Programming by starting with assessment design
Unit:
Key learning area:
Assessment due:
Persuasion
English – Stage 3
Term 1, Week 9, 2015
We want students to know:



(BIG IDEAS)
The features of a persuasive text
The purpose of persuasive texts
How language features and form can be used to persuasively
promote points of view and position a responder.
Overarching question:
 How and why do composers craft texts that promote persuasively points
of view?
Links to Foundation/Stage Statements/Outcomes
 EN3-2A


composes, edits and presents well-structured and coherent texts
 EN3-1A
communicates effectively for a variety of audiences and purposes
using increasingly challenging topics, ideas, issues and language forms and
features
 EN3-5B
discusses how language is used to achieve a widening range of
purposes for a widening range of audiences and contexts
 EN3-6B
uses knowledge of sentence structure, grammar, punctuation and
vocabulary to respond to and compose clear and cohesive texts in different
media and technologies
 EN3-9E
What do we want our
students to learn? (Deep
learning element)

How and why writers
create
and
use
persuasive texts.
How to create texts
which
persuasively
promote a distinct
point of view, using
specific
language
features and form.
How
to
transfer
knowledge of the craft
of writing for other
composing purposes
(transferable
knowledge to spoken
texts,
presentations,
other
written
text
types)
recognises, reflects on and assesses their strengths as a learner
This learning matters because:
The focus of this unit is on the power of language to persuade
through a range of texts such as: speeches, advertisements,
editorials, short stories and poetry. Students will learn about how
words and images can be used persuasively to manipulate and
position others. The cross curriculum dimensions of Information and
communication technology capability and critical and creative
thinking will be used to connect the concept to other Key Learning
Areas and guide the choice of texts. This learning should support
students in preparation for writing tasks such as Naplan.
Exploring the concept of persuasion allows students to learn more
about the way texts are formed with specific audience and
purpose in mind. This unit allows students understand and
appreciate the way texts are shaped through exploring a range of
language forms and features and ideas related to persuasion.
Students in Stage 3 need opportunities to
create imaginative, informative and persuasive texts on familiar
topics for known readers by planning, proofreading and editing
their own writing. They require opportunities to write using basic
grammatical features and conventions of punctuation, showing an
awareness of different purposes, audiences and subject matter. It is
important that knowledge of the purpose, form and language
features of a persuasive text will be transferrable. Students will apply
their learned knowledge of persuasive techniques to participate in
a debate. They will use their developed knowledge of ICT to use
different types of persuasive techniques in visual texts.
Why does this learning matter?
(Significance dimension)
Are there clear links to prior and future
learning?
Students in Stage 2 are able to explain
some ways in which authors and illustrators
engage the interests of audiences and
achieve a range of purposes. They have
had opportunities to explore the structural
and grammatical features and purposes for
a range of written, visual and multimodal
texts. These skills will be further developed
during this imagery unit.
In Stage 4, students will be expected to be
able to shape meaning through the
thoughtful selection and ordering of
appropriate content and by drawing on a
widening repertoire of language choices.
Building on S3 skills, they should be ready to
