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Curriculum Projects

Project Overview

Project Description

Design a project based on the Stage 6 English Syllabus for implementation in your school. You can select from:

Icon for Stage 6 Preliminary EAL/D Assessment Task 1

Stage 6 Preliminary EAL/D Assessment Task 1

YEAR 11 ENGLISH EAL/D Stage 6

ASSESSMENT TASK #1: TERM 1, 2018

Module A: Language and Texts in Context: Many Voices, One Country

WEIGHTING: 30%

Components Weighting %
Knowledge and understanding of course content 15
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 15
Total 30

DUE DATE: Monday 26th March, Week 9A, Term 1, 2018.

Outcomes Assessed:

EAL11-1A responds to and composes increasingly complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EAL11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning

EAL11-6 investigates and explains the relationships between texts

EAL11-7 understands and assesses the diverse ways texts can represent personal and public worlds

EAL11-8 identifies, explains and reflects on cultural references and perspectives in texts and examines their effects on meaning

TASK DETAILS:

Portfolio – 30 marks (10 marks each text)

There are many perspectives which exist on the person and story of Ned Kelly. Utilising the perspectives studied through the class focus texts, you are to create your own texts to assume the role of often unheard voices in this history.

Based on your understanding of the life of ‘Ned Kelly’, create THREE different texts from the text types below. Write between 200 - 500 words per text. You must address all five outcomes across the three text types you produce.

1. Text-type: Interview (informative) EAL11-1A; EAL11-3; EAL11-8

You are an interviewer for a radio program entitled “The Stories We Tell”. Interview the author Peter Carey of the historical novel “True History of the Kelly Gang” inviting him to respond to a series of five to seven questions about this text. You must construct the questions and the responses.

2. Text-type: Speech (persuasive) EAL11-1A; EAL11-3; EAL11-6; EAL11-7

You are a motivational speaker who has been invited to address a youth forum in your local area on the topic of “The importance of fighting for your beliefs”. Include examples from Ned Kelly’s experience and the texts we have studied to support your argument.

3. Text-type: Report (discussion) EAL11-1A; EAL11-3; EAL11-6; EAL11-7; EAL11-8

You have been asked to contribute to a website entitled ‘Ned Kelly: hero or villain?’ Write a webpage report using evidence from the five texts studied in class.

4. Text-type: Letter (persuasive) EAL11-3; EAL11-7; EAL11-8

You are Ned Kelly’s mother Ellen Kelly and your son Ned has just been sentenced to death by hanging. You are writing a letter to the Victorian Police to appeal for a commutation of sentence for your son, that he may not die and rather have life imprisonment.

5. Text-type: diary entry (imaginative, based on information) EAL11-1A; EAL11-3; EAL11-6; EAL11-7; EAL11-8

You are Ned Kelly and you are writing a diary entry as you await execution in three days. Write a summary of your life and reflections on your situation.

6. Text-type: text review (informative) EAL11-1A; EAL11-3

Select one of the five texts about Ned Kelly’s life which we have studied in class. You are to write a review of this text for a resource book for HSC students studying the English EAL/D course. In your review you must include techniques used by the composer to engage the audience.

7. Text-type: feature article (critical reflection) EAL11-1A; EAL11-3; EAL11-6; EAL11-7;

You are the editor of ‘The Age’ newspaper in Victoria. It is coming up to the anniversary of Ned Kelly’s death by hanging and you write a feature article to explore Kelly’s life. You are to investigate why he, as a criminal, garnered so much support.

Marking Criteria

Criteria

Marks 

  • Composes a sophisticated response that skillfully explores the chosen text-type requirements
  • Demonstrates a sophisticated control of register to suit the perspective of the assumed persona
  • Text-type skillfully manipulates the required form and fulfills the word limit requirement
  • The text-type mirrors the form and features required of this text in a sophisticated and skillful manner

  • Sophisticated use of language techniques to create atmosphere and engagement
9-10
  • Composes a well-developed response that explores the chosen text-type requirements
  • Demonstrates an effective control of register to suit the perspective of the assumed persona
  • Text-type manipulates the required form in a well-developed way and fulfills the word limit requirement
  • The text-type mirrors the chosen author’s style in a well-developed manner
  • Well-developed use of language techniques to create atmosphere and engagement
7-8
  • Composes a sound response that explores the chosen text-type requirements
  • Demonstrates a sound control of register to suit the perspective of the assumed persona
  • Text-type manipulates the required form in a sound way
  • The text-type mirrors the chosen author’s style in a sound manner
  • Sound use of language techniques to create atmosphere and engagement
5-6
  • Composes a basic response that explores the chosen text-type requirements
  • Demonstrates a limited control of register to suit the perspective of the assumed persona
  • Text-type manipulates the required form in a basic way
  • The text-type attempts to mirror the chosen author’s style in a basic manner
  • Basic use of language techniques to create atmosphere and engagement
3-4
  • Very little text-type structure
  • Demonstrates negligible control of register to suit the perspective of the assumed persona
  • Does not explore the chosen text-type requirements
  • Text-type does not resemble to chosen author’s style
  • Little to no language techniques used
1-2
  • Not attempted/no medical certificate on due date for absence
0