YEAR 10 ENGLISH YEAR 10 LITERACY

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1 NORTHERN TERRITORY BOARD OF STUDIES YEAR 10 ENGLISH YEAR 10 LITERACY SUBJECT OUTLINE NORTHERN TERRITORY BOARD OF STUDIES 1

2 LEARNING AREA SUBJECTS Literacy LENGTH 60 hours per semester hours per year BACKGROUND The Australian Curriculum states that: Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at, and above the year level expectations) and that teachers plan to build on current learning (Australian Curriculum and Assessment Authority, 2016). These principles underpin the design and structure of the Northern Territory Year 10 and Literacy subjects which, in particular, cater for students who are below, at and above the year level expectations. Students will also be provided with skills and pathways for the successful completion of the Northern Territory Certificate of Education and Training (NTCET) literacy requirements. PURPOSE This document provides a strategy for aligning the learning requirements of the Australian Curriculum and the assessment requirements of the NTCET. The Australian Curriculum provides the content descriptions and achievement standards for Year 10. The NTCET, through assessment design criteria and performance standards provides a common standard for student achievement at Stage 1 and 2 (NTCET, 2016). To cater for a diversity of student needs and to provide adequate pathways for further study and training, we have developed two subjects; and Literacy, with their own set of performance standards which have the achievement standards of Year 10 Australian Curriculum embedded within them. The subject is designed for students with a literacy level at and above a standard required for success at Year 10 Australian Curriculum. The Literacy subject has been designed for students with a literacy level below the standard required for success at Year 10 Australian Curriculum. 2

3 ENGLISH AND LITERACY SUBJECTS AND SENIOR SECONDARY PATHWAYS Students will undertake a subject which caters for their learning area development from the Year 10 Australian Curriculum. The Year 10 subjects of and Literacy will provide the background knowledge, skills and understandings to enable students to successfully proceed to appropriate Stage 1 NTCET and subjects. YEAR 10 TO NTCET PROGRESSION NTBOS Year 10 (including ESL) NTCET Year 11 Stage 1 Essential NTCET Year 12 Stage 2 (2107 and onwards) Literary Studies Essential Literacy (including ESL) Essential Essential CONTENT STRUCTURE OVERVIEW Teachers should use the content descriptions of the Australian Curriculum to develop a program for their students. There are 31 content descriptions for that are organised into three strands: language, literature and literacy. All of the content descriptions are to be covered over a whole year. The 31 content descriptions are detailed below. YEAR 10 CONTENT DESCRIPTIONS Strand: Language Language variation and change 1. Understand that Standard Australian in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563) Language for interaction 2. Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) 3. Understand that people s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) Text structure and organisation 4. Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566) 5. Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) 6. Understand conventions for citing others, and how to reference these in different ways (ACELA1568) 3

4 Strand: Language (cont.) Expressing and developing ideas 7. Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569) 8. Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) 9. Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) 10. Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) 11. Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573) Strand: Literature Literature and context 1. Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Responding to literature 2. Reflect on, extend, endorse or refute others interpretations of and responses to literature (ACELT1640) 3. Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) 4. Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Examining literature 5. Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) 6. Compare and evaluate how voice as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643) 7. Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774) Creating literature 8. Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) 9. Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815) 10. Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) Strand: Literacy Texts in context 1. Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Interacting with others 2. Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) 3. Use organisation patterns, voice and language conventions to present a point of view on a, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813) 4

5 Strand: Literacy (cont.) 4. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a subject of action (ACELY1751) Interpreting, analysing, evaluating 5. Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) 6. Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) 7. Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Creating texts 8. Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756) 9. Review, edit and refine students own and others texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757) 10. Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) YEAR 10 ACHIEVEMENT STANDARDS The Achievement Standards as outlined below are aligned with the performance standards for Year 10 and Literacy. The Performance Standards are to be used for the assessment of student learning. Receptive modes (listening, reading and viewing) By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Productive modes (speaking, writing and creating) Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts. 5