They experiment with form and language in
different modes and technologies to
produce various types of texts for specific
purposes. As appropriate, they plan, draft
and edit to produce polished texts.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Assessment task outline:
Composing – Writing, Speaking and Representing
 Compose
a visual text (advertisement) featuring a range of
persuasive devices, using technology to communicate the form and
purpose of the text (EN3-6B uses knowledge of sentence structure,
grammar, punctuation and vocabulary to respond to and compose
clear and cohesive texts in different media and technologies)
Responding – Reading, Listening and Viewing
 Read
and critically evaluate a persuasive text, expressing own ideas
on the way persuasive devices are used to achieve the purpose of
the text and identifying the likely target audience (EN3-5B discusses
how language is used to achieve a widening range of purposes for a
widening range of audiences and contexts; EN3-1A communicates
effectively for a variety of audiences and purposes using increasingly
challenging topics, ideas, issues and language forms and features)
Reflecting– recognising, reflecting on and assessing own strengths as a
learner
 Students will engage in a class debate, synthesising new skills and
knowledge of persuasive texts to persuasively promote a single point
of view and position their audience. Students will reflect on their own
participation in this debate, expressing their understanding of
persuasive texts (purpose, form and languages features). EN3-9E
recognises, reflects on and assesses their strengths as a learner
Key outcomes for assessment:
 EN3-1A
the student: communicates effectively for a variety of
audiences and purposes using increasingly challenging topics,
ideas, issues and language forms and features
 EN3-5B
the student: discusses how language is used to achieve
a widening range of purposes for a widening range of
audiences and contexts
 EN3-6B
the student: uses knowledge of sentence structure,
grammar, punctuation and vocabulary to respond to and
compose clear and cohesive texts in different media and
technologies
 EN3-9E
the student: recognises, reflects on and assesses their
strengths as a learner
How will students demonstrate
their deep understanding?
Authentic purpose:
 create
a
visual
text
(advertisement),
 develop
the
skills
to
participate in a debate,
 reflect
on
skills
and
knowledge
and
participation
in
learning
process
Audience: advertisement to be
published on class webpage
Communication
tools:
incorporating technology to
enhance meaning
Student direction: student may
choose
content
of
advertisement and style of
presentation. Students will be
able to chose own position to
defend/promote
for
class
debate.
Opportunity for students to
demonstrate learning at an ‘A’
level: Students working at Stage
4 level can recognise the main
ideas and points of view, and
the ways in which texts seek to
position responders. They make
decisions
about
whether
content and language are
appropriate
to
purpose,
audience and context. They
plan, draft and edit to produce
polished texts.
How well do we expect
students to do it?
85% of students will be expected to
demonstrate sound understanding
(or higher) of the concepts in this
unit.
10%
of
students
will require
scaffolding and additional teacher
support/modification of task in order
to
demonstrate
sound
understanding of concepts in this
unit.
5%
of
students
will
require
scaffolding and additional teacher
support/modification of task in order
to
demonstrate
a
basic
understanding of concepts in this
unit.
Assessment modes: writing and speaking
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Assessment criteria
Students will know and understand:



