di w i g af t A es n Tac t e te s u n li c

s i l “

Where to start?★ What do we want our students to be able

to do?★ In what context do we want them to be

able to do it?★ (standards + syllabus + criteria) - data =

gaps

3

phases of

support➔ What do we want our students to

be able to do?➔ In what context do we want them

to be able to do it?➔ (standard + syllabus + criteria) -

data = gaps

Chunking

Writ

e ba

nd 6

ext

ende

d re

spon

se

Guided

Controlled

Synthesise research, content, course terms and concepts

Research

Understand question/directive

Independent

Use terms and concepts correctly

Construct a sentence TEA

CH C

ON

TEN

T

Controlled tasks:

★ Progressive brainstorm★ Watching documentary with discussion★ Think, pair, share★ Whole class shared reading★ Text deconstruction as a class with margin notes★ Front loading

It would take a lot of time and effort to assess every student through controlled tasks, and most don’t require this much support, so controlled tasks are most useful as embedding into a program in preparation for an assessment task.

Ada d m TE - Mul l u l P ra Un

Text deconstruction as a class with margin notes

Front loading for extended response Q

Guided tasks:

★ Picture sequencing★ Sentence strips sequence★ Predicting from keywords, picture or title★ Group picture labelling activity★ Definition match★ Classification/sorting activity - provide resources, students

organise/comment★ Using margin questions on provided text - independent★ Skeleton text (provide topic sentences or sentence starters)★ Spot the difference (theirs/ours, mine, yours)★ Dictagloss activity★ Deconstruction/Reconstruction

Ada d m TE - Mul l u l P ra Un

Dictagloss Activity In your groups, assign police roles:

● Punctuation police● Grammar police● Syntax police● Paragraph structure police● Nominalisation police● Links police● Cohesion police● Clarity police● Concision police● Lexical density police● Modality police

Teacher reads texts aloud - refer to handout

Dictagloss Activity – Prelim Legal (resolving disputes)

‘Assess the effectiveness of the methods for resolving disputes with the state.’

1. A short text is read to the class at normal pace. The students should listen for meaning.

2. The text is read again, and as it is being read, the students write down key words and phrases.

3. Working in small groups, students pool their words and phrases and attempt to reconstruct the

text from their shared resources. Their version should contain the main ideas of the text and

approximate the language choices of the passage.

4. Working in groups, students complete research (guided if necessary) to fill the case study gap in

their response.

5. Each group of students produces their own reconstructed version, aiming at grammatical

accuracy, textual cohesion and appropriate example integration.

6. (Optional) Groups submit their final text to the teacher anonymously and the teacher reads each

groups’ submission to the class. Students refer again to the Information Constituents column from

their table to check each text satisfies all components; discussion is encouraged to confirm the

latter.

Part A

Information Constituents Examples from Text Extra Research A. Who? B. Location? C. Method? D. Theme E. Benefit(s) F. Challenges(s) G. Legislation H. Case study

I. Judgement

Part B - Optional Rewrite each box in the following order:

D. A. B. C. G. I. H. E. F. I. D.

Rewrite again, adding connectives and rephrasing H. I. and G. every time they are repeated.

SAMPLE PART A Disputes with the state - Informal methods - Trade unions

Trade unions work to protect the rights of workers and bargain on their behalf with employers, which protects their rights to a fair wage and fair conditions. The law protects the rights of workers to join a trade union or remain outside the trade union. Under both state and federal law, unions automatically have standing to represent workers in industrial relation tribunals. In return for the benefits of membership, union members have the responsibility to pay their membership fees and obey the rules of the trade unions.

Under federal and state law it is an offence to dismiss a worker because they are a member of a trade union or, conversely, because they are not a member of a trade union. Unions help to protect the rights of workers in areas of underpayment of wages, unfair dismissal, harassment and workplace bullying, workplace health and safety; and they generally provide advice to workers about their rights. Unions also play a wider role, lobbying governments on a range of industrial and social issues such as maternity leave.

Australian unions have contributed to substantial gains for working people – regular pay increases, universal superannuation, Medicare, family payments, award changes to boost incomes, and the establishment of career paths, parental leave, and a host of other gains. Research suggests that compulsory superannuation achieved by unions in the 1980s has been the single most important factor mitigating wealth inequality in Australia in the past 15 years.

