ENG215114, TQA Level 2, Size Value = 15

T A S M A N I A N

Q U A L I F I C A T I O N S English Foundation

A U T H O R I T Y

THE COURSE DOCUMENT This document contains the following sections:

LEARNING STATEMENT...... 2

COURSE SIZE AND COMPLEXITY...... 3

PATHWAYS...... 3

COURSE DESCRIPTION...... 3

COURSE OUTLINE...... 4

THE FOUR STRANDS...... 5

1. The Ideas and Issues Strand...... 5

2. The Texts and Contexts Strand...... 5

3. The Applications Strand...... 5

4. The Extended Negotiated Learning Strand...... 6

PLANNED LEARNING SEQUENCES...... 8

1. Balance and Range of Texts Over the Course...... 8

2. Balance of Language Modes...... 10

3. Ongoing Elements...... 10

WORK EXPECTATIONS...... 12

ASSESSMENT...... 13

Quality Assurance Processes...... 13

Criteria...... 14

Relationship with Australian Core Skills Framework (ACSF)...... 14

Standards...... 15

Qualifications Available...... 20

Award Requirements...... 20

COURSE EVALUATION...... 20

EXPECTATIONS DEFINED BY NATIONAL STANDARDS...... 21

ACCREDITATION...... 23

VERSION HISTORY...... 23

© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 2 English Foundation TQA Level 2

LEARNING STATEMENT English is the learning area most intimately concerned with language and imagination; it is about making meaning through interaction with, and reflection on, texts, language, people and the world. English is concerned with the development of students as confident and effective communicators. The study of English contributes to students’ increasing awareness of the cultural, social and technical dimensions of language as they respond to and compose texts. This course reflects the changing nature of texts – spoken, written, visual, multimedia and performance – their contexts and uses. Through studying programmes derived from this course in ways that respond to their individual needs, students will be able to: 1. Use language confidently and flexibly:  to think  to create  to understand  to act. 2. Use the interrelated processes of reading and writing, viewing and representing, speaking and listening to achieve personal, social and functional purposes, including:  assuming increasing responsibility for their own learning by reflecting, negotiating, planning and carrying out appropriate courses of action  locating, organising, evaluating, analysing and synthesising information from a variety of sources  working cooperatively and productively with others and in teams. 3. Engage with, analyse, appreciate and respond to a diverse range of texts including spoken, written, visual, multimedia and performance texts by:  interacting with both easily accessible and challenging texts in ways that develop their understandings of texts, issues and ideas  engaging with and responding to literature, media and everyday texts  developing discernment in their understanding and use of information and communication technologies. 4. Use texts and language to develop understanding of themselves and the world around them, as they:  imagine alternative past, present and future lives  contribute to constructive futures for themselves and others  engage with significant issues in a rigorous way  shape thoughts on, hypothesise about, analyse, question and create representations of the world  consider ethical and valued ways of being and acting. 5. Gain increasing awareness of the cultural, social and technical dimensions of language and texts, particularly awareness of:  the linguistic structures and features of texts  the relationship between texts that affect the way individuals make meaning  the ways in which contextual factors are involved in both the construction and interpretation of texts  the ways that different discourses work to position their audiences and creators in terms of politics, culture, ethnicity, gender and status  the way in which an individual’s reading of texts and their actions in response are powerful constructors of personal and social identity.

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6. Compose and craft a range of texts, including:  spoken, written, visual, multimedia and performance texts  texts that respond to other texts in imaginative and critical ways.

COURSE SIZE AND COMPLEXITY This course has a complexity level of TQA level 2. At TQA level 2, the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgment is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II. This course has a size value of 15.

PATHWAYS English Foundation is a course designed to prepare learners for the study of English Literature, English Communications and English Writing TQA level 3.

English Literature TQA 3 English Foundation TQA 2 (this course has a focus on responding to a range of literary texts)

English CommunicationsEnglish Writing TQA TQA 3 3 (this course(this has coursea focus has on thea focus power on the of language andcreation communication of imaginative in the texts) modern world)

COURSE DESCRIPTION English Foundation provides for students’ development as language learners. Students learn to create, analyse and respond to a wide range of texts, including literature, media and everyday texts. They work with print and non-print texts, including multimedia texts. There is emphasis on using texts to inquire into significant issues, using a range of texts to develop deeper understanding of each issue and learning to interpret texts from different perspectives. Students frequently work collaboratively in authentic contexts as they take increasing responsibility for their learning.

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COURSE OUTLINE The course is divided into four major strands. Each strand occupies approximately equal amounts of course time. Study of the strands is through planned learning sequences. The Planned Learning Sequences as a whole should include a balance of texts and language modes and involve all the Ongoing Elements.

