Langford Islamic School

General English- Year 11 (2015)

Unit 1
Assessment outline
Assessmen
t type and
task
weighting

Creating
10%

Content

When/due
date/start and
submission date

Consider the ways in which texts

communicate ideas, attitudes and
values.
Consider how texts are constructed Term 1
Set Week 1
to engage and shape audience
Due Week 4
response.
The use of narrative techniques.

Assessment task
(*The term author is used throughout this document as
shorthand for the creator of the text.)

Task 1: (Journal Entries.) Class and Home

Maintain a journal based on their personal reading and
viewing of To Kill a Mockingbird, Modern Family, Sally
Morgan . Class and homework time allocated.

Task 2: (In-class short-answer questions.)

Responding
10%

Term 1
Set Week 3
Due Week 5

Use strategies and skills for

comprehending texts.
Consider the ways in which texts
communicate ideas.
Use information for specific purposes
and contexts.
Term 1
Creating
Create a text to communicate ideas and Set Week 5
10%
information.
Due Week 7
Communicate and interact with
others.
Create texts using written and
visual language to shape audience
response.
Responding
Term 2
10%
Locate and extract information from Set Week1
Due Week 3
texts.

(Students are provided with an unseen written text and

an unseen visual/multimodal text)
Respond to two short answer questions (200-300
words for each question)

Task 3: (Multimodal Presentations)

Create a multimodal presentation from the point of view

of a new community organisation, using appropriate
language and content to communicate ideas and
information about ways to prevent discrimination in
either the community or the workplace.
How could such a community organisation be beneficial
in Harper Lees Maycomb?

Task 4: (Home and in class)

Examine a range of informational print texts and/or websites

that compare or review a wide range of products and/or

 Use strategies and tools for

collecting and processing
information.
Understand how texts are structured to
organise and communicate information.
Term 2
Week 7

Examination
50%

Responding
10%

services and write a report in which you explain how one of

these compares or reviews goods and services effectively.

Relate texts to personal life and

other texts.
Pose and answer questions that
clarify meaning and promote deeper
understanding of texts.

Term 2
Set Week 6
Due Week 10

Task 5: Semester 1 examination: Duration 2 hrs

Comprehension (Two short answer questions from a choice
of two.)
Responding (One question from a choice of five.)
Creating (One question from a choice of five.)

Task 6:

Present a radio or television interview which debates

the pros and cons of a given topic.

100%

Langford Islamic School

General English- Year 11 (2015)
Unit 1
Assessment outline
Assessmen
t type and
task
weighting
Responding
10%

Content

When/due
date/start and
submission date
Term 3
Set Week 1
Due Week 3

Assessment task

Task 7: (In class& Home.)

Maintain a detailed and analytical reading journal

Task 8:

Summarise ideas and information

presented in texts.
Use persuasive, visual and literary
techniques to engage audiences in a
Creating &
Term 3
range of modes and media.
Responding
Set Week 3
Consider the effects of media, types Due Week 6
10%
of texts and text structures on
audiences.
Planning, organising, drafting and
presenting information or arguments
for particular purposes and
audiences.
Summarise ideas and information
presented in texts. Consider the
ways in which main ideas, values
and supporting details are presented
in everyday texts.
Use persuasive, visual and literary
Term 3
Creating techniques to engage audiences in a
Set Week 6
10%
range of modes and media.
Due Week 8
Consider the effects of media, types
of texts and text structures on
audiences.
Planning, organizing, drafting and presenting
information or arguments for particular
purposes and audiences.
Consider the ways in which
context, purpose and audience
influence meaning.
Identify similarities and differences
between own responses to texts
Term 4
Creating
Set Week 1
and
responses
of
others.
10%
Make inferences from content, text Due Week 3.
structures and language features.
Consider the use of language
features, such as tone, register and
style to influence responses

Students will work in small groups to create a flyer or

playbill introducing the studied play. The flyer could
include a representative image and three important
points gleaned from their reading and three questions
which might be answered in the play.
In groups of 3, students will create a website that
focuses on the main ideas of the play. Students will
present their website to the class. Students website
must include a variety of multimodal texts

Task 9: (In class and home.)

Create a digital or print feature article for an overseas

publication in which you argue for or against a
significant issue
Providence evidence of planning, drafting and editing.

Task 10: (Class and home.) Build up a portfolio on the set,

lighting and costumes/pros for the play and actors of 'The

Importance of Being Earnest'
Provide evidence of planning, drafting and editing
must be included.

Examination
50%

Term 4
Week 7

Identify facts, opinions, supporting

evidence and bias.
Select text structures, including
introductions and conclusions,
paragraphs, topic sentences,
connectives, and logical sequencing
of ideas and events to communicate
ideas in written texts.
Plan, organise, draft and present
information or arguments for
Creating particular purposes and audiences. Term 4
Set Week 6
10%
Locate and select information from a Due Week 10
range of sources.
Identify the relevance and
Usefulness of each source depending
on the context in which used.
Use a range of strategies for finding
information. Speak coherently and
with confidence for different
audiences and purposes.
Be receptive to others ways of
thinking and learning.
100%

Task 11: (In class.) Semester 2 examination: Duration

2 hrs
Comprehension (Two short answer questions from a choice of
two.)
Responding (Two questions from a choice of five.)
Task 12: (In Class & Home)

Create a 5 mins documentary on a researched topic

of your choice.