2013 STANDARD ENGLISH - PRELIMINARY COURSE

Documentation
Subject:

Standard English

Teacher:

Mr Edwards

Contents

Section
1
2
3
4
5
6
7
8
9
10
11

Description
Class Rolls
Evidence of Syllabus Distribution
Board of Studies Correspondence
Teaching and Learning Program/Registration
Scope and Sequence Statement
Lesson Notes/Teacher Planning
Copies of informal and formal assessment tasks
Student Assessment Receipts/Marks Awarded
Copies of all other support material
Evidence of Book/Homework marking and associated
Feedback
Major Works Evidence of Supervision

Section 1: Class Rolls Standard English Term1 2013

Surname

Name

BYATT

MATTHEW

JENNINGS

JADE

MILLER

JARROD

SHORE

DALTON

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Section 2: Evidence of Syllabus Distribution

Students are to initial and date next to their name when a new topic begins to show that they have received a copy of the
relevant copy of the syllabus.
Surname

Name

BYATT

MATTHEW

JENNINGS

JADE

MILLER

JARROD

SHORE

DALTON

Topic 1
Area of Study
(Sections 1, 2 & 3)
The Crucible, et.al

Topic 2
Module A
The Life and Crime
of Harry Lavender

Topic 3
Module B
Wilfred Owens
War poetry

Topic 4
Module C
Billy Eliot

Topic 5
Other:

Section 3: Board of Studies Correspondence

Teachers should register all BOS letters and keep a copy of the actual letter in this file.
Surname

Name

BYATT

MATTHEW

JENNINGS

JADE

BOS
Letter
No.

Date
Sent

Description

Resolved
Y/N

Section 4: Teaching and Learning Program/Registration

Registration should be undertaken on a weekly basis

STANDARD ENGLISH

(see programs attached)

(HSC)

1.

Composing Task (Module B)

15%

Week 5

Term 1

2.

Area of Study Assessment

30%

Week 7
Week 2

Term 1
Term 2

3.

Composing Task (Module A)

15%

Week 8

Term 2

4.

Half Yearly Examination

10%

Week 9-10

Term 1

5.

Oral Task (Module C)

15%

Week 7

Term 3

6.

Trial HSC Examination

(AoS & Modules)

15%

Week 5-6

Term 3

TOTAL

ADVANCED ENGLISH

100%

(HSC)

1.

Composing Task (Module B)

15%

Week 5

Term 1

2.

Area of Study Assessment

30%

Week 7
Week 2

Term 1
Term 2

3.

Oral Task
(Comparative Study - Module A)

15%

Week 8

Term 2

4.

Half Yearly Examination

10%

Week 9-10

Term 1

5.

Representing Task (Module C)

15%

Week 7

Term 3

6.

Trial HSC Examination

(AoS & Modules)

15%

Weeks 5-6

Term 3

TOTAL

100%

Advanced English
Program Overview

ENGLISH/CREATIVE ARTS FACULTY

WEEK

TERM 4
2012

SUBJECT: STANDARD ENGLISH

YEAR: 12

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

AoS
Belonging
Part 1

(composing
task, film
viewing and
related
materials)

(composing
task, film
viewing and
related
materials)

(film viewing
and related
materials)

(film viewing
and related
materials)

(film viewing
and related
materials)

(film viewing
and related
materials)

(film viewing
and related
materials)

(film viewing
and related
materials)

Interest
Electives
Program

WEEK

Assessment
15%
(Module B)