In 2005 the Howard Government introduced an amendment to the Workplace Relations Act 1996 known as ‘WorkChoices’. This policy introduced a number of amendments to the Act that were designed to move workers away from awards and collective agreements towards individual agreements known as Australian Workplace Agreements (AWAs). Workers effectively lost the right to bargain collectively, as the employer could insist on an AWA as a condition of employment. There were many other areas of the legislation that were criticised by many commentators as favouring employers in bargaining and employment. One other area that was widely criticised was the end of the right to sue for unfair dismissal in workplaces where fewer than 100 workers were employed and restrictions on unfair dismissal laws for employees in larger enterprises.

The Australian Council of Trade Unions (ACTU), the body representing all unions, and individual trade unions commenced a campaign called ‘Your Rights at Work’, which included advertisements on TV, radio and in the newspaper. The campaign was highly successful and contributed to the fall of the government in late 2007.

The Australian Labor Party (ALP) also opposed WorkChoices. Labor won government at the 2007 election and repealed the whole of the ‘WorkChoices’ legislation with the Fair Work Act 2009.

Information Constituents Examples from Text Extra Research

A. Who? Trade Unions

B. Location? Australia, work place

C. Method? -to represent workers in industrial relation tribunals - lobby governments on industrial and social issues -informal method of dispute resolution

D. Theme(s) Rights and responsibilities Balancing the rights of the individual against the state

E. Benefit(s) regular pay increases, universal superannuation, Medicare, family payments, award changes to boost incomes, and the establishment of career paths, parental leave, and a host of other gains, superannuation

F. Challenges(s) Informal dispute resolution – only power to lobby, no legal authority Non-Labor governments/legislation

G. Legislation Workplace Relations Amendment (Work Choices) Act 2005 Fair Work Act 2009

H. Case study 2005 Howard introduced ‘WorkChoices’. No awards or collective agreements – everything individual = no power cos power in numbers Unfair dismissal legally allowed in workplaces <100 workers Australian Council of Trade Unions (ACTU) - ‘Your Rights at Work’, campaign of ads to get rights back Australian Labor Party (ALP) agreed, brought rights back when they won the election

ACTU advertising blitz for 8 weeks, ads parodied WorkChoices legislation in 2005-07, focus on families struggling with insecure work, while companies they work for bank larger and larger profits. 2008-9 - The Australian Industrial Relations Commission replaced 1560 state and federal awards with 122 modern awards 2009 – Fair Work Australia was formed/replaced the Australian Industrial Relations Commission. 2009 –transitional arrangements to majority of mod awards to start. New pay rates, penalties and loadings phased over 4 years.

I. Judgement Trade unions have been effective, but only after the fact

NominalisationA process for forming nouns from verbs or adjectives.

In the process of nominalisation whole clauses (verb groups) are collapsed into noun groups. What were once ‘activities’ have now become ‘things’ represented by dense noun groups:

‘ ’ – more spoken-like (verb groups)‘ ’ – more written-like (noun group)

16

Der a k , B. (2011) A ne r r o p o f ac s. New n, Sy ey: E: li Pri y E li T c i g A oc i p 161

Nominalisation for concisionA person who transforms their ideas into a new business is called an entrepreneur: they operate a business venture with a risk, but with the hope of making a profit.

● Entrepreneurship carries a risk.● The transformation of new ideas into new business involves a risk for the

entrepreneur.● The operation of a new business is always risky.

17

Nominalisation for concision• An entrepreneur is motivated to establish and operate a business and this is at the heart of our private economic system.

• Business is a major creator of wealth within the Australian economy.

• Businesses produce a vast range of products that enable us to satisfy many varied wants, which results in a higher standard of living.

18

Nominalisation for topic sentencesDiverse

Promote

Economy

Private

Commercial

Product

Expend 19

Suffixes

ion ing ous

ness able ity

ation ive ful

al ment ed

ify ture ic

Spot the difference - ours, mine, yoursRefer to the Commerce, Promoting and Selling Task in your handout.

F Q8 - E ff f :

● A ;● C f ;● D ff f

Find the exemplar for Q8… COMPARE with student response on next slide...

