EnglishDepartment( - Vincentia High School · $ 1$ 2$ 3$ 4$ 5$ 6$ 7$ 8$ 9$ 10$ 11$! ... analyse and experiment with: ... the ways in which changes of form and language affect meaning

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Vincentia High School

English Department

HSC 2015 Course Booklet STANDARD ENGLISH

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Congratulations and welcome to your

HSC Studies!

As you commence your final year of English studies at Vincentia High School you will be engaged in a rigorous program of study that will prepare you for your post school destinations, be it tertiary education or the workforce. It is important that you set realistic goals and expectations for this course and work proactively with your parents, carers and teachers to achieve these. Successful senior students work towards their goals in an organised and systematic fashion. It is important that you have a schedule/timetable that allows you to enjoy and balance your sporting, leisure, family and friend time with your work and school commitments. Reading set texts can be time consuming; establish a regular reading routine at home for completing novels and texts for other subjects too. It is an expectation of the English faculty that all students in Year 12 comply with the following:

Teachers and parents expect you to be working independently at attaining positive result for the Higher School Certificate and undoubtedly you expect much of yourself too. Best of luck and enjoy your year of learning! Ms Renee Gilbert Head Teacher English

ALL students are expected to maintain a workbook and have all appropriate equipment with them.

Assessment and homework tasks are to be submitted (where required) in hard copy on the date due at 8.15am. (No emails, USBs, or disc submission) If you are absent on the due date it is YOUR responsibility to report to your teacher on the first day of your return with appropriate documentation.

Work in a manner that best supports a positive learning environment with positive outcomes for you and your peers. The better we all do…the better we all do!

Use your laptop responsibly within the guidelines of your laptop charter. It is NOT a replacement for a workbook. Laptop misuse will result in immediate consequences.

There are to be no Mobile Phone or MP3 players in English classrooms unless otherwise instructed by your classroom teacher.

Read ALL set texts as prescribed by your teacher when required. Your learning is YOUR responsibility.

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HSC Standard English - Course Overview

1 2 3 4 5 6 7 8 9 10 11

Term 4

Module A – Experience Through Language Distinctively Visual

Drama – The Shoe-horn Sonata, John Misto

Area of Study: Discovery

‘Introduction’

Term 1

Area of Study Discovery

Prose Fiction – Swallow the Air, Tara June Winch

Term 2

Module B Close Study of Text

Poetry – Wilfred Owen

Module C Into The World

Film – Billy Elliot, Stephen Daldry

Term 3

Trial Revision and Examination

HSC Revision

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HSC Standard English - Assessment Schedule

Task 1

Term 1, Week 3

Task 2

Midcourse Exam Term 1 – Week TBA

Task 3

Term 2, Week 6

Task 4

Term 3, Week 3

Task 5

Term 3, Week TBA

OUTCOMES TO BE ASSESSED

Module A

Distinctively Visual ‘Shoe-horn Sonata’

15%

5%

Area of Study Belonging

‘Swallow the Air’

15%

10%

15%

Module B Close Study of Text ‘Wilfred Owen’

15% 5%

Module C Into the World ‘Billy Elliot’

15%

5%

TOTAL /100 15% 25% 15% 15% 30% WRITING 10% 5% 15% READING 5% 5% 15% SPEAKING 15% LISTENING 15%

VIEWING AND REPRESENTING

15%

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From the Syllabus Document

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/english-‐std-‐adv.html

English (Standard) is designed for students to increase their expertise in English in order to enhance their personal, social and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators.

HSC English (Standard) course (120 indicative hours) In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts for different audiences and purposes. The course requires the study of at least FOUR types of text, one drawn from each of the following categories: prose fiction; poetry; drama; nonfiction or film or media or multimedia.

Content common to the Standard and Advanced courses — AREA OF STUDY Provides students with the opportunity to explore, analyse and experiment with: • meanings conveyed, shaped, interpreted and reflected in and through texts • ways texts are responded to and composed • ways perspectives may affect meaning and interpretation • connections between and among texts • how texts are influenced by other texts and contexts.

45 indicative hours

MODULES Students choose 1 elective from each of the 3 modules. Module A: Experience Through Language

Module B: Close Study of Text

Module C: Texts and Society

Language of texts –perceptions and relationships with others and the world.

