T A S M A N I A N
Q U A L I F I C A T I O N S
General English
A U T H O R I T Y
ENG215115, TQA Level 2, Size Value = 15
THE COURSE DOCUMENT
This document contains the following sections:
RATIONALE ..................................................................................................................................................2
AIMS ..............................................................................................................................................................2
LEARNING OUTCOMES ..............................................................................................................................2
PATHWAYS ...................................................................................................................................................3
COURSE SIZE AND COMPLEXITY .............................................................................................................3
COURSE DESCRIPTION ..............................................................................................................................3
COURSE CONTENT .....................................................................................................................................3
OVERVIEW ..........................................................................................................................................4
MODULE ONE .....................................................................................................................................5
MODULE TWO .....................................................................................................................................6
MODULE THREE ..................................................................................................................................7
MODULE FOUR ...................................................................................................................................8
ASSESSMENT ............................................................................................................................................11
QUALITY ASSURANCE PROCESSES ....................................................................................................11
CRITERIA ..........................................................................................................................................12
STANDARDS......................................................................................................................................13
QUALIFICATIONS AVAILABLE ..............................................................................................................21
AWARD REQUIREMENTS ....................................................................................................................21
COURSE EVALUATION .............................................................................................................................21
EXPECTATIONS DEFINED BY NATIONAL STANDARDS ........................................................................22
ACCREDITATION .......................................................................................................................................24
VERSION HISTORY....................................................................................................................................24
GLOSSARY .................................................................................................................................................25
© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA
Version 1
Period of Accreditation: 1/1/2015 – 31/12/2016
Date of Publication: 10 February 16
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General English
TQA Level 2
RATIONALE
General English focuses on developing learners’ analytical, creative and critical thinking and
communication skills in all language modes. It encourages learners to engage with texts from their
contemporary world and with texts from Australian and other cultures. Such engagement helps learners
develop a sense of themselves, their world and their place in it.
Through close study and wide reading, viewing and listening, learners develop the ability to appreciate
and evaluate the purpose, stylistic qualities and conventions of literary and non-literary texts and enjoy
creating their own imaginative, interpretive and analytical responses. General English is designed to
develop learners’ facility with all types of texts and language modes and to foster an appreciation of the
value of English for lifelong learning.
Learners refine their skills across all language modes by engaging critically and imaginatively with texts,
including literary and media texts. They learn to speak and write fluently in a range of contexts and to
create mono and multimodal texts. They hone their oral communication skills through discussion, debate
and argument, in a range of formal and informal situations.
AIMS
All senior secondary English courses aim to develop learners’:

skills in listening, speaking, reading, viewing and writing

capacity to create texts for a range of purposes, audiences and contexts

understanding and appreciation of different uses of language.
In addition General English aims to develop learners’:

understanding of the use of language for communication

appreciation and creation of interpretive, persuasive and imaginative texts in a range of modes

engagement in critical analysis and reflection.
LEARNING OUTCOMES
On successful completion of this course, learners will:

understand the relationships between language, text, purpose, context and audience

understand the ways in which ideas and attitudes are represented in texts

investigate how text structures and language features are used to convey ideas and represent
people and events in a range of texts

examine the ways texts are constructed to influence an response

create oral, written and multimodal texts that experiment with text structures and language
features for particular audiences, purposes and contexts.
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General English
TQA Level 2
PATHWAYS
General English, TQA level 2, provides a pathway course to a variety of TQA level 3 courses in English.
COURSE SIZE AND COMPLEXITY
This course has a complexity level of TQA level 2.
At TQA level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge
and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is
required, such as making an appropriate selection from a range of given rules, guidelines or procedures.
VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
COURSE DESCRIPTION
Learners explore how meaning is communicated through the relationships between language, text,
purpose, context and audience. This includes how texts are shaped by their purpose, the audiences for
whom they are intended and the contexts in which they are created and received. Through responding to,
and creating texts, learners consider how language, structure and genre conventions operate in a variety
of imaginative, interpretive and persuasive texts. Study also focuses on the similarities and differences
between single mode, multimodal and hybrid texts. Learners develop an understanding of stylistic
features through analysis and creativity. They are able to respond imaginatively, interactively and
analytically, creating their own texts and reflecting on their own learning.
Learners also analyse the representation of ideas, attitudes and perspectives in texts to consider how
texts present a perception of the world. Analysis of how language, text type and structural choices shape
perspectives in a range of contexts is central to this course. Learners examine the effect of stylistic
choices and the ways in which these choices position audiences for particular purposes, expressing
attitudes, values and perspectives. Through the creation of their own texts, learners are encouraged to
reflect on their own language choices and consider why they represent ideas in particular ways.
COURSE CONTENT
Learners will:

investigate the relationships between language, context and meaning

compare texts in a variety of contexts, mediums and modes

examine the features and impact of imaginative, persuasive and interpretive texts

investigate the representation of ideas, attitudes, and perspectives in texts

explore and question responses to texts

create a range of texts

develop their skills in applying spelling, grammar, punctuation and presentation conventions

reflect on their own and others’ texts.
Learners will do this by undertaking studies arranged in four (4) compulsory modules:
One - Texts as Constructs
Two - Ideas, Attitudes and Perspectives in Texts
Three - Text, Audience and Response
Four - Text Based Negotiated Studies.
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TQA Level 2
OVERVIEW
MODULE ONE –
MODULE TWO –
MODULE THREE –
Texts as
Constructs
Ideas, Attitudes & Text, Audience &
Perspectives
Response
MODULE FOUR – Text Based Negotiated Studies (2)
Suggested delivery time:
Modules 1 – 3 approximately 40 hours each
Module 4 approximately 30 hours (2 tasks).
It is recommended that:

