The Application
The major assessment component
of Stage 2 English Communications
© Jonathan Scobie 2010
Application
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The applications give students the opportunity to
choose one aspect of language and
communication and to spend time putting into
practice strategies that will allow them to
demonstrate their understanding of what they
have observed. They will be drawing on
knowledge, skills, strategies, and understanding
gained through their studies in order to
demonstrate their ability to use language for
particular purposes.
Each Application Study involves:
• Research into a form of communication
• Development & completion of a product
• Reflection (written or oral) on the process
Application
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Students may, in consultation with
their teacher, use multimedia
presentations for written and oral
assessment tasks. In such cases,
students must acknowledge the
source of, and obtain clearance for,
any material they import, to avoid
infringing copyright provisions.
Application
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Eight Application Study options:
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8.
Film-making
Interacting
Investigating
Language
Multimedia web authoring
Oral language
Workplace writing
Writing for publication
Film-making Application
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In the film-making application students
develop and apply their skills in making a
film, focusing on an area of their own
interest. It is an independent study,
although teachers will work in close
association with students as they develop
their film. The film may be a documentary,
in narrative mode, experimental, or in the
form of a music video clip.
Film-making Application
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In the film-making application, the
concept and shooting script must be the
student’s own work. Students must
acknowledge the source of, and obtain
clearance for, any material they import, to
avoid infringing copyright provisions.
Students may use actors or technical
assistants if required by their script. The
directing decisions and the filming
decisions must be the work of the student
being assessed.
Film-making Application
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In preparing their film, students will
demonstrate their grasp of the conventions
associated with the medium by incorporating,
as appropriate, some or all of the following
elements:
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Storyboard and scripting
Design
Organising a shooting schedule
Budgeting and production
Lighting and colour
Characterisation and special effects
Length and type of shot
Soundtrack, sound effects, and music
Editing
Cutting, fading, and dissolving
Graphics and titles.
Film-making Application
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Students will hand in with their film supporting
materials produced during the planning,
preparation, and shooting of the film. These
could include storyboard, annotated script,
evidence of the conception and development of
ideas, shooting and budgeting schedules,
records of directorial decisions, drafts, and
diagrams, and must include a statement of the
resources available to them. This should be
verified by the teacher. Students will use the
oral mode to reflect on the process of making
their film.
Interacting Application
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In the interacting application students
develop and apply their skills in report
writing by interacting with others in an
area of their own interest outside the
classroom context. Although students
will choose their focus and undertake
their interaction independently, teachers
will work in close association with them,
especially in the planning stages.
Interacting Application
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Students may choose from the following
five options in deciding on an appropriate
context for the interaction and
subsequent report:
1. Conducting an Interview
For example, researching a career option, exploring a
social issue, eliciting biographical information, or
seeking detailed information on an area of particular
interest.
2. Teaching a Lesson or Unit of Work
For example, working with peers, or in a cross-age
tutoring context, to teach a concept in any subject area
of interest.
Interacting Application
3. Leading or Supporting Others in a Community Activity
For example, coaching a team or group, working as a
volunteer with organisations such as the Country Fire
Service (CFS) or St John Ambulance.
4. Interacting in a Team or Workplace Context
For example, monitoring and modifying the language of
interaction used to achieve a collaborative goal, such as
working on a committee or working with others.
5. Conducting a Survey with Accompanying Report
For example, preparing a survey instrument to gauge
opinion and presenting findings in summary form. The
survey should involve personal interaction of some
length in order to gain qualitative data. It is not
sufficient for the purpose of this exercise to use
quantitative data gained through multiple written
surveys.
Interacting Application
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All these options require close interactive
contact with individuals. Studies that
focus on the language of interaction
without this contact are not appropriate.
A key aspect of this study is the
student’s ability to organise and sustain
the kind of contact necessary to record
and reflect on the nature of the
interaction. If initial plans prove difficult
or impossible to carry out, students are
expected to show the initiative and
flexibility to vary their planning in order
to establish the required quality of
interaction.
Interacting Application
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The interaction should be of 1 to 2 hours. This
could be a single interaction or a series of
shorter interactions that sustain a single focus.
Students should maintain a record of the
process used in organising the interaction; a
summary of the findings; and some
interpretation, explanation, analysis, and
evaluation of the interaction. Students will use
the oral mode to reflect on the language of the
interaction and its effectiveness; the use of
language in this context; key elements of the
interaction that affect its overall quality; and
suggested alternative strategies to improve
future (real or imagined) interactions.
Investigating Application
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In the investigating application students
develop and apply their skills in writing a
report based on conducting a research
investigation. Although students will
choose their focus and undertake their
investigation independently, teachers will
work in close association with them,
especially in the planning stages to
develop an understanding of the principles
of defining and finding information, and
selecting and organising it for presentation
in an appropriate form.