A single text study – the interaction of ideas, forms and language.

Texts particular to specific social contexts.

75 indicative hours

Texts, the Area of Study and Module electives ARE prescribed for the HSC.

Key Competencies English Stage 6 provides a powerful context within which students develop general competencies that are essential for the acquisition of effective, higher-order thinking skills necessary for further education, work and everyday life. Key competencies are embedded in English Stage 6 to enhance student learning. • collecting, analysing and organising information • communicating ideas and information • planning and organising activities • working with others in teams • solving problems • using technology.

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English (Standard) Objectives Objectives are general statements, organising the more specific learning goals contained in the English (Standard) outcomes. Students will develop knowledge and understanding of: • the contexts, purposes and audiences of texts • the forms and features of language, and the structures of texts. Students will develop skills in: • responding to and composing a range of texts • effective communication • individual and collaborative learning • investigation, imaginative and critical thinking, and synthesis of ideas • reflection as a way to review, reconsider and refine meaning and learning. Students will come to value and appreciate: • the role of language in developing positive interaction and cooperation • their developing skills as users of English • the pleasure and diversity of language and literature • the role of language and literature in their lives • the study and use of English as a key to learning • reflection on their own processes of learning • English as a language of communication and culture • appropriateness, subtlety and aesthetics in language use.

HSC English (Standard) Course Requirements In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts for different audiences and purposes. Text Requirements • the close study of at least FOUR TYPES OF PRESCRIBED TEXT, one

drawn from EACH of the following categories: – prose fiction – drama – poetry – nonfiction or film or media or multimedia texts

• a wide range of additional related texts and textual forms

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HSC English (Standard) Course Content

Common Content – Area of Study An Area of Study is the exploration of a concept that affects our perceptions of ourselves and our world. Students explore, analyse, question and articulate the ways in which perceptions of this concept are shaped in and through a variety of texts. In the Area of Study, students explore and examine relationships between language and text, and interrelationships among texts. They examine closely the individual qualities of texts while considering the texts’ relationships to the wider context of the Area of Study. They synthesise ideas to clarify meaning and develop new meanings. They take into account whether aspects such as context, purpose and register, text structure, stylistic features, grammatical features and vocabulary are appropriate to the particular text. The Area of Study integrates the range and variety of practices students undertake in their study and use of English. It provides students with opportunities to explore, assess, analyse and experiment with: • meaning conveyed, shaped, interpreted and reflected in and through texts • ways texts are responded to and composed • ways perspective may affect meaning and interpretation • connections between and among texts • how texts are influenced by other texts and contexts. Students’ responses to texts are supported by their own composition of, and experimentation with, imaginative and other texts. They explore ways of representing events, experiences, ideas, values and processes, and consider the ways in which changes of form and language affect meaning. The Area of Study and the prescribed texts will be subject to periodic evaluation and review. Prescribed texts are: • A range of prescribed texts for the Area of Study from which at least one

must be selected. This text list will be published in an English Stage 6 support document.

In addition, students will explore texts of their own choosing relevant to the Area of Study. Students draw their chosen texts from a variety of sources, in a range of genres and media.

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Modules and Electives In the HSC course, students must choose one of the prescribed electives from EACH of the HSC Modules A, B and C. The electives and text list will be prescribed in an English Stage 6 support document. Electives and texts will be subject to periodic evaluation and review. Each module shows how content and/or texts function within it. Modules are: Module A – Experience Through Language Module B – Close Study of Text Module C – Texts and Society

Electives Each elective requires: • the integration of the modes of reading, writing, listening, speaking,

viewing and representing as appropriate • responding to and composing texts • the integrated study of language and text • examination of a variety of textual forms.

Module A: Experience Through Language This module requires students to explore the uses of a particular aspect of language. It develops students’ awareness of language and helps them to understand how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language. Each elective in this module requires study of a prescribed text through a key aspect of language. This provides the basis for the study and use of this aspect of language in other texts, including texts drawn from students’ own experience. Students examine particular language structures and features used in the prescribed text and in a range of situations that they encounter in their daily lives. They explore, examine and analyse how the conventions of textual forms, language modes and media shape meaning. Composition focuses on experimentation with variations of purpose, audience and form to achieve different effects. These compositions may be realised in a variety of forms and media.