Modules 1 – 3 be delivered and assessed in sequence

Module 4 is delivered and assessed concurrently with Modules 1 – 3.
Course Text Requirements
1. During the course learners must study at least three (3) substantial texts of which two (2) are
written (e.g. collection of feature articles, selected poetry, collection of short stories, novel, play,
memoir).
2. Text suggestions are given in each of Modules 1 – 3 but there are not prescribed texts.
3. Texts will mainly be contemporary (post 2000) with an Australian focus. Texts from other cultures
will also be studied in Modules 1-3 or as part of a Negotiated Study.
A sample text list is provided for each of the first three modules. These sample lists have
been developed using a comparative text approach to structuring the learning (the
themes/issues/topics are illustrative only). Other structural approaches can be employed.
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TQA Level 2
MODULE ONE - TEXTS AS CONSTRUCTS
Focus: the creation of text in different contexts and for different purposes, and the ways in which
language, style, structure and choice of medium and mode affect text, using textual evidence.
Learners:

analyse how texts are created in and for different contexts

analyse the ways language features, text structures and conventions communicate ideas and
points of view

employ textual evidence to explore the purpose and context of text

analyse how vocabulary, idiom and rhetoric are used for different purposes and contexts

analyse how choice of mode and medium shape responses to texts.
Delivery and assessment mechanisms for this module include a focus on the assessment of Criteria: 2, 3,
5, 6 and/ or 7.
Sample Text List for Unit One (Illustrative only):
This example uses a thematic approach (in this case the theme of ‘love’).
Comments
Text
Context
(historical
social)
Medium/
&
Text Type
‘Size’
mode
‘Love is Cruel’, Geoff
Goodfellow, (2001) Common
Ground: Altona, Victoria
2001
Australian
written
poem
brief
Love Actually, (2003) (dir,
Richard Curtis), Working Title
Films.
2003 British
film
film
substantial
Journey through Love, Richard
Baines (ed.), 2001, Oxford
University Press: Australia
2001
Various
written
anthology of
text types
related by
theme
substantial
Romance/ Chickflick Film DVD
covers
2000(Various
including
Aus,
UK,
USA, India,
China)
visual
film posters
brief
“OCD’, Neil Hilburn, Button
Poetry
2013 USA
multimodal
(youtube clip)
or
oral
(performance)
or
written
(poem)
poem
brief (2:25)
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Comments
Text
Context
(historical
social)
Medium/
&
Text Type
‘Size’
mode
‘Goodbye my lover’, sung by
James Blunt, from the album
Back to Bedlam.
(www.youtube.com/watch?v=wVy
ggTKDcOE)
2005
European
multimodal
(video clip)
or
oral
(song only)
or
written
(lyrics)
song
brief
The new CHANEL N°5 film by
Jean-Pierre Jeunet with Audrey
Tautou
2009
(France)
multimodal
Cinema/TV
advertisement
(hybrid)
brief (2:22)
MODULE TWO - IDEAS, ATTITUDES AND PERSPECTIVES IN TEXTS
Focus: the ways in which ideas, attitudes and perspectives are represented in texts.
Learners:

analyse the ideas, attitudes and perspectives expressed in texts

employ textual evidence to discuss the representation of ideas, attitudes and perspectives in
texts

explain how texts position audiences

question responses to texts

analyse the use of imaginative, persuasive and interpretive techniques

evaluate the effectiveness of texts in representing ideas, attitudes and perspectives.
Delivery and assessment mechanisms for this module include a focus on the assessment of Criteria: 1, 3,
5, 6 and/ or 7.
Sample Text List Unit Two (Illustrative only):
This example uses a thematic approach (in this case the theme of ‘home and belonging’).
Comments
Text
Oranges and Sunshine,(2011), Jim
Loach (dir.)
Text Type
‘Size’
multimodal
docu-drama
substantial
interactive
multimodal
brief
Context
(historical &
social)
Medium/
2011
mode
Australia
Britain
‘Asylum: Exit Australia’
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TQA Level 2
Comments
Text
Text Type
‘Size’
written
biography
substantial
2010
Australian
multimodal
advertisement
brief
2003
US/Indian
written
novel
substantial
Context
(historical &
social)
Medium/
www.sbs.com.au/shows/goback/
Australia
simulation
‘game’
The Happiest Refugee
2010 Asian
‘I still Call Australian Home’
http://www.qantas.com.au/travel/airlin
es/i-still-call-australia-home/global/en
The Namesake, Jhumpa Lahiri
mode
MODULE THREE – TEXT, AUDIENCE AND RESPONSE
Focus: the ways in which audiences may interpret text and influences on this response.
Learners:

analyse the ideas, attitudes and perspectives expressed in texts

analyse the textual evidence used to assess the purpose and context of texts

explain how and why texts position readers and viewers

analyse the influence of personal, social and/or cultural context on response

create oral, written and/or multimodal texts that experiment with text structures for particular
audiences, purposes and contexts.
Delivery and assessment mechanisms for this module include a focus on the assessment of Criteria: 3, 4,
6 and/or 7.
Sample Text List Unit Three (Illustrative only):
This example uses a thematic approach (in this case the theme of ‘war and peace’).
Comments
Text
text type
‘Size’
still image
graffito
brief
multimodal
picture book
substantial
Context
(historical &
social)
Medium/
‘Tank vs bicycle’ Graffito 6th October
Bridge, Zamalek, Cairo by Ganzeer
and friends
2011
In Flanders Fields, B. Harrison- Lever
2002/ 1914
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Comments
Text
Context
(historical &
social)
text type
‘Size’
multimodal
website
substantial
Medium/
mode
& N. Jorgensen, (2002), Sandcastle
Books: Australia
Australia/
France
‘Global Peace Index’
2013
www.visionofhumanity.org
Global
Michael Leunig cartoon anthology
Australia
multimodal
cartoon
brief
‘Gallipoli and the Anzacs’
2010
multimodal
website
substantial
www.anzacsite.gov.au
Australia
digital
memoir
substantial
Sydney Morning Herald
http://www.smh.com.au/photogallery/
federal-politics/cartoons/michaelleunig-20090711-dgl6.html
(hybrid)
The Ghost at the Wedding, Shirley
Walker, (2009), Penguin Books
2009
Australia
written
MODULE FOUR – TEXT BASED NEGOTIATED STUDIES
In this module learners are provided with the opportunity to engage in learning that challenges them to
develop their skills as inquiring, reflective thinkers, self-directed, independent learners and effective
communicators.
This module allows learners the opportunity to negotiate in-depth, focused or special interest studies of
texts within the constructs of the other three modules and prepares them for the more intensive study of
English.
Learners will undertake:

