TASK DESIGN 2PD for teachers to support SACE

students in use of formal language

What we will cover today

Reflection – last Task Design session Task Genre (Purpose and Structure) Literacy for

Learning (LfL) Module 4 (p. 78–89) Scaffolding Genre & Assessment Tasks

Key sentences Foregrounding key ideas Nominalisation LfL Module 5 (p.113-124)

ASSESSMENT TASKSTERM 1We looked at Assessment Tasks• Use of task verbs –

describe, discuss, evaluate, analyse etc.

• Evidence of the Assessment Design Criteria and the Performance Standard/ Achievement Standard

ASSESSMENT TASKTODAY• Genre (Literacy for

Learning Module 4 (78-89)• Purpose• Structure

EXTENDED RESPONSE

ESSAY

INVESTIGATION REPORT

PSYCHOLOGY INVESTIGATION REPORT

ACTIVITY

For an assessment task that you use: Create a visual scaffold for your students Draw boxes for the different structural

components for the task that you want students to complete

Work individually or in groups

PSYCHOLOGY INVESTIGATION REPORT

TASK EXEMPLARS

Key Sentences

NOMINALISATION

SEE POSTERS – useful tool to help students to write in a more formal manner.

SCAFFOLDING ACTIVITY

Write the first sentence of each section/ paragraph/ taskPurpose – to foreground to readers what they can

expect to read about – in the whole text, a paragraph or a sentence

Identify the key idea for the paragraph. – foreground the idea so that it is in the opening sentence of a paragraph.Can you nominalise the key idea and/ or other words

in the sentence?Nominalisation – Module 5 of LfL p. 113-124

Summary

Be clear about genre Scaffold genre and task requirements Use key sentences Foreground ideas Nominalise key concepts as much as possible