nglish Year 7 - ACARA

1 EnglishYear 7 Above satisfactory2014 EditionPage 1 of 31 Work sample portfolio summaryWORK SAMPLE PORTFOLIOA nnotated work sample portfolios are provided to support implementation of the Foundation year 10 Australian portfolio is an example of evidence of student learning in relation to the achievement standard. Three portfolios are available for each achievement standard, illustrating satisfactory, above satisfactory and below satisfactory student achievement. The set of portfolios assists teachers to make on-balance judgements about the quality of their students portfolio comprises a collection of students work drawn from a range of assessment tasks.

2 There is no pre-determined number of student work samples in a portfolio, nor are they sequenced in any particular order. Each work sample in the portfolio may vary in terms of how much student time was involved in undertaking the task or the degree of support provided by the teacher. The portfolios comprise authentic samples of student work and may contain errors such as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts.

3 The portfolios will be reviewed over time. ACARA acknowledges the contribution of Australian teachers in the development of these work sample portfolios. THIS PORTFOLIO: year 7 ENGLISHThis portfolio provides the following student work samples: Sample 1 Reflective speech: An inspirational person Sample 2 Poem: Things I Know Sample 3 Film review: Bad Times at Big School Sample 4 Persuasive letter in response to literature Sample 5 Creative writing: Childhood s continuous story Sample 6 Oral presentation: Improving the environment Sample 7 Persuasive text: Football in schools Sample 8 Poetry analysis: My Country Sample 9 Discussion.

4 The Highwayman Sample 10 Discussion: The HobbitThis portfolio of student work includes a range of different types of texts that are structured and coherent addressing a range of purposes, audiences and contexts. The student presents coherent and well-structured, persuasive texts linked to personal knowledge, and demonstrates analysis and a strong personal voice (WS3, WS4, WS7, WS8). In creative writing, including a reflective speech and poetry, the student conveys personal sentiments in concise, simple yet powerful ways (WS1, WS2, WS5) and demonstrates detailed argument, clarity and control of language in a formal, oral presentation (WS6).

5 Students develop their ideas about how language works through group discussions (WS9, WS10).COPYRIGHTS tudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others.

6 Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA . For further information, refer to ( ).EnglishYear 7 Above satisfactoryWork sample 1 Work sample 12014 EditionPage 2 of 31 Reflective speech: An inspirational personYear 7 English achievement standardThe parts of the achievement standard targeted in the assessment task are modes (listening, reading and viewing)By the end of year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.

7 They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in modes (speaking, writing and creating) Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view.

8 They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and of taskStudents were asked to choose a person who has inspired them and write a reflective speech for a youth forum of 11 13 year olds.

9 The teacher provided feedback on the original draft and students had full access to computers throughout the drafting and publishing worked on the task over two lessons and completed the task at sample 1 EnglishYear 7 Above satisfactory2014 EditionPage 3 of 31 CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website ( ).

10 Reflective speech: An inspirational personAnnotationsEngages the audience through the use of appropriate language combined with a strong personal connection to the topic. Varies sentence structure and punctuation to develop an effective conversational tone that engages and influences the structure of the speech for effect. Uses quotation marks terms designed to influence the listener, for example, not easy , all .Uses specialised language, for example, Quarantine Officer .Uses complex sentences and embedded clauses accurately to add information, for example, and now he knows.