Extended Negotiated Ideas and Issues Texts and Contexts Applications Learning

 inquiry-based  structures and  creating products  short-term learning features of types of task/s  making meaning texts  extending or across texts providing balance to and  role of context other aspects of the  longer-term project,  investigating an idea course or issue through a investigation, study range of texts  frequently or inquiry collaborative

Planned Learning Sequences

Balance and Range of Texts Balance of Language Modes Ongoing Elements

 print/non-print  listening  speaking and listening  literature, media, everyday  speaking  wide reading and viewing  reading  individual writing  writing  learning about language  viewing  using information and communication technologies  representing  inquiring  negotiating  collaborating  reflecting

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THE FOUR STRANDS

1. THE IDEAS AND ISSUES STRAND In this strand of the course, the emphasis is on investigating an idea or issue through a range of texts. Students use an inquiry approach to develop and explore the implications of a key question. Within this strand, students are able to use texts and language in a variety of contexts to:  develop deeper understanding of themselves and the world around them  communicate ideas, feelings and beliefs  comprehend, respond to and reflect upon the ideas, feelings and beliefs of others  shape thoughts on, hypothesise about, analyse, question and create representations of the world about them  consider ethical and valued ways of being and acting at a personal level in the wider world.

2. THE TEXTS AND CONTEXTS STRAND In this strand of the course, students engage with, analyse and compose a diverse range of texts. They investigate the structures and features of texts, develop an understanding of the importance of context in creating and interpreting texts and gain increasing awareness of the cultural, social and technical dimensions of language. The focus of the strand is on texts and their contexts. For example, a genre such as crime fiction might be studied using short story, feature film and television drama as exemplars. Students work with genres such as science fiction, advertisement, documentary or biography or text types such as narratives, arguments, reviews or recounts. As students engage with and respond to a range of texts they will develop increasing understanding of and facility with:  the structures and features of particular genre or text types  the social, historical, political and cultural contexts in which texts are created and interpreted  ways of reading and viewing more strategically  implied as well as stated meanings  the composer’s point of view and values.

3. THE APPLICATIONS STRAND In this strand of the course, students apply their knowledge of language and texts to create products. Teachers may choose or design Applications to meet their students’ needs. It is intended that Applications will encourage collaborative work among students and that the tasks involved will be authentic, real-world ones, often providing connections with the wider community. There are two roles that Applications may play in the design of a course of study. They may act as an extension of other parts of the course, or they may provide contract with other parts in order to provide balance in the overall course of study. a. In the first instance, an Application might derive from a focus in one of the more defined parts of the course – Ideas and Issues, Texts and Contexts, or Ongoing Elements. For example, students investigating old age as an issue might extend this study to carry out an oral history project in association with a local nursing home as an Application. Students investigating science fiction comedy as a genre in Texts and Contexts might create and perform their own science fiction comedy scripts. Students might focus on the wide reading component of the course by creating a book review website or by organising and conducting a guest-reader program for the class. b. In the second instance, for a class that has not worked extensively with the community or with everyday texts, an Application might be to run a publicity campaign for a cause the students are

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interested in. For a class that had had little experience of classic texts, an Application might be to investigate, read and present to the class a classic text that their parents, grandparents or teachers remember reading at school. Although they may be negotiated with students, Applications differ from the Extended Negotiated Learning component of the course. The focus of an Application is decided by the teacher, with awareness of students’ needs and interests. Another difference is that students work collaboratively in most Applications.

4. THE EXTENDED NEGOTIATED LEARNING STRAND In this strand of the course, students are provided with the opportunity to engage in learning that challenges them to develop their skills as inquiring, reflective thinkers, self-directed, independent learners and effective communicators. Negotiation and reflection are central to this strand of the course. Negotiation enables students to develop increasing responsibility for their own learning. Successful negotiation depends on well-developed communication between the teacher and student so that both contribute to decision-making and both shape the negotiated learning task. Students are expected to:  establish achievable learning goals  negotiate an agreed area of study  negotiate appropriate assessment criteria  plan, organise and undertake activities  use a range of resources  establish and meet agreed time frames.

Reflection enables students to think about and review their own learning and to make judgments and decisions about their work. It incorporates self-assessment, goal setting and planning. Students are expected to reflect on their learning by:  monitoring their own progress in a journal or log  assessing the effectiveness of their preferred learning styles  evaluating their planning and organisational skills  planning future work.

Students should be explicitly taught the processes of negotiation and reflection prior to, and during, a negotiated learning task.

NEGOTIATING AT DIFFERENT LEVELS Students with little experience of negotiation may need to negotiate appropriate, short-term, achievable tasks which may be completed individually or, where appropriate, collaboratively.

Suggested short-term negotiated tasks include:

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 learning tasks that develop particular language skills or address particular assessment criteria  the selection of reading and viewing material for individual or shared study  individual or collaborative speaking, reading, viewing or writing tasks  ways of presenting responses to texts using information and communication technologies  small group performance tasks  ways of completing research activities in areas of personal interest using the internet  individual or collaborative projects in areas of personal or group interest.

