Eald A2 Prefinal

102092 SECONDARY CURRICULUM 2C EAL/D
Table of Contents
A2: Portfolio & artefacts: Stage 6: Year 12 EAL/D English ...................................................................... 2
School-based assessment task* .......................................................................................................... 2
Part 1: Assessment Task.......................................................................................................................... 2
Assessment Task Notification ............................................................................................................. 2
Year 12 - English EAL/D Module A: Texts and Human Experiences ................................................ 2
Marking Guidelines ............................................................................................................................. 4
ESL Scales Marking Criteria ................................................................................................................. 5
Sample scaffold ....................................................................................................................................... 6
Part 1: Read-out-loud (Teacher) ......................................................................................................... 7
Part 2: Modelling and joint construction ............................................................................................ 7
Table 1: Key features of text ........................................................................................................... 7
Table 2: Themes: Comparison table with themes .......................................................................... 8
Part 3: Joint Construction and whole class discussion........................................................................ 8
Table 3: Comparison of human experiences represented in texts ................................................. 8
Part 2: Discussion – Assessment and Feedback ...................................................................................... 9
References ............................................................................................................................................ 14
Appendix A: prescribed text I am Malala (summary) ........................................................................... 17
Related texts: .................................................................................................................................... 19
1. TEDx Talk: Tricia Yap (2018) GRIT: The role of perseverance in success. .............................. 19
2. Speech: President Barack Obama (2011) on the importance of education.......................... 21
3. Song: Pink (2006) Dear Mr President. ................................................................................... 22
4. Images (chose ONE) .............................................................................................................. 24
5. Song: Rise Again – Re-education through labor ................................................................... 25
Choosing your own related texts: ..................................................................................................... 26
Appendix B: Assessment Schedule: English EAL/D – Year 12 ............................................................... 27
17165378 CHRISTINA MANAWAITI 1

A2: Portfolio & artefacts: Stage 6: Year 12 EAL/D English

School-based assessment task*
*undertaken for the school-based assessment component of HSC.
Part 1: Assessment Task

Assessment Task Notification
Year 12 - English EAL/D Module A: Texts and Human Experiences
Rationale: Students explored a range of short texts in a variety of forms and media to support their
study of the prescribed print nonfiction text I am Malala by Malala Yousafzai & Christina Lamb, and
a related text of their own choosing (or suggested texts). Students described and analysed the ways
in which texts are acts of representation. They have considered the purpose and context of texts,
and described and evaluated the use of structural, stylistic and linguistic elements to represent
human traits, aspirations and behaviours.
Task Number: 1 Weighting: 25% Timing: Term 4, Week 8

Outcomes assessed
A student:
EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure
EAL12-1B communicates information, ideas and opinions in a range of familiar and unfamiliar
personal, social and academic contexts
EAL12-3 identifies, selects and uses language forms, features and structures of texts appropriate
to a range of purposes, audiences and contexts, and analyses and evaluates their effects on
meaning
EAL12-5 thinks imaginatively, creatively, interpretively and critically to respond to, represent and
evaluate complex ideas, information and arguments in a wide range of texts
EAL12-6 investigates and evaluates the relationships between texts
EAL12-7 integrates understanding of the diverse ways texts can represent personal and public
worlds
ESL scales: Oral interaction level 8. Reading and responding level 7 and Writing level 7
Language and cultural understanding:
Oral interaction: 5.2, 6.2, 7.2, 8.2
Reading and responding: 4.6, 5.6, 6.6, 7.6
Writing: 4.10, 5.10, 6.10, 7.10
Instructions
You will be required to engage in a conversation with your marking teacher about the human
experiences reflected in a related text of your own choosing.
The focus of your conversation will be to persuade your teacher that your related text is suitable
for a carefully selected collection of texts dealing with ‘Human Experiences’ that your school
library is putting together to help support HSC students in their study of this module.
In your conversation you will need to explore how the experiences are represented, as well as
the text’s connections to your prescribed text, I am Malala.
 The conversation is to be approximately 4 minutes in length. Students may use palm cards
with brief notes to help prompt and sustain the discussion, but they are not to be used as a
script.

 In your responses, your marking teacher will be looking for specific evidence and analysis
to help support your views on both your related and prescribed texts.
In preparation for the task you will need to select a related text that you have read or viewed and
make notes under the following headings:
 Type of text (eg novel, poem, play, film, interview, image)
 Title of the text and its source (eg date and place of publication)
 Composer of the text (eg author, director, photographer)
 Medium of production (eg website, television, radio, book)
 Brief summary of the text, including a description of its purpose and audience
 Examples of human experiences that are represented in the text
 Language structures and features used by the composer
 Comparison of the text with I am Malala in relation to the human experiences
represented.
Marking Criteria
You will be assessed on your ability to:
 explain and analyse the human experiences represented in texts and how meaning has
been shaped
 make connections between the related text and Unpolished Gem and evaluate the
effectiveness of both texts in representing human experiences
 display effective speaking and listening skills through engagement in the discussion.
Feedback provided
 whole-class discussion
 written comments on marking guidelines providing feedback on strengths and areas for
improvement
Assessment for learning Assessment as learning

Formative assessment Students monitor and assess their own learning
Skills developed in preparation for summative  Contextual research task.
assessment:  Exploration of various texts with analysis.
 Close reading and analysis of text: I am  Class discussion.
Malala (2013).  Evaluation of own researched text and its
 Joint construction in sample scaffold with relationship to the prescribed text.
selected related text: Susan B. Anthony on
women’s right to vote (1873).
 Extended written and verbal responses.
Assessment of learning
Summative assessment
 Research related text.
 Conversation with teacher exploring how human experiences represented in both texts.
 Compare and contrast the impact of social, cultural and political context in the texts.
 Reflection on challenges to own assumptions and the stimulation of new ideas.
EAL12-1A, EAL12-1B, EAL12-3, EAL12-5, EAL12-6, EAL12-7