1

Notice of Assessment Task

Course: Commerce

Task Title: Promoting and Selling, Task 2

Outcomes Being Assessed

5.1 5.6 5.7 5.8

applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues researches and assesses commercial and legal information using a variety of sources explains commercial and legal information using a variety of forms

The Task - Presentation

You are to select ONE advertisement and answer the questions below in a presentation format e.g. PowerPoint, Google Slides, etc. You may choose any type of product and any advertisement format, however you must confirm the suitability of your selection with your teacher. If you choose a video advertisement, for example from YouTube, the advertisement must not exceed 60 seconds, and must be imbedded within the presentation (i.e. the clip plays within the presentation, not a link that goes to YouTube). Your advertisement may use completely legal and ethical promotion strategies, OR you may identify an advertisement that may have some ethical or legal issues with it, e.g. a Barbie ad that uses bright colours and footage of kids playing is completely ethical, but an ad for alcohol that shows kids drinking by the pool, raises some issues. Your presentation must cover the following (please use the headings as titles for your slides and write the question you are answering): The Product 1) Include the advertisement and list the features used in the ad (you can annotate the ad, or write a

summary) Target Market 2) Define market segmentation 3) Identify the target market/s of the advertisement (of the ad NOT the product, although one can inform

the other) 4) Explain how the advertisement appeals to this target market (what techniques are being used that appeal

to the target market e.g. colours, celebrities etc.) Promotion Strategies 5) Identify the type of advertising used (e.g. mass marketing, direct marketing etc.) 6) Describe how the product is differentiated (e.g. service, convenience, value, social and ethical,

environmental etc.) 7) Explain how effectively the advertisement highlights the product’s differentiation

2

Evaluation (300 words) Here you have an option of two questions, you must respond to ONE of the following options: 8) Evaluate the effectiveness of the advertisement in regards to:

• addressing the target market; • communicating information about the product; and • differentiating the product from other similar products on the market.

OR

9) Evaluate the appropriateness of the advertisement for its target market. Consider:

• how it addresses its target market; • how much relevant information about the product is actually in the ad; and • any legal or ethical issues with the material in the advertisement.

Evaluate - Make a judgement based on criteria; determine the value of. You will be given FOUR lessons to prepare this presentation, and ONE 40 minute lesson on how to effectively evaluate. Make sure that you seek assistance from your teacher if you are unsure how to approach any part of this task. You will be required to submit either a hard copy of your slides, or upload your presentation to a Google Classroom assignment – this will be at your teacher’s discretion.

Exemplar Q8

The Cadbury’s Halloween advertisement is an effective ad. It uses techniques that address a young target market, and includes an image of the packaging with information about the product. Further, the ad differentiates from other confectionary ads by drawing on interest in Halloween to promote the product.

The ad’s target market is children. It addresses its target market by amalgamating the traditional Cadbury’s colours (purple and white) with the colour orange of Halloween. Cadbury’s also addresses their usual target market (children and their parents) by making the salient feature – the freddo frog – look playful and happy. Additionally, the ad catches the attention of their young target market by using bold text and inclusive language, ‘your’.

Further, the ad effectively promotes the product because it communicates a lot of information about the chocolate. By featuring a picture of the product, the consumer learns that there are 15 chocolates in a bag (suggesting value for money), and they also learn how to identify the product on the shelf.

Finally, the ad uses social differentiation to make it more appealing than other, similar, products. It markets the product as essential to celebrating Halloween, and uses the location of the ad (a poster close to the shops) to further promote the ad at an optimum time for encouraging impulse buying.

Therefore, it is evident that the Cadbury’s ad is an effective ad because it carefully targets its market, uses inviting, youthful features, and effectively promotes the product because it communicates a lot of information about the product and successfully differentiates itself from other similar ads and products.

evaluate the effectiveness of the addThis particular product is addressed to people from 8 up to any but mostly its addressed to people from 8 to 30 in particular the teenagers. The reason why this product is tfor at teengaers the most is because they play the most sport go to the gym and are going through puberty and can get realy smelly, and people that are in their twentys go to work and gym and sometimes play sport so they also will need it. the reason i chose 8 for the range of people purchasing the product it because that’s when kids start to play a lot of sports In the Ad their communicating information at the start of the ad was repetition he said my brother is the best at getting girls, playing rugby etc which gets their attention to buy it

Ours -> mine...What’s the exemplar got that I don’t have?