one short-term task

one longer-term negotiated task.
The two components of this module may be delivered and assessed in conjunction with the other three
modules or the longer-term task may be undertaken as a discrete project in term three.
It is recommended that the longer-term task provide learners with practice in applying the skills required
for further study in year 12 English courses.
The selection of texts for the short-term and longer-term negotiated tasks will be guided by the general
text requirements of the relevant module (1 – 3).
The assessment requirements for Module 4 tasks will be guided by the general course assessment
requirements (page 12). Criteria 5, 6 and 8 are the focus of assessment in this module.
Short-Term Negotiated Task (approximately 10 hours)
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This task is to be completed individually or collaboratively. It will allow learners to focus on particular
aspects of either Module One or Two. This could entail the further exploration of a text studied in a
module, or a learner selected text.
Some suggested negotiated tasks:
EITHER

explore how meaning and response in two related texts are influenced by mode and text type.
Sample topic: ‘Complete an exploration of the graphic novel, 300, the film of the same name, and
the film’s official website to investigate the effects of mode and text type on audience response.’
or

identify some effects of humour and satire in texts.
Sample topic: ‘How is black humour used for effect in such texts as the film, Little Miss Sunshine,
satirical cartoons, and the novel, Making Laws for Clouds by Nick Earls?’
or

investigate how features of a persuasive, interpretative or imaginative text type are used to
position an intended audience.
Sample topic: ‘How are persuasive techniques in the advertising of a product such as a car or
drink used to position consumers?’
Longer-Term Negotiated Task (approximately 20 hours)
The extended negotiated learning task is to be completed individually. It is recommended that learners
intending to study a level 3 English course in year 12 select an option that is related to possible future
study.
The negotiated task is directly related to one of the following options:
EITHER

investigate some aspects of a text’s historical, social and cultural context that have influenced its
construction.
(Literature focus)
An example of this could include an exploration of an idea or theme expressed through a
selection of poetry.
or

investigate and analyse the representation of ideas, attitudes, and voices in texts.
(English Communications focus)
An example of this could include the comparison of an idea, attitude, or perspective such as
‘women in sport’ or ‘identity’ as represented in a variety of text types: web blog, feature article,
interview and/or cartoons.
or

communicates ideas in written form
(English Writing focus)
An example of this could include the creation of a variety of written text types to explore an idea,
issue or theme such as ‘loss’, ‘transformation’ or ‘the importance of free speech.’
Learners will:
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
complete a written proposal and submit it to the teacher. It is recommended that learners who
intend to undertake English Communications, English Literature or English Writing in a future year
develop a proposal that focuses on the distinctive qualities of their intended pathway. Learners
who intend to undertake English Literature in the following year are advised to undertake a close
study of at least one substantial written literary text. Learners who intend to undertake English
Communications in the following year are advised to undertake a close study of at least one
substantial text in any mode.

be involved in regular discussion with the teacher and peers in order to reflect on progress and
plan future work

maintain a journal or log with regular, dated entries showing progress to date and reflecting on
achievements and problems encountered

publish a final product

negotiate appropriate word limits (usually a written component excluding the journal would not
exceed 800-1000 words). It is recommended that learners who intend to undertake English
Communications or English Literature include at least one major analytical piece, and those
intend to undertake English Writing include at least one major imaginative piece

present the product to their peers and teacher

complete a written or spoken self-assessment and/or evaluation.
Negotiation and Reflection:
Learners will be explicitly taught the processes of negotiation and reflection prior to, and during,
negotiated learning tasks.
Negotiation enables learners to develop increasing responsibility for their own learning. Successful
negotiation depends on well-developed communication between the teacher and learner so that both
contribute to decision-making and both shape the negotiated learning task.
Learners will:

establish achievable learning goals

negotiate an agreed area of study

negotiate appropriate assessment criteria (which must include criteria 6, 7 and 8)

plan, organise and undertake activities

use a range of resources

establish and meet agreed time frames.
Reflection enables learners to think about and review their own learning and to make judgments and
decisions about their work. It incorporates self-assessment, goal setting and planning.
Learners will reflect on their learning by:

monitoring their own progress in a journal or log

evaluating their planning and organisational skills in journal/log.
Work Recommendations
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It is recommended that learners produce oral/ multi-modal, and a sustained written response in Modules
1-3. Imaginative, analytical and persuasive texts should be created in the course of study.
It is recommended that Module 2 be undertaken in Term 2, followed by the short term negotiated study.
Learners will choose their own issue to study. Work from this will have an analytical component.
During the school-based mid-year exam period in Term 3, it is recommended that learners produce a
creative piece to presentation standard, in addition to undertaking a school-based examination/test.
The school-based examination/test might consist of a 45 minute essay, the question of which will be
scaffolded with learners beforehand.
The longer term negotiated study may be undertaken in Term 3 - Term 4.
Learners will choose their own text-type, in consultation with the course provider.
The study will consist of two components from the following text-types: analytical; imaginative,
interpretive; and persuasive.
Learners will present the Longer Negotiated Study to groups (4), or the whole class.
Peer and self-assessment of the presentation will form part of the overall assessment.
ASSESSMENT
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner
achievement at an appropriate end-point of study. Although assessment – as part of the learning program
– is continuous, much of it is formative, and is done to help learners identify what they need to do to attain
the maximum benefit from their study of the course. Therefore, assessment for summative reporting to
the Tasmanian Qualifications Authority will focus on what both teacher and learner understand to reflect
end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’,
according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than
the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by the Tasmanian
Qualifications Authority to ensure provider validity and comparability of standards across all awards.
Further information on quality assurance processes, as well as on assessment, is available in the TQA
Senior Secondary Handbook or on the website at http://www.tqa.tas.gov.au.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for
each criterion to the Tasmanian Qualifications Authority.
QUALITY ASSURANCE PROCESSES
The following processes will be facilitated by the TQA to ensure there is:

a match between the standards of achievement specified in the course and the skills and
knowledge demonstrated by learners

community confidence in the integrity and meaning of the qualification.
Process - Each provider will submit bodies of learners’ work sufficient to allow an assessment against a
nominated range of criteria and the overall award to an annual review meeting organised by the TQA.
The work, while not necessarily fully resolved, will be assessed by the provider against the range of
nominated assessment criteria and the overall award. The TQA will give each provider guidance
regarding the selection of learners and the nominated criteria.
Each body of learner work that providers submit to the meeting should include sufficient and appropriate
material for judgements to be made about the learner’s standard of literacy skills.
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The review meeting will give advice about the provider’s assessment standards. Providers are expected
to act on this advice.
The TQA may require providers to supply further samples of individual learners’ work to determine that
standards have been applied appropriately when finalising learners’ results. The nature and scope of this
requirement will be risk-based.
CRITERIA
The assessment for General English, TQA level 2, will be based on the degree to which the learner can:
1. identify and describe the representation of ideas, attitudes and perspectives in texts
2. describe ways in which texts are shaped by context, purpose and audience
3. identify and describe language features, conventions and stylistic devices, and their effect
4. identify and describe ways in which texts may be interpreted
5. identify and describe characteristics of text types, and their use
6. communicate ideas in written form
7. communicate ideas in oral and multimodal forms
8. apply negotiation, time management and proofing skills.
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TQA Level 2
STANDARDS
CRITERION 1
IDENTIFY AND DESCRIBE THE REPRESENTATION OF IDEAS,
ATTITUDES AND PERSPECTIVES IN TEXTS
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 identifies values and attitudes
expressed in texts, using
some reference to examples
or evidence

describes values and
attitudes expressed in
text, using contextual and
textual examples to
support interpretations

accurately describes values
and attitudes expressed in
texts, using relevant and
detailed contextual and
textual evidence to support
interpretations
 identifies how some ideas,
attitudes and perspectives are
represented in texts

describes ways in which
ideas, attitudes and
perspectives are
represented in texts, and
are open to question

accurately describes
different ways in which
ideas, attitudes and
perspectives are
represented in texts,
identifying and challenging
some assumptions
 identifies some of the ways
language communicates
ideas and points of view

describes ways language
communicates ideas and
points of view

assesses effectiveness of
language choices in
communicating ideas and
points of view
 identifies some ways structure
and conventions
communicate ideas and
points of view.

describes ways in which
structure and conventions
communicate ideas and
points of view.

assesses effectiveness of
choices of structure and
conventions in the
communication of ideas and
points of view.
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TQA Level 2
CRITERION 2
DESCRIBE WAYS IN WHICH TEXTS ARE SHAPED BY CONTEXT,
PURPOSE AND AUDIENCE
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 identifies purpose of texts

describes purpose of
texts

explains purpose of texts,
taking account that a text’s
purpose is often open to
debate
 identifies some aspects of
texts’ historical, social and
cultural context

describes aspects of
texts’ historical, social
and cultural context

explains texts’ historical,
social and cultural context
 identifies aspects of
relationships between context,
purpose and audience

describes relationships
between context, purpose
and audience, and how
they shape meaning

explains relationships
between context, purpose
and audience, and how they
shape meaning and achieve
particular effects
 identifies some of the ways in
which context, purpose and
audience shape choice of
mode and medium.

describes ways in which
context, purpose and
audience shape choice of
mode and medium.

explains ways in which
context, purpose and
audience shape choice of
mode and medium.
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CRITERION 3
IDENTIFY AND DESCRIBE LANGUAGE FEATURES, CONVENTIONS AND
STYLISTIC DEVICES, AND THEIR EFFECT
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 identifies how language
choices are used for different
purposes and in different
contexts

describes how language
choices are used for
different purposes and in
different contexts

assesses effectiveness of
language choices used for
different purposes and in
different contexts
 identifies how vocabulary,
idiom and rhetoric are used
for different purposes and
contexts

describes how
vocabulary, idiom and
rhetoric are used for
different purposes and
contexts

explains how vocabulary,
idiom and rhetoric are used
for different purposes and
contexts
 identifies the effect of
rhetorical devices, emotive
language and imagery in the
construction of argument

describes the effect of
rhetorical devices,
emotive language and
imagery in the
construction of argument

assesses effectiveness of
rhetorical devices, emotive
language and imagery in the
construction of argument
 identifies some ways in which
choice of mode and medium
shape audience response

describes ways in which
choice of mode and
medium shape audience
response

explains ways in which
choice of mode and medium
shape audience response
 identifies impact of still/
moving images, sound and
navigational features in digital
and multimodal texts

describes effect of
still/moving images,
sound and navigational
features in digital and
multimodal texts

assesses effectiveness of
still/moving images, sound
and navigational features in
digital and multimodal texts
 identifies impact of some
structural choices on shaping
perspectives.

