LEARNING AND ASSESSMENT PLAN
Stage 1 English 2010
School
Torrens Valley Christian School ______
Other schools using this plan
Contact Teacher
_____________________________________________________________________
Stage
Subject
Code
No. of
Credits
(10 or 20)
Program
Variant
Code
(A–W)
Local
Program
Y/N
1
E G H
10
C
N
Enrolment Code
SACE
School Code
2
8
Year
5
Mrs B Dinham ____________________
2010
COHORT/CONTEXT DESCRIPTION
This should describe:

the cohort of students (e.g. student background and learning needs)
This course is designed for a mixed gender and ability student cohort, many of whom will undertake English
Communications in Year 12, after which a limited number may go on to tertiary studies. Most students have a positive
attitude to learning, which occurs within the Christian context of the school.
LEARNING PROGRAM DESIGN
This should describe:

how the learning program has been designed to engage the range of students in the cohort described above

the intended delivery of the learning program (e.g. students will undertake elements of the program offcampus, program delivered over ten weeks)
The timetable is structured in such a way that students have six lessons a week, four of which are double lessons (70
minutes each). Each student has a laptop computer. The focus of the learning program in the subject outline involves
Text Analysis, Text Production and an Extended Study. Evidence of student knowledge and understanding, analysis,
application and communication is required to meet the assessment design criteria. Contemporary print and visual texts
have been carefully selected, within a broad thematic approach, relevant to the students. Contemporary issues such as
identity, conformity and individuality will engage and extend the students. There are opportunities to present evidence
of learning in a variety of formats involving written, oral or multi-modal responses. Flexible options and opportunities for
negotiation and individual choice of texts are embedded in the assessment tasks, encouraging students to achieve at
their highest level.
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
This should explain:

how the learning program provides opportunities for students to develop their capabilities and their literacy and
numeracy skills (e.g. strategies and resources).

Capabilities
The focus of this learning program is on communication, citizenship, personal development, work and learning
capabilities, particularly as they relate to the ideas, cultural context and language features of the prose, drama and film
texts studied: Educating Rita by Willie Russell, Going Home (a collection of short stories by Archie Weller) and Stolen
by Jane Harrison and a film study connected in theme with the core work. In the Oral Presentation, students will
present a persuasive oral or power point presentation on a current issue for a particular audience and purpose. In the
written Text Production piece students are to complete two descriptive pieces under supervision based on given topics
and photographic images.