ESL scales: Oral interaction: 5.2, 6.2, 7.2, 8.2
Reading and responding: 4.6, 5.6, 6.6, 7.6
Writing: 4.10, 5.10, 6.10, 7.10

Marking Guidelines
A student: Mark range
 explains and analyses how texts represent specific human experiences, 21–25
demonstrating comprehensive textual knowledge HSC Band 6
 presents an effective evaluation and comparison of texts, using
appropriate language
 demonstrates highly developed speaking skills, responding effectively to
questions and prompts.
 explains and analyses how texts represent specific human experiences, 16–20
demonstrating relevant textual knowledge HSC Band 5
 presents an evaluation and comparison of texts, using appropriate
language
 demonstrates well-developed speaking skills, responding appropriately
and clearly to questions and prompts.
 explains how texts represent specific human experiences, demonstrating 11–15
sound textual knowledge HSC Band 4
 presents a comparison of texts with some evaluation of their merits, using
elements of appropriate language
 demonstrates sound speaking skills, responding appropriately to some
questions and prompts.
 describes how texts represent specific human experiences, demonstrating 6–10
some textual knowledge HSC Band 3
 presents a comparison of texts, using language inconsistently
 demonstrates basic speaking skills and attempts to respond to questions
and prompts.
 describes human experiences simply, demonstrating limited textual 1–5
knowledge HSC Band 2
 demonstrates limited ability to express ideas and to respond to questions
and prompts.
Comments:

ESL Scales Marking Criteria

Language and cultural understanding
Oral interaction Reading and responding Writing
5.2 Considers how interpersonal and cultural 4.6 Relates own culture, knowledge and experience 4.10 Demonstrates an awareness of how effective
contexts affect communication in English. to information in the text. writing is tailored to the requirements of the topic
Receptive pointer: identify when intonation, Evident when students, talk about the text, relating and the needs of the reader.
volume, stress, pacing and repetition in English ideas to personal experience or previous learning. Evident when students, elaborate on own
support and convey meaning (for emphasis in knowledge of the world, using own experience and
story-telling, recounting news). perspectives to support viewpoint.
6.2 Shows awareness that effective spoken English 5.6 Demonstrates awareness of how information is 5.10 Adjusts the form of writing to intended
requires speakers to adapt language according to organised and presented in English texts. contexts, purposes and audiences.
the perceived needs and expectations of listeners. Evident when students, identify the perspective of a Evident when students, sustain an appropriate tone
Communicative pointer: Demonstrate awareness of story (through the story teller’s voice, first person, throughout a text.
differences between speaking formally and third person).
informally.
7.2 Identifies and incorporates some non-literal 6.6 Relates a text’s format, structure and choice of 6.10 Takes some account in writing that readers
language and some key cultural references in language to its purpose. react to written texts according to their
speech. Evident when students, identify social purposes of a experiences and interests.
Receptive pointer: identify purposes and features of range of text types (myths, biographies, recipes, Evident when students, use and sustain a register
spoken persuasive language (identify intended explanations). appropriate to subject, content, purpose and
appeal of related text to prescribed text). audience.
8.2 Shows understanding of how values, 7.6 Considers how the reader interacts with the 7.10 Adapts different aspects of writing to take
perspectives and feelings are expressed through text to construct its meaning. account of context, purpose and reader.
spoken English and reflects that awareness in own Evident when students, identify author’s world view Evident when students, adapt text types and vary
language. (writer with a pessimistic/optimistic outlook on style in writing to suit different contexts for
Receptive pointer: Understand and use conventions human nature as reflected in a short story). individual purposes (creative use of writing and
in English relating to things such as assertiveness, writing conventionally in different subject areas).
politeness and reasonableness.
Communicative pointer: understand and use
conventions in English relating to such things as
assertiveness, politeness and reasonableness.

Sample scaffold
1. Speech: Susan B. Anthony on women’s right to vote (1873). Retrieved from
http://www.historyplace.com/speeches/anthony.htm
Key quote:
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but
we, the whole people, who formed the Union. And we formed it, not to give the blessings of
liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to
the whole people - women as well as men. And it is a downright mockery to talk to women
of their enjoyment of the blessings of liberty while they are denied the use of the only
means of securing them provided by this democratic-republican government - the ballot.
Full text: accusation unproven
Friends and fellow citizens: I stand before you tonight under indictment for the alleged
crime of having voted at the last presidential election, without having a lawful right to vote.
It shall be my work this evening to prove to you that in thus voting, I not only committed no
crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United
States citizens by the National Constitution, beyond the power of any state to deny.
The preamble of the Federal Constitution says: introduction freedom

calm
"We, the people of the United States, in order to form a more perfect union, establish future
justice, insure domestic tranquillity, provide for the common defense, promote the general
welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and
establish this Constitution for the United States of America." Supreme law “we the people”
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we,
the whole people, who formed the Union. And we formed it, not to give the blessings of American political party
liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to
the whole people - women as well as men. And it is a downright mockery to talk to women vote
of their enjoyment of the blessings of liberty while they are denied the use of the only
means of securing them provided by this democratic-republican government - the ballot.
For any state to make sex a qualification that must ever result in the disfranchisement of
Deprived of a right
one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is
therefore a violation of the supreme law of the land. By it the blessings of liberty are
forever withheld from women and their female posterity.
abuse
To them this government has no just powers derived from the consent of the governed. To
them this government is not a democracy. It is not a republic. It is an odious aristocracy; a nobility
hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the
globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, Small group of ruling people
where the educated govern the ignorant, or even an oligarchy of race, where the Saxon
rules the African, might be endured; but this oligarchy of sex, which makes father,
Monarchs, rulers
brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters,
of every household - which ordains all men sovereigns, all women subjects, carries
‘things’, ruled over
dissension, discord, and rebellion into every home of the nation.
Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, Lexicographers – American
entitled to vote and hold office. dictionary compilers
The only question left to be settled now is: Are women persons? And I hardly believe any of
our opponents will have the hardihood to say they are not. Being persons, then, women are
citizens; and no state has a right to make any law, or to enforce any old law, that shall
Worthless, insignificant
abridge their privileges or immunities. Hence, every discrimination against women in the
constitutions and laws of the several states is today null and void, precisely as is every one
against Negroes.