When negotiating tasks with students, teachers ensure that the task is achievable within the given time frame. While the aim is to increase students’ independence and develop their ability to organise their own learning, teachers also need to provide sufficient support and guidance to enable students to achieve success. As students move to higher levels of experience in the course, they assume greater responsibility for their own learning and initiate, plan and undertake negotiated learning tasks of increasing complexity.

TYPES OF NEGOTIATED LEARNING TASKS A. Short-Term Tasks (Negotiated Learning Tasks) These tasks are to be completed individually or collaboratively in approximately eight hours. They allow students to focus on particular aspects of English and/or explore areas of personal or group interest. B. Longer-Term Tasks (Extended Negotiated Learning Tasks) Extended negotiated learning tasks are to be completed individually or collaboratively in fifteen to eighteen hours. Students are expected to:  complete a written proposal and submit it to the teacher  be involved in regular discussion with the teacher and peers in order to reflect on progress and plan future work  maintain a journal or log with regular, dated entries showing progress to date and reflecting on achievements and problems encountered  publish a final product, including where appropriate a bibliography  negotiate appropriate word limits (usually the written component excluding the journal would not exceed 2500 words)  present a spoken report on the task to their peers and teacher  complete a written or spoken self-assessment and/or evaluation.

Students should select one of the following Extended Negotiated Learning tasks: 1. Community Based Communication Project: The project has an authentic community focus and should be enterprising and creative. Students create texts for real purposes and audiences. 2. Text Study: The study is based on the central idea of responding to and composing texts and may emerge from the Ideas and Issues or Texts and Contexts strands of the course. 3. Inquiry: In an inquiry students identify and define a specific contested issue, collect, critically analyse and organise information about the issue and then clarify and share their understanding of the issue in order to deepen their understanding of it. Inquiry is the search for information, knowledge and truth. 4. Information and Communication Technologies (ICT) Investigation: The investigation has a strong ICT focus. It may incorporate elements of the project, study or inquiry.

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PLANNED LEARNING SEQUENCES This course is delivered through Planned Learning Sequences. Each Planned Learning Sequence is developed with the following components:  a clear focus, such as an Ideas and Issues focus, a Texts and Contexts focus or an Applications focus (some teachers may choose to cover the content of all these in integrated learning sequences)  a selection of texts chosen with the text selection guidelines and specific focus in mind  an appropriate balance of the language modes: speaking, listening, writing, reading, representing, viewing  ongoing elements highlighting the elements that are of particular relevance for the focus.

1. BALANCE AND RANGE OF TEXTS OVER THE COURSE Using the guidelines given, teachers select texts from the range outlined below. Over the course of the year, students engage with literature, media and everyday texts in print, non-print and ICT forms. Provided that all these text types are covered, the range may be spread over Ideas and Issues, Texts and Contexts and Applications.

TEXT SELECTION GUIDELINES When choosing texts, teachers should take into consideration students’ needs and interests, merit and accessibility, the representation of a wide range of voices and the representation of Tasmanian literary culture. Merit  The range of texts chosen should aid in the development of factual knowledge, literary appreciation, aesthetic values and ethical judgments. The range of texts should allow students to develop a critical appreciation of the craft and aesthetics of language and to experience the enjoyment and pleasure offered by reading and viewing.  Even though some individual texts, particularly everyday texts, may not show high intellectual merit, the work done by students in dealing with such texts will be intellectually rigorous and appropriate to the level of the student.  The ideas and issues explored in the texts, in addition to being appropriate to the relevant age- group, should be significant, challenging and complex. Accessibility  Texts should be accessible to as wide a range of students within a particular class as possible. The language of the texts and the ideas explored in the texts should be comprehensible to as many students as possible. One of the factors that makes texts accessible is relevance to students’ needs and interests. In order to meet the requirements of both accessibility and intellectual merit, linked texts rather than single texts may be needed in multi-level classrooms. Linked texts are texts of differing degrees of complexity or difficulty, related by theme or genre. Their use enables students to participate in activities related to those aspects of text study. A wide range of voices  Texts should encompass a wide range of voices including those of students and of the marginalised. The range of experiences and perspectives represented should include male and female, historical and contemporary, Australian and non-Australian and young and old. In particular, the representation of Australian voices should include Aborigines and voices from outside a white Anglo-Saxon cultural heritage. Local literary culture  The range should incorporate some Tasmanian texts, reflecting the importance of reading and writing as a part of life in Tasmania, and the richness of our students’ heritage.

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TYPES OF TEXTS Teachers will choose print and non-print literature, media and everyday texts in designing learning programs based on this course. The categories of texts overlap considerably. Examples include:

LITERATURE Literature uses both language and the imagination to represent, shape and explore human experience.

