Wyong High School
Standard English
Preliminary Course
Overview
and
Assessment Tasks
2014
Scope and Sequence 2014
Week
Term 1
1
Course outline and
introduction.
Issue course booklet.
Area of Study:
Changing Self - Film
2
Term 2
Assessment Task 2
Preliminary HalfYearly
Examinations
Term 3
Module B
Close Study of Text
Poetry
Assessment Task 2
Preliminary HalfYearly
Examinations
Module A
Prose Fiction or
Drama
3
4
5
6
7
Assessment Task 4
Speech/Visual Rep
Complete Module B
Revision for
examinations
8
9
Preparation for
Assessment Task 1
10
Assessment Task 1
Feature Article
11
Assessment Task 5
Preliminary Yearly
Examinations
Assessment Task 3
Listening/Writing
Complete Module A
Prose Fiction or
Drama
Term 4
HSC course
Begins.
PRELIMINARY ENGLISH COURSE OUTLINE 2014
STANDARD ENGLISH
AREA OF STUDY
In the Area of Study, students explore and examine relationships between language and text, and
interrelationships among texts. They examine closely the individual qualities of texts while considering
the texts’ relationship to the wider context of the Area of Study. They synthesise ideas to clarify
meaning and develop new meanings. They take into account whether aspects such as context, purpose
and register, text structures, stylistic features, grammatical features and vocabulary are appropriate to
the particular text.
AREA OF STUDY: CHANGING SELF
This Area of Study requires students to explore the ways in which the concept of Changing Self is
considered and expressed in and through texts.
In their responses and compositions students examine, question and reflect on:
 their observation and understanding of the portrayed events, people, ideas and societies that they
encounter in and through the prescribed text and the texts of their own choosing related to the Area of
Study
 The assumptions underlying the representations of changing self
 The ways in which they perceive the world through texts and speculate about it
 The ways they consider and express their own changing self experiences
Students consider and study ONE prescribed text (Film) and additional related texts (at least TWO) of
their own choosing.
Focus: Changing Self
The Area of Study is focussed on the central concept of Changing Self. Through this focus, students
explore the ways in which texts depict changing self. It requires students to focus on the ways in which
texts and, more specifically, the language and construction of texts, helps the student in their
understanding of the concept of Changing Self. Changing Self is a process, not necessarily an end in
itself. Therefore students need to explore Changing Self through a comparative look at the two states
(the before and after ‘change’) and also focus on what is undergone or experienced in order to bring
about the change. Analysis of the Prescribed Text and Related Texts should focus on how meaning is
made, therefore students learn how to deconstruct texts, in terms of their purpose and audience, and
the forms, features and structures of language.
Students are to study ONE prescribed film text.
Students are required to supplement this study with texts of their own choosing (at least TWO) related
to the Area of Study
PRELIMINARY ENGLISH COURSE OUTLINE 2014
STANDARD ENGLISH
MODULE A Society and the Individual Experience
This module requires students to explore a variety of texts that deal with the effects of society on
individual experience which can be both positive and negative. Society can be viewed in terms of
institutions or power plays within society. Students will respond to and compose a range of texts that
demonstrate protest and compliance. They will examine the features of texts that show knowledge,
attitudes and beliefs relating to society and the individual experience.
Students study ONE prescribed text from either Prose Fiction or Drama.
Students are required to supplement this study with texts of their own choosing (at least TWO) related
to the Module.
MODULE B Close Exploration of Text
This module requires students to engage in detailed analysis of a text. It develops students’
understanding of how ideas, forms and language of a text interact within the text and may affect those
responding to it. Students examine and explore the prescribed selection from the works of ONE poet,
analysing the individuality of each poem and draw conclusions about the nature and concerns of the
poet’s work.
Students study a prescribed selection of poems from the works of ONE poet.
English Stage 6 Syllabus – Standard
9.4 English (Standard) Outcomes
These outcomes are derived from the English (Standard) objectives and the content of the
Preliminary and HSC courses. They specify the intended result of student learning.