Investigating Application
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Students will need to consider the language
features of the material they discover in their
investigation and those that are appropriate for
their own presentation. They will consider the
range and features of primary and other sources
available to those engaging in the research
process. Appropriate sources of information could
include print and electronic media, libraries,
archives, and members of the wider community.
Students will use the oral mode to reflect on the
process of gaining the information, on the
sources used, and on the language used.
Investigating Application
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Each student will conduct a research
investigation that will demonstrate the
capacity for independent learning.
Students should be aware of the
advantage of developing a clearly defined
purpose for the research to take place.
They should identify an audience (real or
implied) for the report. In negotiation with
their teacher, students should choose an
appropriate task for their investigation
from the following list:
Investigating Application
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Development of a proposal based on a local community
issue or community project.
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Examination of and report on the operation and implications
of copyright or other legislation in a specified workplace.
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Development of a promotional program, including activities
for the clients of a service (e.g. the school library).
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Analysis and evaluation of the effectiveness of selected
work processes such as archiving, preparing, processing,
storing, and retrieving materials (print, electronic, or
other).
Development of an aspect of an appropriate occupational
health, safety, and welfare or other training program for a
selected workplace.
Acting as an investigative reporter, creating a news report
on an issue, person, situation, or organisation.
Language Application
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In the language application students
develop and apply their skills in the study
of an aspect of language. It is an
independent study, although teachers will
work in close association with students in
the development of their own focus, which
must be related to the English language.
Students should base their study on one
of the following:
Language Application
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Study of a ‘language’ (discourse or idiolect)
within English, e.g. computer, rap, or figurative
languages.
Historical, sociological, or cultural perspectives on
the English language.
Study of the use of language in an author’s
works.
Primary research into the effects of globalisation
or multiculturalism on Australian English.
Acquisition of the English language by people
from remote indigenous communities, migrant
groups, or during childhood.
Political speeches/cartoons.
Language used in sporting contexts.
Multimedia Web Authoring Application
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In the multimedia web authoring
application students develop and apply
their skills in authoring, using
information and communication
technology to construct a website. It is
an independent study, although teachers
will work in close association with
students in the development of their
product. The product must explore a
clearly defined concept or notion.
Multimedia Web Authoring Application
In devising their multimedia web text, students
will demonstrate their grasp of the conventions
associated with the form by successfully
incorporating the following three elements:
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Written information
Hyperlinks
Visual design
and at least two of the following additional
elements:
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Sound
Photo editing
Video editing
Animation.
Multimedia Web Authoring Application
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Students will need to consider possible concepts
or notions that could provide a focus for their
website and generate a range of screens. All
the elements chosen should be used in a
manner appropriate to the subject and should
enhance, rather than detract from, the delivery
of the message. Students should demonstrate
an understanding of the conventions associated
with computer-mediated design, as well as an
ability to use these clearly and accurately.
Clear and accurate communication is essential,
so students should ensure they focus on
accepted conventions of language and
communication, including writing (e.g. spelling,
punctuation, grammar, layout and appropriate
vocabulary), as well as on principles of clear
visual and aural communication.
Multimedia Web Authoring Application
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The website should have a clear purpose,
which needs to be explicitly understood
when it is browsed. Students must also
be aware of their school’s situation with
regard to copyright when creating their
product. Generally, any images or other
material used must be created by the
students and not copied from other
websites or sources without appropriate
acknowledgment and clearances.
Multimedia Web Authoring Application
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Students should maintain a record of the
planning, preparation, and construction of the
website. This could include (in hard copy or on
disc) images, sounds, storyboard, annotated
drafts, evidence of the conception and
development of ideas, schedules, records of
decisions, and diagrams, and must include a
statement of the resources available to them.
This should be verified by the teacher.
Students will use the oral mode to reflect on
the process of developing and constructing the
website.
Oral Language Application
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In the oral language application students
develop and apply their oral language
skills in different contexts. Students
should aim to present complex ideas and
information to an audience via the
spoken word.
Students should have opportunities to
develop and demonstrate oral skills and
understandings in a range of situations
chosen from the following list:
Oral Language Application
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A presentation of a point of view on a current issue or area
of personal interest.
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A dramatic performance.
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An audiotape suitable for a radio broadcast (note that most
of the tape must contain the student’s own voice and not be
overwhelmed by other material such as music).
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A set of instructions about a complex task or procedure,
including dealing with feedback and questions.
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An explanation of a complex topic, including dealing with
feedback and questions.
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Participation in a formal debate, a formal interview, or a
formal committee meeting.
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A speech suitable for a formal occasion, such as a wedding,
welcoming ceremony, cultural occasion, school assembly, or
award presentation.
Oral Language Application
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A variety of resources may be used, such as
cue cards or notes, music, costumes,
properties, slides, tape-recorders, overhead
transparencies, or laptop computers for
PowerPoint presentations.
The situations for oral activities may be formal
or informal. The student must demonstrate
range and variety in the style, tone, intention,
or mode of the communication.