Classic literature Contemporary literature Popular literature

. autobiography and biography . autobiography, biography, . series fiction aimed at documentary and anecdotes specific markets such as . novels and short stories horror or teenage romance . novels and short stories . narrative, dramatic and lyric . cartoons, comics, jokes, poetry, sonnets, ballads and . poetry riddles and humorous verse odes . drama including scripted and . song lyrics . drama improvised performances . films, television soap operas, . feature films . films and television drama, video clips and serials including satire comedy and . myths, legends, fables and documentary . reality television fairy tales . picture books and wordless . interactive texts and puzzle . ecclesiastical texts books books . Aboriginal Dreaming and . scripted and improvised . magazines creation stories from diverse drama cultures . students' own poems, stories . performances of classic and plays drama and poetry

MEDIA Media texts are constructed for a mass audience and are shaped by the technology used in their production.

. drama in the cinema, on television and video

. advertising in newspapers, on radio, on television, in the cinema, in different magazines, on billboards, on webpages

. radio, film, television, video and internet documentaries

. feature films

. reality television and sports broadcasts

. promotional videos and information brochures

. newspaper, radio, television and internet news reports

. personal viewpoints including feature articles, cartoons, editorials, letters to the editor, talk-back radio, chatrooms, debates, email lists, TV chat shows and interviews on current affairs programs

. electronic communications including email, websites, video conferencing and chatrooms

. journalism and photojournalism in different media

. reviews of art, drama, films and books in various media

. multimedia texts including CD ROMs, DVDs, computer games, hyperfiction, e-zines and interactive stories

EVERYDAY

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Everyday texts are part of people’s daily lives, both personal and public.

Daily life and leisure School Work

. diaries and journals . journals . formal letters, reports, job applications, curriculum vitae . instructions, brochures . recounts, descriptions, and resumes pamphlets, catalogues and observations, comments, posters explanations and reports . formal meeting agendas, procedures and minutes . invitations and greeting cards . argumentative and persuasive texts . public addresses . apologies and complaints . discussions and debates in . interviews and questions . messages, questionnaires large and small groups and forms . fax and email . information texts . personal letters, post cards . instruction manuals and telephone conversations . notes, summaries and . websites essays . chatrooms/lines/programs . contracts and agreements . school proformas and . email and fax procedures such as class . proformas . computer games rules, checklists and contracts . policy statements . work experience reports . small group work

. websites

. school magazines

. daily news sheets, notices and newsletters

2. BALANCE OF LANGUAGE MODES In an English program the language modes are speaking, listening, reading, writing, viewing and representing. Representing is the composition of images by means of visual and other texts. Students create texts such as mind maps, collages, diagrams, tableaux and other visual or performance texts.

3. ONGOING ELEMENTS These aspects of the English program address the individual needs of students and develop in them the skills to be confident and effective communicators. They are common to all English courses. The Ongoing Elements continue throughout the English program and should be integrated into the Planned Learning Sequences. Many of these elements require an explicit teaching focus.

SPEAKING AND LISTENING

. Students speak and listen in a variety of informal and formal small group and large group situations throughout the course. For example, they take part in small group discussion about texts, present poetry readings and prepared speeches, give explanations, convey opinions and listen to others’ points of view.

. Students develop effective speaking skills for a wide range of purposes including discussing, informing, persuading, predicting and entertaining.

. Students learn active listening skills.

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WIDE READING AND VIEWING

. Students read and view a range of fiction and non-fiction texts, including classic, contemporary and popular texts beyond the requirements of the planned learning sequences in the course.

. Teachers assist students to make informed and appropriate choices so that the texts they engage with are enjoyable and appropriate to their stage of reading or viewing development.

. Students read widely, for personal enjoyment and to make connections with their own life experience.

. Students form and clarify attitudes and values through exploring ideas and issues.

. Students reflect on their reading and viewing by maintaining a reading log or journal.

INDIVIDUAL WRITING

. Students write in a range of different forms for different purposes and audiences.

. Students express their opinions, ideas and thoughts, reflect on learning and develop their capacity for critical, creative and reflective thinking.

. Students experiment with language as an art form.

LEARNING ABOUT LANGUAGE

. Students learn about the structures and features of written, spoken and visual language; for example, the use of adjectives in descriptive writing, alliteration in poetry, how to vary tone in formal speeches and the impact of lighting in film.

. Students learn appropriate strategies to address their individual needs in spelling, punctuation, grammar, text structures and vocabulary.

USING INFORMATION AND COMMUNICATION TECHNOLOGIES

. Although learning how to use technologies is not a major focus of the course, students engage with a wide range of information and communication technologies.

. Students use technologies to access information, compose texts and communicate with others.

. Students use information and communication technologies in the extended negotiated learning component of the course.

. Students develop discernment in their use of information and communication technologies.

. Students demonstrate a greater understanding of the socio-cultural factors that influence the construction and interpretation of ICT texts.

. Students gain understanding of the personal and social implications of the use of ICT texts.

INQUIRING

. Students learn how to pose questions, define problems, process and evaluate information, draw conclusions and apply their learning in new contexts.