describes impact of
structural choices on
shaping perspectives.

explains how structural
choices shape perspectives.
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CRITERION 4
IDENTIFY AND DESCRIBE WAYS IN WHICH TEXTS MAY BE
INTERPRETED
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 describes own interpretation
of texts with some reference
to examples or evidence

describes own
interpretation of texts
using relevant contextual
and textual examples to
support interpretations

describes own interpretation
of texts using perceptive
and detailed contextual and
textual evidence to support
interpretations
 identifies some personal
experiences that influence
own interpretation of texts

identifies some personal
experiences and cultural
contextual features that
influence own
interpretation of texts

identifies some personal
experiences, and cultural
and social contextual
features that influence own
interpretation of texts
 identifies ways in which
language, structure and
stylistic choices shape points
of view and position
audiences

describes ways in which
language, structure and
stylistic choices shape
points of view and
position audiences

explains ways in which
language, structure and
stylistic choices shape
points of view and position
audiences
 identifies some of ways in
which responses to texts may
change over time.

describes ways in which
responses to texts may
change over time.

explains reasons why
responses to texts may
change over time.
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CRITERION 5
IDENTIFY AND DESCRIBE CHARACTERISTICS OF TEXT TYPES, AND
THEIR USE
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 identifies characteristics of
different types of texts with
reference to features such as
purpose, form and style

describes characteristics
of different types of texts
with reference to features
such as purpose, form
and style

explains characteristics of
different types of texts with
reference to features such
as purpose, form and style
 identifies similarities and
differences between different
types of texts

describes similarities and
differences between
different types of texts,
demonstrating
understanding of intention
and effect

explains similarities and
differences between
different types of texts,
demonstrating insight into
intention and effect
 identifies some ways text
structures, language features
and stylistic choices are used
in different types of texts

describes ways text
structures, language
features and stylistic
choices are used in
different types of texts

explains ways text
structures, language
features and stylistic
choices are used in different
types of texts
 identifies text types used by
others, and describes their
features with some reference
to examples or evidence

describes use of text
types by others, using
relevant contextual and
textual examples to
support interpretations

explains effectiveness of
text types used by others,
selecting perceptive and
detailed contextual and
textual evidence to support
judgements
 identifies some of the
characteristics of hybrid texts.

describes similarities and
differences between
hybrid texts.

explains similarities and
differences between hybrid
texts.
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TQA Level 2
CRITERION 6
COMMUNICATE IDEAS IN WRITTEN FORM
Rating ‘C’
Rating ‘B’
Rating ‘A’
The learner creates analytical, imaginative, interpretive and persuasive written texts.
The learner correctly spells most
common words, and uses basic
syntax and simple punctuation
and sentence structure to convey
meaning.
The learner:
The learner correctly spells
common words and uses
metalanguage, syntax,
punctuation and sentence
structure to convey meaning.
The learner:
The learner correctly spells
common words and effectively
uses metalanguage, syntax,
punctuation and varied sentence
structures to clearly convey
meaning.
The learner:
 communicates ideas using
clear and controlled language

communicates ideas
using effective and
controlled language

communicates complex
ideas using fluent and
precise language
 creates texts appropriate to
purpose, context and
audience

creates effective texts for
different purposes,
contexts and audiences

creates sustained and
effective texts for different
purposes, contexts and
audiences
 uses text structures and
language features to
communicate ideas

selects text structures
and language features to
communicate ideas
effectively

selects text structures and
language features to
communicate ideas
perceptively
 demonstrates some
understanding of voice, tone
and style

demonstrates consistent
control of voice, tone and
style

manipulates voice, tone and
style for effect
 creates an argument or
response with some reference
to examples or evidence

selects relevant
contextual and textual
examples to support their
own interpretations

selects perceptive and
detailed contextual and
textual evidence to support
their own interpretations
 as directed, differentiates the
information, images, ideas
and words of others from the
learner’s own

differentiates the
information, images,
ideas and words of others
from the learner’s own

clearly identifies the
information, images, ideas
and words of others used in
the learner’s work
 as directed, identifies the
sources of information,
images, ideas and words that
are not the learner’s own

identifies the sources of
information, images,
ideas and words that are
not the learner’s own.
Referencing conventions
and methodologies are
generally followed

identifies sources of the
information, images, ideas
and words that are not the
learner’s own. Referencing
conventions and
methodologies are followed
correctly
 as directed, creates reference
lists/ bibliographies.

creates reference lists/
bibliographies.

creates appropriate
reference lists/
bibliographies.
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CRITERION 7
COMMUNICATE IDEAS IN ORAL AND MULTIMODAL FORMS
Rating ‘C’
Rating ‘B’
Rating ‘A’
The learner creates analytical, imaginative, interpretive and persuasive texts.
The learner:
The learner:
The learner:
 communicates ideas
demonstrating clear and
controlled use of language

communicates ideas
demonstrating effective
and controlled use of
language

communicates complex
ideas demonstrating fluent
and precise language
 creates texts appropriate to
purpose, context and
audience

creates effective texts for
different purposes,
contexts and audiences

creates sustained and
effective texts for different
purposes, contexts and
audiences
 uses text structures and
language features to
communicate ideas in a
limited range of modes

selects text structures
and language features to
communicate ideas
effectively in a range of
modes

selects text structures and
language features to
communicate ideas
perceptively in a range of
modes
 demonstrates some
understanding of voice, tone
and style

demonstrates consistent
control of voice, tone and
style

manipulates voice, tone and
style for effect
 creates an argument or
response with some reference
to examples or evidence

selects relevant
contextual and textual
examples to support their
own interpretations

selects perceptive and
detailed contextual and
textual evidence to support
their own interpretations
 uses multimodal and digital
conventions to communicate
ideas

uses a range of
multimodal and digital
conventions to
communicate ideas

effectively uses a range of
multimodal and digital
conventions to
communicate ideas and
create effect
 as directed, differentiates the
information, images, ideas
and words of others from the
learner’s own by identifying
the sources of information,
images, ideas and words that
are not the learner’s own.