Part 1: Read-out-loud (Teacher)

Or video: Learn out loud (2013). Great speeches: Susan B. Anthony on women’s right to vote. YouTube.
https://www.youtube.com/watch?time_continue=15&v=T57dwhJBtts
Reading for understanding (see previous page)

 Backstory, context
 Clarifying key terms as in bold above
 Comprehension and context
Part 2: Modelling and joint construction

Table 1: Key features of text
Preparation I am Malala Susan B Anthony
Type of text (novel, poem, play, Novel, biography, non-fiction. Speech, defence.
film, interview, image)
Title of text and source (date and I am Malala On women’s right to vote
place of publication)
Composer of the text (author, Joint authorship: Malala Yousafzai (biographer) & Christina Susan B. Anthony
director, photographer) Lamb (journalist)
Medium of production (website, Book published in 2013. In 2009, young Malala Yousafzai Text transcript of speech.
television, radio, book, historical began blogging about life in the Swat Valley in Pakistan
record) during the rise of the Taliban. She soon rose to prominence
as an advocate for the right of girls to pursue an education,
and in 2011 she remarkably survived an attempted
assassination by Taliban gunmen.
Brief summary of the text including I Am Malala tells the inspirational story of a Pakistani Delivered before court in defence of her illegally casting a vote
a description of its purpose and schoolgirl who demonstrated remarkable courage and in the presidential election of 1872. She was fined $100 but
audience resilience in the face of overwhelming oppression and refused to pay.
adversity to stand up for what she believed in.

Examples of human experiences Oppression, resistance, activism, perseverance Oppression, discrimination, criminality, activism
represented in the text
Language structures and features Narrative Register – formal
used by the composer (register,
vocabulary, perspective, narrative, Cultural context – 21st century. Cultural context – 19th Century, court of law,
setting, social and cultural context, Register – informal
Table 2: Themes: Comparison table with themes

Overall theme: I am Malala Evidence /quotes (how do you know?) Susan B Anthony Evidence/quotes (how do you know?)
Social justice and
equality
Freedom vs suppression oppression
oppression
Womens’ rights education vote
Activism Public speaking, Public speaking,
book, online address to court
Part 3: Joint Construction and whole class discussion

Table 3: Comparison of human experiences represented in texts
I am Malala Susan B Anthony
Social justice
Freedom vs
oppression
Womens’ rights
Activism

Part 2: Discussion – Assessment and Feedback
The purpose of this essay is to evaluate the importance of assessment and approaches to
feedback and assessment design that will inform my teaching practice, with particular reference to
teaching English as an additional language or dialect (EAL/D). This evaluation will take into account
the importance of ‘assessment for learning’ as a scaffold to achieving equity in education for
Australian students of EAL/D backgrounds. This includes an overview of the emphasis on
‘assessment of learning’ and the development of a national curriculum in response to global
education measurement criteria and market economies. Of particular importance is the response of
professional organisations such as the Australian Council of Teachers of English to Speakers of Other
Languages (TESOL) Associations (ACTA) to have a national framework for language proficiency that
accurately and equitably measures EAL/D student achievement.
Assessment is the seminal process through which educators evaluate the effectiveness of
teaching instruction on student learning outcomes using four dimensions of assessment: diagnostic
(before learning), summative (of learning), formative (for learning) and self-assessment (as learning)
(Walker & Gobby, 2017). The NSW Education and Standards Authority (NESA, 2012) outlines three
key focus areas: “assessment for learning” which entails the collection of student progress to inform
teaching, “assessment as learning” which enables students to reflect on and monitor their own
progress, and “assessment of learning” which collects evidence of student achievement against
curriculum goals and standards (NSW Education Standards Authority, (NESA), 2012). Walker and
Gobby (2017) contend that the “preferred form of assessment” is assessment for learning because it
is “embedded into the learning process” and monitors how students are progressing and identifies
areas for improvement (p. 333). Formative or ‘for’ learning assessment identifies students areas of
need and supports adjustments to meet those needs however, the emphasis on this area of teaching
and learning is overshadowed by the public examination of summative assessment.