. Students learn how to collect and organise information from a range of sources, including school and community libraries and the internet.

. Students apply their inquiry skills in the Applications and Extended Negotiated Learning strands of the course.

NEGOTIATING

. As one of the key learning processes, negotiation is a central component of the course for students as they make meaning through interaction with and reflection on texts, language, people and the world.

. Students make judgements and decisions, discuss their plans with others, reflect on their progress and seek and respond to advice throughout the course.

COLLABORATING

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. As one of the key learning processes, collaboration is a central component of the course as students make meaning through interaction with and reflection on texts, language, people and the world.

. Using cooperative learning principles, students work together during the course in pairs, small groups and large groups to discuss and create a range of written, spoken, multimedia, performance and visual texts.

REFLECTING

. As one of the key learning processes, reflection is a central component of the course for students as they make meaning through interaction with and reflection on texts, language, people and the world.

. Students readily make judgements about their own goals, progress and learning during the course and plan for future learning.

. Students engage in reflective journal writing throughout the course.

WORK EXPECTATIONS These work expectations will give students the opportunity to demonstrate achievement against the appropriate criteria. Tasks planned for each of the strands are based on addressing the course learning objectives. Such tasks will enable students to achieve an appropriate rating against the course criteria. A great variety of tasks is associated with English teaching and learning; therefore, teachers will need to use their professional judgment in choosing tasks that meet the objectives and at the same time give students a variety of ways to address the criteria. This is particularly important given that students have a range of preferred learning styles. Teachers need to plan for tasks across all the strands, incorporating Ongoing Elements.

IDEAS, ISSUES, TEXTS AND CONTEXTS TEXTS CREATED AND APPLICATIONS STRAND

The texts created by students throughout their study of the four strands should include at least one example Students will complete at least one significant of each of the following: piece of work in each of these strands  a spoken presentation  a creative written response EXTENDED NEGOTIATED LEARNING  a representation STRAND  an argumentative text  a report  personal or reflective writing Students will complete one short-term negotiated learning task and one extended A collection of crafted texts in a variety of genres for a project, study, inquiry or investigation range of purposes and audiences will be compiled. This will take the form either of a print or a digital folio.

ASSESSMENT Criterion-based assessment is a form of outcomes assessment that identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Tasmanian Qualifications Authority should focus on what both teacher and student understand to reflect end-point achievement.

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The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course. A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. A ‘z’ notation is to be used where a student provides no evidence of achievement at all. Providers offering this course must participate in quality assurance processes specified by the Tasmanian Qualifications Authority to ensure provider validity and comparability of standards across all awards. Further information on quality assurance processes, as well as on assessment, is available in the TQA Senior Secondary Handbook or on the website at http://www.tqa.tas.gov.au . Internal assessment of all criteria will be made by the provider. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.

QUALITY ASSURANCE PROCESSES The following process will be facilitated by the TQA to ensure there is:  a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by students  community confidence in the integrity and meaning of the qualification.

Process – Each provider will submit bodies of students’ work sufficient to allow an assessment against a nominated range of criteria and the overall award to an annual review meeting organised by the TQA. The work, while not necessarily fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. The TQA will give each provider guidance regarding the selection of students and the nominated criteria. Each body of student work that providers submit to the meeting should include sufficient and appropriate material for judgements to be made about the student’s standard of literacy skills.

The review meeting will give advice about the provider’s assessment standards. Providers are expected to act on this advice.

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CRITERIA The assessment for English Foundation, TQA level 2, will be based on the degree to which the student can: 1. *communicate accurately in a range of modes 2. demonstrate understanding of self and the world through composing and responding to texts 3. demonstrate understanding of how values and experiences shape the construction and interpretation of texts 4. work constructively with others 5. demonstrate understanding and appreciation of text structures and features 6. plan, organise and complete activities 7. *compose and craft a range of texts for different purposes and audiences 8. collect and categorise information 9. negotiate, reflect upon and take responsibility for learning.

* = Essential Criteria

RELATIONSHIP WITH THE AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF) The TQA recommends that providers use the ACSF to guide understanding of the appropriate levels of performance in the 5 core skills of Learning, Reading, Writing, Oral Communication and Numeracy as they relate to the course content. Those participants aiming for an award that meets TCE standards requirements should be demonstrating the core skills at ACSF level 3 (or above) in reading and writing (to meet the everyday adult reading and writing standard) and/or in numeracy (to meet the everyday adult mathematics standard). The performance features and sample activities of the ACSF are not in themselves equivalent to the TCE’s ‘everyday adult’ standards. Rather they are illustrative of these standards. The performance features and sample activities of the ACSF do not replace the criteria or standards in this TQA accredited course document. The performance features and sample activities of ACSF level 3 can be used to help teachers develop and evaluate assessment instruments and can be used to inform final (summative) assessment judgements. The ACSF can be found on-line at: http://www.innovation.gov.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/default. aspx