Module B: Close Study of Text This module requires students to engage in detailed analysis of a text. It develops students’ understanding of how the ideas, forms and language of a text interact within the text and may affect those responding to it.

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Each elective in this module involves close study of a single text from a list of prescribed texts. Students engage with the text to respond imaginatively, affectively and critically. They explore and analyse particular characteristics of the text, considering how these shape meaning. They also consider the ways in which these characteristics establish the text’s distinctive qualities. Composition focuses on meaning shaped in and through the text. These compositions may be realised in a variety of forms and media.

Module C: Texts and Society This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society. Electives in this module are designed around a specific social context and the texts that are characteristic of and valued within it. Prescribed texts will be drawn from a variety of professional and social contexts. Students are also required to supplement this study with texts of their own choosing related to the module. Students explore the role of textual features in the shaping of meaning in specific contexts. They develop the communication skills necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on analysing and experimenting with textual forms characteristic of the specific contexts. These compositions may be realised in a variety of forms and media.

HSC English (Standard) Course Objectives, Outcomes and Content The table below sets out the content of the HSC English (Standard) course and illustrates the relationship between the objectives, the outcomes and the content. Students will work to achieve the outcomes by responding to and composing increasingly complex texts in a variety of modes and media. English (Standard) Objectives

HSC English (Standard) Outcomes

HSC English (Standard) Content

Students will develop knowledge and understanding of the contexts, purposes and audiences of texts.

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

1. Students learn about the ways meaning results from the relationships between composer, responder, text and context by:

1.1 identifying features of context and describing their effects on meaning in and through particular texts

1.2 comparing and contrasting texts in terms of their contexts

1.3 explaining the ways changes in elements of the contexts of particular texts influence meaning

1.4 responding to and composing texts to achieve

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particular meanings through a range of contexts.

2. A student demonstrates understanding of the relationships among texts.

2. Students learn about the relationships among texts by:

2.1 comparing and contrasting the forms and features of texts

2.2 describing and explaining the connections between texts

2.3 describing and explaining the ways texts are influenced by other texts and contexts.

Students will develop knowledge and understanding of the forms and features of language and structures of texts.

3. A student develops language relevant to the study of English.

3. Students learn the language relevant to their study of English including:

3.1 its terminology 3.2 language for making connections, questioning,

affirming, challenging, speculating about and generalising about texts

3.3 language of personal, public and critical expression

3.4 conventions of language.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

4. Students learn about the ways language forms and features, and structures of texts shape meaning and influence responses by:

4.1 describing and explaining the effects of a variety of language forms and features, and structures of texts

4.2 identifying a range of possible responses to texts influenced by their language forms and features, and their structures

4.3 using various language forms and features, and structures of texts to influence meaning and responses.

English (Standard) Objectives



5. A student analyses the effect of technology and medium on meaning.

5. Students learn about the ways technology and medium affect meaning by:

5.1 analysing texts produced in a range of media 5.2 describing and explaining the effects of

technological forms and conventions 5.3 choosing a variety of appropriate

technologies to compose texts for specific audiences and purposes in personal, social, historical, cultural and workplace contexts

5.4 reflecting on the effects of a change in technology on their own process of composition.

Students will develop skills in responding to and composing a range of texts.

6. A student engages with the details of text in order to respond critically and personally.

6. Students learn about the ways they can respond to texts by:

6.1 analysing texts in personal, social, historical, cultural and workplace contexts in detail

6.2 composing sustained arguments supported by textual evidence

6.3 composing and supporting a personal response to texts

6.4 considering the responses of others.

7. A student adapts 7. Students learn about communicating

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and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

information, ideas and values for a variety of purposes, audiences and contexts by:

7.1 identifying and explaining the effects of language forms and features, and structures of texts

7.2 composing and adapting texts to address different purposes and audiences.

Students will develop skills in effective communication.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

8. Students learn to compose imaginative, personal and critical texts from a range of perspectives by:

8.1 engaging with complex texts 8.2 refining the clarity of their composition to

meet the demands of increasing complexity of thought and expression in personal, social, historical, cultural and workplace contexts

8.3 using and manipulating a range of generic forms in a range of modes and media for different audiences and purposes

8.4 using stylistic devices appropriate to purpose, audience and context.