Public and political scrutiny of school performance through comparisons of standardised
assessments with global standards such as the Program for International Student Achievement
(PISA) (Thompson, De Bortoli & Underwood, 2017), has strongly affected the direction of curriculum
development and assessment in Australian schools. PISA 2015 reported a decline in Australia’s
rankings in reading literacy performance between 2000 and 2015, compared with other OECD
countries (Thompson et al, 2017). The resulting media reporting and backlash towards schools and
teachers contributed to changes in Australia’s approach to education.
The reshaped Australian Curriculum (2010-current) was developed following the Melbourne
Declaration on Educational Goals for Young Australians (MCEETYA, 2008) and comprehensive
consultation with professional organisations, teachers, academics, parents, industry and community
groups (ACARA, 2017). The curriculum responds to public criticism of PISA results and targets the
production of a “world-class education” that prepares for “life and work in the 21st century” and is
accessible to all young people regardless of their location or circumstances (Australian Curriculum,
Assessment and Reporting Authority, (ACARA), 2010 to present). This one- curriculum-fits-all
approach with its assumptions of quality and equity, is contested as being disconnected from the
local realities of Australia’s diverse economic and multicultural contexts (Ditchburn, 2012a). In
addition, neo-liberal approaches to the marketisation of education have led to national curriculum
directions that emphasise high-stakes testing (such as the Higher School Certificate (HSC) and the
National Assessment Programme of Literacy and Numeracy (NAPLAN)), as measures of teacher
accountability and school performance reflected in student achievement (Ditchburn, 2012, 2012a
and Savage, 2017). Education has essentially been driven by economic imperatives to “build a
competitive 21st century workforce” (Savage, 2017, p. 150) without acknowledging that not every
student has the same level of social or cultural accessibility to the curriculum, such as students with
English as an additional language or dialect (EAL/D).
1
17165378 CHRISTINA MANAWAITI
0
With the change of education into a neoliberal model of “human capital”, equity has been
“reframed as a market-enhancing mechanism” and success in schooling has been redefined as an
economic problem (Savage, 2017, p. 151) that has to meet the needs of the global market
(Ditchburn, 2012a). One of the major goals of the Melbourne Declaration (MCEETYA, 2008) states
that “Australian schooling promotes equity and excellence through “non-discrimination” and
building a “socially cohesive society that respects and appreciates cultural, social and religious
diversity” (p. 7). The Australian Curriculum also promotes equity in learning and acknowledges
diversity in learners (ACARA, 2010-present) however, there is a distinct dichotomy between
pluralism (diversity) in education and universalism in the curriculum. The Australian curriculum
emphasises ‘assessment of learning’ that positions learning outcomes as the same for all students.
The assumption that all students have the same “cultural capital” and operate within the same levels
of attitudes, values, beliefs and skills that align with the school culture (Bourdieu as cited in Gowlett
& Niesche, 2017, p. 356) disadvantages students of EAL/D backgrounds. The recommendation of the
Australian Council of TESOL Associations (ACTA, 2017) for the implementation of a national
framework in assessment that ensures equity for students from a multicultural background has yet
to be implemented despite endorsement by the Education Council in 2016 (ACTA, 2017).
In consideration of the political and economic tensions applied to education, the approach
to equitable school-based assessment is illustrated in the Assessment Task Design for this
assignment. From 2018, school-based assessments for Stage 6 changed to encompass the three
principles of assessment (for, as and of), reduced the number of required assessment tasks to
increase teaching time and aimed to provide NSW Stage 6 Syllabuses that were inclusive and
response to a diverse range of learners including students learning EAL/D (NESA, 2017). Quality
assessment also needs to be designed with clarity, explicit directions and expectations that meet
specific syllabus criteria (Preston, 2005). The multimodal assessment task for Stage 6 English EAL/D
Module A: Texts and Human Experiences, is designed to support the development of skills needed
1
1
for HSC assessment while also defining the levels of ability and learning support needed, based on
the two marking criteria tables. Wiggins (2012) recommends that feedback differs from ‘advice’ in
that feedback should be goal-referenced, tangible and transparent, actionable, user-friendly, timely,
ongoing and consistent. Wiggins asserts that “by teaching less and providing more feedback, we can
produce greater learning” (2012, p. 14). Effective feedback has a high impact for very low cost and a
positive effect on student achievement (Hattie & Timperley, 2007).
With this in mind, the assessment task marking criteria contains two tables for feedback and
not just an isolated score. The first (Marking Criteria) is directed to HSC band descriptors and key
terms that identify levels of achievement from “comprehensive and highly developed (Band 6)” to
“simple and limited” (Band 1-2). In tandem with the HSC descriptors, is an English Second Language
Scales (ESL) table which focuses on language proficiency in oral interaction, reading and responding
and writing, which defines levels of critical thinking about language and cultural understanding. The
ESL Scales identify a range of abilities up to native English language levels of proficiency. The Scales
and Marking Criteria combine the feedback processes advocated by Hattie and Timperley (2007)
with the key ideas proposed by Churchill, Godinho, Johnson, Keddie et al, (2016): “identify learner
progress (feedback), set goals (feed up) and future directions (feed forward)” (Churchill et al, 2016,
p. 427). Thus, providing tangible and actionable feedback based on Wiggin’s (2012) and Preston’s
(2005) recommendations. The feedback process is both personalised but also allows for whole class
discussion on key strengths and areas for improvement.
The final key for quality assessment and feedback is the differentiation of the task to meet
the needs of a diverse range of learners (BOSTES, 2011: Australian Professional Standard for
Teachers, APST, Standard 1.5). Students may choose their own or select one of the offered a range
of related texts suggested in Appendix A. The texts cover a range of human experiences in visual,
written and audio-visual mediums which provide multiple means of representation of texts (CAST,
2011) and can be representative of students’ particular areas of interest and background knowledge
1
2
(Tomlinson, 2017). An explicit scaffold of the task is offered in which the teacher models a complex
related text, defines new vocabulary and jointly constructs and guides students towards identifying
themes and collecting evidence of comparison and contrast with the primary text, I am Malala. The
students are then guided through a persuasive response in comparing the two texts. This process of
the teaching and learning cycle (Gibbons, 2009) develops student’s understanding of the task, while
allowing the teacher to gauge learner readiness for a more independent learning. Student outcomes
in formative learning, then becomes a feedback process of the effectiveness of teacher praxis and
becomes a tool for reflexivity (Timperley, 2011).
In conclusion, assessment and feedback are crucial tools for learning however, the
predominance of effort, rhetoric and funding goes towards processes that focus on summative
assessment to the detriment of formative assessment. This essay has delineated some of the
political and economic drivers behind the dominance of summative assessment and the implications
for students with an EAL/D background. The professional task and artefacts are designed to illustrate
methods to address equity in assessment for learning while building skills and knowledge towards
assessment of learning. Perhaps Wiggins (2012) should reconsider his assertion for ‘less teaching,
more feedback’ to include “more teaching with focussed feedback” as a way forward to a greater
emphasis on equitable assessment.
1
3
References
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010 to present)
Australian Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/about-the-australian-curriculum/
Australian Council of TESOL Associations (ACTA) (2017). Summary version of ACTA’s full
submission to the review to achieve educational excellence in Australian schools.
Retrieved from
http://www.tesol.org.au/files/files/582_Gonski_Review_ACTA_submission_summar
y_Final.pdf
Australian Council of TESOL Associations (ACTA) (2017). Submission to productivity
commission September draft report National education evidence base. Retrieved
from http://www.pc.gov.au/__data/assets/pdf_file/0004/208903/subdr120-
education-evidence.pdf
Board of Studies, Teaching and Educational Standards (BOSTES) (2012). Australian
Professional Standards for Teachers. Ministerial Council for Education, Early
Childhood Development and Youth Affairs (MCEECDYA).
Churchill, R. a. (2016). Chapter 12: Assessment, feedback and reporting. In Teaching:
Making a difference (3rd ed.). Milton, Qld.: John Wiley and Sons Australia.
Curriculum Corporation (1994, 2006). ESL scales. Department of Education and Training.
Ditchburn, G. (2012a). A national Australian curriculum: in whose interests? Asia Pacific
Journal of Education, 32(3), 259-269. doi:10.1080/02188791.2012.711243
1
4
Ditchburn, G. M. (2012). The Australian curriculum: finding the hidden narrative? Critical
Studies in Education, 53(3), 347-360. doi:10.1080/17508487.2012.703137
Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching English language
learners in the mainstream classroom. (2nd ed.). Portsmouth, NH: Heinemann.
Gobby, B. & Walker, R. (Eds.). (2017). Chapters: 13. Testing Times for Assessment and
Pedagogy. Powers of curriculum: Sociological perspectives on education. Melbourne,
Australia: Oxford University Press.
Gobby, B. & Karnovsky, S. (2017). 3: Questioning how and what we know: New concepts to
approach education. In B. Gobby & R. Walker (Eds.), Powers of curriculum:
Sociological perspectives on education. (pp. 61-85). Melbourne, Australia: Oxford
University Press.
Gowlett, C. & Niesche, R. (2017). 14: Learner diversity and school practices. In B. Gobby & R.
Walker (Eds.), Powers of curriculum: Sociological perspectives on education. (pp. 353-
371). Melbourne, Australia: Oxford University Press.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research,
77(1), 81-112. DOI: 10.3102/003465430298487
NSW Education Standards Authority (NESA). (September, 2017). Assessment and reporting
in English EAL/D Stage 6. NSW Education Standards Authority for and on behalf of
the Crown in the right of the State of New South Wales.
NSW Education Standards Authority (NESA). (2012). Assessment for, as and of learning.
https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-
learning/
1
5
Ministerial Council on Education, Employment, Training and Youth Affairs. (December 2008).
Melbourne Declaration on Educational Goals for Young Australians. Curriculum
Corporation.
Preston, C. (2005). Creating quality assessment tasks and marking guidelines [online].
Culturescope, 78,37-40.
http://search.informit.com.au/documentSummary;dn=618535409311093;res=IELAP
Savage, G.C. (2017). 6: Neoliberalism, education and curriculum. In B. Gobby & R. Walker
(Eds.), Powers of curriculum: Sociological perspectives on education. (pp. 143-165).
Melbourne, Australia: Oxford University Press.
Thompson, S., De Bortoli, L. & Underwood, C. (2017). Programme for International Student
Assessment (PISA): PISA 2015: Reporting Australia’s results. Australian Council for
Educational Research.
Timperley, H. (May 2011). Using student assessment for professional learning: focusing on
students’ outcomes to identify teachers’ needs. Department of Education and Early
Childhood Development (DEECD) Victoria. Retrieved from
http://www.education.vic.gov.au/Documents/about/research/timperleyassessment.
pdf
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
(3rd Ed.). Retrieved from http://ebookcentral.proquest.com.
Wiggins, G. (2012). 7 Keys to effective feedback. Educational Leadership, 70(1), 10-16.
1
6
Appendix A: prescribed text I am Malala (summary)