Preliminary
HSC
1. A student demonstrates understanding of the
relationships between composer, responder,
text and context.
1. A student demonstrates understanding of how
relationships between composer, responder, text
and context shape meaning.
2. A student identifies and describes relationships
among texts.
2. A student demonstrates understanding of the
relationships among texts.
3. A student develops language relevant to the
study of English.
3. A student develops language relevant to the
study of English.
4. A student identifies and describes language
forms and features and structures of particular
texts that shape meaning and influence
responses.
4. A student describes and analyses the ways that
language forms and features, and structures of
texts shape meaning and influence responses.
5. A student describes the ways different
technologies and media of production affect
the language and structure of particular texts.
5. A student analyses the effect of technology and
medium on meaning.
6. A student engages with a wide range of texts
to develop a considered and informed
personal response.
6. A student engages with the details of text in order
to respond critically and personally.
7. A student selects appropriate language forms
and features, and structures of texts to explore
and express ideas and values.
7.A student adapts and synthesises a range of
textual features to explore and communicate
information, ideas and values for a variety of
purposes, audiences and contexts.
8. A student articulates and represents own ideas
in critical, interpretive and imaginative texts.
8.A student articulates and represents own ideas in
critical, interpretive and imaginative texts from a
range of perspectives.
9. A student assesses the appropriateness of a
range of processes and technologies in the
investigation and organisation of information
and ideas
.
9. A student assesses the appropriateness of a
range of processes and technologies in the
investigation and organisation of information and
ideas.
10. A student analyses and synthesises
information and ideas from a range of texts for
a variety of purposes, audiences and contexts.
11. A student draws upon the imagination to
transform experience into text.
12. A student reflects on own processes of responding
and composing.
13. A student reflects on own processes of learning.
10. A student analyses and synthesises information
and ideas into sustained and logical argument for a
range of purposes and audiences.
11. A student draws upon the imagination to
transform experience and ideas into text,
demonstrating control of language.
12. A student reflects on own processes of
responding and composing.
13. A student reflects on own processes of learning.
English Stage 6 Syllabus – Standard
9.5 Preliminary English (Standard) Course Requirements
In the Preliminary English (Standard) course, students explore and experiment with the ways
events, experiences, ideas, and processes are represented in and through texts.
Course Requirements
The Preliminary English (Standard) course is designed by teachers. In designing the course they
need to address the objectives of Stage 6 English (Standard) and the need to assist their
students to achieve the course outcomes.
In the Preliminary English (Standard) course, students are required to:
• study Australian and other texts
• explore a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media
and/or multimedia texts
• undertake wide reading programs involving texts and textual forms composed in and for a wide
variety of contexts
• integrate the modes of reading, writing, listening, speaking, and viewing and representing as
appropriate
• engage in the integrated study of language and text.
The course has two sections and the
requirements listed above apply to
both sections.
Section 2 Electives Students explore and
examine texts and analyse aspects of
meaning. The electives comprise 60% of the
course content.
Section 1 Content common to the
Standard and Advanced courses is
undertaken through a unit of work called an
Area of Study. Students explore texts and
develop skills in synthesis. The common
content comprises 40% of the course content.
Students undertake at least one Area of
Study.
Preliminary electives are not to duplicate
the prescribed HSC modules, electives or
texts.
Students also have opportunities to:
• enhance their understanding of Australian and other cultures
• study units of work that will meet industry competency standards relating to communication.
(See section 14 of this syllabus.)
23
9.6 Preliminary English (Standard) Course Content
Area of Study
An Area of Study is the exploration of a concept that affects our perceptions of ourselves and
our world.
Students explore, analyse, question and articulate the ways in which perceptions ofthis
concept are shaped in and through a variety of texts.
