Example Four: Context: Work/Community/Leisure. Time Allocation: 6–8 weeks Unit title/description Learning experiences Assessment Teenfest 2010 Students prepare a proposal for a free concert for teenagers featuring a debut band, competitions, demonstrations, displays and food. Interested groups have been invited to participate in the upcoming Teenfest Extravaganza by: · choosing a venue and illustrating how the space will be used · developing a detailed program for the day with times that bands will be playing and when the new band will be showcased · outlining proposals for security and rules to ensure public safety · suggesting activities, competitions and demonstrations · providing a list of businesses that would be willing to participate in the day by donating or lending equipment and/or providing prizes. The best proposal will be adopted by the organisers. · Conduct a class meeting to determine the best venue for this event. Record minutes. Consider transport, parking, proximity to residential areas, security, etc. · Conduct a survey/interview of local teens to determine what they’d like to see included in a festival for them. · Prepare a multimedia presentation using software such as Word, Publisher, Excel, PowerPoint, FrontPage, Dreamweaver: - analyse and apply data collected from survey or interview. - a letter to the organisers informing them of the desired site and giving reasons to support this choice. - include a SWOT analysis and action plan. - provide a sample letter to be sent out to local businesses informing them of the festival and requesting their sponsorship. - design a flyer to circulate to teenagers in the local area. - prepare a press release for your local newspaper promoting not only the day but also the band making its debut at this festival. - produce the program, entry tickets and posters. - design the layout of the venue showing parking, toilets, stages, mosh pits, refreshments, entertainment, lost property, information, etc. · Groups plan and deliver a multimedia presentation. Length: 3–4 minutes per speaker. · Students complete an individual action plan, which illustrates their contribution to the presentation. Length: words. 5. Learning experiences 5.1 Introduction
The student has demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by: The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by: The student has demonstrated knowledge of how texts are interpreted and constructed by: · consistently using patterns and conventions of genres to achieve particular purposes · selecting and synthesising relevant subject matter · explaining information, ideas and arguments with analysis and evaluation · substantiating opinions with relevant evidence · controlling appropriate and relationships · selecting and integrating and media, where appropriate. · consistently sequencing and organising subject matter · consistently using cohesive ties to link ideas · using a range of suitable vocabulary · controlling most clause and sentence structures · maintaining control of paragraphing and most punctuation · controlling conventional spelling · controlling visual (graphic, and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts · controlling spoken/signed and nonverbal features that contribute to meaning: - pronunciation, audibility and clarity, pace, volume, phrasing and pausing for emphasis - facial expression, stance, movement, gestures, proximity. · explaining or purposefully shaping representations of people, places, events and concepts in texts · explaining or effectively using cultural assumptions, attitudes, values and beliefs in texts · explaining ways readers, listeners and viewers take up positions in relation to texts · making language choices to invite readers, listeners and viewers to take up positions in relation to Table 4: High Achievement Knowledge of contextual factors The student has demonstrated knowledge of the ways that meanings in are shaped by purpose, cultural context and social situation by: Knowledge of textual features The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by: Knowledge and understanding of texts The student has demonstrated knowledge of how texts are interpreted and constructed by: · using patterns and conventions of genres to achieve particular purposes · sequencing and organising subject matter · usually linking ideas with · describing or shaping representations of people, places, events and concepts in
· selecting sufficient relevant subject matter · explaining information, ideas and arguments with some analysis and evaluation · supporting opinions with relevant evidence · using appropriate roles and relationship · selecting and combining modes and media, where appropriate. cohesive ties · suitable vocabulary · generally maintaining control of most clause and sentence structures · generally maintaining control of paragraphing and most punctuation · generally controlling conventional spelling · using, with some success, visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features to make meaning in layout or presentation of texts · using spoken/signed and nonverbal features that contribute to meaning: - pronunciation, audibility and clarity, pace, volume, pausing for emphasis - facial expression, stance, movement, gestures. texts · describing or using cultural assumptions, attitudes, values and beliefs in texts · describing ways readers, listeners and viewers take up positions in relation to texts · making language choices that generally invite readers, listeners and viewers to take up positions in relation to texts. Table 5: Sound Achievement Knowledge of contextual factors The student has demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by: Knowledge of textual features The student has demonstrated knowledge of appropriateness of textual features for purposes and audiences by: Knowledge and understanding of texts The student has demonstrated knowledge of how are interpreted and constructed by:
· in the main, using patterns and conventions of genres to achieve particular purposes · selecting relevant subject matter · explaining information, ideas and arguments with some analysis · supporting opinions with some evidence · in the main, using appropriate roles and relationships · using designated modes and media. · in the main, sequencing and organising subject matter · sometimes linking with cohesive ties · in the main, using suitable vocabulary · using clause and sentence structures with occasional lapses in accuracy · in the main, controlling paragraphing and punctuation · using conventional spelling with some lapses · using visual (graphic, still and moving images), auditory (music, silence and sound effects) and/or digital (graphic design elements) features that in the main contribute to the layout or presentation of texts · using spoken/signed and nonverbal features that in the main, contribute to meaning: - pronunciation, audibility and clarity, volume - facial expression, stance, movement. · identifying or unevenly shaping representations of people, places, events and concepts in texts · identifying or unevenly using cultural assumptions, attitudes, values and beliefs in texts · identifying some ways readers, listeners and viewers take up positions in relation to texts · making language choices that sometimes invite readers, listeners and viewers to take up positions in relation to texts. Table 6: Limited Achievement Knowledge of contextual factors The student has demonstrated knowledge of the ways that meanings in are shaped by purpose, cultural context and social situation by: Knowledge of textual features The student has demonstrated knowledge of appropriateness of textual features for purposes and audiences by: Knowledge and understanding of texts The student has demonstrated knowledge of how texts are interpreted and constructed by: · unevenly using patterns and conventions of genres to achieve some purposes · selecting some relevant subject matter · explaining some information, ideas and arguments · supporting opinions with a little evidence · sometimes using appropriate · unevenly sequencing and organising subject matter · linking some ideas with conjunctions · using basic vocabulary · some clause and sentence structures, with frequent lapses · some punctuation though not paragraphing · sometimes conventional · sometimes identifying or shaping representations of people, places, events and concepts in texts · sometimes identifying or using attitudes and beliefs in texts · recognising that texts influence readers, listeners and viewers.