The features of a persuasive text
The purpose of persuasive texts
How language features and form can be used to
persuasively promote points of view and position a
responder.
Students be able to explain (through spoken text or written text):

How and why composers craft texts that promote
persuasively points of view.
Students be transfer learned knowledge by:
 independently creating a persuasive text with clear audience and
purpose using ICT skills.

Participating in a class debate using persuasive devices to
promote and sustain a point of view
 Reflecting on their learning
At the beginning of the unit,
students will be provided with
information about the purpose of
the unit (overarching question) and
the 4Q questions will be explicitly
addressed (see below).
Students will be given explicit
information
on
learning
expectations
and
form
of
summative assessment at the end of
the unit. A marking matrix will be
provided for students to provide
explicit information on what a
quality product or performance
looks like and what they need to
demonstrate
to
achieve
set
outcomes.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Overview:
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 9-10
Overview of unit – purpose, expectations, assessment, 4Q model
Pre-assessment – establish prior knowledge/understanding/making
connections/present vocabulary
Definition: persuasion, persuade, persuasive
Focus questions:
 What are the key features of a persuasive text?
 What is the purpose of a persuasive text?
 Why do we need to persuade people and how do we persuade?
Analysis of the techniques and processes of persuasion
Comparison of how different types of texts (eg speech, advertisement,
bulletin) use persuasive visual, aural and language techniques
Explore vocabulary in more detail
Power of verbs and imperative voice
Persuasion in 30 seconds – making considered choices
Exploring polarised debates
Focus on context, audience and purpose: exploring
 The influence of context, audience and purpose
 The composers capacity to engage and persuade and audience
Explore persuasion map (online tool)
Exploring emotive language and modality: examine the use of emotive
language and modality to persuade and position the
reader/audience/responder
Point of view: establishing a clear line of argument and building supporting
evidence around this
Explore rhetorical speeches
Examining advertising: revisit the influence of context, audience and
purpose
Explore persuasive devices used in visual texts (nothing is ‘by chance’:
everything is by design!)
By end of week students can independently list persuasive devices and
discuss merits of each in the context of advertising samples (reading
assessment)
Writing assessment: create advertisement (visual text), using effective
persuasive devices.
Class debates (minute speeches, prepared in class). Students reflect on their
participation in the debate and their use of persuasive devices in their
speech.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Glossary
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Alliteration: two or more words beginning with the same letter. The effect is rhythmic and maybe comic.
‘Pay the price’ is alliteration.
Allusion: reference to a related object of circumstance. You can have a religious allusion.
Ambiguity: a statement accidentally has two meanings.
Analogy: a comparison between two things that are similar in some way, often used to help explain
something or make it easier to understand.
Anaphora: the repetition of a word or phrase at the beginning of successive phrases, clauses or lines e.g.
I have... I have... I have...
Anastrophe: the reversal of normal word order e.g. to market went she.
Anecdote: a short, interesting or amusing story about a particular person or event.
Antistrophe: repetition of the same word or phrase at the end of successive clauses.
Antithesis: a seeming contradiction of ideas, words, clauses, or sentences. The effect is the emphasis
the opposition of ideas.
Apostrophe: rhetorical words spoken to an imaginary person, object or idea.
Assonance: repetition of vowel sounds.
Atmosphere/mood: the emotional feelings inspired by a work.
Bias: an unfair preference for or dislike of something.
Circumlocution: the use of more words than necessary to express something, especially to avoid saying
it directly.
Cliché: an over-used concept, idea, storyline, or common expression.
Collective noun, collective pronoun: words such as ‘team’, ‘pair’, and ‘we’ which refer to a collective
groups of individuals (engaging the audience) or individual items.
Colloquialism: a word or phrase used everyday in plain and relaxed speech, but rarely found in formal
writing e.g. ‘don’t’ and ain’t.
Conjunction: a word that joins two simple sentences together. For example: but, and, however.
Consonance: repetition of initial consonant sounds.
Declarative sentence: a statement used to convey information.
Didactic: literature or other types of art that are instructional or informative e.g. the Bible. Opposite of
non-didactic (more concerned with artistic qualities and techniques than conveying a message, even if
it is instructive).
Ellipsis: the avoiding of using words in order to be direct and not repetitive, or (...).
Emotive language: language that causes an emotional reaction in the reader.
Euphemism: a more gentle or polite way of saying something.
Euphony: language that is smooth and pleasant to listen to.
