool for making juabout the quality of students’ responses. The instrument-specific standaproperties or characteristics used to assess students’ a


5.5.1 Extended respons


es Extended responses

Purpose

These techniques are used to assess the sustained application of higher ordestudents to known and prov

r cognition of ided texts in the creation and evaluation of their own extended

ken/signed texts.

sented in a evaluate

nce. This g an issue,

solving a problem in the creation of texts. These assessments occur us of this

written and spo

Brief description

In English, extended responses cover a number of text types and may be prevariety of modes. Students are required to analyse, synthesise, manipulate and information and ideas to create their own texts for a specific purpose and audiemay involve expressing and justifying a point of view, explaining and evaluatinproposing a solution or over a period of time using class and students’ own time. Research is not the foctechnique.

Expository texts explain, analyse or text describes objects, events or n objective manner, pres ys an argument, states the solution to a

ins a situation. The amples of expository texts:

evaluate. An expository processes in a ents or conve

following are exproblem or expla

analytical exposition

media analysis

panel discussion

sem

magazine article

inar.

Persuasive texts argue or persuad particular perspectives ts of view. The following a texts:

e, to convince readers to accept or poin re examples of persuasive

feature article

r column

interview

profile o

review

Australia Day address

cussion forum. dis

Reflective texts ponder, muse or reflect on events and experiences. The following are examples of reflective texts:

memoir obituary

personal narrative

raphy and biograp

autobiog hy

testimonial.

Imaginative texts use language in aesthetic and engaging ways to entertaexpress and reinforce cultural identity. The following are examples of imagin

in, to move, to ative texts:

poems

short story

drama script

monologue

dramatic recreation.

television or film script

Letters to the editor, personal letters, diary or journal entries, résumés, job apprationales, defences or similar texts may not allow for the demonstration oobjectives and standards.

lications, f the full range of

nses, teachers must ensure that it is possible ted drama scripts (unless

written by the students in response to an assessment instrument) may not allow for this.

The student spoken/signed or multi-modal response is the focus for assessment decisions; however, supporting documentation will be required to substantiate decisions and for monitoring and verification and exit purposes.

Dimensions to be assessed through this technique:

All English assessment instruments assess aspects of all the dimensions.

Similarly in spoken/signed or multi-modal respoto demonstrate the full range of objectives and standards. Enac


Year 11 Year 12

Written instruments: 600–1 : 800–1200 words

es

l instruments: 5–7 minutes

000 words Written instruments

Spoken/signed: 3–4 minutes

Multi-modal instruments: 3–5 minutes Multi-moda

Spoken/signed: 4–5 minut

What teachers must do when planning for an extended response:

construct questions that are unambiguous

format the assessment to allow for ease of reading and responding

er the instrument conditions in relation to the requirements of the question

nd standards will be

provide learning experiences that support the mode and genre of the instrument, que where possible.

consider the language needs of the students

ensure the questions allow the full range of standards to be demonstrated

consid

inform the students and indicate on the assessment what objectives aassessed

modelling the assessment techni

5.5.2 Supervised written Supervised written assessments

Purpose

This technique is used to assess student responses that are produced indepensupervision and in a set timeframe. There is no question of student authorship technique.

dently, under in this

a computer)

:

ight be in response to a question, which may be seen or hnique is

nt. Unseen

Brief description

Instruments in this technique include responses that are written (by hand or onand under supervised conditions.

Dimensions to be assessed through this technique

All English assessment instruments assess aspects of all the dimensions.

A supervised written instrument munseen. When using seen questions, schools must ensure the purpose of this tecmaintained. These conditions must be explained on the assessment instrumemeans that the students have not previously seen the question.

Advice about items and conditions to include in an assessment instrume

Extended w

nt description:

ritten response — unseen

study of a n without

ot previously s or resources

ssessment

Extended written response — seen

Students have prior notice of the task. It is completed under supervised conditions, with no access to feedback. It is not mandatory for the response to be completed in one session, provided that instrument conditions still guarantee student authorship of the response. When using seen questions, schools must ensure the integrity of this technique is maintained and that the response is completed within five school days. These conditions must be explained on the assessment instrument.

