Patrician Brothers College, Fairfield Assessment Task Cover Sheet

Student Name: Teachers Name: Subject: Year 12 Advanced English Speaking Task Assessment Task Title: Speaking Task Assessment Weighting: 15% Due Date: Wednesday 12th December, 2012 Word/Time limit: 12-15 minutes Date Received: Student Year: 12 KLA Coordinator: Ms K. Lowing

I have retained a copy of this assessment task (Circle)

Yes / No

Declaration of Originality: In accordance with the College Assessment Policy, I hereby declare that this submission is my own work and that to the best of my knowledge and belief, it contains no material previously published or written by another person or myself nor material which to a substantial extent has been accepted for another assessment task except where due acknowledgement has been made. Student Signature: ____________________________________________________

SYLLABUS OUTCOMES: A student

2. explains relationships among texts. 2A recognises different ways in which particular texts are valued. 4. explains and analyses the ways in which language forms and features and structures of texts shape meaning and influence responses. 6. engages with the details of text in order to respond critically and personally. 9. evaluates the effectiveness of a range of processes and technologies for various learning and purposes including the investigation and organisation of information and ideas. 10. analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

TASK
In groups of 3, you will engage in a conversation with either of the English teachers to explore what you have learned about Belonging. This will be done by responding to a number of questions. You will be given a total of ELEVEN questions to prepare for, which will be based on the poems studied in class. On the day of your discussion, you will be asked FIVE TO SIX of these questions. You will be asked any 5-6 of the questions below: 1. 2. 3. 4. 5. 6. In what ways can people both belong and not belong simultaneously? Explore the significance of place on ones sense of belonging. Do your texts invite you to feel a sense of connection to them, or do they exclude you? Explain. How has Shakespeare utilized dramatic forms and features to communicate ideas about belonging? External forces determine an individuals sense of belonging. Do your texts support this assertion? How has Shakespeare used the relationship between Orlando and Oliver to help you understand the significance of identity and the past on our sense of belonging?

7. 8. 9.

Shakespeare uses comedy in his play to appeal to the audience. To what extent does this comedy enhance ideas of belonging within As You Like It? What aspect of belonging had the greatest impact on you as a responder in considering your two related texts? As You Like It has significant differences of social class. How does social class affect our sense of belonging? Refer also to a related text.

10. Ultimately our sense of belonging comes from within. Do you agree? Comment with reference to As You Like It and your related texts. 11. What role does the character, Jacques, play in any evaluation of belonging in Shakespeares play? GUIDELINES FOR YEAR 12 ENGLISH SPEAKING ASSESSMENT TASK: ADVANCED

1. It is each students responsibility to place themselves in a group of three to complete this assessment task. Your group can be selected from any of the classes within the Advanced cohort. It is YOUR responsibility to ensure that all group member names are accurately listed on the sheets posted by the date given. 2. Each student should have equal input to the discussion. 3. Students will receive a group mark for the overall presentation and ability to work together (knowledge and understanding) however, each student will be marked on their personal contributions and speaking skills. 4. Students must be prompt to their allocated teacher for marking and wait outside their allocated room until instructed to move in by the teacher. Groups who are late will have the same amount of time deducted accordingly. During this one hour groups will be selected at random to present. 5. If a student is more than 15 minutes late, he will receive a mark of zero. 6. Each group is to hand a copy of their assessment to the marking teacher on the day of presentations. This must have the marking criteria attached to it. 7. Students will be stopped at the maximum time limit of 15 minutes and will not be permitted to speak further. 8. If a member of the group has not contributed to the class assessment, members of the group must report this to their CLASS TEACHER at least a week before the assessment is due. 9. If a student is absent on the day he must notify the English Coordinator of his absence by phone, and then he must hand a Doctors Certificate. Failure to do either will result in a O mark and an N Award. The group will still have to present. Normal assessment guidelines and required documentation apply according to College Policy even though the assessment will take place once the official Year 11 calendar year has ended. 10. Once the lists have been taken off students will not be able to change their presentation materials. The lists will be taken away on Wednesday 21st November, 2012 11. Given that this is a formal HSC College Assessment task, students must wear full College uniform. Any student not dressed correctly will not be allowed to deliver his presentation and will incur a mark of zero

ENGLISH DEPARTMENT Area of Study. Belonging. Focus text: As You Like It MARKING TEACHER: ___________________________

TIME SLOT: ____________________

Marking Criteria Individual Mark

MARK
A 13-15 B 10-12 C 7-9 D 4-6

CRITERIA
Demonstrates a detailed knowledge and perceptive understanding of the concept of Belonging in a variety of texts, through a sustained personal point of view. (Outcomes 6) Insightful and skilful understanding of the values presented in texts and the links between texts. (Outcome 2,2A) Shows a highly developed ability to identify and evaluate the techniques of texts and how these reflect the concept of the Belonging. (Outcome 4 ) Superior skills in working as a group to organise and present ideas in an engaging, sustained and logical manner for a range of audiences and contexts manner. (Outcomes 9 and 10) Demonstrates a well-developed knowledge and strong understanding of the concept of Belonging in a variety of texts, through a sustained personal point of view. (Outcomes 6) Well-developed understanding of the values presented in texts and the links between texts. (Outcome 2,2A) Shows a well-developed ability to identify and explore the techniques of texts and how these reflect the concept of the Belonging. (Outcome 4) Well-developed skills in working as a group to organise and present ideas in an engaging, sustained and logical manner for a range of audiences and contexts. (Outcome 9 and 10) Demonstrates a sound knowledge and adequate understanding of the concept of Belonging in a variety of texts, through a personal point of view. (Outcomes 6) Adequate understanding of the values presented in texts and the links between texts. (Outcome 2,2A) Shows reasonable ability to identify and describe the techniques of texts and how these reflect the concept of the Belonging. (Outcome 4) Developed skills in working as a group to organise and present ideas in an engaging manner for a range of audiences and contexts. (Outcome 9 and 10) Demonstrates a limited knowledge and satisfactory understanding of the concept of Belonging in a variety of texts. May have a personal point of view. (Outcomes 6) Limited skills in understanding the values presented in texts and the links between texts. (Outcome 2,2A) Makes some attempt to identify and describe the techniques of texts and how these reflect the concept of the Belonging; OR shows a well-developed ability to identify the techniques of texts without making a link to the concept of the Belonging. (Outcome 4) Developing skills in working as a group to organise and present ideas in an engaging manner with limited understanding of audience and contexts. (Outcome 9 and 10) Demonstrates elementary knowledge and understanding of the concept of Belonging in the texts. (Outcomes 6) Elementary skills in drawing links between the texts and recognising the values (Outcome 2,2A) Provides elementary description of the techniques of texts OR shows an ability to identify the techniques of texts without making a link to the concept of Belonging. (Outcome 4) Limited skills in working as a group to organise and present ideas in an engaging manner. (Outcome 9) Demonstrates no knowledge or understanding of the concept of Belonging in a variety of texts, through a personal point of view. (Outcomes 6) Does not draw links between the texts or identify values (Outcome 2,2A) Shows no ability to describe and analyse the structures, language forms and features of texts and the way these shape meaning and influence responses. (Outcome 4) No skills in working as a group to organise and present ideas in an engaging or logical manner. (Outcome 9)

E 1-3

Not Demonstra ted 0

COMMENT

/15

CRITERIA
Skills in working as a group to organise and develop ideas in an effectively engaging manner. (Outcome 9)

Elementary (1)

Basic (2)

Sound (3)

Thorough (4)

Extensive (5)

TOTAL:

/20