Figurative language: language with figures of speech.
Figure of speech: any words consisting of language techniques.
o Alliteration.
o Personification.
o Simile.
o Metaphor.
o Irony.
o Hyperbole.
o Onomatopoeia.
o Metonymy.
o Oxymoron.
Generalisation: a statement made about everyone or everything because of just one piece of
evidence.
Hyperbole: extreme exaggeration that is not meant to be taken seriously. The effect is a strong
impression, although not to be taken literally.
Irony: a contrast between what is expected and what actually exists or happens.
o Dramatic irony: the audience knows something that the characters do not.
o Verbal irony: when the speaker means something totally different to what they are saying.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
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-
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o Cosmic irony: when some unknown force brings about dire and dreadful events.
o Irony of situation: when what is expected to happed is different from what actually happens.
Imagery: a picture painted with words.
o Visual (sight) imagery.
o Auditory (sound) imagery.
o Tactile (touch) imagery.
o Thermal (hot and cold) imagery.
o Olfactory (smell) imagery.
o Gustatory (taste) imagery.
o Kinaesthetic sensation (movement) imagery.
Imperative Voice: Forcefully using the verb at the start of a sentence to order or direct.
Intertextuality: showing the relationship between two or more texts that quote, allude, or somehow
connect to each other.
Invective: speech or writing that attacks, insults, or denounces a person, topic or institution, usually
involving negative emotional language.
Levels of language:
o Formal: used on important occasions, extensive vocabulary, no abbreviations or
contractions.
o Informal: casual language.
o Colloquial: everyday language, abbreviations.
o Slang: used by certain groups, those outside the group don’t understand it all, changes
rapidly.
o Jargon: used by professional and sports groups, those outside the group don’t understand it
all, regarded as acceptable to use only within the group.
Metaphor: something is described as another thing that it isn’t. An extended metaphor is a metaphor
that continues into the following sentences.
Metonymy: the name of one object is replaced by another which is closely related to it.
Modality: the degree of certainty expressed by the author.
o High modality: high certainty.
o Low modality: low certainty.
Mood: a feeling or emotional state in literature.
Motif: a recurring object, concept or structure in a work of literature.
Neologism: made-up words that are not part of everyday vocabulary e.g. climature.
Onomatopoeia: when the sound of a word matches its image.
Oxymoron: apparently contradictory words placed near each other.
Paradox: a statement that seems to be a contradiction but which, on closer inspection, can be seen to
make sense.
Parody: to imitate something somebody or something comically.
Pathos: a writer or speaker’s attempt to inspire an emotional reaction in the audience; usually a deep
feeling of suffering, but sometimes joy, pride, anger, humour, patriotism, and other emotions.
Parallelism: two identical or very similar changes occur independently.
Personification: to give an object or idea human attributes.
Point of view:
o First person: I, me, my, we, us, our.
o Second person: you, your, yours.
o Third person: he, she, it, they.
o Third person omniscient.
Pun / paronomasia: a play on words on words which are alike in sound but different in meaning. The
effect is humorous.
Register: the appropriateness of the language used in a particular situation according to situation of
context e.g. formal, informal.
Repetition: the occurrence of something which has occurred before.
Rhetoric: persuasive argument through writing or speech, or eloquent and charismatic language.
Rhetorical question: a question that is not expected to receive an answer.
Sarcasm: hurtful or spiteful language.
Simile: comparing things using ‘like’ or ‘as’.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
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Subjective language: opinion.
Superlative: the form of an adjective indicating the greatest degree of the quality that the adjective
describes e.g. ‘best’ is the superlative form of ‘good’.
Symbolism: using a specific object or colour to represent something.
Syntax: the ordering of words into meaningful verbal patterns such as phrases, clauses and sentences.
Poets often manipulate syntax, changing conventional word order, to place certain emphasis on
particular words.
Tautology: a statement that is needlessly repetitive.
Tone: the feeling in a piece of writing, of the writer, character or reader.
Understatement/litotes: something that is stated with too little emphasis.
Vernacular: the everyday or common language of a geographic area or the native language.
Voice: an author or narrator’s distinctive style or manner of expression.
Volitive: a verb form that expresses a wish, command, or the speaker’s will.
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Australian Curriculum – content
Taken from NSW Syllabuses for the Australian Curriculum:
English
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Speaking and listening
A student:
communicates effectively for a variety of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features EN3-1A
Content:
Students:
Develop and apply contextual knowledge