An analytical exposition in response to an unseen question based on an in-depth complete literary text. Students complete this task in one uninterrupted sessioaccess to human resources. An unseen question is one that students have nsighted. Unseen relates to the questions and not to the learning experiencethat may support the response. These conditions must be explained on the ainstrument.


Year 11 Year 12

Recommended time: 1–1½ hou

It is recommended that in English tlonger time be allocated for unseenquestions, to allow stude

rs.

he

ortunity to

Recommended time: 1½–

It is recommended that in English the longer time be allocated for uquestions, to allownts opp

n

strument is m

sk students may be

annotated text, short notehere appropria

2 hours.

nseen students opportunity to

ensions.

d.

ere re used the

this instrument is maintained.

ch objectives

en task students may be ted text. rly outlined

be allowed to an unannotated text, short notes or ns where appropriate. These s must be clearly outlined on the

assessment.

words.

demonstrate the dimensio s. demonstrate the dim

Perusal times may be required.

Schools must ensure that where computers / word processing are uspurpose of this in

ed the aintained.

computers / word processing apurpose of

Teachers should consider which are most appropriate.

In an unseen ta

objectives Teachers should consider whiare most appropriate.

In an unseallowed to take in an unannotated teThese conditions must be clearly ouon the assessment.

In a seen task, students may be alltake in an

xt. tlined

owed to or

allowed to take in an unannotaThese conditions must be cleaon the assessment.

In a seen task, students maytake un

quotations ws

te. These in

quotatioconditions must be clearly outlined on the conditionassessment.

500–700 words. 600–800

Perusal times may be require

Schools must ensure that wh

What teachers must do when planning for supervised responses:

construct questions that are unambiguous

format the assessment to allow for ease of reading and responding

consider the language needs of the students

ation to the requirements of the question

nt what objectives and standards will be

nt, modelling

ensure the questions allow the full range of standards to be demonstrated

consider the instrument conditions in rel

inform the students and indicate on the assessmeassessed

provide learning experiences that support the mode and genre of the instrumethe assessment technique where possible.

5.6

instruments on l of achievement is based. For students who are to exit with four semesters

s for making

and two are

evidence that across the five instruments all aspects of the dimensions and objectives have been demonstrated at least once.

Students must have a number of opportunities to demonstrate achievement in the dimensions and objectives of the course. In the verification folio all assessment instruments must allow students to demonstrate their achievement in all three dimensions of the subject: understanding and responding to contexts, understanding and controlling textual

Requirements for verification folio

A verification folio is a collection of a student’s responses to assessment which the leveof credit, each folio must contain the range and mix of assessment techniquesummative judgments stated below.

Students’ verification folios for English must contain:

responses to five assessment instruments, of which three are written spoken/signed

features and creating and evaluating meaning. In planning assessment programs,


schools

ent conditions hould consider

Section 3.3) when planning and designing assessment on folio.

asks in the verification folio must include these text categories:

nciple of

sment judgments are made about the individual and not the group.

nducted under open conditions (e.g. offering prior notice of task,

stion of

an in-ne

previously or

r supervised feedback. It is not mandatory for the response to be

student ust ensure the

egrity of this technique is maintained and that the response is completed within 5 . These conditions must be explained on the assessment instrument.

text

an imaginative text

a persuasive or reflective text suitable for a public audience.

Spoken/signed instruments may be live, multimodal, audio or video recorded presentations.

Schools must include an annotated criteria sheet with teacher comments, student notes and other supporting evidence for each student response. This contributes to

should be aware of post-verification folio requirements.

Schools must meet requirements for the required text categories and instrumfor both written and spoken/signed tasks in the verification folio. Schools sthe organising principles (see instruments for the verificati

Required written instruments

The three written t

one expository text

one imaginative text

one persuasive or reflective text suitable for a public audience.

All tasks should be carefully contextualised in terms of purpose and audience. Schools should consider how subject matter and instrument demands support the priincreasing complexity of challenge.

In group tasks, assesThis should be evident in criteria sheets.