Students will use the written mode to reflect
on the preparation and effectiveness of their
oral tasks.
Workplace Writing Application
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In the workplace writing application students
develop and apply their written skills in the
context of the workplace. Students may choose
from a range of possible workplaces, depending
on their particular vocational interests.
Although all of this study may be completed in
class, students may wish to use work
experience, or some other form of access to a
workplace, to inform their understanding of the
range of written practices in a particular
workplace.
The following list indicates the types of writing
samples the students could produce:
Workplace Writing Application
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Letters.
Internal memoranda or
information bulletins.
Reports of various types
(e.g. accident reports,
inspection reports, or
progress reports).
Press releases or
announcements to the
public.
A curriculum vitae for a
job in a particular
workplace.
Requests for quotations or
information from other
companies.
Quotations for customer
orders.
Stocktaking and inventory
requirements.
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Customer surveys or
feedback sheets.
Replies to customers with
queries or complaints.
Agenda and minutes for
management or staff
meetings.
Business planning and
policy documents.
Advertisements for
products or services.
Telephone messages.
Posters (e.g. advertising
staff social functions).
Facsimile and email
messages.
Signs.
Workplace Writing Application
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Students will need to consider situations within
the selected workplace which could provide a
focus for their samples and generate at least six
pieces of writing. Clear and accurate writing is
an essential demand of most workplaces, so
students should ensure that they focus on the
conventions of each form of writing (e.g.
spelling, punctuation, grammar, layout and
appropriate vocabulary). When visual elements
are used, as in a letterhead or poster, students
should be aware of the need to communicate
clearly and to incorporate a substantial amount
of printed text in their design.
Workplace Writing Application
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Students who use computer-generated
formats, templates, images and layouts
must include a statement of the
resources available to them. This should
be verified by the teacher.
The finished pieces of writing should
show that the student has considered
the needs of the intended audience and
the appropriate publication envisaged.
Students will use the oral mode to reflect
on the process of producing their pieces
of writing.
Writing For Publication Application
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In the writing for publication application students
apply the skills they have developed in the
composition of texts by choosing a particular form of
writing and carrying it through to publication stage.
Although it is expected that students will understand
publication standards, the publication may be real or
imagined (e.g. paperback, magazine, or electronic
communication). The process will involve considering
the needs of the intended audience.
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Students, in collaboration with their teacher, will
choose one of the following options:
Writing For Publication Application
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A short story (e.g. a crime, romance, science fiction,
or horror story).
An anthology of original poems.
A film, play, or other performance script.
Review (film/prose/concert/restaurant etc.).
Writing for children.
A personal memoir.
A chapter or section of a biography.
A section of a newspaper or magazine (e.g. sports
section, travel section, front page, or school
magazine).
A brochure or pamphlet.
An article for a technical or special-interest journal.
A lecture, speech, or essay.
Writing For Publication Application
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Students will need to undertake a study of the format and
publication requirements for the particular form of writing
(e.g. a pamphlet, a scientific article, or an anthology of
poems). In their own writing students should demonstrate
an understanding of the literary and textual conventions
associated with the chosen form, as well as an ability to
use these clearly and accurately. Observation of the
conventions will determine the vocabulary that is used and
the attention that should be paid to punctuation, grammar
and spelling. When visual elements are incorporated (e.g.
diagrams, photographs or illustrations), students should be
aware that it is necessary to communicate clearly and that
the focus should be on how the visual elements contribute
to the meaning of the printed text.
Students will use the oral mode to reflect on the process of
developing their writing to publication standard.
Communication Study
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In this study students will explore the
relationship between audience, purpose, and
form in a range of texts. They will experiment
with various linguistic strategies to demonstrate
their understanding of that relationship and
what they have observed about the process of
communication.
This is a shared activity based on the analysis
and comparison of selected modes of
communication. By group and class discussion
of examples, students will identify the form,
purpose, language, audience, and context that
characterise different types of communication.
They will also consider the factors that affect
the interrelationship of author and audience in
any mode of communication.
Communication Study
Tasks undertaken for this study should be
based on two out of six categories of
communication. For our course I have chosen
the following:
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Mass-media Communication
For example, newspapers, television, talkback radio,
press releases, magazines, technical journals;
particular aspects of newspapers or television such as
news presentation, sports reporting, or political
commentary.
Advertising
For example, print, visual, aural, multimedia, online,
junk mail.
Communication Study
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By comparing examples of mass-media
communication from newspapers and television,
students will come to understand the precise
characteristics of such text types. They will
develop an understanding of the features,
conventions, and appeals to particular
audiences.
Students will have the opportunity to create an
example of communication based on other
examples from print advertising. They may use
written, visual, oral, or multimedia modes.
Students will have the opportunity to explain
the decisions they have made about form,
purpose, language, audience, and context in
the creation of an example (specifically, a fullpage magazine advertisement).