LEARNING AND ASSESSMENT PLAN
Stage 1 English 2010
School
Contact Teacher
Other schools using this plan
_____________________________________________________________________
Stage
Subject
Code
No. of
Credits
(10 or 20)
Program
Variant
Code
(A–W)
Local
Program
Y/N
1
E G H
10
C
N
Enrolment Code
SACE
School Code
3
2
2
Year
2010
COHORT/CONTEXT DESCRIPTION
This should describe:

the cohort of students (e.g. student background and learning needs)
This group consists of 19 students with an unequal mix of boys and girls. Some struggle with motivation in English and
have chosen the Communications stream in order to gain more ‘practical’ English skills as well as preparing them for Year
12 study, particularly Stage 2 English Communications.
LEARNING PROGRAM DESIGN
This should describe:

how the learning program has been designed to engage the range of students in the cohort described above

the intended delivery of the learning program (e.g. students will undertake elements of the program offcampus, program delivered over ten weeks)
Students have 1x75 and 3x40 minute lessons per week. They have occasional access to computer rooms as required
for producing their own texts but some pieces may be completed in class under supervised conditions. There is an
emphasis on choice and negotiation of tasks but within a framework designed to ensure that the goals of SACE
English are able to be achieved. To this end, the class were given the opportunity to vote on three pairs of shared texts
from which choice the course was structured. They also have choices in the mode of presentation of the assessment
tasks such as written, visual, oral or multimodal. This range of options will allow students to achieve at their highest
possible level.
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
This should explain:

how the learning program provides opportunities for students to develop their capabilities and their literacy and
numeracy skills (e.g. strategies and resources).
Capabilities
All capabilities, in particular communication and learning, are embedded in the program and give students
opportunities to apply and develop their skills and abilities when communicating in group discussions and for various
audiences and purposes (some of which may be work related). Students also act as active members of a community –
citizenship (e.g. in expository writing promoting change or highlighting an issue) and for personal development (e.g.
in narrative writing).
Literacy and Numeracy skills
An achievement of a C grade or better in this program will contribute to the literacy requirement of the SACE. They
also have the opportunity to demonstrate numeracy skills when.
Recommended by Principal or nominee (signature)
Signature of Moderation Services Officer
Moderator Number
Accession Number
Page 1 of 3
_________________________________
______________________________________
______________________________________
10004347
Expiry date of Learning and Assessment Plan
Date
__________
Date
__________
Approved / Not Approved
__________________
Stage 1 English learning and assessment plan for use from 2010
533574522 (revised 15 January 2010)
© SACE Board of South Australia 2009
Subject English _________________ Variant ____
School _______________________________
Contact Teacher _____________
Extended
Study
30
Knowledge and Understanding
Communication
40
Compose texts in which language is used
for critical, personal, or imaginative
purposes
Application
Text
Production
Examine cultural, social, and technical
aspects of language and texts
Analysis
30
Identify and analyse ideas, values, and
beliefs and recognise how these are
shaped
Text response – Dances With
Wolves






1, 2, 3
1,2
2, 3
1, 2
Text response – Montana 1948






1, 3
1
1, 2, 3
1, 2
Expository writing recount





1, 2, 3
1, 3
1, 2
Oral task – monologue / digital
story




1, 2, 3
1
1
1, 2
Extended study Option 2
Connected Texts Study



1
1, 2
2, 3
1, 2
Weighting
(%)
Please add/delete rows as necessary
Text
Analysis
Critically analsyse a variety of texts to
determine their social, cultural, or
vocational purpose and effectiveness
Assessment
Type
Name of Assessment
(as described in the Assessment
Details following)
Clarify, extend, and develop their ideas
and opinions through critical engagement
with text and language
Weighting of
Assessment Types
Demonstrate clear and accurate
communication skills through reading,
viewing, writing, composing, listening and
speaking
ASSESSMENT OVERVIEW - ENGLISH (10 CREDITS)
Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.
Learning Requirements
Assessment Design Criteria
(Indicate the Learning Requirements addressed)
(Indicate the Assessment Design
Criteria addressed)