TERM 1
2013

Module B
Close Study of
Texts Wilfred
Owens War
Poetry

Module B
Close Study
of Texts
Wilfred
Owens War
Poetry

Module B
Close
Study of
Texts
Wilfred
Owens
War Poetry

Module B
Close Study
of Texts
Wilfred
Owens War
Poetry

Module B
Close Study
of Texts
Wilfred
Owens War
Poetry

Assessment
15%
(AoS A)
Module B
Close Study
of Texts
Wilfred
Owens War
Poetry

Module B
Close Study
of Texts
Wilfred
Owens War
Poetry

10

Assessmen
t
10%
AoS
Belonging
Part 2
The
Crucible +
essay writing
focus

AoS
Belonging
Part 2

HALF
YEARLY
EXAMINATION

--------------

---------------------

HALF
YEARLY
EXAMINATION

AoS
Belonging
Part 2

WEEK

TERM 2 AoS
2013

WEE
K

TERM
3
2013

Belonging
Part 2

Module C
Billy Eliot

2
Assessment
15%
(AoS B)
AoS
Belonging
Part 2

Module C
Billy Eliot

AoS
Belonging
Part 2

Module A
The Life
and Crime
of Harry
Lavender

Module C
Billy Eliot

Module C
Billy Eliot

Module A
The Life
and Crime
of Harry
Lavender

Module C
Billy Eliot
-----------------Trial
HSC

Module A
The Life
and Crime
of Harry
Lavender

Trial HSC

----------------Module C
Billy Eliot

10

Module A
The Life
and Crime
of Harry
Lavender

Assessment
15%
(Module A)
Module A
The Life and
Crime of
Harry
Lavender

Module A
The Life
and Crime
of Harry
Lavender

Module A
The Life
and Crime
of Harry
Lavender

10

Assessme
nt 15%
(Module
C)
Module C
Billy
Eliot

Module C
Billy
Eliot

Revision

Revision

Section 6: Lesson Notes and Teacher Planning

See: Teachers Day Book for details

Section 7:

ASSESSMENT TASK NOTIFICATION

OVERVIEW: TASK 1
Course:

Year 12 Advanced English

Weighting:

15%

Format:

Essay

Date:

Term 1; Week 5; (before 9.00 am).

Topic:

Critical Study of Texts

Text:

Hamlet

Module B
Section II (HSC exam)

OUTCOMES

This assessment task will be used to determine each students ability to satisfy the outcomes
listed below:
Outcome 1

Outcome 4

Outcome 2

Outcome 6

Outcome 3

ASSESSMENT CONTEXT
This is Assessment Task 1 on the assessment schedule composed of six (6) tasks. It carries an
overall weight of 15%.
PENALTIES

As per T.H.S.s assessment policy, students are required to submit this assessment task on the
due date or before. Standard penalties will be imposed unless students adhere to this policy (i.e.
medical certificates if absent). Please confer with your class room teacher if you have any
questions in relation to this assessment task. Good luck with your preparation. Late assessment
tasks are to be submitted via the Principal.

ESSAY TASK
In this assessment task you will be assessed on your ability to:

Demonstrate understanding of the ideas expressed in the text and how they are
conveyed;
Evaluate the texts reception in different contexts;
Organise, develop and express ideas using language appropriate to audience,
purpose and form.

Ultimately, in this Shakespearean drama, it is the representation of intense human relationships

that captivates and satisfies audiences.
Explore the representations of AT LEAST two (2) human relationships in Hamlet evaluating
their significance in the play as a whole. In your essay refer to specific textual evidence derived
from ACT I and ACT II of Hamlet.

ESSAY LENGTH:

1250-1800 words.

ASSESSMENT TASK # 1
NAME:

HAMLET

___________________________

ESSAY TASK

In this assessment task you will be assessed on your ability to:

Demonstrate understanding of the ideas expressed in the text and how they are
conveyed;
Evaluate the texts reception in different contexts;
Organise, develop and express ideas using language appropriate to audience,
purpose and form.

Ultimately, in this Shakespearean drama, it is the representation of intense human relationships

that captivates and satisfies audiences.
Explore the representations of AT LEAST two (2) human relationships in Hamlet evaluating
their significance in the play as a whole. In your essay refer to specific textual evidence derived
from ACT I and ACT II of Hamlet.
ESSAY LENGTH:

1250-1800 words.

COMMENTS:

MODULE B MARKING CRITERIA

Criteria
Presents a perceptive evaluation of how intense human relationships are
represented in the play;
Articulates a perceptive evaluation of the significance of the intense
human relationship / s in the text as a whole;
Presents an insightful close analysis supported by detailed textual
evidence and detailed supporting references;
Composes a sustained evaluation using language appropriate to
audience, purpose and form.
Presents a thoughtful evaluation of how intense human relationships are
represented in the play;
Articulates an effective evaluation of the significance of the intense
human relationship / s in the text as a whole;
Presents an effective close analysis supported by well-selected textual
evidence and valid supporting references;
Composes a cohesive evaluation using language appropriate to audience,
purpose and form.
Presents a sound evaluation of how intense human relationships are
represented in the play;
Articulates a valid evaluation of the significance of the intense human
relationship / s in the text as a whole;
Presents an analysis supported by appropriate textual evidence and
supporting references;
Composes a sound overall evaluation using language appropriate to
audience, purpose and form.
Presents a limited evaluation of how intense human relationships are
represented in the play;
Articulates a basic or implicit evaluation of the significance of the
intense human relationship / s in the text as a whole);
Presents analysis supported by limited textual evidence and
accompanying references;
Composes a limited response using some aspects of language
appropriate to audience, purpose and form.
Attempts to provide an evaluation of how intense human relationships
are represented in the play;
Describes aspects of the text, using elementary knowledge of the text.
Attempts to compose a response to the question.
Non-attempt, virtual non-attempt, non-serious attempt;
N Award notification to be effected.