9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

9. Students learn to assess the effectiveness of processes and technologies by:

9.1 using, individually and in groups, different technologies to investigate, clarify, organise and present ideas

9.2 using individual and collaborative processes to generate, clarify, organise, refine and present ideas

9.3 assessing the most appropriate technologies and processes for particular purposes of investigating, clarifying, organising and presenting ideas in personal, social, historical, cultural and workplace contexts.

Students will develop skills in individual and collaborative learning. Students will develop skills in investigation, imaginative and critical thinking, and synthesis of ideas. Students will develop skills in reflection as a way to review, reconsider and refine meaning.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

10. Students learn to synthesise information and ideas into sustained and logical argument by:

10.1 discerning ideas, attitudes and values reflected in texts from personal, social, historical, cultural and workplace contexts

10.2 making connections between information and ideas, and synthesising these for various purposes and audiences

10.3 using the information and ideas gathered from a range of texts to present a point of view in analytic, expressive and imaginative ways.

11. A student draws upon the imagination to transform

11. Students learn about the role of imagination in responding to and composing texts by:

11.1 making connections between life experience and imagined experience

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experience and ideas into text demonstrating control of language.

11.2 experimenting with ways of transforming experience and ideas into imaginative texts in different contexts for specified audiences

11.3 recreating texts into new texts by changing perspective and context

11.4 analysing and explaining the relationships between imagination and cultural forms and ideas.

12. A student reflects on own processes of responding and composing.

12. Students learn about reflecting on their own processes of responding and composing by:

12.1 questioning meaning in and through texts 12.2 articulating the ways they approach texts 12.3 editing their work to correct errors and

ensure consistent and appropriate style 12.4 assessing and engaging with the strengths

and weaknesses of their own compositional style

12.5 amending their compositions as a result of the process of reflection

12.6 assessing compositional style in a variety of texts.




13. A student reflects on own processes of learning.

13. Students learn to reflect on their own processes of learning by:

13.1 articulating and monitoring their own learning and that of others

13.2 assessing the effectiveness of their various learning strategies

13.3 comparing their own learning processes with those of others

13.4 writing to reflect on their own learning and that of others.

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Vincentia High School

English Department

ASSESSMENT TASKS

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Vincentia High School – English Department

HSC Assessment Guidelines

Students please familiarise yourself with the following in regards to your assessment in the HSC English (Standard) course.

1. Your in class assessment contributes to 50% of your final HSC mark.

2. All tasks are to be submitted prior to the commencement of the school day, at the English staffroom and signed for on the assessment register.

3. Your English assessment tasks include a compulsory draft submission. Failure

to submit a draft will result in the loss of 10% of your final mark.

4. If you wish to seek an extension for an assessment task due to misadventure or other unforeseen circumstances you must see Head Teacher, Secondary Studies. Your application must go through the correct process. Students who do not seek this approval and submit a task late will receive a zero mark.

5. Students who submit a task past the scheduled due date must supply

appropriate documentation (e.g. medical certificate) and submit your assessment task on the first day of your return to school.

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HSC Standard English – Task 1

Module: Area of Study – Discovery Task Title: Creative Writing Date Due: Draft Copy – Term 1, 2014 – Week 1 (Wednesday) ____________________ Final Copy -‐ Term 1, 2014 – Week 3 (Wednesday) _____________________ Failure to submit a draft will result in a 10% deduction from your final mark. Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H6. Engages with the details of texts in order to respond critically and personally. H11. Draws upon the imagination to transform experience and ideas into text, demonstrating control of language. H12. A student reflects on own processes of responding and composing. H13. Reflects on own processes of learning. Task Description: Using the stimulus provided on the next page that exploring concepts of belonging. You are to use ONE image to compose a 800-‐1000 word piece of imaginative writing that creatively explores the concept of discovery. Marking Guidelines: Assessment Criteria Marks • Composes an imaginative piece skillfully with a clear relationship to the

concept of discovery as provided in the stimulus material. • Demonstrates sophisticated control of language and structure appropriate to

purpose, audience, context and form. • Reflects perceptively on an aspect of discovery.