Areas of Study are developed by teachers and require students to explore a concept
through:
• close study of one text
• responding to and composing a wide range of related texts
• making connections among texts and the Area of Study
• synthesising aspects of a variety of texts
• presenting coherently integrated interpretations of the concept.
The number and content of Areas of Study are not prescribed in the Preliminary English
(Standard) course. Teachers design Areas of Study that will, in length, content and focus,
provide an appropriate language learning environment for students.
Electives
The electives require students to explore the ways particular texts, forms, media, contexts or
aspects of language shape meaning.
The electives are developed by teachers to allow for:
• their students’ needs, interests and abilities
• choice of approach
• choice of texts for study
• student–teacher negotiation of content.
Course Outcomes
Preliminary Assessment Schedule 2014
Standard English
Task 2
Task 3
Task 4
Topic/Content
Topic/Content
Topic/Content
Half-Yearly
Module A
Close Study of Text
Examination
Mod. B
Course Outcomes
Course Outcomes
Course Outcomes
P 245679
Task Type:
Reading/writing
/visual rep.
P 4 6 7 10 11
Task Type:
Half-Yearly
Examination
Task 1
Topic/Content
Area of Study
Assessment
Syllabus
Components
P12457
Task Type:
Listening/Writing
P 7 8 10 12 13
Task Type:
Visual Rep. /
Speaking/Writing
Task 5
Topic/Content
Yearly Examination
Course Outcomes
P 1 2 4 5 6 7 8 10 11
Task Type:
Yearly Examination
Syllabus
Weightings
Listening
15%
Speaking
15%
Reading
25%
10
5
Writing
30%
10
5
Viewing &
Representing
15%
5
Total 100%
15
15
10
5
10
10
25%
Date Due:
10%
Date Due:
15%
Date Due:
30%
Date Due:
20%
Date Due:
T1 Week 10 2014
T2 Weeks 1-2 2014
T2 Week 10 2014
T3 Week 7 2014
T3 Weeks 9/10
WYONG HIGH SCHOOL - PRELIMINARY 2014 – ASSESSMENT TASK 1
COURSE: ADVANCED/STANDARD
TOPIC: AREA OF STUDY – CHANGE
WEIGHTING: 30%
DATE DUE: Term 1 Week 10
TASK: Feature Article and Graphic
You have been considering and exploring the issue of Change in your Area of Study. You
have developed a number of understandings about the concept of Change based on
written, spoken and visual texts.
As a journalist, compose a feature article for a magazine about Change in which you
communicate your understanding of Change. In your article you should explain how the
prescribed text and the TWO related texts are connected to the issue of Change and how
they are composed. You should note their relationship to each other. Your feature article
should address a broad understanding of Change.
Length: Write approximately 1,000 words. Remember to give your feature article a title.
You must also select a relevant graphic to accompany the article. You may draw/design this
yourself or you may choose a cartoon, photograph or image.
N.B. You will not be assessed on the artistic merit of the graphic that you include, but on its
relevance to the content of the article.