Literacy and Numeracy skills
Students will have the opportunity to develop their literacy skills through analysing, interpreting and responding to the
ideas and language features of the texts studied and also through composing their own texts. An achievement of a C
grade or better in this program will contribute to the literacy requirement of the SACE. Students will also have the
opportunity to demonstrate numeracy skills when commenting on spatial features such as text layout and construction,
and also when applying concepts related to textual context such as cultural setting or historical period.
Recommended by Principal or nominee (signature)
Signature of Moderation Services Officer
Moderator Number
Accession Number
Page 1 of 3
M Schumann ______________________
______________________________________
______________________________________
__________________
Expiry date of Learning and Assessment Plan
Date
4/8/10 _____
Date
__________
Approved / Not Approved
__________________
Stage 1 English learning and assessment plan for use from 2010
533567214 (revised 15 January 2010)
© SACE Board of South Australia 2009
Subject English _________________ Variant __C__
Dinham___________________________________
School Torrens Valley Christian School____________
Contact Teacher Mrs B
Knowledge and Understanding
Compose texts in which language is used
for critical, personal, or imaginative
purposes
✓
✓
✓
✓
✓
✓
1,2,3
1
2,3
1,2
Text Response –Film Study
exploring contemporary society
✓
✓
✓
✓
✓
✓
1,2,3
1
2,3
1,2
Descriptive Writing
✓
✓
2,3
1
1,2
Oral Task
✓
✓
✓
2,3
1
1,2
Extended Study Option 2 –
Connected Texts Study
✓
✓
✓
1,2,3
2,3
1,2
Analysis
Communication
Extended
Study
Examine cultural, social, and technical
aspects of language and texts
Application
Text
Production
Identify and analyse ideas, values, and
beliefs and recognise how these are
shaped
Text Response – Educating Rita
Weighting
(%)
Please add/delete rows as necessary
Text
Analysis
Critically analyse a variety of texts to
determine their social, cultural, or
vocational purpose and effectiveness
Assessment
Type
Name of Assessment
(as described in the Assessment
Details following)
Clarify, extend, and develop their ideas
and opinions through critical engagement
with text and language
Weighting of
Assessment Types
Demonstrate clear and accurate
communication skills through reading,
viewing, writing, composing, listening and
speaking
ASSESSMENT OVERVIEW - ENGLISH (10 CREDITS)
Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.
Learning Requirements
Assessment Design Criteria
(Indicate the Learning Requirements addressed)
(Indicate the Assessment Design
Criteria addressed)
40
40
20
✓
✓
✓
1,2
Four or five assessments. Please refer to the English subject outline.
Page 2 of 3
Stage 1 English learning and assessment
plan for use from 2010
533567214 (revised 15 January 2010)
© SACE Board of South Australia 2009
(Note: to record any changes to the assessment outline, please use the Addendum to Learning and Assessment Plan attached.)
Subject English _________________ Variant _C___
School Torrens Valley Christian School______________________
Contact Teacher _Mrs B Dinham________
ASSESSMENT DETAILS
Use the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the
performance standards.
Name of Assessment
(Assessment type)
Text Response - Educating Rita
(Text Analysis)
Text Response – Film Study
(Text Analysis)
Creative Writing
(Text Production)
Oral Task
(Text Production)
Connected Texts Study
(Extended Study)
Page 3 of 3
Description of Assessment
(a description of the flexible, and where appropriate, negotiable, ways in which students will show
evidence that demonstrates their learning against the performance standards, including to the
highest standard)
Students are to respond either in essay form or in an oral presentation, to the question: “In what
ways does the author of Educating Rita shape the reader’s response to issues in life that matter?”
Assessment conditions as
appropriate (e.g. task type, word
length, time allocated, supervision)
Essay in written form up to 800
words or equivalent in oral form.
Students are to respond to the question: “How does the director of the film text studied explore
contemporary society?”
Essay in written form up to 800
words.
From a given selection of topics and photographic images, students are to write two descriptive
pieces, one on a place or setting and the other on a person or character.
Up to 800 words under supervision
(90 Minutes).
Students are to give a persuasive oral or PowerPoint Presentation on a current issue for a
particular (imaginary) audience and a particular purpose.
Up to 5 minutes (using audio-visual
aids) or the equivalent in multimodal form.
Students are to respond to the following question: “How is Aboriginal life portrayed in Archie
Weller’s short stories, such as Herbie, and Jane Harrison’s drama Stolen?”
Essay up to 1,000 words or the
equivalent in a PowerPoint or oral
presentation.
Stage 1 English learning and assessment
plan for use from 2010
533567214 (revised 15 January 2010)
© SACE Board of South Australia 2009
Addendum to:
LEARNING AND ASSESSMENT PLAN
Stage 1 English 2010
School
_______________________________
Other schools using this plan
Contact Teacher
_____________________________________________________________________
Enrolment Code
SACE
School Code
________________________________
Year
2010
Stage
Subject
Code
No. of
Credits
(10 or 20)
1
E G H
10
Program
Variant
Code
(A–W)
Local
Program
Y/N
CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN
Describe any changes made to the Learning and Assessment Plan to support students to be successful in
meeting the requirements of the subject. In your description, please explain:

what changes have been made to the plan

the rationale for making the changes

whether these changes have been made for all students, or individuals within the student group.
PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement of the performance
standards and retain alignment with the subject outline.
Signature of Principal or nominee ___________________________________________ Date _______
Stage 1 English learning and assessment plan for use from 2010
533567214 (revised 15 January 2010)
© SACE Board of South Australia 2009