* This sample illustrates how a particular stimulus and task can be used to illustrate achievement at more than one standard.
The work samples in this section form the Level 5 part of the assessment map for the Speaking and listening dimension of the English domain. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The standard below describes what students should know and be able to do when they achieve the Level 5 standard in the Speaking and listening dimension.
At Level 5, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience.
When listening to others, students ask clarifying questions and build on the ideas of others. They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses.
The following work samples illustrate the kinds of responses that students typically produce:
Annotations identify for each sample on the assessment map attributes of the student responses that relate to specific elements of the standard.
In some cases work samples are based on the same stimulus material and tasks, but exemplify achievement at a standard, or at different points above or below the standard.
This task has a listening and a speaking component.
Context for listening component
For the listening component of this task students listened to a recording of a radio talkback program on dog ownership in which four callers each discuss their points of view with the radio host.
Students were given 20 minutes to answer a series of questions about the talkback program. They were expected to work independently with no assistance from other students or their teacher. As this was not a reading exercise the questions were read aloud before the extract was played and could be repeated later, if this was considered necessary.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 5
(Students) express … analytical responses to texts, themes and issues.
They identify main issues in a topic and provide supporting detail and evidence for opinions.
They critically evaluate the spoken language of others …
Listening Stimulus
Listen to the talkback program, Dog Ownership.
The audio tape is available on the CSF II English Annotated Work Samples CD-ROM and is included in the VELS section (Support Materials) of the Student Learning DVD. These resources are available in schools.
Sample
The following samples illustrate the kinds of responses that students typically produce when they have achieved the elements of the standard addressed by this task.
1. Nigel is the third caller. Where does Nigel work?
2. Who does Nigel believe is mainly responsible for the problem of stray and lost pets?
councils
volunteers
dog owners (correct answer)
talk back hosts
3. Bob is upset because his daughter was nearly attacked. How can you tell he feels strongly about this from the way he speaks?
4. What is Bob’s point of view?
People who own dogs should be fined.
Dogs should always be on a leash.
Dog laws should be enforced. (correct answer)
All dogs are dangerous.
5. List three things that Fiona says the council have done to address the issue.
6. Summarise Nina’s point of view in one or two sentences.
7. Why does Mary-ann occasionally interrupt the speakers?
to give her own opinions
to get them to finish more quickly
to stop callers from becoming too upset
to encourage them to expand their views (correct answer)
Annotation
Speaking and listening – Level 5
Questions 1–7: The student listens and responds to spoken texts, such as media texts, dealing with some challenging themes and issues.
Key element of Speaking and listening Level 5
(Students) express … analytical responses to texts, themes and issues.
Speaking and listening – Level 5
Questions 1–3: Questions 1–3 can be answered by students as they progress from Level 4 towards the Level 5 standard.
Key element of Speaking and listening Level 5
They critically evaluate the spoken language of others …
Speaking and listening – Level 5
Questions 4–6: The student recalls and summarises a speaker’s point of view and recalls a comprehensive range of specific details used to support arguments.
Key element of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail and evidence for opinions.
Speaking and listening – Level 5
Question 7: The student interprets the behaviour and motivation of a speaker.
Key element of Speaking and listening Level 5
They critically evaluate the spoken language of others …
Context for speaking component
Following the listening activity students completed the speaking component of this task. Working in small groups, students selected an aspect of dog ownership to develop into a data show presentation. The groups were given a list of possible issues and a small selection of pamphlets, leaflets and newspaper articles as initial resource material.
Each group worked to prepare a minimum of three slides for the data show and one student from each group gave the presentation to the whole class. The activity took place over two 45-minute sessions.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 5
Students:
… prepare and present spoken texts for specific audiences and
purposes.
… express creative and analytical responses to texts … and issues.
They identify main issues in a topic and provide supporting detail and evidence for opinions.
They use … multimodal texts to support individual presentations in which they inform or persuade an audience.
Stimulus
PRESENTATION ON AN ASPECT OF DOG OWNERSHIP DISCUSSION GUIDE
Here are some possible topics:
REQUIREMENTS OF PRESENTATION
There must be a minimum of three slides.
Sample
Video presentation
View video presentation by nominated student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – Level 5
The student prepares and presents a data show presentation on a challenging issue for a specific audience and purpose.
Key element of Speaking and listening Level 5
(Students) … prepare and present spoken texts for specific audiences and purposes.
Speaking and listening – Level 5
The student outlines ideas clearly, providing relevant and varied arguments for both sides of the issue.