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STANDARDS

*CRITERION 1 COMMUNICATE ACCURATELY IN A RANGE OF MODES

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student an: A student:  speaks appropriately in  speaks effectively in informal  speaks fluently and confidently different situations to familiar and formal situations to in informal and formal audiences different audiences situations to different audiences  speaks to explore, clarify and  speaks to explore, clarify,  speaks to explore, clarify, share understanding of ideas formulate and share formulate and share and issues understanding of a range of understanding of a range of challenging ideas and issues complex ideas and issues  writes a range of texts types including extended texts, using  writes a wide range of text  writes a wide range of text accurate structures types, including sustained types, including sustained imaginative and critical texts, imaginative and critical texts,  writes using appropriate using accurate and increasingly using accurate and effective spelling, punctuation and effective structures structures syntax  writes using accurate and  writes using accurate and  creates a range of visual and effective spelling, punctuation, effective spelling, punctuation multimedia texts with syntax and increasingly and sophisticated vocabulary appropriate structures and sophisticated vocabulary features.  creates a wide range of visual  creates a range of visual and and multimedia texts with multimedia texts with effective effective structures and structures and features. features.

CRITERION 2 DEMONSTRATE UNDERSTANDING OF SELF AND THE WORLD THROUGH COMPOSING AND RESPONDING TO TEXTS Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  uses personal composition to  uses personal composition to  uses personal composition express developing insights explore insights into self and effectively to explore insights into self and the world the world into self and the world  demonstrates understanding of  demonstrates understanding of  demonstrates understanding of socially and culturally socially and culturally diverse a range of socially and unfamiliar viewpoints or viewpoints or situations culturally diverse viewpoints or situations situations  explores connections between  makes connections between increasingly complex ideas and  explores connections between ideas and issues in texts and issues in texts and their own complex ideas and issues in their own experience experience texts and their own experience  supports own views about texts  supports own interpretations  justifies own interpretations and with some evidence and views about texts with views about texts with detailed detailed evidence evidence  questions the assumptions and values conveyed in texts.  challenges the assumptions  critically challenges the and values conveyed in texts. assumptions and values conveyed in texts.

CRITERION 3 DEMONSTRATE UNDERSTANDING OF HOW VALUES AND EXPERIENCES SHAPE THE CONSTRUCTION AND INTERPRETATION OF TEXTS

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Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  discusses and critiques  explores the values implicit in  discusses the values implicit in stereotypical plots and different texts texts and considers their effect characterisation on the text’s construction  analyses the ways in which  recognises that texts are texts are constructed to reflect  critically analyses the ways in constructed to reflect opinions, bias, opinions, beliefs and which texts are constructed to beliefs and values values reflect bias, opinions, beliefs and values  discusses texts to reveal which  analyses texts to reveal which attitudes and values are attitudes and values are  critically analyses texts to privileged and which are privileged and which are reveal which attitudes and omitted omitted values are privileged and which are omitted  uses knowledge of the contexts  uses knowledge and in which texts were created to understanding of the different  uses knowledge and interpret them contexts in which texts were understanding of the different created to interpret them contexts in which texts were  recognises the effect of created to interpret and relationships between texts.  analyses the effect of compare them relationships between texts.  critically analyses the effect of relationships between texts.

CRITERION 4 WORK CONSTRUCTIVELY WITH OTHERS

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  considers and selects personal  considers, selects and uses  considers, selects and uses approaches and uses to personal approaches to personal approaches to sensitively cooperate with sensitively and responsibly sensitively and responsibly others to achieve agreed cooperate with others to engage with others to achieve purposes achieve agreed purposes agreed purposes  identifies changed conditions in  identifies changed conditions in  identifies change conditions in group structures and group structures and group structures and relationships and assists group relationships and assists group relationships and assists group processes to attempt to meet processes to suitably meet processes by responding minor new requirements minor new requirements appropriately to new requirements  undertakes a range of methods  uses a broad range of methods to evaluate selected and to evaluate effectiveness of  evaluates effectiveness of adjusted personal behaviours selected and adjusted selected and adjusted personal and approaches used to behaviours and approaches behaviours and approaches participate in group activities in used to participate in group used to participate in group specific contexts. activities in specific contexts. activities in specific contexts.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 17 English Foundation TQA Level 2

CRITERION 5 DEMONSTRATE UNDERSTANDING AND APPRECIATION OF TEXT STRUCTURES AND FEATURES

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  identifies the characteristics of  identifies the specific  identifies the specific the structures and features of characteristics of the structures characteristics of the structures different genres and features of different genres and features of a range of genres  discusses - in both written and  analyses - in both written and verbal form - the structures and verbal form - the structures and  analyses - in both written and features of texts, using features of different texts, using verbal form - a range of appropriate terms conventional language structures and features of different texts using  uses examples to demonstrate  uses relevant examples to conventional language understanding of structures demonstrate understanding of and features a range of structures and  uses relevant examples to features demonstrate understanding of  compares different text types. a range of structures and  compares different text types in features terms of limitations and advantages of each form.  compares different text types in terms of demands, limitations and advantages of each form.

