STAGE 1 LITERACY FOR WORK AND COMMUNITY LIFE
ASSESSMENT TYPE 4: TEXT Production
Informative Presentation on Youth Organisation
Purpose
The purpose of this task is to provide you with opportunities to:
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Be able to research and locate important relevant data
Acquire the skills to be able to perform public speaking
Learn the importance of public speaking skills
Form grammatically correct and fluent speeches
Task Description
It is your task to create and produce an informative presentation to promote a service or give advice
to the audience. You can choose to do this speech on any service group you may be involved in or
interested in learning about. For example, if you have an interest in CFS, St John Ambulance, Meals
on Wheels , the local op shop, Guides and Scouts, Youth Advisory Board, a sporting club, Apex,
Rotary, Lions, Art groups, TAFE or Agricultural groups within your community, research your topic
and create an oral presentation, which can include visual aids, and is between 3-5 minutes.
Assessment Criteria:
o Text Structure: Have you written a clear understandable answers?
o Ideas: Have you selected the best ideas, are they relevant and have you elaborated on
them?
o Sentence Structure: Have you produced grammatically correct, structurally sound and
meaningful sentences?
o Cue Cards: Are you using cue cards instead of your book?
o Body Language: Are you using good body language for the audience?
o Eye Contact: Are you using eye contact with the audience?
o Punctuation: Have you used correct punctuation to aid the reading of the text?
o Speech Length: Does your speech reach the required time limit? (1-2 minutes)
Due Date:
Week 7 of Term 2 to book in presentation times.
Performance Standards for Stage 1 Literacy for Work and Community Life
Knowledge and Understanding
A Recognises and understands the ways in
which familiar and unfamiliar texts are
constructed for specific purposes and
audiences.
Application
Communication
Locates and/or selects highly relevant
information from a range of appropriate
sources, including through the use of
information and communication
technologies.
Uses a range of appropriate written and oral
language skills and forms, and an appropriate
register, to interact effectively with others in
familiar and unfamiliar situations.
Identifies and analyses a variety of structural
and language features of a range of familiar
and unfamiliar texts.
B Recognises and understands the ways in
which familiar and some unfamiliar texts
are constructed for specific purposes and
audiences.
Produces effective written, oral, and/or
multimodal texts for everyday purposes.
Communicates ideas using coherent written and
oral language skills, and vocabulary appropriate
to a wide range of situations.
Locates and/or selects relevant information
from a range of sources, including through
the use of information and communication
technologies.
Uses appropriate written and oral language skills
and forms, and a mostly appropriate register, to
interact effectively with others in familiar and
some unfamiliar situations.
Identifies and analyses a variety of structural
and language features of several familiar and
some unfamiliar texts.
Conveys ideas using a range of forms and
appropriate structural and language techniques,
including mostly accurate grammar, spelling, and
syntax.
Produces written, oral, and/or multimodal
texts for everyday purposes.
C Recognises and understands the ways in
which a small range of familiar texts have
been constructed for specific purposes
and audiences (e.g. interprets information
from tables, charts, and other graphical
texts using a range of sources, including
brochures, memos, and the Internet).
Locates and/or selects mostly relevant
information from different sources, including
through the use of information and
communication technologies
(e.g. accesses a range of information
resources or services to support learning,
such as the Internet, library catalogues,
databases, and news services).
Identifies and analyses different structural
and language features of a small range of
familiar and unfamiliar texts (e.g. reads a
range of texts such as formal letters,
brochures, SMS, and MSN, noting
differences of presentation and layout).
Produces a range of short written, oral,
and/or multimodal texts for familiar everyday
purposes
(e.g. writes a factual text, such as a job
history, as part of a job application, following
organisational guidelines).
D Identifies the general purpose and
intended audience of some simple,
familiar texts.
E Identifies the general purpose of a short,
familiar, straightforward text.
Conveys simple and complex ideas using a
range of forms, with appropriate structural and
language techniques, including accurate
grammar, spelling, and syntax.
Communicates ideas using mostly coherent
written and oral language skills, and vocabulary
appropriate to different familiar and unfamiliar
situations.
Uses mostly appropriate language skills and
forms, with some use of an appropriate register,
to interact effectively with others in familiar
situations (e.g. participates in a small group
discussion to share an opinion on a subject of
interest to the group).
Conveys simple ideas using different forms and
mostly appropriate structural and language
techniques, with some grammatical and spelling
mistakes (e.g. gives clear, sequenced
instructions of several steps, such as how to use
e-Bay).
Communicates ideas using mostly coherent
written and oral language skills, and vocabulary
appropriate to different familiar situations (e.g.
uses punctuation as an aid to understanding,
expresses own opinion, and elicits the opinion of
others in a casual conversation).
Identifies information with some relevance
from one or more sources, which may
include the use of information and
communication technologies.
Uses a narrow range of language skills when
working with others, and recognises some
register differences according to specific
situations.
Identifies and describes a restricted number
of structural and/or language features of a
small range of familiar texts.
Conveys simple ideas using one or more forms,
with some inaccuracies in grammar, spelling,
and syntax.
Produces part of a text for a familiar
everyday purpose.
Communicates simple ideas using a narrow
range of written and oral language skills, with
some appropriate vocabulary.
Identifies limited information from one source
that may or may not be relevant.
Uses limited language to respond to others, with
limited awareness of an appropriate register.
Identifies a structural or language feature of
a highly accessible, familiar text.
Conveys an idea in one form, with frequent
inaccuracies in grammar, spelling, and syntax.
Produces an aspect of a highly familiar
everyday text.
Communicates an idea using limited written and
oral language skills and a limited vocabulary.
Graduate Qualities
Listen for understanding
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Listen without interrupting
Ask questions at appropriate times
Receive feedback without reacting defensively
Give feedback to indicate your understanding
Take notes where necessary
0
1
2
3
4
Not
Satisfactory
5
6
7
8
9
Satisfactory
10
Excellent
Speak clearly and directly
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Speak using standard Australian English
Speak without using slang
Speak audibly without mumbling
Speak to the point you are trying to make
Respect other people’s right to speak
Participate in group discussions
Speak effectively using technology
0
1
2
3
4
Not
Satisfactory
5
6
7
8
9
Satisfactory
10
Excellent
Demonstrate ethical understanding
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Analyse and evaluate rights and responsibilities of
citizens
Investigate role of beliefs and values and reasons for
clashes
Analyse and evaluate perceptions of events and ethical
responses in challenging scenarios
Draw conclusions from different points of view around
ethical dilemmas
0
1
2
3
4
Not
Satisfactory
5
6
7
8
9
Satisfactory
10
Excellent
Participate in learning, work and community
life
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Manage your work life and career
Understand roles, rights and responsibilities
Be involved in community activities
Manage your learning to achieve your goals
0
1
2
3
4
Not
Satisfactory
5
6
7
8
Satisfactory
9
10
Excellent
Set directions
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Develop a personal vision and goals, including a career
pathway
Make decisions about the present and the future
Be open to new ideas
Identify personal strengths and areas for personal
improvement
0
1
Not
Satisfactory
2
3
4
5
Satisfactory
6
7
8
9
10
Excellent