Transcript Dumb ways to die

1. You don’t know the VCAA
requirements
At the end of today you will:
1. Have seen the entirety of the course
2. Have considered the assessment requirements
3. Have access to some practical planning and teaching
tools to help get you started.
2. You take student results
personally
You can lead them to water,
but you can’t make them drink.
We will look at the importance of:
1. Cross-marking
2. Assessment rubrics
3. Effective feedback
3. You forget to have a life
If you aren’t enjoying it, they won’t be either.
A quick glance at:
1. Creating positive learning environments
2. Working with young adults
3. Managing stress – yours and theirs.
1. VCAA Requirements
The big picture
Unit 3 English
- Outcome 1: Reading and responding
- Outcome 2: Creating and presenting
- Outcome 3: Using language to persuade
Unit 4 English
- Outcome 1: Reading and responding
- Outcome 2: Creating and presenting
Final examination - 30th October 2013
1. VCAA Requirements
Assessment
Unit 3
Overall 25%
- Outcome 1
30 marks
Written analysis
- Outcome 2
30 marks
Written response
(1 longer or 3
smaller)
- Outcome 3
20 marks
Oral presentation
20 marks
Written analysis
Unit 4
Overall 25%
- Outcome 1
50 marks
Written analysis
- Outcome 2
50 marks
Written response
(1 longer or 3
smaller)
Overall 50%
Three essays
Examination
GAT & Indicative grades
• The GAT is used to predict how students will perform
and is a back-up for calculating a result if there are
any unforeseen circumstances.
• Indicative grades must be submitted:
This grade indicates how you expect your students to
perform in their final examination.
• You should receive a statistical analysis of these
results for the cohort and for your individual class.
1. VCAA Requirements
Outcome 1: Text study
Analysing a text for:
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Meaning
Character
Plot
Literary devices
Themes
Assessment: Formal analytical essay
1. VCAA Requirements
Maximising outcomes
Deliberately teach essay structure, including TEEL.
Specific examples, including quotes
Knowing the context of the writing and the author’s
intention.
Deliberate use of metalanguage
Extended vocabulary
1. VCAA Requirements
Outcome 2: Creating &
Presenting
• Imaginative landscapes
• Encountering conflict
• Exploring issues of identity and belonging
• Whose reality?
• Assessment: Written response – expository,
persuasive and/or imaginative.
1. VCAA Requirements
Maximising outcomes
Covering a wide variety of issues within the context
Empowering students to find their writing strength
 Expository essay
 Persuasive essay
 Imaginative
Stressing the importance of actually answering the
question they are given.
1. VCAA Requirements
Outcome 3: Using language to
persuade
Analysing various media
genres
Identifying
• Overall issue
• Articles
• Main contention
• Blogs
• Tone
• Speeches
• Style
• Opinion pieces
• Visual
• Advertising
• Supporting arguments
• Persuasive techniques
• Impact on the reader.
ULTP Essay planning table
What is the topic of the article? (p.11&12)
Article reference:
What is the main contention? (p.11&12)
Introduction
What is the tone? (p.7)
What is the writing style? (p.5&6)
Supporting Argument
Technique & Quote
Impact (p.29-31)
Body para’ #1
Body para’ #2
Body para’ #3
Conclusion
The concluding argument
1. VCAA Requirements
Maximising outcomes
Stressing the importance of argument and impact.
Don’t define the techniques but do use examples that
show you understand what they mean.
Strong essay structure – no formal conclusion, simply
analyse the conclusion of the piece.
Commenting on any visuals – ignoring the visuals will
lose you marks.
Examination strategy: Read the article/piece for
Outcome 3 during the Reading time
1. VCAA Requirements
Final Examination:
th
30
Oct
• Three essays in three hours: one for each of the
outcomes.
• Preparation
• Timed responses
• Making the most of the September break
• Practice exam
• Example pieces
• Keeping up with the marking
• Marking like you are an assessor – out of 10, using a
bell curve, where 5 is average.
1. VCAA Requirements
Examination strategies
• During Reading time:
• Read the questions for your texts only.
• Read the written piece for Outcome 3 and begin
planning in your mind – don’t touch your pens.
• Make sure you read the Background information given
for Outcome 3 – it will often tell you about the issue and
the target audience
• Answer Outcome 3 first
• Be disciplined about time: 1 essay per hour (5
minutes planning, 55 minutes writing).
2. Student results
Cross-marking
2. Student results
Assessment rubrics
2. Student results
Effective Feedback
• Commenting on student work
• Keep it positive
• Be specific
• Give them something they are doing right
• Something they can continue to do next time they write
• Something to work on for next time
2. Student results
Effective feedback
3. Having a life
Creating positive learning
environments
• The better prepared you are, the better things will go.
• Knowing what you are aiming to do each lesson will
keep you on track
• Help students verbalise what they have learned in
that class by setting aside 5 minutes at the end to go
around the room and have everyone say “What I
learned today was…”
• This gives you immediate feedback of any
misunderstandings
• Gives you the opportunity to affirm students.
3. Having a life
Working with young adults
• They aren’t kids, don’t treat them like they are.
• Show respect and expect respect in return.
• Be interested in what they like.
• Be open to learning from them – they have terrific
ideas.
• Be ready to laugh (at yourself and with them)
• Don’t take it personally – you don’t really know what
life is like for them.
3. Having a life
Managing stress – yours and
theirs
• It’s stressful.
• Remember to give yourself permission to not think
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about it.
Be aware of when you are getting sick – take time off.
Don’t say it.
Occasionally remind them that their lives don’t
actually hinge on this one exam.
Remember: chocolate makes everything better 
Thank you for listening 