differentiates the
information, images,
ideas and words of others
from the learner’s own.
Referencing conventions
and methodologies are
generally followed.

clearly identifies the
information, images, ideas
and words of others used in
the learner’s work.
Referencing conventions
and methodologies are
followed correctly.
Tasmanian Qualifications Authority
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TQA Level 2
CRITERION 8
APPLY NEGOTIATION, TIME MANAGEMENT AND PROOFING SKILLS
Rating ‘C’
The learner:
Rating ‘B’
The learner:
Rating ‘A’
The learner:
 uses planning, drafting,
editing and proofing strategies
as directed to develop the
effectiveness of own texts

effectively uses planning,
drafting, editing and
proofing strategies to
develop the effectiveness
of own texts

effectively uses planning,
drafting, editing and
proofing strategies to refine
the effectiveness of own
texts
 uses negotiation skills to form
a learning program that
addresses some aspects of
the required components*

uses negotiation skills to
form a learning program
that addresses most of
the required components*

uses negotiation skills to
form a logical learning
program that addresses the
required components*
 uses strategies as directed to
achieve objectives and
perform tasks within proposed
times

uses strategies to achieve
objectives and perform
tasks within proposed
times

considers, selects and uses
strategies to achieve
objectives and manage
activities within proposed
times
 uses oral/ written means to
reflect on progress towards
meeting goals in a
constructive manner.

uses oral/ written means
to reflect on progress
towards meeting goals,
and articulates ways in
which goals can be met in
the future.

uses oral/ written means to
reflect on progress towards
meeting goals, evaluates
progress and plans future
actions.
* ‘required components’ are those given in the task specifications. For example, in the learner’s
negotiated task proposals these might include: the topic/area of study; resource requirements; time
frames; goals; product/s (evidence to be assessed); and assessment details (e.g. criteria to be
assessed).
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Glossary of Terms used in Standards
Identify: to point out, name, list, distinguish, recognise
Describe: to recount, tell of/about, chronicle, comment on
Discuss: to undertake multi-faceted exploration (e.g. examine various reasons), to undertake a degree of
assessment/evaluation but not necessarily reaching a coherent, justified position
Explain: to describe with purpose and relevance, to ground meaning by relating to larger context/wider
issues
QUALIFICATIONS AVAILABLE
General English, TQA Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
AWARD REQUIREMENTS
The final award will be determined by the Tasmanian Qualifications Authority from the eight ratings.
The minimum requirements for an award in General English are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
7 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
7 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
5 ‘C’ ratings
A learner who otherwise achieves the rating for a SA (Satisfactory Achievement) award but who fails to
show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA
(Preliminary Achievement) award.
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year
prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the
period of accreditation. Such requests for amendment will be considered in terms of the likely
improvements to the outcomes for learners and the possible consequences for delivery of the course.
The TQA can evaluate the need and appropriateness of an accredited course at any point throughout the
period of accreditation.
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TQA Level 2
EXPECTATIONS DEFINED BY NATIONAL STANDARDS IN CONTENT STATEMENTS
DEVELOPED BY ACARA
The statements in this section, taken from documents endorsed by Education Ministers as the agreed
and common base for course development, are to be used to define expectations for the meaning
(nature, scope and level of demand) of relevant aspects of the sections in this document setting out
course requirements, learning outcomes, the course content and standards in the assessment.
English Unit 1 - Content Descriptions
Investigate the relationships between language, context and meaning by:

explaining how texts are created in and for different contexts (ACEEN001)

analysing how language choices are made for different purposes and in different contexts using
appropriate metalanguage; for example, personification, voice-over,
flashback, salience (ACEEN002)

evaluating the choice of mode and medium in shaping the response of audiences,
including digital texts. (ACEEN003)
Examine similarities and differences between imaginative, persuasive and interpretive texts including:

explaining the ways language features, text structures and conventions communicate ideas
and points of view (ACEEN004)

explaining the ways text structures, language features and stylistic choices are used in
different types of texts (ACEEN005)

analysing how vocabulary, idiom and rhetoric are used for different purposes
and contexts (ACEEN006)

evaluating the impact of description and imagery, including figurative language, and still and
moving images in digital and multimodal texts. (ACEEN007)
Analyse and evaluate how responses to texts, including learners’ own responses, are influenced by:

purpose, taking into account that a text’s purpose is often open to debate (ACEEN008)

personal, social and cultural context (ACEEN009)

the use of imaginative, persuasive and interpretive techniques. (ACEEN010)
Create a range of texts:

using appropriate form, content, style and tone for different purposes and audiences in real and
imagined contexts (ACEEN011)

drawing on a range of technologies in, for example, research, communication and representation
of ideas (ACEEN012)

combining visual, spoken and written elements where appropriate (ACEEN013)

using evidence-based argument (ACEEN014)

using appropriate quotation and referencing protocols (ACEEN015)

using strategies for planning, drafting, editing and proofreading (ACEEN016)

using accurate spelling, punctuation, syntax and metalanguage. (ACEEN017)
Reflect on their own and others’ texts by:

analysing textual evidence to assess the purpose and context of texts (ACEEN018)

questioning responses to texts (ACEEN019)

investigating the impact and uses of imaginative, interpretive and persuasive texts. (ACEEN020)
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TQA Level 2
English Unit 2 - Content Descriptions
Compare texts in a variety of contexts, mediums and modes by:

explaining the relationship between purpose and context (ACEEN021)

analysing the style and structure of texts including digital texts (ACEEN022)

evaluating similarities and differences between hybrid texts, for example, infotainment, product
placement in movies, hypertext fiction (ACEEN023)

