Literature integrating Australian Curriculum



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Achievement Standards


Achievement standards in the form of unit grades provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work. Grades are organised on an A-E basis. During 2014 – 15 the BSSS grade descriptors will be used in determination of grades.

The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses.

Grades are awarded on the proviso that the assessment requirements have been met. When allocating grades, teachers will consider the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.

Appendix B Lists the Australian Curriculum Achievement Standards for English. Colleges implementing this course will be encouraged to provide advice on these standards to contribute to ACARA’s validation of the standards.



Unit Grade Descriptors for T CourseS

Assessment criteria

Responding critically

Evaluation and synthesis of ideas

Imagination and originality

Use of language

Control of medium

A student who achieves an A grade typically

responds to texts critically and with a high degree of insight

justifies viewpoint through well-structured, logical argument and highly effective use of textual references



synthesises and evaluates material in a complex manner to construct a perceptive response

demonstrates a high degree of creativity and originality

communicates with a sophisticated control of language for a range of purposes and audiences

demonstrates a highly developed control and use of the conventions of the medium

A student who achieves a B grade typically

responds to texts critically and with insight

justifies viewpoint through structured, logical argument and effective use of textual references



synthesises and evaluates material in an effective manner to construct a competent response

effectively demonstrates creativity and originality

communicates with effective control of language for a range of purposes and audiences

demonstrates an effective and consistent control and use of the conventions of the medium

A student who achieves a C grade typically

responds to texts critically and with some insight

justifies viewpoint through structured argument and some use of textual references



synthesises and evaluates material to construct a satisfactory response

demonstrates some creativity and originality

may present work that is derivative in nature



communicates with developing control of language for a range of purposes and audiences

demonstrates understanding of the conventions of the medium but applies them inconsistently

A student who achieves a D grade typically

responds to texts with occasional insight

shows some capacity to justify and support viewpoint



synthesises and evaluates material in a limited manner to construct a response

demonstrates limited creativity and little in the way of originality

may present a literal interpretation



communicates with inconsistent control of language with limited understanding of purposes and audiences

demonstrates a partial understanding of the medium and limited use of its conventions

A student who achieves an E grade typically

paraphrases or retells

shows little capacity to justify and support viewpoint



constructs a simplistic or incomplete response

demonstrates an understanding of simple and concrete ideas

presents a literal interpretation



communicates with limited control of language

demonstrates little understanding of the conventions of the medium



Student Capabilities

Literacy


Literacy is important in the development of the skills and strategies needed to express, interpret, and communicate complex information and ideas. In Literature, students apply, extend and refine their repertoire of literacy skills and practices by establishing and articulating their views through creative response and argument. They experiment with different modes, mediums and forms to create new texts and understand the power of language to represent ideas, events and people.

Numeracy


Students use numeracy in Literature when they practise and apply the skills of interpreting and analysing, comparing and contrasting, making connections, posing and proving arguments, making inferences and problem solving as they create and respond to a range of texts. For example, students use numeracy skills when they create and interpret sequences and spatial information in non-fiction texts or consider timing and sequence when developing photo stories. They draw conclusions from statistical information and interpret and use quantitative data as evidence in analytical and imaginative texts.

Information and communication technology (ICT) capability


There is a particular focus in Literature on ICT through the use of digital texts and on understanding and creating multimodal texts. In Literature students discern the quality of information and ideas presented in multimodal texts. They develop understanding of the relative possibilities, limitations and consequences of using different forms of digital technologies to explore, interpret and create literary texts. They develop skills in reading, viewing and responding to digital and multimodal texts, and in analysing the effects of the use of different mediums on meaning and interpretation, particularly in new and emerging literary forms, for example digital story-telling and hypertext fiction.

Critical and creative thinking


Critical and creative thinking is an integral feature of the study of and creation of texts in Literature. Students analyse and evaluate issues and ideas presented in texts. In both thinking about and creating their own texts, they recognise and develop arguments, use evidence and draw reasoned conclusions. Students experiment with text structures and language features as they transform and adapt texts for different purposes, contexts and audiences. Students use critical thinking when they use their knowledge of language to analyse a range of texts in relation to their purpose, context, audience, structural and language features, and underlying and unstated assumptions. They investigate the ways language is used to position individuals and social and cultural groups. Creative thinking enables students to apply imaginative and inventive capacities in the creation of their own original works.

Personal and social capability


Students develop personal and social capability in Literature by enhancing their communication skills, for example, through collaborative research, reflective practices, and developing empathy with and appreciation of the perspectives of others. Close critical engagement with texts assists students to understand different personal and social experiences, perspectives, challenges and emotions. Students identify and express their own opinions, beliefs and responses by interacting with a range of texts. Students work collaboratively in teams and also independently as part of their learning and research endeavours.

Ethical understanding


Through the study of Literature students come to develop an increased understanding of complex issues and the questions surrounding rights and responsibilities in our modern world. Students develop greater empathy for the attitudes and opinions of others by interacting with and interrogating a range of texts. Ethical understanding is explored through the selection of texts for study, for example, when students engage with ethical dilemmas presented in texts, considering reasons for actions and implications of decisions. They explore and question values, attitudes, perspectives and assumptions in texts, examining how they are presented, their impact on audiences and how they are reflected in their own responses.

Intercultural understanding


In Literature, intercultural understanding encourages students to make connections between their own experiences and the experiences of others. Through the study of contemporary texts, texts from the past and texts from diverse cultures, students explore and analyse these connections. Students understand and can express the interdependence of language, culture, identity and values, particularly in the Australian context, and are able to appreciate and empathise with the cultural beliefs, attitudes and values of others. They study how cultural concepts, beliefs, practices and perspectives are represented in a range of textual forms and for a variety of purposes and audiences. They pay special attention to the contribution of Aboriginal and Torres Strait Islander Peoples and Asian cultures to literature in Australia.



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