➔ Refer to the exemplar beneath the

Promoting and Selling Task & spot the differences

➔ Make a list

➔ Then correct

Mine -> yours...Now students have a list of what to look for from comparing their own draft, so now they can check a peers’. Using that list:

➔ Annotate ➔ Correct➔ Suggest➔ Move➔ Replace➔ Add ...in a peer’s work.

Deconstruction/Reconstruction - Reading for summaries1. Read for understanding (clarify unclear words)

2. Underline the 5 Ws - who,where, when, what, why/how? (key words)

3. Remove unnecessary text OR Rewrite key words only

4. Reconstruct meaning - add: synonyms for key words, new words, extra detail, and basic judgements if possible

5. FINAL PRODUCT → Summarised paragraph

The theory of demandDemand refers to the quantity demanded of a good or service by consumers at a particular price at a specified time. Demand is influenced by a range of factors such as disposable income, the prices of other goods and services, consumer tastes, advertising, technology, fashion, the age and income distribution of the population and seasonal influences. Demand refers to effective demand, which is the ability of consumers not only to want or desire goods and services, but to have the ability to pay for goods and services with their money income. Demand is based on the utility or satisfaction consumers derive from consuming goods and services. As the quantity of goods and services consumed increases, the marginal utility (or change in total utility) gained from each successive unit consumed diminishes.

The theory of demandDemand refers to the quantity demanded of a good or service by consumers at a particular price at a specified time. Demand is influenced by a range of factors such as disposable income, the prices of other goods and services, consumer tastes, advertising, technology, fashion, the age and income distribution of the population and seasonal influences. Demand refers to effective demand, which is the ability of consumers not only to want or desire goods and services, but to have the ability to pay for goods and services with their money income. Demand is based on the utility or satisfaction consumers derive from consuming goods and services. As the quantity of goods and services consumed increases, the marginal utility (or change in total utility) gained from each successive unit consumed diminishes.

The theory of demandDemand refers to the quantity demanded of a good or service by consumers at a particular price at a specified time. Demand is influenced by a range of factors such as disposable income, the prices of other goods and services, consumer tastes, advertising, technology, fashion, the age and income distribution of the population and seasonal influences. Demand refers to effective demand, which is the ability of consumers not only to want or desire goods and services, but to have the ability to pay for goods and services with their money income. Demand is based on the utility or satisfaction consumers derive from consuming goods and services. As the quantity of goods and services consumed increases, the marginal utility (or change in total utility) gained from each successive unit consumed diminishes.

Mix ‘em up! based on diminishes ability of consumers utility effective demand age technologyspecified time quantity pay tastes

consumers disposable income income distribution factors Demand advertising

particular price influenced satisfaction marginal utility fashion

other goods and services seasonal influences g good or service

Can we

say any of

this using

different

words?

Reconstruct Paragraph➔ Use the key words to construct

a new, brief, paragraph.

➔ Use synonyms & rearrange!

This is (effectively) a summarised paragraph.

The process ensures students make meaning from the text, and learn key terms, rather than just reducing text/rewriting without thinking (by rote).

Independent tasks:

★ Developing a rough draft or plan★ Proof-reading/amending someone else’s final draft★ Extended response with highlighting and annotations★ Revised draft with applied teacher feedback★ Annotating texts/examples/case studies★ Completing a research scaffold★ Photographic essay★ Short answers (building to paragraph)★ Oral component (with mode shunting if necessary)★ Portfolio

Ada d m TE - Mul l u l P ra Un

go.at#

.