Instrument conditions

Of the three written instruments in the verification folio:

one must be coextensive access to human, library and electronic resources)

two must be conducted under supervised conditions, where there is no questudent authorship:

one is an analytical exposition in response to an unseen question based on depth study of a complete literary text. Students complete this task in ouninterrupted session. An unseen question is one that students have notsighted. Unseen relates to the question and not the learning experiencesresources that may support the response.

the other may allow students prior notice of task. It is completed undeconditions, with no access to completed in one session, provided that instrument conditions still guarantee authorship of the response. When using seen questions, schools mintschool days

Required spoken/signed instruments

The spoken/signed instruments in the verification folio must include two of thesecategories:

an expository text

documentation of the text production process (strategies for this are available on the QSA


ents are made about the individual and not the group. This should be evident in criteria sheets.

truments in the verification folio:

or group (see Section 5.5).

t the school submission of folios for monitoring and verification

erification /signed task:

dard e cohort should be

ended to confirm teacher judgments, d extensive editing are not required. The

thentic record of the two students’ presentations as they

entations.

standards with appropriate annotations

ividual students

d for the spoken/signed task does not have to be that of a student whose overall level of achievement is VHA.

Similarly, the student response submitted as a C standard for the spoken/signed task does not have to be that of a student whose overall level of achievement is SA.

Information about preparing monitoring and verification submissions is available at <www.qsa.qld.edu.au> (search for “moderation handbook”).

website).

In group tasks, assessment judgm

Instrument conditions

Of the two spoken/signed ins

one must be an individual task

the other may be individual, pair

Confirmation of spoken/signed tasks

It is necessary to supplemenwith confirmation of two students’ spoken/signed assessments. This evidence may be recorded on a DVD, CD or video.

This means that each school’s submission for Year 11 monitoring and Year 12 vmust include a DVD, CD or video that has two presentations of the one spoken

one representing a typical A stanif there is no A standard available the next highest presentation in thsupplied

one representing a typical C standard.

At verification, the recorded responses are inttherefore so ng techniques anphisticated recordiintention is to provide an auoccurred in their selected contexts.

The evidence must be cued and clearly labelled with:

school name and school code

the achievement of each of the two pres

The following materials relating to the two presentations must also be submitted:

the task sheet, including instrument specific

scripts and student notes, such as palm cards.

Further advice:

Recorded responses do not have to illustrate presentations of the indwhose folios have been included in the submission.

The student response submitted as an A standar

5.6.1 Post-verification assessm


ent

gments rth semester

of study. For this syllabus, students are to complete at least one assessment

file is to record student achievement over the four-semester on the profile include:

ester

mple profile template provided on the QSA website under the relevant subject areas, or design their own.

5.7

ke judgments about students’ levels of achievement at rds are described in the same dimensions as the

ds describe how well students have achieved the matrix.

be used:

it levels of achievement

he school is required to award each student an t from one of the five levels:

A)

ievement (VLA).

Exit levels of achievement are summative judgments made when students exit the course of study. For most students this will be after four semesters. For these students, judgments are based on exit folios providing evidence of achievement in relation to all dimensions and objectives of the syllabus and the standards.

All the principles of exit assessment must be applied when making decisions about exit levels of achievement.

Schools must use assessment information gathered after verification in making judabout exit levels of achievement for those students who are completing the fouof the course after verification.

5.6.2 Student profile

The purpose of the student procourse of study. Key elements

semester units, themes or topics

assessment instruments in each sem

standard achieved for each instrument

instruments used for summative judgments

interim level of achievement at monitoring and verification.

Schools may use the sa<www.qsa.qld.edu.au>

Exit standards

The purpose of standards is to maexit from a course of study. The standaobjectives of the syllabus. The standarobjectives and are stated in the standards

The following dimensions must

understanding and responding to contexts

understanding and controlling textual features

creating and evaluating meaning.

5.8 Determining ex

When students exit the course of study, texit level of achievemen

Very High Achievement (VH

High Achievement (HA)

Sound Achievement (SA)

Limited Achievement (LA)

Very Limited Ach

5.8.1 Determining a stand


ard

student’s his means that r standard.