Four or five assessments. Please refer to the English subject outline.
(Note: to record any changes to the assessment outline, please use the Addendum to Learning and Assessment Plan attached.)
Page 2 of 3
Stage 1 English learning and assessment
plan for use from 2010
533574522 (revised 15 January 2010)
© SACE Board of South Australia 2009
Subject English _________________ Variant ____ School _______________________________ Contact Teacher
ASSESSMENT DETAILS
Use the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the
performance standards.
Name of Assessment
(Assessment type)
Description of Assessment
(a description of the flexible, and where appropriate, negotiable, ways in which students will show
evidence that demonstrates their learning against the performance standards, including to the
highest standard)
Text response – Dances With
Wolves
Students choose from a range of questions to write an analytical essay Kevin Costener’s feature film
Dances With wolves, with an emphasis on the effects of film techniques on the audience’s response to both
the narrative and its ant-racism ideas.
Maximum 800 words
Students choose their response to Larry Watson’s novel from: an article written, retrospectively, for a
newspaper or magazine; a written essay (on one of a range of argumentative topics expressing a particular
point of view on the novel) or a multimedia presentation (of an educational tool for introducing future
students to this novel).
400 to 600 words or equivalent in
oral or multimodal forms.
Students write a recount from a choice of topics: The most dramatic event in my life…, I thought I knew
who I was until…,or, The most vivid memory I have is…
Written memoir of 400 to 600
words.
Students choose between presenting a dramatic monologue to the class as a character from one of the
shared class texts OR a digital story based on their recount.
Maximum 5 minutes.
Students maintain a journal of responses to the shared novel and film texts, then independently choose a
total of three linked texts – one novel, one film and one shorter text (e.g. poem, short story, etc.). One of the
three linked texts may be shared by the class, but at least two must be studied independently by the student.
These three texts will form the basis of an independent study for which the student will articulate a specific
problem, question or thesis that will result in either an essay or presentation to the class.
Written comparative essay of 900
words or equivalent in oral or
multimodal forms.
Assessment conditions as
appropriate (e.g. task type, word
length, time allocated, supervision)
Written essay – drafted and edited.
(Text Analysis)
Text response – Montana 1948
(Text Analysis)
Expository writing
(Text Production)
Oral Task
(Text Production)
Connected texts study
(Extended Study)
Page 3 of 3
Stage 1 English learning and assessment
plan for use from 2010
533574522 (revised 15 January 2010)
© SACE Board of South Australia 2009
Addendum to:
LEARNING AND ASSESSMENT PLAN
Stage 1 English 2010
School
Contact Teacher
Stage
Subject
Code
No. of
Credits
(10 or 20)
Program
Variant
Code
(A–W)
Local
Program
Y/N
1
E G H
10
C
N
Enrolment Code
SACE
School Code
3
2
2
Year
2010
CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN
The following changes have been made to the assessment tasks on this plan by Sally Ashton, to cater for a
different class with alternative text choices:
Text response – The
Year My Voice Broke
(Text Analysis)
Text response - The
Quakers
(Text Analysis)
Expository writing
(Text Production)
Students choose from a range of questions to write an analytical essay
on John Duigan’s feature film the Year My Voice Broke, with an
emphasis on the effects of film techniques on the audience’s response
to both the narrative and its ideas on the Australian country landscape
and community.
500 to 800 words
Students choose their response to Rachel Hennessey’s novel from
either a letter-writing task (a eulogy or journal entry as one of the
characters); or a multimedia presentation (of an educational tool for
introducing future students to this novel).
400 to 600 words or
equivalent in oral or
multimodal forms.
Using a ‘family snapshot’, students write a memoir that explores the
event or a series of related events not only represented in the photo but
also lodged in their memory, by describing the event(s) and then
showing, either directly or indirectly, why they are significant – or in
short, why the students continues to remember them.
Written memoir of
400 to 600 words –
drafted and edited.
Written essay –
drafted and edited.
The following changes have been made to the assessment tasks on this plan by Claire Nicholls, to cater for a
different class with alternative text choices:
Text response –
Donnie Darko
(Text Analysis)
Text response – We
All Fall Down
(Text Analysis)
Expository writing
(Text Production)
Students choose from a range of questions to write an analytical essay
on Richard Kelly’s first feature film Donnie Darko, with an emphasis
on the effects of film techniques on the audience’s response to the nonlinear structure, surrealism and themes of isolation and power.
500 to 800 words
Students choose their response to Robert Cormier’s novel from either a
letter writing task (a letter to Karen from Buddy); a written essay (on
one of a range of argumentative topics expressing a particular point of
view on the novel) or a multimedia presentation (of an educational tool
for introducing future students to this novel).
Students write a memoir that explores an event or a series of related
events, by describing the event(s) and then showing, either directly or
indirectly, why they are significant – or in short, why the students
continues to remember them.
400 to 600 words or
equivalent in oral or
multimodal forms.
Written essay –
drafted and edited
Written memoir of
400 to 600 words –
drafted and edited.
PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement of the performance
standards and retain alignment with the subject outline.
Signature of Principal or nominee ___________________________________________ Date _______
Stage 1 English learning and assessment plan for use from 2010
533574522 (revised 15 January 2010)
© SACE Board of South Australia 2009