ASSESSMENT CRITERIA
You will be assessed on how well you:
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Demonstrate an understanding of Change
Explain the relationship/relevance of the texts to the issue of Change and refer to the
relationship between the texts
Make reference to how the texts are composed
Use the structure and language features of a feature article
Use a graphic related to the content of the feature article that you write
N.B.:
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2 periods will be allocated in class time for working on this task
The completed task, handed to the teacher, must be the student’s own work
Computer malfunction (of any kind) will not be accepted as an excuse for non-completion of the
task by the due date
The work must be submitted at the BEGINNING of the English lesson on the due date
N.B. IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK BY THE
SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/SATISFACTORY MANNER WILL
RESULT IN AN N-AWARD WARNING LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU
MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD
TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
2014 PRELIMINARY ENGLISH – ASSESSMENT TASK 1 - MARKING GUIDELINES
Area of Study: Changing Self - FEATURE ARTICLE
MARKING CRITERIA
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Demonstrates an insightful understanding of the issue of Change
Explains skilfully the relationship between the texts and their relationship to the
issue of Change
Refers effectively to how the texts are composed
Composes a skilfully written text using appropriate structure and language features
Composes/selects a perceptive visual text
Demonstrates a well-developed understanding of the issue of Change
Explains competently the relationship between the texts and their relationship to
the issue of Change
Refers competently to how the texts are composed
Composes a competent written text using appropriate structure and language features
Composes/selects a thoughtful visual text
Demonstrates some understanding of the issue of Change
Gives some explanation of the relationship between the texts and their relationship
to the issue of Change
Makes some reference to how the texts are composed
Composes an adequately written text using appropriate structure and language features
Composes/selects an appropriate visual text
Demonstrates a limited understanding of the issue of Change
Makes limited reference to the relationship between the texts and their relationship
to the issue of Change
Makes limited reference to how the texts are composed
Attempts to composes a written text using limited use of structure and language features
Composes/selects a visual text which has some or a limited connection to Change
Demonstrates an elementary understanding of the issue of Change
Reveals an elementary understanding of the relationship between the texts and their
relationship to the issue of Change
Makes an elementary reference to how the texts are composed
Attempts to compose a written text showing elementary use of appropriate structure and
language features
Composes /selects a visual text which may have some or little relevance to Change
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Non-attempt, virtual non-attempt or non-serious attempt
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MARKS
25-30
19-24
13-18
7-12
1-6
0
PRELIMINARY HALF-YEARLY EXAMINATION
COURSE: STANDARD/ADVANCED ENGLISH
Date: Term 2, Weeks 1/2
Assessment Task No. 2
Weighting: 10%
The Preliminary English Examination will have the following sections:
Section I – Reading - short answer questions.
Section II – Creative Writing
Section III – Area of Study “Changing Self” and ONE related text.
Prescribed texts:
Sections I, II and III are common to Standard and Advanced.
Sections II and III will ask for an extended response, in a nominated text type e.g.
speech, essay, feature article, letter etc. to a particular question.
Reading time: 10 minutes
Working time: 2 HOURS
N.B. IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK
BY THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/SATISFACTORY
MANNER WILL RESULT IN AN N-AWARD WARNING LETTER. A MEDICAL CERTIFICATE IS
NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE
SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO
SCHOOL.
Wyong High School Formal Assessment Task Notification
COURSE: PRELIMINARY STANDARD ENGLISH
TASK NO: 3
TASK: LISTENING/WRITING
WEIGHT: 20%
DATE: Term 2 Week 10 2014
OUTCOMES ASSESSED: 1, 2, 4, 5, 7
Question 1
Students will listen, view and respond to a panel discussion and answer questions about its
language forms and features and their effects on the audience. Students will reveal their
understanding of how advertising is used to manipulate individuals in society.
Question 2
Extended response: While we are a part of society, we have to make choices. How does this
statement relate to the text that you have studied in class?
OUTCOMES TO BE ASSESSED
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A student demonstrates understanding of the relationship between composer, responder, text
and context.
A student identifies and describes relationships among texts
A student identifies and describes language forms and features and structures of particular texts
that shape meaning and influence responses.
A student describes the ways different technologies and media of production affect the language
and structures of particular texts.
A student selects appropriate language forms and features, and structures of texts to explore
ideas and to express values
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK
ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY
MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY
SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO
THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
YEAR 11 STANDARD ENGLISH 2014
SOCIETY and INDIVIDUAL EXPERIENCE: LISTENING WRITING – ASSESSMENT TASK 3
MARKING GUIDELINES
Listening Component – 15 marks
The mark received and the potential mark will be recorded next to the student’s response to each
question.
Writing Component – 5 marks
Criteria
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Demonstrates an insightful understanding of the impact of society on the
individual.
Demonstrates a perceptive knowledge of how meaning is shaped in a text. Gives a
detailed analysis of how techniques create meaning.