, judgments objectives of the

Further information can be found in the Moderation and quality assurance section of the tion”).

mum irements for Sound Achievement is to allow teachers to confirm judgments of threshold

tudents who are ester course of

requirements for Sound Achievement are applied only at exit from a four-y must

itten and

tics of student work the evidence

irm that minimum sound has been met in both

to be considered independently of the equirements for Sound

ust demonstrate evidence of:

ctives in written or spoken

tenance of most roles of the writer or speaker/signer and

abulary to es in written texts

s, including

rposes

mostly appropriate use and some analysis of ideas, attitudes and values that underpin texts and influence audiences in written or spoken modes

identification, some explanation and use of aesthetic features and their effects in either written or spoken modes

creation and some evaluation of perspectives and representations of concepts, identities, times and places in either written or spoken modes.

The standard awarded is an on-balance judgment about how the qualities of thework match the standards descriptors overall across the three dimensions. Tit is not necessary for the student to have met every descriptor for a particula

Some students will exit after one, two or three semesters. For these studentsare based on folios providing evidence of achievement in relation to thesyllabus covered to that time. The particular standards descriptors related to those objectives are used to make the judgment.

QSA website, <www.qsa.qld.edu.au> (search for “A–Z of Modera

5.8.2 Minimum requirements for Sound Achievement

Senior English values both written and spoken modes. The purpose of the minirequstandards for Sound Achievement. This helps ensure public confidence in sawarded a Sound Achievement or higher in senior English after a four-semstudy.

The minimumsemester course. For students to be awarded Sound Achievement or above themeet or exceed the minimum requirements for Sound Achievement in both wrspoken modes.

Minimum requirements for Sound Achievement describe the characterisat the threshold of the ‘C’ standard range. The requirements below describe that is needed in student folios to confmodes.

The evidence across all written responses isevidence across the spoken responses to confirm that minimum rAchievement in each mode have been met.

A folio m

use of genre patterns to achieve most purposes

selection, sequencing and organisation of mostly relevant subject matter

use of evidence that mostly supports opinions and perspemodes

establishment and mainrelationships with audiences

use of mostly grammatically accurate language structures and suitable vocachieve purposes, including clauses and sentenc

use of cohesive devices to link ideas and connect parts of texts in most caseparagraphing in written texts

use of most mode-appropriate features to achieve pu

5.8.3 Standards matrix Dimension A B C D E

The student work hafollowing characteri

s tic

heri

wor

nt cha

udent work has the g characteristics:

the s:

The student worfollowing characts

k as the stics:

The student following cha

rk has the eristics:

The studefollowingact

work has the racteristics:

The stfollowin

exploitation of a rof genre patterns convention

anan

chi

l nre pions to

ecific

nre nti

ass tion

use of aspects of genre patterns and conventions

ge d

evee

venteve sp

purposes

s to aspecific purposes

effective controrange of gand conachi

of att

geonve

achieve purp

a erns

use of and c

paonose conven

some pu

tterns s to s

use of pattern

peand

s to achieve rposes

cts of genre

discerning selection, organisation and synthesis of relevand subsmatter to s

antantive subje

upport opinions and perspectives

t c ct matter to

support opiniperspectives

t

effective selorganisationsynthesis of subje

ection, and rele

ons a

equsatiobj

ntion t

s o p

ction of some subject matter to state an opinion va

nd to support opiperspectives

nt

selection, sand organirelevant su

encing n of

ect matter

selection aorganisamatter to s

nions and opinion

d of subjec

sele

upport r erspectives

Un

der

stan

din

gan

dre

spo

nd

ing

toco

nte

xts

nd conte writer,

speaker/signer and relationships with audiences.

t and es of t

writer, speaker/signer and relationships with audiences.

ent ace of

the writer, speaker/ signer and relationships with audiences.

blishment of some roles of the writer, speaker/signer and relationships with audiences.

use of roles of the writer, speaker/signer.

manipulation aof roles of th

rol establishmencontrol of rol he

establishmmaintenan

nd roles of

esta


Dimension A B C D E


s ic

heri

o nt cha

dent work has the g characteristics:

the s:

The student worfollowing charactst

k as the stics:


wr



uwork has the racteristics:

The stfollowin

a discerning combiof a range of grammatically acculanguage structuresspecific effect , in

n

r e

lu

g oy accucturets, se

gally a

struurp

mmar age stru

meet a purpo

mar and language ctures that impede

meaning

ation

ng

control of a rangrammaticalllanguage strachieve effecincluding clau

atfordi

u

sentences in texts

s cclauses and sentences in written texts

e f rate s to

nd

use of a rangrammaticlanguageachieve pincluds a

written ing clau

sentences in texts

e of mostly ccurate ures to

inconsisof gra

ctoses, ses and written

langu

tency in the use and

gramstru

ctures to se

discerning use of appropriate cohedevices to develoemphasise ideas connec

modsive

h

f mohesiel

r

- coh

in

x

ome riate cohesive

tof texts, including

raphin

some connections between parts of texts

e-

d

effective use oappropriate codevices to devmaintain ideasconnec

p annd

,ing

t parts of textsincluding paragin written te

at parts of texts

including paragrapin written texts

de- ve and

use of modeappropriate devices to co

op and

, aphing

lnnec

including pain written te

xts

esive deas and

use of sappropdevicesk i

t parts of texts, ragraphing ts

paragtexts

mode-

o connect parts

g in written

discerning use of arange of apt vocafor specific purpos

dbulaes

f arses

ab f

ose

se of vocabulary that distracts from purpose

wiry

use oof apt vocabulspecific purpo

e effective a range y for

use of suitvocabulary

le or purposes

use of vovaries in spurp

cabulary that uitability for a

u

Un

der

stan

din

gan

dco

ntr

olli

ng

text

ual

feat

ure

s

modes to

ic effects: 3

ed s4

non-verbal features5 complementary

features6.

of mode-ature to

ures /signed

features non-verbal features complementary

features.

e of riate feature

osefeatu

oken/signfeatures

non-verbal features complementary

features.

modes tha

written featuspoken/signfeatures

non-verbal features complementary

features.

features that distract from meaning:

written features spoken/signed

features non-verbal features complementary

features.

discerning use of eatur

specif written features

e- effective usappropriate fachieve

spoken/signfeature

e te fe

ieve effects: written feat

appropriaach

s

spoken

suitable usp

achieve purp written

mode- use appro s to

fea

s:res

of ture

suitability:

sp ed

-appropriate ary in

t v

res ed

3 For example: Conventional spelling and punctuation 4 For example: Pronunciation, phrasing and pausing, audibility and clarity, volume, pace, silence 5 For example: Facial expressions, gestures, proximity, stance, movement 6 For example: Graphics, still and moving images, design elements, music, sound effects



Dimension A B C D E


s stic

the s:

The student worfollowing charact

k ehri

wor

nt cha

udent work has the g characteristics:

as the stics:




work has the racteristics:

The stfollowin

discerning manipulaof the ways ideattitudes and vunderpin texts

tion effective manipthe ways idattitudes anunderpin te

as, s

uleas,

valts a dien

e u

uand value

use of ideas in texts

alueand

influence audiences

d

ation of

s

appropriatways idand vaue

ndces

eas,lues

texts and influenaudiences

xinfluence au

se of the tudes

use of ideattinderpin

ce unde

as, attitudes s that

rpin texts

subtle and complecreation of perspand represenconcepts, id

x e t

tations of ties

eatio an

ons of , identities

e

ppresen t

, id ind pl

tion pec

n l

ation of some ncepts, identities,

times and places c ive

,

si

times and pl

s effective cr

perspectiverepresentatconceptsenti

times and places

n od

, s

eptstimes a

f creation ofand reconc

ac

ersta

entace

esncepts

times a

pectives ions of ties, s

creapersreprco

of s

entations of , identities, d p aces

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discerning evaluation of aesthetic features and their effects in texts.

effective evaluation of aesthetic features and their effects in texts.

identification and explanation of aesthetic features and their effects in texts.

identification of aesthetic features and some effects in texts.

identification of some aesthetic features in texts.


Glossary

Achievement values and attitudes the teaching/learning process. Not the same as ability/capacity or

otential.

The extent to which a student has demonstrated knowledge, skills,as the result ofaptitude/p

Aesthetic see Appendix 1

Analyse To break up a whole into its parts, to examine in detail to determine the nto look more deeply into and to detect the relationships between parts.

ature of;

Assessmeinstruments

nt tion about student achievement. Particular methods developed and used by a school to gather informa

Assessment The purposeful and systematic collection of evidence about students’ achievements.