CRITERION 6 PLAN, ORGANISE AND COMPLETE ACTIVITIES

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  considers and selects  considers, selects and uses  considers, selects and uses strategies to achieve objectives strategies to achieve objectives strategies to achieve objectives and uses them to perform tasks and to responsibly perform and to responsibly manage within proposed times tasks within proposed times activities within proposed times  identifies changed conditions  identifies changed conditions  identifies changed conditions and adapts plans and actions and adapts plans and actions and adapts plans and actions to attempt to meet minor new to suitably meet minor new to respond appropriately to new requirements requirements requirements  undertakes a range of methods  uses a broad range of methods  evaluates effectiveness of to evaluate selected plans to evaluate effectiveness of selected plans devised and devised and adapted to selected plans devised and adapted to complete activities complete activities in specified adapted to complete activities in specific contexts. contexts. in specific contexts.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 18 English Foundation TQA Level 2

*CRITERION 7 COMPOSE AND CRAFT A RANGE OF TEXTS FOR DIFFERENT PURPOSES AND AUDIENCES

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:  composes a range of written,  composes a range of sustained  composes a range of original, visual and spoken texts spoken, written and visual texts sustained spoken, written and visual texts  selects and uses techniques to  understands the expectations appeal to a particular audience and needs of a range of  understands and meets the audiences expectations and needs of a  uses forms appropriately for range of formal and informal different purposes  selects forms effectively for a audiences range of purposes, including  plans, drafts and proofreads in creative and critical  selects forms effectively for a order to present texts range of purposes, including  plans, drafts, refines and creative and critical  considers the effectiveness of proofreads in order to present a their own texts and sets goals range of texts  plans, drafts, refines and for future learning. proofreads for meaning and  evaluates the effectiveness of effectiveness in order to their own texts and identifies present a range of texts directions for future learning.  evaluates the effectiveness of their own texts and identifies directions for future learning.

CRITERION 8 COLLECT AND CATEGORISE INFORMATION

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:

 considers and selects  considers, selects and uses  considers, selects and uses methods and uses them to methods to collect and methods to collect and collect and categorise specific categorise specific and categorise specific, current and current information current information and detailed information

 identifies changed conditions  identifies changed conditions  identifies changed conditions and adapts use of collected and adapts use of collected and adapts use of collected information to attempt to meet information to suitably meet information to respond minor new requirements minor new requirements appropriately to new requirements

 undertakes a range of  uses a broad range of  evaluates effectiveness of methods to evaluate collected methods to evaluate adapted collected information and adapted information and effectiveness of adapted and the categories to which it the categories to which it is collected information and the is assigned in specific assigned in specific contexts categories to which it is contexts assigned in specific contexts

 cites the sources of  cites the sources of  uses appropriate sources of information. information accurately. information and accurately cites these.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 19 English Foundation TQA Level 2

CRITERION 9 NEGOTIATE, REFLECT UPON AND TAKE RESPONSIBILITY FOR LEARNING

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student: A student: A student:

 negotiates a range of learning  negotiates a range of  negotiates a comprehensive goals, considering their learning goals, considering range of learning goals achievability within the their achievability within the relating to specific needs, constraints of time and constraints of time and considering their resources resources achievability within the constraints of time and resources

 demonstrates ways of making  demonstrates systematic  demonstrates systematic and choices and decisions about ways of making choices, analytical ways of making aspects of learning independent judgments and choices, independent decisions about aspects of judgments and decisions learning about aspects of learning

 works responsibly, usually  demonstrates initiative and  demonstrates initiative and focusing on tasks, managing responsibility, focusing on responsibility, persistently time and meeting agreed tasks, managing time focusing on tasks, managing timeframes effectively and meeting time effectively and always agreed timeframes meeting agreed timeframes

 develops strategies to reflect  critically reflects upon their  critically reflects upon their upon their own goals, own goals, progress and own goals, progress and progress and learning during learning during the course learning during the course the course and plan for future and plan for future learning. and specifically plans for learning. future learning.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 20 English Foundation TQA Level 2

QUALIFICATIONS AVAILABLE English Foundation, TQA level 2 (with the award of): EXCEPTIONAL ACHIEVEMENT HIGH ACHIEVEMENT COMMENDABLE ACHIEVEMENT SATISFACTORY ACHIEVEMENT PRELIMINARY ACHIEVEMENT

AWARD REQUIREMENTS The minimum requirements for an award in English Foundation, TQA level 2, size value 15 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA) 8 ‘A’ ratings, 1 ‘B’ rating

HIGH ACHIEVEMENT (HA) 4 ‘A’ ratings, 4 ‘B ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA) 5 ‘B’ ratings, 3 ‘C’ ratings, including ‘C’ ratings (or higher) on criteria 1 and 7