A Range

13-15

• Composes an imaginative piece effectively with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates well-developed control of language and structure appropriate to purpose, audience, context and form.

• Reflects on an aspect of discovery.

B Range

10-12

• Composes an imaginative piece with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates satisfactory control of language and structure appropriate to purpose, audience, context and form.

• Attempts to reflect on an aspect of discovery.

C Range

7-9

• Attempts to compose an imaginative piece with some relationship to the concept of discovery as provided in the stimulus material.

• Demonstrates variable control of language and structure appropriate to purpose, audience, context and form.

• May attempt to reflect on an aspect of discovery.

D Range

4-6

• Attempts to compose a piece about discovery. • Demonstrates elementary control of language.

E Range

1-3

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HSC Standard English – Task 1 Stimulus Sheet

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Vincentia High School – English Department HSC Standard English – Task 2

Module: Area of Study – Discovery Module A -‐ Distinctively Visual Task Title: Mid course Examination Date Due: Term 1, 2013 – Week 10 (Day TBA) Task Weighting: 25% Area of Study – Discovery ( 10%) Module A: Distinctively Visual (15%) Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H5. Analyses the effect of technology on meaning. H6. Engages with the details of texts in order to respond critically and personally. H8. Articulates and represents own ideas in critical, interpretative and imaginative texts in a range of perspectives. H9. Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: You will sit ONE examination that has THREE sections. The examination will be 2 hours in length. Section 1 – Area of Study – Section One – Unseen texts (Written and visual) You will be required to responds (short/medium style responses) to a range of unseen stimuli related to the area of study – Discovery. Section 2 – Area of Study – Section Three – Essay Response You will be required to respond to an essay question regarding your studies of Discovery. You must refer to your prescribed text, ‘Swallow the Air’ and ONE other related text. Section 3 – Module A – Distinctively Visual – Essay Response. You will be required to address an unseen question with consideration of your Module A studies of the ‘Distinctively Visual’. In your response make detailed reference to your prescribed text, ‘The Shoe horn Sonata’ written by John Misto and ONE piece of related material.

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Marking Guidelines: Section 2 – Area of Study Essay Response Assessment Guidelines Marks • Demonstrates a highly developed understanding of the concept of discovery • Explains and assesses skillfully the way various composers represent

discovery • Composes a well integrated response that reflects the question using

language appropriate to audience, purpose and context

A range

13-15

• Demonstrates a well-developed understanding of the concept of discovery • Explains and assesses effectively the way various composers represent

discovery • Composes an integrated response that reflects the question using language

appropriate to audience, purpose and context

B range

10-12

• Demonstrates a sound understanding of the concept of discovery • Explains and assesses soundly the way various composers represent

discovery • Composes a response that attempts to engage with the question using

language appropriate to audience, purpose and context

C range

7-9

• Demonstrates a limited understanding of the concept of discovery • Attempts to explain the way various composers represent discovery • Attempts to compose a response with limited engagement with the question

using language with some appropriateness to audience, purpose and context

D range

4-6

• Demonstrates an elementary understanding of discovery • Attempts to describe what a composer says about discovery • Attempts to compose a response with elementary control and no

engagement with the essay question.

E range

1-3

Section 3 – Module A Essay Response Assessment Guidelines Marks • Demonstrates well-developed understanding of the way people and

experiences are brought to life with specific reference to key aspects of the text.

• Demonstrates detailed textual knowledge and understanding of specific language forms and features

• Organises, develops and expresses ideas skillfully in relation to the essay question, using language appropriate to audience, purpose and form.

A range

17-20

• Demonstrates sound understanding of the way people and experiences are brought to life with specific reference to key aspects of the text.

• Demonstrates sound textual knowledge and understanding of specific language forms and features

• Organises, develops and expresses ideas effectively in relation to the essay question, using language appropriate to audience, purpose and form.

B range

13-16

• Demonstrates adequate understanding of the way people and experiences are brought to life with some reference to key aspects of the text.

• Demonstrates developing textual knowledge and understanding of language forms and features

• Organises, develops and expresses ideas adequately with some relation to the essay question, using language appropriate to audience, purpose and form.

C range

9-12

• Demonstrates limited understanding of the way people and experiences are brought to life with some reference to the text.