Assessment techniques

The method used to gather evidence about student achievement.

Complementary hese features contribute to the meaning and impact of written, spoken/signed and phs), moving

ages (computer animation, moving pictures), design elements, music and sound features

Tmultimodal texts and include graphics, symbols, still (diagrams, photograimeffects.

Conditions, . The most common form is an supervised

Conditions that remove any doubts of student authorshipexam.

Context A framework for linking concepts, learning experiences and assessment. A context provides a meaningful application of concepts in real-world situations.

Course of study e, subject, An organised amount of learning described in a syllabus, training packagcourse or project that meets the quality criteria.

Depth The development of knowledge and understandings from simple through to complex.

Design elements Elements that apply to both written and spoken/signed texts and include digital, auditory blocks and

eir impact on the audience. and visual features such as graphics, photos, still or moving images, textlayout, which are deliberately selected for th

Evaluate ness of ion, data or arguments based in logic as opposed to subjective preference.

Establish the value, quality, importance, merit, relevance or appropriateinformat

Exit levachievement

eached by students at exit judged by matching standards in student work tated in a syllabus.

el of The standard rwith the exit criteria and standards s

Folio urse of study.

f verification.

A collection of student responses to the assessment instruments over a co

Exit folio

The student folio at the time a student exits from a course of study.

Verification folio

The student folio at the time o

Genre Genres are accepted categories of texts. Genres have features and patterns that relate and audience. Some texts may be multigeneric. to context, purpose

Grammar Morphology and syntax, that is, the structure of words and sentences in the language. Morphology refers to the way simple words and basic elements of more complex words are combined. Syntax is the way words are organised into phrases, clauses and sentences.

QSA will provide a grammar compendium as a resource available on the QSA website.

Identify Recognise, name or select.


ent-specstandards

onses to an assessment nt. It lists the properties or characteristics used to assess students’

Instrum ific A tool for making judgments about the quality of students’ respinstrumeachievements.

Interpret ning to information presented in various forms, such as words, symbols, To give meapictures or graphs.

Learnin rs plan for students to achieve objectives/outcomes. g experience The activities teache

Level of achievement a course of

nt (VHA), nt (LA) and

ement (VLA). An exit level of achievement is usually issued at sters of study, but may be issued at the end of one, two or three

Interim level of achievement

e other than

Exit level of achievement

The overall standard reached by students by the time they completestudy. There are five exit levels of achievement: Very High AchievemeHigh Achievement (HA), Sound Achievement (SA), Limited AchievemeVery Limited Achievthe end of four semesemesters of study.

A decision about the overall standard reached by students at any timwhen they exit a course of study.

Medium on, which may include face-to-face, film, television, stage, ombinations of

ent with

Channel of communicatiradio, print and electronic media. Multimodal texts, formed by various cthese channels of communication, have become increasingly prevaltechnological developments.

Mode Mode refers to a system of communication chosen as the way to transmit a message. visual or

rm multimodal texts. The choice of language mode may be written, spoken/signed, nonverbal,auditory. In combination, these systems of communication fo

Moderation

y the Queensland Studies Authority to ensure that ls.

Procedures administered by a school to ensure that teacher judgments about

External moderation

Formal procedures administered bteacher judgments about standards are comparable between schoo

Internal moderation

standards are comparable within the school.

Monitoring The process by which review panels provide advice to schoassessment instruments and the standards reached by stud

ols on the quality of their ents to that point in time.

Monitoring occurs at the end of Year 11.

Nonverbal featur ns and include both facial expressions and gesture (proximity, body movement, stance).

es These features contribute to spoken/signed and multimodal presentatio

On-balance judgment

The decision as to which standard is the best match to the student work.

Review panels Panels of teachers who put into effect the Queensland Studies Authoritprocedures.

y’s moderation

Special provision ecial needs. s Variation of assessment conditions permitted for students with identified sp

Spoken/signed features

/signed features of texts include: pronunciation; phrasing and pausing for emphasis; audibility and clarity; volume; pace; silence; stance. Spoken

Standard Australian English

The form of Australian English that conforms to the perceived notion of appropriate usages for serious writing.7

Reference texts, such as Pam Peters’ The Cambridge Australian English Style Guide and other publications from the Macquarie University Department of Linguistics, including The Macquarie Dictionary, are useful tools in establishing accepted language conventions.