I Am Malala
TYPE OF TEXT: Nonfiction AUTHOR: Malala Yousafzai & Christina Lamb
COURSE: EAL/D
MODULE: Module A – Texts and Human Experiences
DESCRIPTION
In this module, students interpret and respond to texts that deal with the question of what it
means to be human. They experiment with different approaches to textual appreciation and
analysis and consolidate and build on skills in responding and composing from the Year 11
English EAL/D course.
Students explore a range of short texts in a variety of forms and media and they undertake
study of one prescribed text. They examine experiences that are represented in texts and they
consider and reflect on human qualities and emotions associated with, or arising from, those
experiences. In addition, they select one related text and draw from personal experience to
make connections between themselves, the world of the text and their wider world. Students
reflect on how texts may give insight into the anomalies, paradoxes and inconsistencies in
human behaviour and motivations, inviting the responder to see the world differently, to
challenge assumptions, ignite new ideas or reflect personally. They may consider the role of
storytelling throughout time in communicating and reflecting the human experience. They
compare and contrast different versions and accounts of events, personalities, situations and
states of being in and across texts, and they investigate and evaluate representations and
interpretations of human motivations and behaviour. They compose their own analytical,
interpretive and imaginative texts in response to the texts they have studied, and to
communicate personal and fictional experiences and perspectives.
Students explore and analyse the ways in which texts are acts of representation. They
consider the purpose and context of texts, and describe and evaluate the use of structural,
stylistic and linguistic elements to represent human traits, aspirations and behaviours. Explicit,
targeted English language study centres on point of view, distinctions and connections
between composers, narrators or personas, and characters in texts, and the use of descriptive
and expressive language to represent aspects of the ‘human condition’. Students plan, draft
and refine their own written and spoken texts, applying the conventions of syntax, spelling and
grammar appropriately and with increased confidence and accuracy for their audience,
context and purpose.
MERIT AND CULTURAL SIGNIFICANCE

• In 2009, young Malala Yousafzai began blogging about life in the Swat Valley in Pakistan
during the rise of the Taliban. She soon rose to prominence as an advocate for the right of
girls to pursue an education, and in 2011 she remarkably survived an attempted
assassination by Taliban gunmen.
• Malala has become a global symbol of courage and has received numerous awards. She
was the joint winner of the 2014 Nobel Peace Prize for her ‘struggle against the
suppression of children and young people and for the right of all children to education’.
Aged 17, she was the youngest-ever recipient of this prize.
• Her memoir, I Am Malala, is co-written with leading British journalist, Christina Lamb.
Lamb has reported on Pakistan since 1987, and is a five-time winner of Britain’s Foreign
Correspondent of the Year.
NEEDS AND INTERESTS OF STUDENTS

• I Am Malala tells the inspirational story of a Pakistani schoolgirl who demonstrated
remarkable courage and resilience in the face of overwhelming oppression and adversity
1
7
to stand up for what she believed in.