Marks

Bands

17-20

5+ / 6

13-16

3+ / 4 / 5

9-12

2+ / 3

4-8

1-3

ASSESSMENT TASK NOTIFICATION

OVERVIEW: TASK 2
Course:

Year 12 Standard & Advanced English

Weighting:

30%

Format:

Analysis & composing tasks

Topic:

Area of Study - Belonging

Text:

The Crucible

OUTCOMES

This assessment task will be used to determine each students ability to satisfy the outcomes
listed below:
Component 1

Component 2

Outcome 2

Outcome 3

Outcome 3

Outcome 7

Outcome 4

Outcome 8

Outcome 6

Outcome 11

Outcome 8

Outcome 12 & 12a

Outcome 13

ASSESSMENT CONTEXT
This is Assessment Task 2 on the assessment schedule composed of six (6) tasks. It carries an
overall weight of 30%. Each component carries a 15% weighting.
PENALTIES

As per T.H.S.s senior assessment policy and procedures (pp.1-4 of handbook), students are
required to submit this assessment task on the due date or before. Standard penalties will be
imposed unless students adhere to this policy (i.e. medical certificates if absent). Please confer
with you class room teacher if you have any questions in relation to this assessment task. Good
luck with your preparation. Late assessment tasks are to be submitted via the Principal.

NOTE

This assessment task will support and direct your preparation for the half-yearly and trial
HSC examinations in Terms I & II ensure that you utilise your time effectively and any
study periods that you may have acquired;

You may like to draw on the quality texts and related texts that you studied in your
preliminary course last year, rather than start searching for new related texts.
Alternatively you may like to utilise the related texts to which your referred in the half
yearly examination.

COMPONENT 1:
*

(15%)

Students are to use their spiral bound A4 lecture book when planning this
component.

In this component of the assessment task, students will be assessed on their ability to:

engage with the details of texts in order to respond critically and personally;
make connections between and discuss relationships among texts;
articulate and represent their own ideas in text analyses and deconstructions;

Students will locate, examine, analyse, question and reflect on representations of belonging as a
concept in:

collect a variety of related texts collected from a range of media (e.g. texts studied in
your preliminary course, novels, short stories, poems, song lyrics, film, newspaper and
magazine articles, visual texts YOU MAY WISH TO CONSIDER USING TEXTS
STUDIED IN THE PRELIMINARY COURSE)
your class prescribed text The Crucible.

From your collection of texts locate and select three (3) of your own related texts that
represent the concept of belonging;
You will provide formal, well-drafted analyses of the language and textual features
unique to those texts observing the summary format which we examined in class in Term
IV 2009 (attached herewith).
Your three (3) related material summaries are to be word processed and photocopies of
your related texts are to be attached to your summaries.
Each summary will be marked out of five (5).

COMPONENT 2:

COMPOSING TASK

(15%)

In this component of the assessment task students will be assessed on their ability to:

express an understanding of belonging in a composing task format;

draw upon imagination to transform experience and ideas into text, demonstrating control
of language;
reflect of the processes of responding and composing and critically evaluate the worth of
their own scripts;
use language appropriate to audience, purpose and context;

THE TASK
You will be issued with seven (7) composing tasks. In the context of the reflective writing
journal you will draft and edit a series of composing tasks (similar to those in Paper 1: Section 2
of your English). You will be expected to critique, re-draft and improve your scripts utilising the
various creative writing techniques examined in class (see your Creative Writing booklet).

You are to select your best script and include a final polished copy this must be word
processed and pasted in your journal.
You are to include a written justification of why you selected the script and explain what
qualities make it an excellent English script. You may like to utilise a SWOT or PMI
planning chart to organise your arguments. (200 words maximum)
These components will be clearly tagged.

