Unit planner Assessment rubric This rubric aligns with Year 10 Australian Curriculum: English, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student’s name: Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development The student can write an informative and persuasive media text as a script for a simulated TV talk show, which includes: an interview a panel discussion a quiz an expert a show host. imaginative texts that make relevant thematic and intertextual connections with other texts Activity 3 The student: structures a coherent, controlled and complete text chooses language features that are precise and appropriate for the subject matter, teenage audience and purpose writes/speaks with a personal voice that is honest and convincing selects details to create effective characterisation and maintain a sense of setting throughout to inform, persuade and engage. The student: structures a basic text but some components may be weak chooses language features that are generally appropriate for the subject matter, teenage audience and purpose writes/speaks with a personal that has some impact suggests characterisation and setting through descriptions or speech but may lack substance or continuity, affecting capacity to inform, persuade and engage. The student: structures a text with minimal evidence of components chooses few language features that are appropriate for the subject matter, teenage audience and purpose writes/speaks with a personal voice that has little or no impact only characters or the setting. Students use/apply knowledge from Activity 2 to assist in the creation of texts in this activity.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes clearly identifies, with supporting evidence, the media language and terminology associated with TV talk shows. The student can assess and reflect on their own and others’ presentations. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action Activities 4 and 5 The student effectively uses rehearsal time and knowledge of the floor plan and technical organisation to make modifications/changes to their segment that will allow it to ‘flow’ and maximise its capacity to affect and engage the audience in the final presentation. The student uses rehearsal time and some consideration of floor plan, technical organisation and audience to make modifications/changes to their segment. The student uses rehearsal time ineffectively, shows little consideration of the floor plan, technical organisation or audience, and makes few or no modifications/ changes to their segment.
The student can review their presentation and reflect on the learning, processes and completed product. Review, edit and refine students’ own and others’ for control of content, organisation, structure, vocabulary, and/or to achieve particular purposes and effects Activity 6 (suggested summative assessment) Worksheets 3 and 4 OR Teacher’s own developed summative assessment on script writing The student: refers to specific, supportable points clearly and concisely refers to the effective and interesting ways the information was presented evaluates how text structures are used to achieve different purposes and effects explains effectively how choices of language features, including images and vocabulary, achieve The student: refers to supportable points refers to some effective ways the information was presented describes how text structures are used to achieve different purposes and effects explains how language features, including images and vocabulary, achieve different purposes, effects and styles The student: restates some information describes a few ways the information was presented identifies aspects of text structures and purposes describes some language features, including images and vocabulary used comments on engagement and self-learning by Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level further development different purposes, effects and styles provides evidence of engagement and self-learning through personal responses to topics and comments on specific learning experiences. provides some evidence of engagement and self-learning through responses to topics and comments on some specific learning experiences. describing some learning experiences.
The student can discuss varying points of view with others using written and spoken texts. Understand that people’s evaluations of texts are influenced by their value systems, the and the purpose and of communication Activity 1 Worksheet 1 The student clearly states and strongly supports their personal perspective on a variety of relevant topics/ideas relating to finance and consumer issues. The student states and provides some support for their personal perspective on topics/ideas relating to personal finance and consumer issues. The student informs rather than states a personal perspective on a few relating to personal finance and consumer issues.
Buying your car: Commonwealth Bank Cars Guide: Costs to budget for when buying a car Consumer Affairs Victoria: Buying a used car Consumer Affairs Victoria: Scams Consumer and Business Services: South Australia – Buying a used car Fair Work Australia: visit the website or the state body that is relevant to you Managing debts Resource 7: Resource – suggestions (cont) Resources Information Links MoneySmart Car loans Money Stuff NSW: Consumer scams NRMA NSW: Buying advice Office of Fair Trading: Queensland Office of Fair Trading: Queensland – and fraud Queensland: Transport and Main Roads – Buying your first car