• Students will be engaged by the description of Malala’s life, family background and school
experiences, and the portrayal of the lives of Muslim women and girls in Pakistan.
• The memoir addresses cultural, religious and political beliefs and conflicts, and the
personal qualities and resources that are needed to become an activist for human rights.
OPPORTUNITIES FOR CHALLENGING TEACHING AND LEARNING

• Students will identify and analyse language forms and features and the narrative structure
of the memoir. They will consider the role of the prologue and epilogue and the use of
foreshadowing.
• Students will examine Malala’s reflections on the roles and treatment of women and girls
in Pakistani society, and within her family. They will compare the attitudes and values
expressed with other perspectives, and with their own experiences, thoughts and ideas.
• In their responding and composing, students will explore social, cultural, religious and
political contexts and issues that are addressed in the memoir. They will consider the
power of education in sustaining or suppressing personal, social and cultural identities
and autonomy, and the importance of having a voice.
Source: NESA (2017). English Stage 6: Annotations of selected text prescribed for the Higher School
Certificate 2019-23. NSW Education Standards Authority, State of New South Wales.
1
8
Related texts:
1. TEDx Talk: Tricia Yap (2018) GRIT: The role of perseverance in success. TEDx. First
4mins 18secs only. Retrieved from https://www.youtube.com/watch?v=iGthQ-
k517M
Abstract: A former Mixed Martial Arts fighter, Tricia will share her journey of recovery,
success and redemption after life knocked her down. Tricia co-founded Warrior Academy
and also the Director of Fitness for HK’s upcoming progressive wellness concept, Goji
Studios. Her first startup in Hong Kong was Bikini Fit, which was a female only health and
wellness community. Her vision is to empower women through challenging and re-defining
their understanding of health and fitness, and at the same time, providing a positive and
supportive community for women who want to change their lives.
Transcript: (minor editing inclusion of ‘A’ not a, spacing and pacing of text to match speech)
Do you remember the first time you failed?
I do I was in primary school and I brought home 99.5% on an exam and there was a little careless
mistake that I made that cost me the point five and when my father saw that
he called me stupid
as many of you here in this room I understand
growing up with Asian parents there is no room for failure
I grew up with the fear of getting beaten if I brought home anything less than an ‘A’
at school I was bullied by my peers for my differences
the fact that I was never allowed at stay overs or out late with friends
the fact that I wore glasses that I was a nerd, a nation
I always felt siloed as the odd one out, I never quite fit in
even at university when I thought by wearing this beautiful yellow dress and annual ball
and I thought I look beautiful
I got the nickname Big Bird
the result was I hated the skin I was in
being me was not enough
and fast forward to my 20s I was working in management consulting
and of course my father's very happy about this career choice
it gifted me a stable paycheck and a great career prospects
what it also gifted me was some anger management issues
by the first few years I had actually already broken several keyboards
and even stuck a pin through my laptop screen
accidentally of course
and I needed I realize I needed to do something about it
and this is when I discovered boxing
I fell in love
the gym gifted me an outlet for freedom
it was the one place where my father's rules and expectations had no place
and the playing field amongst my peers was leveled
here
I was not judged on my looks or my race
I was free to fail and free to try again
1
9
so after winning my first couple of amateur fights

I decided that I was gonna break out the corporate prison that I was in
and begin life again as an entrepreneur in women's fitness
at the same time
I decided that I wanted to become a professional MMA fighter
that is, someone who fights in a cage
I got told I was crazy
my father chastised me he said he should have never spent any money on my education
but I so badly needed to break out of that prison that it didn't matter what anyone thought
I was sick of being bullied
I was sick of being big bird
I decided to push forward
and there was not one day that I didn't obsess about my business
my professional development my training
how many ABS I saw in the mirror every morning
I poured my heart and my soul into following my passion
and it paid off
CNN referred to me as a fitness guru who helped women break boundaries
women said that they wanted to look like me
I was in media magazines as a ‘fit-spiration’
I was happily married and you know what
I was my way to realizing my dream of becoming a professional cage fighter
every single thing seemed to be on the right track
I was high on life
it didn't matter what anyone thought
I was doing what I loved
I was not Big Bird anymore
I would not be bullied
I had gone against the grain and achieved the hundred percent
scored an ‘A’ on what I thought was the exam that is life (4mins 18secs).
The rest of the recording follows through Tricia’s trials and life experiences and how she
overcame adversity.
2
0
2. Speech: President Barack Obama (2011) on the importance of education. YouTube.