Demonstrates a sophisticated ability to organise, develop and synthesise ideas
using language appropriate to audience, purpose and form.
Demonstrates a well-developed understanding of the impact of society on the
individual.
Demonstrates a well-developed knowledge of how meaning is shaped in a text.
Discusses effectively how several techniques are used to create meaning.
Demonstrates a competent ability to organise, develop and synthesise ideas using
language appropriate to audience, purpose and form.
Demonstrates a sound understanding of the impact of society on the individual.
Demonstrates some knowledge of how meaning is shaped in a text. Attempts to
discuss the effectiveness of at least one technique. May list techniques.
Demonstrates some ability to organise, develop and synthesise ideas using
language appropriate to audience, purpose and form.
Demonstrates a limited understanding of the impact of society on the individual.
Demonstrates a limited knowledge of how meaning is shaped in a text. May list
techniques.
Demonstrates a limited ability to organise, develop and synthesise ideas using
language appropriate to audience, purpose and form.
Demonstrates an elementary understanding of the impact of society on the
individual.
Demonstrates an elementary knowledge of how meaning is shaped in a text. May
not attempt to name or discuss the effectiveness of any techniques.
Demonstrates an elementary ability to organise, develop and synthesise ideas
using language appropriate to audience, purpose and form.
No attempt, a virtual non-attempt, a non-serious attempt.
Marks
5
4
3
2
1
0
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK ON
THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY MANNER
WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY SHOULD YOU MISS
THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE ENGLISH HEAD
TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
Wyong High School Assessment Task
Subject Area: Preliminary Standard English
Year Group: 11
Task 4: REPRESENTING, SPEAKING AND WRITING
Outcomes Assessed: P7, 8, 10, 12, 13
Weighting: 20%
Due Date: Term 3, Week 7
Task Description
This is a three (3) part assessment task. You will only receive marks for the parts that you submit.
Part 1: Representing (5 marks)
You are required to create a visual representation that represents one of the poems studied during this
module.
Your visual representation should be based on ONE poem by the poet you have studied in class. The
visual representation should reflect the THEMES (at least 2 themes but no more than 3 themes)
explored in the poem.
Your visual representation should be a minimum of A4 in size and no bigger than a standard sheet of
cardboard. Your visual representation must NOT be 3-dimensional, it must be flat.
Part 2: Writing (10 marks)
You are required to compose an extended piece of writing in the speech text type. Your written
response should be approximately 1-1½ A4 (12 point font-Arial, single-spaced) typed pages and when
spoken should go for three (3) minutes. Your response must not be more than 1½ pages in length.
Any information after this point WILL NOT be marked.
Your response should consider the following:
1. Explain how the techniques used in the visual representation relate to the themes of the
chosen poem
2. Explain why you selected your chosen techniques to create your visual representation
3. Discuss how the poet presents these themes
4. Comment on the poet’s perspective as delivered through the poem
Part 3: Speaking (5 marks)
You are required to present a 3 minute speech in which you are assessed on the manner and time in
which you present your written response. Your response must not go longer than 3 minutes. Any
information after this point WILL NOT be marked. Your speech must be based on your written speech.
Keep a copy of your speech for your spoken presentation. Palm cards are suggested.
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE TASK
ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR SATISFACTORY
MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS NECESSARY
SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE SUBMITTED TO THE
ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO SCHOOL.