Key elements of Speaking and listening Level 5
(Students) express … analytical responses to texts … and issues.
They identify main issues in a topic and provide supporting detail and evidence for opinions.
Speaking and listening – Level 5
The student shows evidence of creativity in the development of the issue beyond the resource material provided.
Key element of Speaking and listening Level 5
(Students) express creative … responses to texts … and issues.
Speaking and listening – Level 5
The student communicates clearly, using a slide show to summarise the main points of the presentation. Different perspectives are summarised under clear slide headings; the slides are clear, can be read by the audience and are appropriately illustrated.
Key element of Speaking and listening Level 5
They use … multimodal texts to support individual presentations in which they inform or persuade an audience.
This task has a speaking component only.
Context
Paired Debate involved students preparing and presenting an argument on whether or not sport should be compulsory in schools. Prior to preparing their presentations students were presented with a model of a paired debate (on a different topic) and had a brief class discussion about the main features of the model. A discussion guide provided a number of reasons both 'for' and 'against' the topic and summarised the rules of the paired debate.
Students worked in small groups to brainstorm ideas to support their position and anticipate the arguments of their opponents. The students then debated, in pairs, in front of the whole class with each speaker having several opportunities to present their own case and reply to that of their opponent.
The entire activity took place in two 45-minute sessions.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 5
(Students) express … analytical responses to … themes and issues.
They identify main issues in a topic and provide supporting detail and evidence for opinions.
They critically evaluate the spoken language of others …
Sample
The following sample illustrates the kind of response that students typically produce at 4.75 as they progress towards the Level 5 standard.
Video Presentation
View video presentation by nominated students.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – 4.75
Excerpt 1 from Speaker One: ‘… should be compulsory, because if the school offers a sport that a child likes, the child is, like, encouraged to pursue it out of school.’
Although the speaker develops some reasons for his opinions, his introduction is not well developed.
Key element of Speaking and listening Level 5
(Students) … provide supporting detail and evidence for opinions.
Speaking and listening – 4.75
Excerpt 2 from Speaker One: ‘It is going to benefit the school, it’s going to benefit the student in the long run if the student, likes, either takes up, like, football or tennis in future years.’
The first speaker attempts to rebut the second speaker, but his arguments are not always relevant.
Key element of Speaking and listening Level 5
They identify main issues in a topic …
Speaking and listening – 4.75
Excerpt 3 from Speaker One: ‘That’s how sport in schools can help by encouraging you by teaching you how to kick properly and handball properly, so you won’t get bagged in future. So I conclude that sport in schools is really good and gives you lots of skills for future years.’
The speaker presents an effective conclusion as a final statement, but it is not clear how the reason given supports the student’s opening statement.
Key element of Speaking and listening Level 5
(Students) express … analytical responses to … theme and issues.
Speaking and listening – 4.75 ‘The school has to pay for facilities and the student has to pay for uniforms as well and that costs a lot.’
Excerpt 1 from Speaker Two: The second speaker gives brief reasons to support his opinion, but with very little elaboration.
Key element of Speaking and listening Level 5
(Students) … provide supporting detail and evidence for opinions.
Speaking and listening – 4.75
Excerpt 2 from Speaker Two: ‘If you can’t kick the ball, people, like, bag you, and you get low self-esteem and feel really bad.’
The second speaker makes a statement in response to Speaker One, but the response is short and does not clearly rebut.
Key element of Speaking and listening Level 5
They critically evaluate the spoken language of others …
Speaking and listening – 4.75
Excerpt 3 from Speaker Two: ‘… the desk and a table can do a lot better than a ball.’
The second speaker provides a concise conclusion; however, the impact of this statement is diminished by a lack of earlier elaboration of the issues that it summarises.
Key element of Speaking and listening Level 5
(Students) express … analytical responses to … issues.
This task has a speaking component only.
Context
Students worked in small groups to decide how to spend one thousand dollars to improve learning in the classroom. Groups were given a sample list of items and their approximate cost; for example, paint the classroom $300, television and video player $700. They also had a discussion guide which prompted consideration of various elements, such as the needs of different groups in the classroom and possible drawbacks to their suggestions.
One student from each group was nominated to present the group‘s ideas and convince the class that their proposal was the best.
Students gave their presentation to the whole class without notes. The entire activity took place in a one-hour session.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 5
They critically evaluate the spoken language of others and … prepare and present spoken texts for specific audiences and purposes.
Sample
The following sample represents the kind of response that students typically
produce at 4.5 as they progress towards the Level 5 standard.