Retrieved from https://www.youtube.com/watch?v=2hOp408Ib5w
Transcript:
Through education you can also better yourselves in other ways
you learn how to learn
how to think critically and find solutions to unexpected challenges
I remember we used to ask our teachers why am I going to need algebra
well you may not have to solve for X to get a good job or to be a good parent
but you will need to think through tough problems
you'll need to think on your feet
you'll need to know how to gather facts and evaluate information
so math teachers you can tell your students that the president says they need algebra
education also teaches you the value of discipline
that the greatest rewards come not from instant gratification
but from sustained effort
and from hard work
this is a lesson that's especially true today
in a culture that prizes flash over substance
that tells us that the goal in life is to be entertained
that says you can be famous just for being famous
may you get on a reality show
don't know what you've done
suddenly you're famous
but that's not going to lead to lasting sustained achievement
and finally with the right education both at home and at school
you can learn how to be a better human being
for when you read a great story
or you learn about an important moment in history
it helps you imagine what it would be like to walk in somebody else's shoes
to know their struggles
the success of our economy will depend on your skills
but the success of our community
will depend on your ability to follow the golden rule
to treat others as you would like to be treated
English (auto-generated). (2mins 09secs).
2
1
3. Song: Pink (2006) Dear Mr President. YouTube. Retrieved from

https://www.youtube.com/watch?v=wmMS9XVIa00
Written by Pink with her collaborator/producer Billy Mann, this song is an open
letter to the President of the United States at the time, George W. Bush. In the song,
Pink asks questions covering many controversial issues, including war,
homosexuality, the homeless, abortion, and drug abuse. It was released as a single in
Europe, Australia and Canada, but was never released as a single in the US because
Pink didn't want it to be interpreted as a publicity stunt.
http://www.songfacts.com/detail.php?id=31353
Lyrics from: https://www.azlyrics.com/lyrics/pink/dearmrpresident.html
“Dear Mr. President"

(feat. Indigo Girls)
Dear Mr. President,

Come take a walk with me.
Let's pretend we're just two people and
You're not better than me.
I'd like to ask you some questions if we can speak honestly.
What do you feel when you see all the homeless on the street?
Who do you pray for at night before you go to sleep?
What do you feel when you look in the mirror?
Are you proud?
How do you sleep while the rest of us cry?

How do you dream when a mother has no chance to say goodbye?
How do you walk with your head held high?
Can you even look me in the eye
And tell me why?
Dear Mr. President,

Were you a lonely boy?
(Were you a lonely boy?)
Are you a lonely boy?
(Are you a lonely boy?)
How can you say
No child is left behind?
We're not dumb and we're not blind.
They're all sitting in your cells
While you pave the road to hell.
What kind of father would take his own daughter's rights away?
And what kind of father might hate his own daughter if she were gay?
I can only imagine what the first lady has to say
2
2
You've come a long way from whiskey and cocaine.
How do you sleep while the rest of us cry?

How do you dream when a mother has no chance to say goodbye?
Can you even look me in the eye?
Let me tell you 'bout hard work

Minimum wage with a baby on the way
Rebuilding your house after the bombs took them away
Building a bed out of a cardboard box
Hard work
Hard work
You don't know nothing 'bout hard work
Hard work
Hard work
Oh
How do you sleep at night?

Dear Mr. President,
You'd never take a walk with me.
Would you?
2
3
4. Images (chose ONE)
Source: Cartoon Movement. (March 6, 2017). There is more than one truth. 1: Equal opportunities. 2: I will fly.
Retrieved from http://blog.cartoonmovement.com/2017/03/10-cartoons-for-international-womens-day.html
2: Elena Ospina: I will fly
1: Marcin Bondarowicz/Poland: no title
Source 3: International Cities of Refuge Network (ICORN). (8 March, 2016).

3: Rodrigo de Matos: Equal Opportunities Women’s rights in cartoons. Retrieved from
https://icorn.org/article/womens-rights-cartoons
2
4
S
5. Song: Rise Again – Re-education through labor. YouTube. Retrieved from

https://www.youtube.com/watch?v=QnbvOi4SpSk
Lyrics retrieved from https://genius.com/Rise-against-re-education-through-labor-
lyrics
“Frontman Tim McIlrath spoke to MTV News about this song: "It's talking a lot about
the 9-to-5, dog-eat-dog lifestyle, and what we are asked to do to simply make ends
meet nowadays, and I think it's a feeling shared by people all around the world and
especially in this country."
Songfacts: http://www.songfacts.com/detail.php?id=12966
[Verse 1]
To the sound of a heartbeat pounding away
To the rhythm of the awful rusted machines
We toss and turn but don't sleep
Each breath we take makes us thieves
Like causes without rebels
Just talk but promise nothing else
[Chorus 1]
We crawl on our knees for you
Under a sky no longer blue
We sweat all day long for you
But we sow seeds to see us through
Cause sometimes dreams just don't come true
We wait to reap what we are due
[Verse 2]
To the rhythm of a time bomb ticking away
And the blare of the sirens combing the streets
Chased down like dogs we run from
Your grasp until the sun comes up
Wikipedia: Re-education through labor: https://en.wikipedia.org/wiki/Re-
education_through_labor
[Chorus 2]
We crawl on our knees for you
Under a sky no longer blue
We sweat all day long for you
But we sow seeds to see us through
Cause sometimes dreams just don't come true
Look now at what they've done to you
[Verse 3]
White needles buried in the red
The engine roars and then it gives
2
5
But never dies

Cause we don't live
We just survive
On the scraps that you throw away
[Verse 4]
I won't crawl on my knees for you
I won't believe the lies that hide the truth
I won't sweat one more drop for you
Cause we are the rust upon your gears
We are the insect in your ears
We crawl
We crawl
We crawl
All over you
Background: Wikipedia: https://en.wikipedia.org/wiki/Re-education_through_labor

Re-education through labor (RTL; simplified Chinese: 劳动教养; traditional Chinese: 勞動教養;
pinyin: láodòng jiàoyǎng), abbreviated laojiao (simplified Chinese: 劳教; traditional Chinese: 勞教;
pinyin: láojiào) was a system of administrative detention in the People's Republic of China. The
system was active from 1957 to 2013, and was used to detain persons accused of minor crimes such
as petty theft, prostitution, and trafficking illegal drugs, as well as political dissidents, petitioners,
and Falun Gong adherents. It was separate from the much larger laogai system of prison labor
camps.
Sentences under re-education through labor were typically for one to three years, with the
possibility of an additional one-year extension. They were issued as a form of administrative
punishment by police, rather than through the judicial system. While incarcerated, detainees were
often subject to some form of political education. Estimates on the number of RTL detainees on any
given year range from 190,000 to two million. As of 2013, there were approximately 350 RTL camps
in operation.[1]
Choosing your own related texts:

 Connect themes, character, plot or setting
 Short text only for example a song, speech, short story, or extract from a longer text.
 Not required to be the same genre i.e. doesn’t need to be non-fiction or biographical.
Themes in I am Malala:
 The power of education, knowledge/education versus ignorance;

 activism and change, freedom, the individual versus society;
 family, religion and faith;
 perseverance, triumph over adversity.
2
6
Appendix B: Assessment Schedule: English EAL/D – Year 12

Task number Task 1 Task 2 Task 3 Task 4
Speaking and Reading and Writing Imaginative writing Trial HSC

Listening task using task based on with written Examination
prescribed text and unseen material and annotations
Modules A, B and
Nature of task related text prescribed text
Module D: Focus on C
(multimodal)
Module B: Language, Writing
Module A: Texts and Identity and Culture
Human Experiences
Timing Term 4, Week 8 Term 1, Week 8 Term 2, Week 7 Term 3, Week 3
EAL12-1A, EAL12-1B, EAL12-1A, EAL12-3, EAL12-2, EAL12-3, EAL12-1A,

EAL12-3, EAL12-5, EAL12-5, EAL12-6, EAL12-5, EAL12-6, EAL12-3,
Outcomes assessed
EAL12-6, EAL12-7 EAL12-7, EAL12-8 EAL12-7, EAL12-9 EAL12-5,
EAL12-7, EAL12-8
Components Weighting %
Knowledge and understanding of

10 15 10 15 50
course content
Skills in responding to texts and

communication of ideas appropriate
15 10 15 10 50
to audience, purpose and context
across all modes
Total % 25 25 25 25 100
2
7
2
8

Eald A2 Prefinal

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Eald A2 Prefinal

Caricato da

Copyright:

Formati disponibili

102092 SECONDARY CURRICULUM 2C EAL/D

17165378 CHRISTINA MANAWAITI 1

A2: Portfolio & artefacts: Stage 6: Year 12 EAL/D English

Part 1: Assessment Task

Task Number: 1 Weighting: 25% Timing: Term 4, Week 8

17165378 CHRISTINA MANAWAITI 2

Assessment for learning Assessment as learning

EAL12-1A, EAL12-1B, EAL12-3, EAL12-5, EAL12-6, EAL12-7

17165378 CHRISTINA MANAWAITI 3

17165378 CHRISTINA MANAWAITI 4

ESL Scales Marking Criteria

17165378 CHRISTINA MANAWAITI 5

The preamble of the Federal Constitution says: introduction freedom

17165378 CHRISTINA MANAWAITI 6

Part 1: Read-out-loud (Teacher)

Reading for understanding (see previous page)

Part 2: Modelling and joint construction

17165378 CHRISTINA MANAWAITI 7

Table 2: Themes: Comparison table with themes

Part 3: Joint Construction and whole class discussion

17165378 CHRISTINA MANAWAITI 8

Part 2: Discussion – Assessment and Feedback

Australian students of EAL/D backgrounds. This includes an overview of the emphasis on

‘assessment of learning’ and the development of a national curriculum in response to global

accurately and equitably measures EAL/D student achievement.

and learning is overshadowed by the public examination of summative assessment.

17165378 CHRISTINA MANAWAITI 9

Public and political scrutiny of school performance through comparisons of standardised

teachers contributed to changes in Australia’s approach to education.

National Assessment Programme of Literacy and Numeracy (NAPLAN)), as measures of teacher

English as an additional language or dialect (EAL/D).

“reframed as a market-enhancing mechanism” and success in schooling has been redefined as an

diversity in learners (ACARA, 2010-present) however, there is a distinct dichotomy between

to be implemented despite endorsement by the Education Council in 2016 (ACTA, 2017).

positive effect on student achievement (Hattie & Timperley, 2007).

discussion on key strengths and areas for improvement.

becomes a tool for reflexivity (Timperley, 2011).

emphasis on equitable assessment.

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010 to present)

Australian Curriculum. Retrieved from

submission to the review to achieve educational excellence in Australian schools.

Australian Council of TESOL Associations (ACTA) (2017). Submission to productivity

commission September draft report National education evidence base. Retrieved

Board of Studies, Teaching and Educational Standards (BOSTES) (2012). Australian

Professional Standards for Teachers. Ministerial Council for Education, Early

Childhood Development and Youth Affairs (MCEECDYA).

Churchill, R. a. (2016). Chapter 12: Assessment, feedback and reporting. In Teaching:

Ditchburn, G. (2012a). A national Australian curriculum: in whose interests? Asia Pacific

Journal of Education, 32(3), 259-269. doi:10.1080/02188791.2012.711243

Studies in Education, 53(3), 347-360. doi:10.1080/17508487.2012.703137

Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching English language

learners in the mainstream classroom. (2nd ed.). Portsmouth, NH: Heinemann.

Pedagogy. Powers of curriculum: Sociological perspectives on education. Melbourne,

Australia: Oxford University Press.

approach education. In B. Gobby & R. Walker (Eds.), Powers of curriculum:

Sociological perspectives on education. (pp. 61-85). Melbourne, Australia: Oxford

Walker (Eds.), Powers of curriculum: Sociological perspectives on education. (pp. 353-

371). Melbourne, Australia: Oxford University Press.

77(1), 81-112. DOI: 10.3102/003465430298487

the Crown in the right of the State of New South Wales.

Melbourne Declaration on Educational Goals for Young Australians. Curriculum

(Eds.), Powers of curriculum: Sociological perspectives on education. (pp. 143-165).

Melbourne, Australia: Oxford University Press.