MARKS AND MARKING GUIDELINES
TOTAL MARK:
/20
WRITTEN RESPONSE :
/10
VISUAL REPRESENTATION:
/5
SPEECH PRESENTATION: /5
MARKING GUIDELINES
WRITTEN RESPONSE (SPEECH TEXT TYPE)
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Criteria
Demonstrates an extensive understanding of the themes/images of the poem
Demonstrates an extensive understanding of the poet’s purpose
Demonstrates an extensive understanding of the techniques used in the poem
Organises, develops and expresses ideas extensively using language appropriate to
audience, context and form
Demonstrates a thorough understanding of the themes/images of the poem
Demonstrates a thorough understanding of the poet’s purpose
Demonstrates a thorough understanding of the techniques used in the poem
Organises, develops and expresses ideas thoroughly using language appropriate to
audience, context and form
Demonstrates a sound understanding of the themes/images of the poem
Demonstrates a sound understanding of the poet’s purpose
Demonstrates a sound understanding of the techniques used in the poem
Organises, develops and expresses ideas soundly using language appropriate to
audience, context and form
Demonstrates a basic understanding of the themes/images of the poem
Demonstrates a basic understanding of the poet’s purpose
Demonstrates a basic understanding of the techniques used in the poem
Organises, develops and expresses ideas basically using language appropriate to
audience, context and form
Demonstrates a limited understanding of the themes/images of the poem
Demonstrates a limited understanding of the poet’s purpose
Demonstrates a limited understanding of the techniques used in the poem
Organises, develops and expresses ideas partially using limited language and form
Non-attempt/Non-serious Attempt
Mark
10-9
8-7
6-5
4-3
2-1
0
Comments:
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SPOKEN PRESENTATION
Criteria
Mark
Fluency and tone
0
1
n/a
Eye contact
0
1
n/a
Stance
0
1
n/a
Ability to meet time requirements
0
1
2
Comments:
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VISUAL REPRESENTATION
Criteria
Mark
Demonstrates an extensive ability to shape a visual representation appropriate to purpose,
audience and content. The visual representation shows evidence of originality and flair.
5
Demonstrates a thorough ability to shape a visual representation appropriate to purpose,
audience and content. The visual representation shows evidence of flair.
4
Demonstrates a sound ability to shape a visual representation appropriate to purpose,
audience and content. The visual representation shows some evidence of flair.
3
Demonstrates a basic ability to shape a visual representation appropriate to purpose,
audience and content. The visual representation shows undeveloped evidence of flair.
2
Demonstrates an elementary ability to shape a visual representation appropriate to purpose,
audience and content. The visual representation shows limited evidence of flair.
1
Non Attempt/Non-serious attempt.
0
Comments:
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YEAR 11 STANDARD AND ADVANCED
PRELIMINARY ENGLISH NOTIFICATION
Task 5: YEARLY PRELIMINARY EXAMINATION
Weighting: 20%
DATE: Week 9 Term 4, 2014
TIME: 2 hours 30 minutes
SECTION 1: Reading Comprehension – based on the Area of Study, Changing Self. In this
question you will be required to respond to a range of texts and to answer questions on
language, composers’ techniques and the effectiveness of these techniques. (Allow 35
minutes)
SECTION 2: Creative Writing – can be in a range of texts types and will focus on the Area of
Study, Changing Self. (Allow 35 minutes)
SECTION 3:
Module A
Students will be required to compose an extended response to the Module question. Be
prepared to write in a range of text types.
Students may be asked to write about TWO pieces of related material. (Allow 40 minutes)
SECTION 4:
Module B
Students will be required to compose an extended response to the Module question. Be
prepared to write in a range of text types.
Close Study of Text
Critical Study of Text
Standard – Poetry: John Foulcher
Advanced – Poetry: Bruce Dawe
NB: IN THE ABSENCE OF APPROPRIATE DOCUMENTATION, FAILURE TO COMPLETE THE
TASK ON THE SET DATE, OR FAILURE TO ATTEMPT THE TASK IN A SERIOUS AND/OR
SATISFACTORY MANNER WILL RESULT IN AN N-AWARD LETTER. A MEDICAL CERTIFICATE IS
NECESSARY SHOULD YOU MISS THE TASK DUE TO ILLNESS. AN APPEAL FORM MUST BE
SUBMITTED TO THE ENGLISH HEAD TEACHER ON THE FIRST DAY OF YOUR RETURN TO
SCHOOL.