7 The Macquarie Library Pty Ltd, 2005, The Macquarie Dictionary, 4th edn, The Macquarie Library Pty Ltd, Macquarie University, NSW.


(of assesints for describing how well students have achieved the general llabus.

required quality of, or s in, student work in order to be awarded a particular standard (of

).

tudent achievement.

Standards sment) objectives in the sy

Fixed reference po

Standards descriptor

Statement or list of statements that succinctly conveys the featureassessment

Standards matrix

Chart in a syllabus describing the qualities of A–E grades of s

Student profile performance on assessment instruments course of study.

A record of information about student undertaken periodically throughout the

Student work Student response to an assessment instrument.

Subject yllabus. A course of study defined by a s

Syllabus A document that prescribes the curriculum for a course of study, and inclof learning and standards of assessment.

udes standards

Texts dal works. They ay

tions.

munications. media articles and

Texts are broadly defined as written, spoken/signed, visual and multimoinclude works drawn from literature, mass media, electronic and everydcommunica

Texts are coherent, meaningful, written, visual, signed or multimodal comExamples of key texts are novels, plays, poems, films, speeches, hypermedia texts.

Textual features pose, genre se and sentence structure,

grammar, vocabulary, paragraphing, punctuation and spelling, layout, visual and

Those components of texts that are chosen to suit context according to purand register. Textual features include: cohesion, clau

auditory features, as well as spoken/signed and nonverbal features.

Unit of work eriences and A unit of work is a planned program of study, including learning expassessment generated through a purposeful context for learning.

Values Characteristics, qualities, philosophical and emotional stances. For eprinciples or standards, often shared with others in a cultural grou

xample, moral p.

Verbal features and include These features contribute to meaning in spoken/signed presentationspronunciation; pace; volume; and phrasing.

Verification es whereby on folios.

Occurs towards the end of Year 12 as part of the moderation procedurreview panels reach consensus on the standards exhibited in verificati

Verification folio The collection of evidence used to make an on-balance judgment about a student’s level of achievement. At October verification, it will contain five pieces of work that conform to the principles of exit assessment.

Work program A document that provides the detail of how a school intends to implement a syllabus.


Appendix 1: Aesthetic features

eeing the world and t emotional reactions”.8 Such engagement is crucial for the development of

which is simply “beautiful” in a text. It refers to the s a wide range of

l and critical s. As such, the aesthetic is closely tied to reader/audience positioning. Aesthetic

etic features in udiences. Students are also

given opportunities to evaluate the aesthetic features of texts and their effects on be done in the expository mode and may involve

tio m a to tex

Engaging with aesthetic texts “allows us to rehearse different ways of sdifferenempathy.

The aesthetic is far more than that complex relationship between perception and sensation. It encompasseemotional and critical responses to texts.

Aesthetic features refer to those aspects of texts that prompt emotionareactionfeatures may draw upon and interplay with textual features already used for other purposes.

In senior English, students are given opportunities to create their own aesthpersuasive and imaginative tasks in order to position readers/a

reader/audience positioning. This can student reflec n on personal e otional and critic l responses ts.

Examples of aesthetic features include:

poetic devices written devices spoken devices film devices dramatic devices

alliteration

assonance

imagery

metaphors

personification

simile

symbolism

s

motifs

personification

representation

symbolism

symbolism

ry

motifs

photography

screenplay

symbolism

costuming

dialogue

motifs

style

symbolism

imagery imag

irony

metaphor

es

motifs edi

rhetoric image

costuming

ting

8 R Misson & W Morgan, 2006, Critical Literacy and the Aesthetic: Transforming the English Classroom, National Council of Teachers of English, Illinois, p. 136

Queensland Studies Authority154 Melbourne Street, South BrisbanePO Box 307 Spring Hill QLD 4004 AustraliaT +61 7 3864 0299F +61 7 3221 2553

www.qsa.qld.edu.au

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