6 ASSESSMENT SCOPE AND REQUIREMENTS Assessment at Year 10 is school based. EVIDENCE OF LEARNING The following assessment types enable students to demonstrate their learning In Year 10 : Assessment Type 1: Responding to texts Assessment Type 2: Creating texts Assessment Type 3: Extended study The following assessment types enable students to demonstrate their learning In Year 10 Literacy: Assessment Type 1: Responding to texts Assessment Type 2: Creating texts For Year 10, students should provide evidence of their learning through four assessments. Each assessment type should have a weighting of at least 20%. ASSESSMENT DESIGN CRITERIA The Assessment design criteria are based on the learning requirements and are used by teachers to: clarify for the students what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the highest level of achievement. The assessment design criteria consist of specific features that: students need to demonstrate in their evidence of learning teachers look for as evidence that students have met the learning requirements. For, the assessment design criteria are: Knowledge and Understanding Analysis Application For Literacy, the assessment design criteria are: Communication Comprehension Analysis Application The specific features of these criteria are described below. The set of assessments, as a whole, give students opportunities to demonstrate each of the specific features by the completion of study. 6

7 ENGLISH The specific features of the criteria are described below: Knowledge and Understanding Analysis Application KU1 Extensive knowledge and understanding of ideas and perspectives explored in a diverse range of texts. KU2 Extensive knowledge and understanding of the variety of language features, stylistic features, and conventions authors use to make meaning. KU3 Extensive knowledge and understanding of ways in which texts are created for a range of purposes and audiences. An1 Perceptive evaluation of the complex relationship between purpose, audience, and context and how they shape meaning. An2 Insightful analysis of how language features, stylistic features, and conventions combine to influence readers in various text types. An3 Analysis of complex intertextual connections between different texts. Ap1 Fluent and precise writing and speaking. Ap2 Sophisticated use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes. Ap3 Detailed and accurate use of evidence from texts to support conclusions, with textual references integrated into responses. LITERACY The specific features of the criteria are described below: Communication Comprehension Analysis Application Cm1 Consistently clear and coherent writing and speaking, using a varied and appropriate vocabulary. Cm2 Thorough demonstration of grammatical control. Cp1 Detailed comprehension and interpretation of complex information, ideas, and perspectives in a range of texts. Cp2 Thorough understanding of the purpose, structure, and language features in texts. An1 Thorough analysis of ways in which creators of a range of texts convey information, ideas, and perspectives. An2 Identification and clear analysis of ways in which language features are used to create meaning in a range in texts. Ap1 Creation of complex texts for different purposes, using appropriate textual conventions. 7

8 YEAR 10 ENGLISH AND LITERACY ASSESSMENT OVERVIEW NTBOS Year 10 Subject Australian Curriculum Content Strands and Descriptions Assessment Types, Tasks and Weighting Performance Standards for Assessment (including ) For students with a literacy level at a standard required for success at Year 10 AC Year 10 Content Descriptions Language 1-11 Literature 1-10 Literacy 1-10 Assessment Types: 1. Responding to texts 2. Creating texts 3. Extended study four assessment tasks per semester minimum 20% per task maximum 800 words per task/extension maximum 1000 words at least one task from each assessment type per semester at least one oral task per semester 5 mins maximum Performance Standards Knowledge & Understanding 1-3 Analysis 1-3 Application 1-3 Literacy (including ) For students with a literacy level below the standard required for success at Year 10 AC Year 10 (or other year level) Content Descriptions Language 1-11 Literature 1-10 Literacy 1-10 Assessment Types: 1. Responding to texts 2. Creating texts four assessment tasks per semester minimum 20% per task maximum 500 words per task at least one task from each assessment type per semester at least one oral task per semester 4 mins maximum Literacy Performance Standards Communication 1-2 Comprehension 1-2 Analysis 1-2 Application 1 8

9 SCHOOL ASSESSMENT Assessment Type 1: At least one responding to texts ( and Literacy) Students explore a range of texts composed for different purposes and in a range of forms. They develop an understanding of how authors communicate and explicitly show their understandings and analysis of writers craft in their responses that can be in either written, oral or multimodal form. Assessment Type 2: At least one creating texts ( and Literacy) Students provide evidence of the extent and quality of their learning in producing texts in written, oral and multimodal form. They develop an understanding of how authors communicate and use elements of these crafting techniques to compose their own texts. Assessment Type 3: Extended study (2 options one each semester) ( only) The extended study for can be written, oral, multimodal or a combination of these modes. Option 1: Language study Students focus on an aspect of language in a context beyond the classroom. Students could, for example, reflect on how specialised vocabulary is used in texts, the effect of context on appropriate language choice, the history of evolution and change of Standard Australian, the role of language in establishing individual or group identity, or how language choice is determined by the expectations of the audience. Option 2: Intertextual study Students independently select a minimum of two texts and examine their similarities and differences. Students could, for example, select two advertisements and compare and contrast them in relation to audience, purpose, context, form, style and techniques. PERFORMANCE STANDARDS The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided. During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the student s completion of study of a subject, the teacher makes a decision about the quality of the student s learning by: referring to the performance standards taking into account the weighting of each assessment type assigning a subject grade between A and E. STUDENT WORK SAMPLES AND GLOSSARY Year 10 Portfolio - Satisfactory Year 10 Portfolio - Above Satisfactory Year 10 Portfolio - Below Satisfactory Glossary 9