compare and justify the ways in which spoken language differs from written language
according to purpose, audience and context
understand that patterns of language interaction vary across social contexts and types
of texts and that they help to signal social roles and relationships (ACELA1501)
understand that strategies for interaction become more complex and demanding as
levels of formality and social distance increase (ACELA1516)
understand that different social and geographical dialects or accents are used in
Australia in addition to Standard Australian English(ACELA1515)
Understand and apply knowledge of language forms and features




use and describe language forms and features of spoken texts appropriate to a range
of purposes, audiences and contexts
use appropriate metalanguage to identify and describe relationships between and
among texts
develop criteria to evaluate the effectiveness of spoken texts
use metalanguage to describe the effects of ideas, text structures and language
features on particular audiences (ACELT1795)
Respond to and compose texts






plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and purposes, making
appropriate choices for modality and emphasis (ACELY1700, ACELY1710)
use interaction skills, for example paraphrasing, questioning and interpreting non-verbal
cues and choose vocabulary and vocal effects appropriate for different audiences
and purposes (ACELY1796)
use interaction skills, varying conventions of spoken interactions such as voice volume,
tone, pitch and pace, according to group size, formality of interaction and needs and
expertise of the audience (ACELY1816)
participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
identify and summarise key ideas and information from guest speakers, eg note-taking
or using digital technologies
discuss and experiment with ways to strengthen and refine spoken texts in order to
entertain, inform, persuade or inspire the audience
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Writing and representing
A student:
composes, edits and presents well-structured and coherent textsEN3-2A
Content:
Students:
Engage personally with texts




Develop and apply contextual knowledge
understand and appreciate the way texts are shaped through exploring a range of language
forms and features and ideas
experiment and use aspects of composing that enhance learning and enjoyment
recognise and discuss issues related to the responsible use of digital communication
Develop and apply contextual knowledge



identify and explore underlying themes and central storylines in imaginative texts
explore and analyse the effectiveness of informative and persuasive devices in texts
understand and use the key elements of planning, composing, reviewing and publishing in order to
meet the increasing demands of topic, audience and language
Understand and apply knowledge of language forms and features




plan, draft and publish imaginative, informative and persuasive texts, choosing and
experimenting with text structures, language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in imaginative texts, poetry and
songs, eg similes, metaphors, personification and sound devices such as alliteration
understand that cohesive links can be made in texts by omitting or replacing words
(ACELA1520)
investigate how complex sentences can be used in a variety of ways to elaborate, extend and
explain ideas (ACELA1522)
Respond to and compose texts











compose imaginative and informative texts that show evidence of developed ideas
compose texts that include sustained and effective use of persuasive devices, eg texts dealing
with environmental issues
present a point of view about particular literary texts using appropriate metalanguage, and
reflecting on the viewpoints of others (ACELT1609)
create literary texts that experiment with structures, ideas and stylistic features of selected
authors (ACELT1798)
experiment with text structures and language features and their effects in creating literary texts,
for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
compose increasingly complex print, visual, multimodal and digital texts, experimenting with
language, design, layout and graphics
use increasingly complex research data from print and digital sources to compose short and
sustained texts
assess the reliability of resources, including digital resources, when researching topics
reread and edit students' own and others' work using agreed criteria and explaining editing
choices (ACELY1705, ACELY1715)
develop a handwriting style that is legible, fluent and automatic and varies according to
audience and purpose (ACELY1706, ACELY1716)
use a range of software, including word processing programs, learning new functions as
required to create texts (ACELY1707, ACELY1717)
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Responding and composing
A student:
discusses how language is used to achieve a widening range of purposes for a widening range of
audiences and contexts EN3-5B
Content:
Students:
Develop and apply contextual knowledge
 identify and discuss how own texts have been structured to achieve their purpose and
discuss ways of using conventions of language to shape readers' and viewers'
understanding of texts
 discuss how the intended audience, structure and context of an extended range of texts
influence responses to texts
Understand and apply knowledge of language forms and features

identify and explain characteristic text structures and language features used in
imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

identify the ways in which language use in imaginative texts, including use of figurative
language, character development, events and setting, creates interest for the reader or
viewer
investigate how the organisation of texts into chapters, headings, subheadings, home
pages and sub pages for online texts and according to chronology or topic can be used
to predict content and assist navigation (ACELA1797)
analyse strategies authors use to influence readers (ACELY1801)
understand the uses of objective and subjective language and bias(ACELA1517)
discuss the conventions of a range of complex texts, eg act and stage directions in plays,
literary devices in poems and stories, layout conventions in print and digital texts