RELATED MATERIAL SUMMARY FORMAT

Area of Study:
RELATED
# MATERIAL

Belonging
EXPLANATION

INFORMATION

1 Format

2 Source

3
Composer

4
Title

This refers to the general textual format of the related material of the
related material. (e.g. newspaper report, television documentary, radio
talk-back interview, song lyrics, poem, short story, film, novel)
Name the related materials actual specific source. Refer to the place of
publication or presentation. (e.g. The Sydney Morning Herald, 7.30
report on ABC Television, Insider Story, A Current Affair on Channel 9)
Note the details of the texts composer (if possible) i.e. full name of
author, poet, director, photographer, journalist, news presenter.
Be specific with your reference to the texts composer in your
AoS essays.
The full title of the related material e.g. in the newspaper article titled
No Thanks to War Veterans; in the song lyrics I think youre sweet
by Jay Jay and the Jets; in the Four Corners episode titled One Tel Gone for Good?; in the poem Change for Good Measure by Joe

5
Date

6
Summary

7
Analysis &
Explanation
of text and
textual
features

8
Process

Bloggs.
When the text was written, published, produced, aired e.g. changing
attitudes were evident in the newspaper article titled Go West written
by journalist Peter Smith published on 23rd May 2001 in the Laurel Hill
Herald)
Check publication dates on magazines, newspapers, release
dates on videos.
You should provide a general dot point summary of the related
materials facts and content. Do not simply copy slabs from the text
summarise the information in your own words (6-10 summary points)
Detailed explanation of what the related text has communicated
to you (the responder) about belonging or not belonging as
defined in the syllabus extract issued. Include textual
references (quotes), cite specific examples or incidents from the
text. (e.g. The text by Phillip Adams titledreveals that some
people consciously belong to peer group in an effort to maintain
their self confidence. Adams, for example)
Ensure that you identify and explain specific connections (e.g.
Act and page reference) between your related text and your core
text The Crucible.
Refer to the language features (use your Language & Style
Guide)
Explain what factors, agents or catalysts facilitated an individuals
belonging or were barriers to their sense of belonging. (i.e. Why a sense
of belonging has occurred or not occurred?) Consequences or +.

ASSESSMENT TASK # 2

Student:____________________________

Component 1

Component 2

Outcome 2

Outcome 3

Outcome 3

Outcome 7

Outcome 4

Outcome 8

Outcome 6

Outcome 11

Outcome 8

Outcome 12
Outcome 13

Component 1

three (3) related texts that represent the concept of belonging and provide formal, welldrafted analyses of the language and textual features unique to those texts. Adhering
to the set summary format issued and examined in class.
Clearly identified and explained connections or contrasts between the representations of
belonging in the prescribed text The Crucible.

Comments:
TEXT: Related Materials

Analysis
/5

Text 1

Text 2

Text 3

Criteria
Provides excellent explanations of relationships among texts citing
detailed, mature and insightful explanations;
Displays a highly-developed ability to engage, assess and evaluate the
details of text in order to respond critically and personally;
Displays a refined, mature and insightful understanding of texts and is
able to articulate and represent own ideas in a sophisticated form.
Provides good explanations of relationships among texts citing
detailed and valid explanations;
Displays a well-developed ability to engage, assess and evaluate the
details of text in order to respond critically and personally;
Displays a mature and sound understanding of texts and is able to
articulate and represent own ideas in a well-expressed, coherent form.
Provides satisfactory explanations of relationships among texts citing
detailed and valid explanations;
Displays a satisfactory ability to engage, assess and evaluate the details
of text in order to respond critically and personally;
Displays a satisfactory understanding of texts and is able to articulate
and represent own ideas in a satisfactory form.
Provides elementary or superficial explanations of relationships among
texts lacking detailed and valid explanations of texts language and
stylistic features;
Displays an elementary ability to engage, assess and evaluate a limited
range of details of text in order to respond critically and personally;
Displays an elementary understanding of texts and is able to articulate

Marks

Bands

17-20

5+ / 6

13-16

3+ / 4 / 5

9-12

2+ / 3

4-8


and represent own ideas in an elementary, disjointed form.
Provides elementary or inaccurate explanations of relationships among
texts lacking detailed and valid explanations of texts language and
stylistic features;
Displays an elementary ability to engage, assess and evaluate a limited
range of details of text in order to respond critically and personally;
Displays an elementary understanding of texts and is able to articulate
and represent own ideas in an elementary, disjointed form.
Presents an undeveloped response showing recognition pf the main ideas
in texts.
Non-attempt, virtual non-attempt, non-serious attempt;
N Award notification to be effected.