Investigate the representation of ideas, attitudes and voices in texts including:

analysing the ways language features, text structures and stylistic choices shape points of
view and influence audiences (ACEEN024)

evaluating the effects of rhetorical devices, for example, emphasis, emotive language and
imagery in the construction of argument (ACEEN025)

analysing the effects of using multimodal and digital conventions such as navigation, sound and
image (ACEEN026)

analysing how attitude and mood are created, for example, through the use of humour in satire
and parody. (ACEEN027)
Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and
others’ perspectives (ACEEN028)

the ways ideas, attitudes and voices are represented, for example, how events are reported
differently in the media (ACEEN029)

the interplay between imaginative, persuasive and interpretive techniques, for example, how
anecdotes are used in speeches to amuse, inform or influence, or the use of characterisation in
advertising (ACEEN030)

analysing changing responses to texts over time and in different cultural contexts. (ACEEN031)
Create a range of texts:

using imaginative, interpretive and persuasive elements for different
purposes, contexts and audiences (ACEEN032)

experimenting with text structures, language features and multimodal devices (ACEEN033)

developing and sustaining voice, tone and style (ACEEN034)

selecting and applying appropriate textual evidence to support arguments (ACEEN035)

using strategies for planning, drafting, editing and proofreading (ACEEN036)

using accurate spelling, punctuation, syntax and metalanguage. (ACEEN037)
Reflect on their own and others’ texts by:

analysing the values and attitudes expressed in texts (ACEEN038)

evaluating the effectiveness of texts in representing ideas, attitudes and voices (ACEEN039)