Respond to and compose texts




compose more complex texts using a variety of forms appropriate to purpose and
audience
recognise the techniques used by writers to position a reader and influence their point of
view
identify and use a variety of strategies to present information and opinions across a range
of texts
consider and develop sustained arguments and discussions supported by evidence
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Grammar, punctuation and vocabulary
A student:
uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and
compose clear and cohesive texts in different media and technologies EN3-6B
Content:
Students:



Develop and apply contextual knowledge
understand that language is structured to create meaning according to audience,
purpose and context
understand that choices in grammar, punctuation and vocabulary contribute to the
effectiveness of texts
Understand and apply knowledge of language forms and features
 identify and explain how choices in language, for example modality, emphasis, repetition and
metaphor, influence personal response to different texts (ACELT1615)
 understand the difference between main and subordinate clauses and that a complex
sentence involves at least one subordinate clause (ACELA1507)
 experiment using a range of language features, eg connectives, topic sentences, active and
passive voice
 understand how noun groups/phrases and adjective groups/phrases can be expanded in a
variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
 understand how ideas can be expanded and sharpened through careful choice of verbs,
elaborated tenses and a range of adverb groups/phrases (ACELA1523)
 show how ideas and points of view in texts are conveyed through the use of vocabulary,
including idiomatic expressions, objective and subjective language, and that these can
change according to context (ACELY1698)
 identify a variety of connectives in texts to indicate time, add information, clarify
understanding, show cause and effect and indicate condition/concession
 use complex punctuation to engage the reader and achieve purpose
 understand how the grammatical category of possessives is signalled through apostrophes
and how to use apostrophes with common and proper nouns(ACELA1506)
 understand the uses of commas to separate clauses (ACELA1521)
Understand and apply knowledge of vocabulary


understand the use of vocabulary to express greater precision of meaning, and know that
words can have different meanings in different contexts (ACELA1512)
investigate how vocabulary choices, including evaluative language can express shades of
meaning, feeling and opinion (ACELA1525)
Respond to and compose texts





select some more challenging language features, literary devices (eg irony, humour) and
grammatical features (eg modality) to engage and influence an audience
experiment with different types of sentences, eg short sentences to build tension and
complex sentences to add detail
use topic sentences and appropriately organise main (independent) and subordinate
(dependent) ideas to enhance coherence in written texts
select appropriate language for a purpose, eg descriptive, persuasive, technical,
evaluative, emotive and colloquial, when composing texts
use grammatical features, eg pronouns, conjunctions and connectives, to accurately link
ideas and information to ensure meaning when composing texts
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©
Reflecting on learning
A student:
recognises, reflects on and assesses their strengths as a learner EN3-9E
Content:
Students:
Develop and apply contextual knowledge
 begin to understand the difference between their way of learning and the way others
learn
 reflect on own learning achievements against specific criteria
Understand and apply knowledge of language forms and features
recognise that there is a language for discussing learning experiences
discuss how the reader or viewer can enjoy and discover a wide range of literary
experiences through texts
Respond to and compose texts






plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and purposes, making
appropriate choices for modality and emphasis (ACELY1700, ACELY1710)
use interaction skills, for example paraphrasing, questioning and interpreting non-verbal
cues and choose vocabulary and vocal effects appropriate for different audiences
and purposes (ACELY1796)
use interaction skills, varying conventions of spoken interactions such as voice volume,
tone, pitch and pace, according to group size, formality of interaction and needs and
expertise of the audience (ACELY1816)
participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
identify and summarise key ideas and information from guest speakers, eg note-taking
or using digital technologies
discuss and experiment with ways to strengthen and refine spoken texts in order to
entertain, inform, persuade or inspire the audience
Adapted from “Planning for programming by starting with assessment”: unit prepared by Georgia Constanti, Sydney Region Priority
Schools Programs, 2011 ©