10 MAXIMUM LENGTH FOR ASSESSMENT TASKS It is recommended that written pieces be no more than 800 words for and no more than 500 words for Literacy. Oral pieces be no more than five minutes for and no more than four minutes for Literacy. Multimodal pieces should be of an equivalent length. A possible exception could be the extended study especially with an Extension class (no more than 1000 words). Maximums may also be less than those recommended above especially if appropriate for a particular genre e.g. descriptive writing. There are no minimums however if a student writes or speaks too briefly it may make it difficult to find enough evidence against the performance standards to achieve a C or higher. TEXT SELECTIONS Text selections are to be determined by each teacher/school and they should be appropriate for developing the skills of each student within a class. The types of texts selected for could consist of a combination of classical/contemporary/australian/non-australian (e.g. Shakespeare, Harper Lee, Golding, Steinbeck, Marsden, Jonsberg, Gardner etc.). A variety of genres should also be studied including: novel, film, short stories, and poetry, drama, media, every day and multi-modal texts. Literacy should use a range of familiar/unfamiliar and everyday texts which could include texts within the context of a workplace or a community. 10

11 YEAR 10 ENGLISH AND LITERACY OVERVIEW Year 9 Results NTBOS Year 10 Subject Australian Curriculum Content Strands and Descriptions Assessment Types, Tasks and Weighting Performance Standards for Assessment NTCET Stage 1 NTCET Stage 2 A,B or C For students with a literacy level at a standard required for success at Year 10 AC Literacy Year 10 Language 1-11 Literature 1-10 Literacy 1-10 Assessment Types: 1. Responding to Texts 2. Creating Texts 3. Extended Study four assessment tasks per semester minimum 20% per task and maximum 800 words per task/extension maximum 1000 words at least one task from each assessment type per semester at least one oral task per semester - 5 mins maximum Knowledge & Understanding 1-3 Analysis 1-3 Application 1-3 Essential Literary Studies Essential D or E For students with a literacy level below the standard required for success at Year 10 AC Year 10 (and other year levels) Language 1-11 Literature 1-10 Literacy 1-10 Assessment Types: 1. Responding to Texts 2. Creating Texts four assessment tasks per semester minimum 20% per task and 500 words per task at least one task from each assessment type per semester at least one oral task per semester - 4 mins maximum Communication 1-2 Comprehension 1-2 Analysis 1-2 Application 1 Essential Essential 11

12 YEAR 10 ENGLISH PERFORMANCE STANDARDS Knowledge and Understanding Analysis Application A Extensive knowledge and understanding of ideas and perspectives explored in a diverse range of texts. Extensive knowledge and understanding of the variety of language features, stylistic features, and conventions authors use to make meaning. Extensive knowledge and understanding of ways in which texts are created for a range of purposes and audiences. B Knowledge and understanding of the ideas and perspectives explored in a range of texts. Knowledge and understanding of a range of language features, stylistic features, and conventions authors use to make meaning. Knowledge and understanding of the ways in which texts are created for a range of purposes and audiences. C Knowledge and understanding of some ideas and perspectives explored in a range of texts. Knowledge and understanding of some language features, stylistic features, and conventions authors use to make meaning. Knowledge and understanding of some ways in which texts are created for familiar purposes and audiences. D Reference to simple ideas explored in texts. Knowledge and understanding of a narrow range of language features and conventions authors use to make meaning. Knowledge and understanding of a restricted range of ways in which texts are created for limited purposes and audiences. E Identification of an idea in a text. Recognition of a restricted range of language features used by authors. Acknowledgment of one or more ways in which texts are created for a purpose or an audience. Perceptive analysis and evaluation of the complex relationship between purpose, audience, and context and how they shape meaning. Insightful analysis of how language features, stylistic features, and conventions combine to influence readers in various text types. Analysis of complex intertextual connections between different texts. Effective analysis of the relationship between purpose, audience, and context and how they shape meaning. Analysis of how language features, stylistic features, and conventions influence readers in a variety of text types. Analysis of intertextual connections between different texts. Some analysis of purpose, audience, and context and how they shape meaning. Some analysis, of how language features, stylistic features, and conventions influence readers in some text types. Some analysis of intertextual connections between different texts. Identification of the purpose, audience, and context of texts. Reference to some ways in which conventions and language features influence readers in some text types. Recognition of similarities and or differences between texts. Reference to the purpose and audience of a text. Recognition of a way in which language features influence readers in a text type. Recognition of a connection between texts. Fluent and precise writing and speaking. Sophisticated and appropriate use of language features, stylistic features, and conventions for a range of audiences and purposes. Detailed and accurate use of evidence from texts to support conclusions, with textual references integrated into responses. Mostly fluent and precise writing and speaking. Use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes. Accurate use of evidence from texts to support conclusions, with textual references integrated into responses. Generally fluent and accurate writing and speaking. Use of appropriate language features, stylistic features, and conventions for familiar audiences and purposes. Use of evidence from texts to support conclusions, with some textual references incorporated in responses. Some control and fluency of expression. Use of some language features and conventions for a familiar audience and purpose. Limited use of evidence from texts to support conclusions, with limited textual references to support responses. Emerging development of control of expression. Emerging use of some language features for a familiar audience and/or purpose. Very limited use of evidence from text/s to support a response. 12