SATISFACTORY ACHIEVEMENT (SA) 7 ‘C’ ratings, including ‘C’ ratings (or higher) on criteria 1 and 7

PRELIMINARY ACHIEVEMENT (PA) 4 ‘C’ ratings

A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award, but who fails to show any evidence in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

COURSE EVALUATION Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior to the expiry of accreditation. As well, anyone may request a review of a particular aspect of an accredited course throughout the period of accreditation. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for students and the possible consequences for delivery of the course. The TQA can evaluate the need and appropriateness of an accredited course at any point throughout the period of accreditation.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 21 English Foundation TQA Level 2

EXPECTATIONS DEFINED BY NATIONAL STANDARDS The content descriptions in this section, taken from Units 1 & 2 of the ACARA Senior Secondary English document endorsed by Education Ministers as the agreed and common base for course development, are to be used to define expectations for the meaning (nature, scope and level of demand) of relevant aspects of the sections in this document setting out course requirements, learning outcomes, the course content and standards in the assessment.

Investigate the relationships between language, context and meaning by:  explaining how texts are created in and for different contexts (ACEEN001)  analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage; for example, personification, voice-over, flashback, salience (ACEEN002)  evaluating the choice of mode and medium in shaping the response of audiences, including digital texts. (ACEEN003)

Compare texts in a variety of contexts, mediums and modes by:  explaining the ways language features, text structures and conventions communicate ideas and points of view (ACEEN004)  explaining the ways text structures, language features and stylistic choices are used in different types of texts (ACEEN005)  analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts (ACEEN006)  evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts (ACEEN007)  explaining the relationship between purpose and context (ACEEN021)  analysing the style and structure of texts including digital texts (ACEEN022)  evaluating similarities and differences between hybrid texts, for example, infotainment, product placement in movies, hypertext fiction. (ACEEN023)

Investigate the representation of ideas, attitudes and voices in texts including:  analysing the ways language features, text structures and stylistic choices shape points of view and influence audiences (ACEEN024)  evaluating the effects of rhetorical devices, for example, emphasis, emotive language and imagery in the construction of argument (ACEEN025)  analysing the effects of using multimodal and digital conventions such as navigation, sound and image (ACEEN026)  analysing how attitude and mood are created, for example, through the use of humour in satire and parody. (ACEEN027)

Analyse and evaluate how and why responses to texts vary through:  purpose, taking into account that a text’s purpose is often open to debate (ACEEN008)  personal, social and cultural context (ACEEN009)  the use of imaginative, persuasive and interpretive techniques (ACEEN010)  the impact of language and structural choices on shaping own and others’ perspectives (ACEEN028)  the ways ideas, attitudes and voices are represented, for example, how events are reported differently in the media (ACEEN029)  the interplay between imaginative, persuasive and interpretive techniques, for example, how anecdotes are used in speeches to amuse, inform or influence, or the use of characterisation in advertising (ACEEN030)  analysing changing responses to texts over time and in different cultural contexts. (ACEEN031)

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 22 English Foundation TQA Level 2

Create a range of texts:  using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts (ACEEN011)  drawing on a range of technologies in, for example, research, communication and representation of ideas (ACEEN012)  combining visual, spoken and written elements where appropriate (ACEEN013)  using appropriate quotation and referencing protocols (ACEEN015)  selecting and applying appropriate textual evidence to support arguments (ACEEN035 and ACEEN014)  using strategies for planning, drafting, editing and proofreading (ACEEN036 and ACEEN016)  using accurate spelling, punctuation, syntax and metalanguage (ACEEN037 and ACEEN017)  using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences (ACEEN032)  experimenting with text structures, language features and multimodal devices (ACEEN033)  developing and sustaining voice, tone and style (ACEEN034)

Reflect on their own and others’ texts by:  analysing textual evidence to assess the purpose and context of texts (ACEEN018)  questioning responses to texts (ACEEN019)  investigating the impact and uses of imaginative, interpretive and persuasive texts (ACEEN020)  analysing the values and attitudes expressed in texts (ACEEN038)  evaluating the effectiveness of texts in representing ideas, attitudes and voices (ACEEN039)  explaining how and why texts position readers and viewers. (ACEEN040)

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018 23 English Foundation TQA Level 2

ACCREDITATION The accreditation period for this course is from 1st January 2014 until 31st December 2014.

VERSION HISTORY Version 1 – Accredited 20 June 2013 for use in 2014. This course replaces Foundation English (ENG215109) that expired on 31 December 2013. Version 1.a – 12 September 2013. Work file requirement removed and citation standard element moved from C1 to C8.

VERSION CONTROL This document is a Word version of the course. It is not a TQA controlled version. The current PDF version of the course on the TQA website is the definitive one.

Tasmanian Qualifications Authority Period of Accreditation: 1/1/2014 – 31/12/2014 Version 1.a Date of Publishing: 11 May 2018