1-3

Comments:

COMPONENT 2:

COMPOSING TASK

(15%)

In this component of the assessment task student will be assessed on their ability to:

express an understanding of belonging in the context of their studies;

draw upon imagination to transform experience and ideas into text, demonstrating control of language;
reflect of the processes of responding and composing and critically evaluate the worth of their own scripts;
use language appropriate to audience, purpose and context;

Criteria
Exhibits an ability to compose imaginatively, interpretively and
critically with sustained precision, flair, originality and sophistication for
a variety of audiences, purposes and contexts in order to explore and
communicate ideas, information and values;
Displays a highly-developed ability to reflect critically and personally
on own processes of responding and composing;
Exhibits an ability to compose imaginatively, interpretively and
critically with flair, originality and control for a variety of audiences,
purposes and contexts in order to explore and communicate ideas,
information and values;
Displays a well-developed ability to reflect critically and personally on
own processes of responding and composing;
Exhibits an ability to compose imaginatively, interpretively and
critically with some originality and control for a variety of audiences,
purposes and contexts in order to explore and communicate ideas,
information and values;
Displays a sound ability to reflect critically and personally on own

Marks

Bands

17-20

5+ / 6

13-16

3+ / 4 / 5

9-12

2+ / 3


processes of responding and composing;
Exhibits an ability to compose imaginatively, interpretively and
critically with variable control in using language appropriate to
audiences, purposes and contexts in order to explore and communicate
ideas, information and values;
Displays an elementary ability to reflect critically and personally on own
processes of responding and composing.
Exhibits an ability to compose with some awareness of audience,
purpose and context in order to explore and communicate ideas and
information;
Displays an extremely elementary ability to reflect critically and
personally on own processes of responding and composing.
Non-attempt, virtual non-attempt, non-serious attempt;
N Award notification to be effected.

4-8

1-3

Comments:

AREA OF STUDY (BELONGING)

OPTION 1:
SECTION II (40 minutes)

(based on 2001 CSSA Trial HSC)

In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Use language appropriate to audience, purpose and context.
Belonging can be prompted by a fleeting incident

Compose a narrative / short story in which an individual feels a sense of

exclusion.

belonging or

The script should clearly identify the event or incident that prompted this sensation and outline
how and why the individual responded to the event.

OPTION 2:

2004 HSC SECTION II

In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

A selection of students imaginative writing will be included in the 2012 HSC edition of the CDROM, Belonging
Compose a piece of writing to contribute to ONE of these sections:

Belonging to Someone Special

or

Belonging to a Place.

OPTION 3:

2003 CSS TRIAL HSC SECTION II

In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

You have been asked to interview an older person for a television program called As Time Goes
By. The program will focus on the sense of belonging that people may experience in their lives.
Write the transcript for the interview.

OPTION 4:
In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

Belonging is one of lifes great joys. Compose a story for publication in a magazine in
response to this statement.

OPTION 5:

MODIFIED 2003 HSC SECTION II

In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

You are entering a writing competition for young writers. The competition is called Images of
Belonging.
Write a story about an image of belonging.
Use ONE of the images (see over) as the basis for the beginning or ending of your story. You
may write from any point of view you choose.
IMAGE # 1

IMAGE # 2

IMAGE # 3

IMAGE # 4

OPTION 6:
In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

You are conducting a radio program for young people on the concept of belonging and have
interviewed two people on this topic. Write the transcript of the interview.

OPTION 7:
In your answer you will be assessed on how well you:

Express understanding of belonging in the context of your studies;

Organise, develop and express ideas using language appropriate to audience, purpose and
context

Human beings, like plants, grow in the soil of acceptance, not in the
atmosphere of rejection.
When someone prizes us just as we are, he or she confirms
our existence.
Drawing on the ideas in ONE of these quotations, write an imaginative piece that celebrates the
ways relationships contribute to a sense of belonging.
(2009 HSC: Section II)

Section 8: Student Assessment Receipts/Marks Awarded

Student Assessment Register
Faculty: ENGLISH
Task No: 1

Subject: Advanced ENglish

Topic: Module B (Hamlet)

Year: 12

Date Due: XX/XX/2010

Weighting: 15%
Surname

First Name

Student

Date

Student

Date

Mark

Initial

Received

Initial

Submitted

/20

Section 9: Copies of all other support material

E.g. Case Studies; worksheets

Section 10: Evidence of Book/Homework marking and associated Feedback

Week 11

Week 10

Week 9

Week 8

Week 7

Week 6

Week 5

Week 4

Week 3

Comments

Week 2

First
Name

Week 1

Surname