explaining how and why texts position readers and viewers. (ACEEN040)
ACCREDITATION
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1/1/2015 – 31/12/2016
Date of Publication: 10 February 16
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General English
TQA Level 2
The accreditation period for this course is from 1 January 2015 to 31 December 2016.
VERSION HISTORY
Version 1 – Accredited on 1 October 2014 for use in 2015 – 2016. This course replaces ENG215114
English – Foundation that expired on 31 December 2014.
VERSION CONTROL
This document is a Word version of the course. It is not a TQA controlled version. The current PDF
version of the course on the TQA website is the definitive one.
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General English
TQA Level 2
GLOSSARY
Aesthetic
Relates to a sense of beauty or an appreciation of artistic expression.
Appreciation
The act of discerning quality and value of literary texts.
Attitude
Refers to a way of thinking about a situation/idea/character. For example an audience may be subjective,
supportive or antagonistic towards something or someone.
It may also refer to system of appraisal comprising: affect (positive or negative feelings), appreciation
(evaluations of worth), and judgment (attitudes towards behaviour).
Audience
The group of readers, listeners or viewers that the writer, designer, filmmaker or speaker is addressing.
Author
The composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
Context
The environment in which a text is responded to or created. Context can include the general social,
historical and cultural conditions in which a text is responded to and created (the context of culture) or the
specific features of its immediate environment (context of situation). The term is also used to refer to the
wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.
Convention
An accepted practice that has developed over time and is generally used and understood, for example
the use of specific structural aspects of texts such as in report writing with sections for introduction,
background, discussion and recommendations.
Digital Texts
Audio, visual or multimodal texts produced through digital or electronic technology which may be
interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites,
and e-literature.
Figurative Language
Word groups/phrases used in a way that differ from the expected or everyday usage. They are used in a
non-literal way for particular effect (for example: simile – ‘white as a sheet’; metaphor – ‘all the world’s a
stage’; personification – ‘the wind grabbed at my clothes’).
Forms Of Texts
Refers to the shape and structure of texts, for example, poetry, novels, short stories, film.
Genre
The categories into which texts are grouped. The term has a complex history within literary theory and is
often used to distinguish texts on the basis of their subject matter (detective fiction, romance, science
fiction, fantasy fiction), form and structure (poetry, novels, short stories).
Hybrid Texts
Composite texts resulting from a mixing of elements from different sources or genres (for example,
infotainment). Email is an example of a hybrid text, combining the immediacy of talk and the expectation
of a reply with the permanence of print.
Idiom
A group of (more or less) fixed words having a meaning not deducible from the individual words. Idioms
are typically informal expressions used by particular social groups and need to be explained as one unit
(for example, ‘i am over the moon’, ‘on thin ice’, ‘a fish out of water’, ‘fed up to the back teeth’).
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Language Features
The features of language that support meaning (for example, sentence structure, noun group/phrase,
vocabulary, punctuation, figurative language, framing, camera angles). Choices in language features and
text structures together define a type of text and shape its meaning. These choices vary according to the
purpose of a text, its subject matter, audience and mode or medium of production.
Language Patterns
The arrangement of identifiable repeated or corresponding elements in a text. These include patterns of
repetition or similarity (for example, the repeated use of verbs at the beginning of each step in a recipe, or
the repetition of a chorus after each verse in a song). The patterns may alternate (for example, the call
and response pattern of some games, or the to and fro of a dialogue). Other patterns may contrast (for
example, opposing viewpoints in a discussion, or contrasting patterns of imagery in a poem). The
language patterns of a text contribute to the distinctive nature of its overall organisation and shape its
meaning.
Media Texts
Spoken, print, graphic or electronic communications with a public audience. They often involve numerous
people in their construction and are usually shaped by the technology used in their production. The media
texts studied in English can be found in newspapers, magazines and on television, film, radio, computer
software and the internet.
Medium
The resources used in the production of texts, including the tools and materials used (for example, digital
text and the computer, writing and the pen or the typewriter).
Metalanguage
Vocabulary used to discuss language conventions and use (for example, language used to talk about
grammatical terms such as ‘sentence’, clause’, conjunction).
Mode
The various processes of communication – listening, speaking, reading/viewing and writing/creating.
Modes are also used to refer to the semiotic (meaning making) resources associated with these
communicative processes, such as sound, print, image and gesture.
Mood
Refers to atmosphere or feeling in a particular text. For example, a text might create a sombre, reflective,
exhilarating or menacing mood or atmosphere depending on the imagery or other language used.
Mood also refers to a grammatical feature of verbs that signals modality. The moods are; the indicative,
the imperative, the conditional and the subjunctive.
Multimodal Text
Combination of two or more communication modes (for example, print, image and spoken text, as in film
or computer presentations).
Narrative
A story of events or experiences, real or imagined. In literary theory, narrative includes the story (what is
narrated) and the discourse (how it is narrated).
Narrative Point Of View
The ways in which a narrator may be related to the story. For example, the narrator might take the role of
first or third person, omniscient or restricted in knowledge of events, reliable or unreliable in interpretation
of what happens.
Perspective
Refers to the way a reader/viewer is positioned by the author in relation to the text and/or how a particular
ideology is embedded in a text. For example, a feminist perspective.
Point of View
Refers to the viewpoint of an author, implied audience or characters in a text.
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Rhetoric
Refers to the language of argument, using persuasive or forceful language.
Rhetorical Devices
Language techniques used in argument to persuade audiences for example rhetorical questions,
repetition, propositions, figurative language.
Standard Australian English
The variety of spoken and written English language in Australia used in more formal settings such as for
official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always
dynamic and evolving, it is recognised as the ‘common language’ of Australians.
Stylistic Choices
Refers to the selection of stylistic features to achieve a particular effect.
Stylistic Features
The ways in which aspects of texts (such as words, sentences, and images) are arranged and how they
affect meaning. Style can distinguish the work of individual authors (for example, Jennings’s stories,
Lawson’s poems), as well as the work of a particular period (for example, Elizabethan drama, nineteenthcentury novels), or of a particular genre or type of text (for example, recipes, scientific articles, play-byplay commentary). Examples of stylistic features are narrative viewpoint, structure of stanzas,
juxtaposition, nominalisation, alliteration, metaphor, lexical choice.
Text
The means for communication. Their forms and conventions have developed to help us communicate
effectively with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal
and in print or digital/online forms. Multimodal texts combine language with other systems for
communication, such as print text, visual images, soundtrack and spoken word as in film or computer
presentation media.
Text Structure
The ways in which information is organised in different types of texts (for example, chapter headings,
subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding
paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and
language features together define a text type and shape its meaning. Examples of text structures in
literary texts include sonnets, monologues, and hypertext.
Theme
Refers to the main idea or message of a text, or
Grammatical theme indicates importance both within a clause and across a text. In a clause the theme
comes in first position and indicates what the sentence is about. Theme is important at different levels of
text organisation. The topic sentence serves as the theme for the points raised in a paragraph. A pattern
of themes contributes to the method of development for the text as a whole.
Tone
Tone describes the way the ‘voice’ is delivered. For example, the tone of a voice or the tone in a passage
of writing could be friendly or angry or persuasive.
Types of Texts
Classifications of texts according to the particular purposes they are designed to achieve. In general, in
the senior subjects in the Australian Curriculum: English, texts are classified as imaginative, interpretive,
analytical or persuasive types of texts although these distinctions are neither static nor discrete and
particular texts can belong to more than one category.
ANALYTICAL TEXTS
Texts whose primary purpose is to put forward a point of view and persuade a reader, viewer or
listener. They form a significant a part of communication in both print and digital environments.
They include advertising, debates, arguments, discussions, polemics and influential essays and
articles.
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TQA Level 2
IMAGINATIVE TEXTS
Texts whose primary purpose is to entertain or provoke thought through their imaginative use of
literary elements. They are recognised for their form, style and artistic or aesthetic value. These
texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children
including picture books and multimodal texts such as film.
INTERPRETIVE TEXTS
Texts whose primary purpose is to explain and interpret personalities, events, ideas or concepts.
They include autobiography, biography, media feature articles, documentary film and other nonfiction. Interpretive rather than informative texts are focused upon in the senior years of schooling.
PERSUASIVE TEXTS
Whose primary purpose is to put forward a point of view and persuade a reader, viewer or
listener. They form a significant part of modern communication in both print and digital
environments. They include advertising, debates, arguments, discussions, polemics and
influential essays and articles.
Visual Elements
Visual components of a text such as placement, salience, framing, representation of action or reaction,
shot size, social distance and camera angle.
Voice
In the literary sense, voice can be used to refer to the nature of the voice projected in a text by an author
(for example, ‘authorial voice’ in a literary text or ‘expert voice’ in an exposition)
In English grammar voice is used to describe the contrast between such pairs of clauses as ‘The dog bit
me’ (active voice) and ‘I was bitten by the dog’ (passive voice). Active and passive clauses differ in the
way participant roles are associated with grammatical functions
In clauses expressing actions, like the above examples, the subject of the active (‘the dog’) has the role of
actor, and the object (‘me’) the role of patient, whereas in the passive the subject (‘I’) has the role of
patient and the object of the preposition by (‘the dog’) the role of actor.
In clauses that describe situations other than actions, such as ‘Everyone admired the minister’ and ‘The
minister was admired by everyone’, the same grammatical difference is found, so that the object of the
active (‘the minister’) corresponds to the subject of the passive, and the subject of the active (‘everyone’)
corresponds to the object of the preposition ‘by’.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1/1/2015 – 31/12/2016
Date of Publication: 10 February 16