Video Presentation
View video presentation by nominated student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – 4.5
The presentation is logically organised with an appropriate introduction and conclusion and demonstrates an attempt to develop a sound rational argument through relevant examples.
Key element of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail and evidence for opinions.
Speaking and listening – 4.5
The student attempts to justify the group‘s proposal in comparison to other ideas.
Key element of Speaking and listening Level 5
They critically evaluate the spoken language of others …
Speaking and listening – 4.5
The reasons presented and choice of language demonstrate the intent of persuading the audience.
Key element of Speaking and listening Level 5
(Students) express … analytical responses to … issues.
Speaking and listening – 4.5
The student regularly attempts to engage the audience’s interest through use of pitch, gesture and tone.
Key element of Speaking and listening Level 5
(Students) … prepare and present spoken texts for specific audiences and purposes.
This task has a listening and speaking component.
Context
For the Listening component of this task students listened to an Aboriginal Dreamtime story, The Clarence Gaulgun, on an audio tape. The story was unfamiliar, included some complex details and was approximately 11 minutes long.
Students were given 20 minutes to answer a series of questions about the story. They were expected to work independently with no assistance from other students or their teacher. As this was not a reading exercise the questions were read aloud before the extract was played and could be repeated later, if this was considered necessary.
Answers to questions 1–7 and 9 were answered at the level. See Sample 4.0 for typical responses to these questions.
The key element of the standard addressed by this task is:
Key element of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail …
Listening Stimulus
Listen to the story, The Clarence Gaulgun.
The audio tape is available on the CSF II English Annotated Work Samples CD-ROM and is included in the VELS section (Support Materials) of the Student Learning DVD. These resources are available in schools.
Sample
The following sample illustrates the kind of response that students typically produce at 4.25 as they progress towards the Level 5 standard.
8. Explain how the mountains were created according to this story.
Annotation
Speaking and listening – 4.25
Question 8: The student is able to identify and explain the relevant information.
Key element of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail …
Context for the speaking component
Following the listening activity students completed the speaking component of this task.
Students worked in small groups to prepare and rehearse an individual retelling of The Clarence Gaulgun story. A discussion guide prompted them to consider various aspects of the story and consider how to make their retell interesting.
Presentations were rehearsed and then given to the whole class without any notes or prompts from the teacher. The entire activity took place in a one-hour session.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail …
(Students) express creative … responses to texts …
(Students) … present spoken texts for specific audiences and purposes.Stimulus
Discussion guide
The Clarence Gaulgun Discussion Guide
You are each going to retell the story of The Clarence Gaulgun in your own words. You will need to think about how to tell the story in a way that makes it interesting for your audience. You will each do your own retelling.
Follow these steps to help you prepare your retelling.
1. In a group, discuss what happened in the story. Help each other to remember the important details.
2. Share some ideas of how you might make small changes to the story to make it more interesting.
You don’t have to tell it exactly as it was told. You can leave some little things out or give a lot more detail about some other parts. Not every story of Little Red Riding Hood is told in exactly the same way, but it is still the same story.
3. In a group discuss how you tell a story in a way that makes it interesting. Share some ideas of what makes a good storyteller.
How do you start a story?
How might you tell a sad part of the story?
How might you tell the ending of the story?
4. On your own, think about how you want to tell the story.
Are there some parts you want to change a little bit? Practise telling the story to yourself. You might want to write some ideas down on paper to help you, but you will not have the paper with you when you tell your version of the story.
5. If you like, you can practise telling your story, or part of your story to one other person in your group. You do not have to do this.
Offer helpful suggestions to each other.
Samples
The following sample illustrates the kind of response that students typically produce at 4.25 as they progress towards the Level 5 standard.
Video Presentation
View video presentation by nominated student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – 4.25
The student attempts to engage the audience by presenting a logical and detailed recount of the story using a narrative style.
Key element of Speaking and listening Level 5
They identify main issues in a topic and provide supporting detail …
Speaking and listening – 4.25
The student shifts the major focus and intention of the original story by inventing direct speech and mannerisms in an attempt to use characterisation to portray the characters’ feelings.
Key element of Speaking and listening Level 5
(Students) express creative … responses to texts …
Speaking and listening – 4.25
The student sustains a direct appeal to the audience through the dramatisation of various actions, the use of facial expressions, humour, tone of voice and eye contact.
Key element of Speaking and listening Level 5
(Students) … present spoken texts for specific audiences and purposes.
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