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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: office@qsa.qld.edu.au 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
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........... 3
2.1 Dimensions ................................................................................................ 3
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........... 5
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8
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11
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............ 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.
Queensland Studies Authority | 3
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
4 | English Senior Syllabus 2010
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
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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,
6 | English Senior Syllabus 2010
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
Queensland Studies Authority | 7
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
8 | English Senior Syllabus 2010
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
Queensland Studies Authority | 9
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
10 | English Senior Syllabus 2010
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
Queensland Studies Authority | 11
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
12 | English Senior Syllabus 2010
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
Queensland Studies Authority | 13
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
14 | English Senior Syllabus 2010
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
Queensland Studies Authority | 15
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
16 | English Senior Syllabus 2010
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
Queensland Studies Authority | 17
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
18 | English Senior Syllabus 2010
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
Queensland Studies Authority | 19
5.5.1 Extended respons
20 | English Senior Syllabus 2010
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
Queensland Studies Authority | 21
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.
22 | English Senior Syllabus 2010
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,
Queensland Studies Authority | 23
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
24 | English Senior Syllabus 2010
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
Queensland Studies Authority | 25
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
26 | English Senior Syllabus 2010
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
Queensland Studies Authority | 27
Dimension A B C D E
The student work hafollowing characteri
s ic
heri
o nt cha
dent work has the g characteristics:
the s:
The student worfollowing charactst
k as the stics:
The student following cha
wr
rk has the eristics:
The studefollowingact
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
28 | English Senior Syllabus 2010
Queensland Studies Authority | 29
Dimension A B C D E
The student work hafollowing characteri
s stic
the s:
The student worfollowing charact
k ehri
wor
nt cha
udent work has the g characteristics:
as the stics:
The student following cha
rk has the eristics:
The studefollowingact
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
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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.
30 | English Senior Syllabus 2010
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.
Queensland Studies Authority | 31
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.
32 | English Senior Syllabus 2010
(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.
Queensland Studies Authority | 33
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