13 YEAR 10 LITERACY PERFORMANCE STANDARDS - Communication Comprehension Analysis Application A Consistently clear and coherent writing and speaking, using a varied and appropriate vocabulary. Thorough demonstration of grammatical control. Detailed comprehension and interpretation of complex information, ideas, and perspectives in a range of texts. Thorough understanding of the purpose, structure, and language features in texts. Thorough analysis of ways in which creators of a range of texts convey information, ideas, and perspectives. Identification and clear analysis of ways in which language features are used to create meaning in a range in texts. Creation of complex texts for different purposes, using appropriate textual conventions. B Mostly clear and coherent writing and speaking, using a varied vocabulary. Effective and usually accurate grammatical control. Comprehension and interpretation of some complex information, ideas, and perspectives in texts. An understanding of the purpose, structure, and language features in texts. Analysis of ways in which creators of a range of texts convey information, ideas, and perspectives. Identification and analysis of ways in which language features are used to create meaning in a range of texts. Creation of effective texts for different purposes, using appropriate textual conventions. C Generally clear writing and speaking, using a mostly appropriate vocabulary. Appropriate grammatical control; some errors, but these do not impede meaning. Comprehension of some information and ideas in texts. Recognition and some understanding of the purpose, structure, and language features in some texts. Identification, with some basic analysis, of ways in which creators of a narrow range of texts convey simple information and ideas. Identification, with some basic analysis, of ways in which language features are used to create meaning in a narrow range of texts. Creation of texts for some purposes, using appropriate textual conventions. D Occasionally clear writing and speaking, with a restricted vocabulary. Partial grammatical control; some errors impede meaning. Identification of some information and ideas in texts. Some recognition of the purpose, structure, and/or language features in some texts. Reference to one or more ways in which creators of a narrow range of texts convey simple information and ideas. Reference to some ways in which language features are used to create meaning in a narrow range of texts. Creation of texts for limited purposes, using some textual conventions. E Limited clarity in writing and speaking, with a limited vocabulary. Limited grammatical control; errors impede meaning. Identification of some information or ideas in a text. Limited recognition of the purpose, structure, and/or language features in a text. Recognition of the way in which a creator of a text conveys a simple piece of information or idea. Reference to a way in which language features are used to create meaning in a simple text. Creation of a partial text for a purpose, attempting to use appropriate textual conventions. 13

14 ENDORSEMENT This document was endorsed by the Northern Territory Board of Studies (NTBOS) on 7 June 2013 REFERENCES Australian Curriculum and Assessment Authority. (2016, May 3). Implications for teaching, assessing and reporting. Retrieved from Australian Curriculum: Australian Curriculum and Reporting Authority. (2016, April 11). Australian Curriculum. Retrieved from NTCET. (2016, April 11). Department of Education. Retrieved from ACKNOWLEDGEMENTS Thank you to the teachers on the working group who consulted over an extended period of time to create this important curriculum document for Year 10 teachers. 14

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