,

delvingg

0 Sgs

-

Thesis

=

¥

ilko¥6 =

HIAHMODAHM⇐atofto oo see

⇐ - too

BnsmissToms&honap@

Extended response with highlighting and annotations (success criteria)★ Review HSC marking criteria - what is it asking me to do?★ Make a success criteria (or checklist) ★ Review exemplar HSC response - apply checklist, annotate, add to success

criteria★ Write own draft ★ Revise draft - submit WITH highlighting and annotations to demonstrate

understanding and application of language conventions and subject specific skills (as outlined in success criteria)

HSC Legal Studies – Human Rights

Question 23 (2017 paper): Evaluate the effectiveness of both legal and non-legal responses to ONE contemporary human rights issue. (8 marks)

Examine the marking criteria and sample answer:

Highlight key words Unpack directive Discuss what things mean Make a code Discuss how the sample answer addressed the marking criteria

Adapted from Legal Studies HSC Exam Pack 2017 - http://educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/hsc-exam-papers/2017/legal-studies-2017-hsc-exam-pack

Sample answer:

Human rights are protected by both legal and non-legal measures. However, these legal and non-legal measures are not always as effective as each other. The effectiveness of legal and non-legal measures is based both on raising awareness in the community about the importance of the issue, and also promoting change in the community to ensure positive outcomes for the future.

A contemporary issue that has been discussed in the community is the treatment of young people in detention. Under the Convention on the Rights of Children, a treaty to which Australia is a signatory, incarceration should only be used as a last resort and the rehabilitation of young offenders should be a priority eg Young Offenders Act 1997 (NSW).

The media plays an important role in promoting human rights for young people. The publicity given to the treatment of young people at the Don Dale Detention Centre in the Northern Territory led to the establishment of a Royal Commission into the treatment of young people in detention. This shows that non-legal measures can have a significant influence on legal measures in our society. The detention of minors in adult prisons in Victoria has also been the subject of media attention that has forced administrative changes in that state.

Context Directive Literacy Focus Marking Criteria Descriptors

Which part of my assessment task am I focusing on?

Which part of the syllabus does it cover?

What HSC directive term am I writing to?

Spelling Syntax Concise sentences Structure Punctuation Modality Nominalisation Signposting Referential verbs Referential nouns Grammar

What’s this look like to my teacher/NESA (refer to assessment task marking criteria, HSC past paper marking criteria, notes from the marking centre)

1. Review exemplar response 2. Deconstruct marking criteria (code A

band objectives) 3. Annotate exemplar response using code

What does this look like to me (i.e. how do I write?)?

Support this process with metacognition activity – deconstruction/reconstruction of exemplar + add tips for remembering HOW to do this myself

Question 1: Evaluate the effectiveness of both legal and non-legal responses to ONE contemporary human rights issue. (8 marks)

Syllabus Part II of Core: Human Rights Contemporary issue which illustrates the promotion/ Enforcement of human rights

Demonstrate – show by example

Demonstrates extensive understanding of one contemporary human rights issue

Code: U - understanding Code: HR – human rights issue

Best example from the exemplar.

Tips for writing like this myself:

Makes an informed judgement using criteria about the effectiveness of legal and non-legal responses to a contemporary rights issue

Code: J – judgements Code: C – criteria Code: EL – effectiveness of legal response Code: ENL – effectiveness of non-legal response

Best example from the exemplar.

Tips for writing like this myself:

Oral Component (Mode Shunting)

★ Voice over is in conversational language (spoken like)

★ Slides include supporting picture, relevant keywords and/or points as ‘written like’

★ Example on next slide

Extract - Prelim Legal Task

For this task you will submit a 6 - 7 minute recorded oral presentation with Power Point, addressing the following question:

“Assess the role of law reform in addressing emerging technological issues and enforcing rights.”

Your presentation must focus on ONE of the following technological issues:

• Facebook/Social Media

• Digitally altered images i.e. photoshopping

• Cyber-bullying

• DNA evidence

• Cybercrime

• Privacy and cyberspace

• Copyright & downloading

• Surrogacy or IVF

• Websites and contempt of court

• Non-consensual sharing of images

• Student identified topic

Recommended slide breakdown:

Title Slide

Slide 1 – Background to the contemporary issue, impacts of technology on the individuals

Slide 2 – The need for law reform on the contemporary issue

Slide 3 – Difficulties with enforcing the law

Slide 4 – Legislation

Slide 5 – Case studies

Slide 6 – Media articles

Slide 7 – Evaluation of the law reform in addressing the issue

Bibliography

Adapted from F. Callahan, MHS, 2016

Portfolio➔ A collection of tasks that have been marked and given feedback over a

term/semester/year➔ Overall literacy focus➔ Multiple literacy focuses➔ Track progress➔ Emphasis on application of feedback➔ Development of mastery➔ Easy to mark at the end