• Demonstrates limited textual knowledge • Organises, develops and expresses ideas using simple language with no

reference to the question

D range

5-8

• Demonstrates elementary knowledge of the way meaning is shaped • Demonstrates elementary or no textual knowledge • Expresses ideas using simple language.

E range 1-4

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HSC Standard English – Task 3

Module: Module B – Close Study of Text Task Title: Wilfred Owen Poetry – Speaking Task Date Due: Draft Copy – Term 2, 2015 – Week 4 (Wednesday) _________________________ Final Copy -‐ Term 2, 2015 – Week 6 (Wednesday) __________________________ Failure to submit a draft will result in a 10% deduction from your final mark. Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H3. Develops language relevant to the study of English H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H6. Engages with the details of texts in order to respond critically and personally. H9. Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: You will compose and present a 3-‐4 minute speech that addresses one of the following questions in relation to your close study of text.

1. Wilfred Owen’s poetry is shaped by an intense focus on extraordinary human experiences. Select TWO poems set for study and explore Owen’s portrayal of suffering and pity.

2. Distinctive ideas are at the heart of all poetry.

In your view, what distinctive ideaa are explored in Wilfred Owens’s poetry? Explain how this idea is developed in at least TWO poems you have studied.

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Marking Criteria

Student: _________________________________________ Class: ____________ Time: ___________________ Assessment Guidelines Skillfull

5 Competent

4 Sound 3

Limited 2

Elementary 1

Speaks clearly with effective use of voice

MANNER

Stance and gesture is suitable. Student effectively uses notes to engage the audience.

Skillfully addresses aspects of the text with careful consideration of the chosen question.

Describes how the forms, features and structures of chosen texts shape meaning and influence responses

MATTER

Uses aptly selected textual evidence to support the discussion of the chosen question

METHOD Speech structure is appropriate to purpose, audience and

form.

Comment:

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Module: Module C – Texts and Society – Exploring Transitions Task Title: Billy Elliot – Listening Task Date Due: Term 3, Week 3 (Double Period – Day TBA) _________________________________ Task Weighting: 15% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2. Demonstrates understanding of the relationships among texts. H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H6. Engages with the details of texts in order to respond critically and personally. H7. Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: You will view and listen to an excerpt of your prescribed text, Billy Elliot, and use it to discuss the significance of moving into the world. You MUST refer to the given excerpt in your response. You will view the selected excerpt TWICE and are able to take notes during your viewing. You will then be asked to complete the following question. Significant experiences in people’s lives provide opportunities for growth and development. Discuss this statement in relation to your viewed excerpt, the text as a whole and ONE piece of related material.

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Marking Guidelines:

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HSC Standard English – Task 5 Task Title: Trial Examination Date Due: Term 3, 2014 – Week 5 and 6 (Day to be announced) Task Weighting: 30% Task Outcomes: H1. Demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H3. Develops language relevant to the study of English H4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influences responses. H5. Analyses the effect of technology on meaning. H6. Engages with the details of texts in order to respond critically and personally. H7. Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. H8. Articulates and represents own ideas in critical, interpretative and imaginative texts in a range of perspectives. H9. Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. H10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. Task Description: For the trial examination you will sit TWO examination papers: PAPER ONE – Area of Study Duration: 2 hours + 10 minutes reading time

PAPER TWO – Modules Duration: 2 hours + 5 minutes reading time

Section One: You will be required to respond to a variety of unseen visual and written stimulus. Your response will be in the form of short to medium length responses. Section Two: You will be asked to compose a piece of imaginative writing relating to the concept of Discovery. Section Three: Essay response referring to your set text, ‘Swallow the Air’ and other related texts

Module A: Distinctively Visual – ‘The Shoe-‐Horn Sonata’ by John Misto and at least ONE additional text. Module B: Close Study of Text Poetry of Wilfred Owen Module C: Texts in Society, ‘Billy Elliot’ by Stephen Daldry and at least ONE additional text.

N.B. Marking Guidelines to be issued at a later date.

Documents

EnglishDepartment( - Vincentia High School · $ 1$ 2$ 3$ 4$ 5$ 6$ 7$ 8$ 9$ 10$ 11$! ... analyse and experiment with: ... the ways in which changes of form and language affect meaning