The work samples in this section form the Level 6 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 6 standard in the Speaking and listening dimension.
At Level 6, students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue. In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations.
They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
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.
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 an interview with Leon Wolk, who established an anti-racism program in a juvenile detention centre.
Students were given 20 minutes to answer a series of questions about the interview. 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 tape 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 6
(Students) … analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations.
(Students) … justify other points of view …
(Students) … reach conclusions that take account of aspects of an issue.
They draw on a range of strategies to listen to … spoken texts …
Listening stimulus
Listen to the interview between Leon Wolk and Phil Kafcaloudes
The audio tape is available on CSF II English Annotated Work Samples CD-ROM and is included on the VELS section (Support Materials) of the Student Learning DVDs. These resources are available in schools.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved elements of the standard addressed by this task.
1. How long has Leon Wolk been running his program to prevent racism in juvenile detention centres?
2. In Leon Wolk’s opinion do the juvenile detention centres make racism worse? Explain your answer.
3. What is one reason Leon Wolk gives to explain why kids end up in juvenile detention centres?
alcoholism
drug addiction
problem with school
problems with parents (correct answer)
4. What does the interviewer think of Leon Wolk and the work he is doing in the juvenile detention centres?
Support your answer by referring to the interview.
5. Explain the principles of Leon Wolk’s anti-racism program in the Juvenile Detention Centre.
6. How does Leon Wolk feel about the kids he works with in the juvenile detention centres?
Support your answer by referring to the interview.
7. Tick all the statements that Leon would agree with.
The community at large is not very interested in the problem of racism among
kids in juvenile detention centres. (correct answer)
You cannot do anything to make people less racist.
Kids in juvenile detention centres admit they are racist. (correct answer)
It was obvious from the beginning that the anti-racism program would succeed.
Juvenile detention centres are violent and dangerous places.
There is really no way to change the lives of the kids in juvenile detention
centres.
8. Here is the interviewer’s closing statement:
‘Leon Wolk, who is one of the heroes I suppose, goes into juvenile detention centres and tries to preach anti-racism to kids who have had this thing indoctrinated into them for quite some time.’
In your view what would Leon Wolk think of this statement?
Annotation
Speaking and listening – Level 6
Questions 1–4: The student understands explicit details about the text and uses this information to construct an appropriate response.
Key element of Speaking and listening Level 6
(Students) … reach conclusions that take account of aspects of an issue.
Speaking and listening – Level 6
Question 5: The student makes fine distinctions between ideas in a text and summarises the key aspects of an issue.
Key element of Speaking and listening Level 6
(Students) draw on a range of strategies to listen to … spoken texts …
Speaking and listening – Level 6
Question 6: The student shows an appreciation of the more subtle aspects of the text and recognises the complexity of the issue and how this affects Leon Wolk’s feelings.
Key elements of Speaking and listening Level 6
(Students) analyse critically the relationship between texts and contexts … in a range of situations.
(Students) … justify other points of view …
Speaking and listening – Level 6
Questions 7: The student identifies key ideas of a speaker, ignoring plausible, but incorrect, answers.
Key element of Speaking and listening Level 6
(Students) draw on a range of strategies to listen to … spoken texts …
Speaking and listening – Level 6
Questions 8: The student uses knowledge of a speaker’s position to interpret a possible response to a comment.
Key element of Speaking and listening Level 6
(Students) analyse critically the relationship between speakers and listeners in a range of situations.
Context for speaking component
Following the listening activity students completed the speaking component of this task. With the help of a discussion guide, students worked in small groups to discuss the poem Teaching Practice by Mick Gowar, and to compare the poem with the Leon Wolk interview. A nominated student from each group made a presentation to the class that included an interpretation of the poem and a comparison of the two texts.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 6
(Students) analyse critically the relationship between texts … in a range of situations.
(Students) … provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
(Students) … deal with complex subject matter in a range of situations.
They draw on a range of strategies to present spoken texts … imaginatively to interest an audience.
Stimulus
Poem
TEACHING PRACTICE By Mick Gowar
Thwack! “Go on, get out of
here, and don’t come back!
…I treat them all like that, that’s all they understand-
And they respect you for it, mark my words
In forty years I’ve never had a rowdy class – not once!
Forget that nonsense that they teach you in your
Education Course. Those lecturers don’t know the score,
The simple fact that most kids just aren’t human beings at all,
They’re animals. They don’t respond to kindness, trust –
A whip and chair is more their mark. You’ve got to scare
The little brutes. Yes, scare them rigid, make them live
In fear of you. That’s discipline…
Hey – you!… did you see that? The little beast was spying,
Listening to every word I’ve said. Go on – yes, run!
Quick!…Bring him back. – See me tomorrow morning after play.-
That’s how it’s done! You’re learning fast –
You’ll be all right.”
Discussion guide
TEACHING PRACTICE DISCUSSION GUIDE
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Video presentation
View video presentation by nominated student.
see 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 6
Excerpt 1 from video
“He actually does call them animals and not even human beings which is rather biased in a way. He doesn’t respect kids which is bad also.”
The student presents an interpretation of a poem and a radio interview that has been developed through a group discussion; interpretation of the poem goes beyond a literal understanding.
Key elements of Speaking and listening Level 6
(Students) analyse critically the relationship between texts … in a range of situations.
(Students) … reach conclusions that take account of aspects of an issue.
Speaking and listening – Level 6
Excerpt 2 from video
“The poem is negative in lots of ways, but Leon Wolk’s interview was very positive because he said that these kids, even though they were savages in all sorts of ways with drug abuse and parents, they can be changed from being negative kids into positive well-mannered kids.”
The student recognises that one text is quite positive despite the apparently derogatory language used.
Key element of Speaking and listening Level 6
(Students) … deal with complex subject matter in a range of situations.
Speaking and listening – Level 6
Excerpt 3 from video
“Teachers usually get a lot of abuse from children so they usually get burnt out. This teacher in this poem has lost his sense of enthusiasm and sense of fun and like being able to talk with the kids. So I think that’s why teachers should look at this poem and see how you teach, and see how it relates to you. Because in some instances teachers do do this… we respect that, but it’s not fair on us because it is not our fault that you’ve lost your sense of enthusiasm.”
The student makes some insightful comparisons between texts and own experience and at times shows a mature and assured understanding of the issue.
Key element of Speaking and listening Level 6
(Students) … provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
Speaking and listening – Level 6
Excerpt 4 from video
“Don’t treat children like animals because they’re not. They’re just growing human beings and teachers, you were little like us once, so you know what we’re going through.”
The student shapes the account for effect through use of gesture and efficient variation in tone; makes an emotive appeal to particular members of the audience.
Key element of Speaking and listening Level 6
(Students) draw on a range of strategies to … present spoken texts … imaginatively to interest an audience.
Speaking and listening – Level 6
Excerpts 1–4: The student achieves a strong sense of personal style.
Key element of Speaking and listening Level 6
(Students) draw on a range of strategies, to … present spoken texts … imaginatively to interest 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 provided 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 to 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 6
(Students) … provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
(Students) … presenting complex issues or information imaginatively to interest an audience.
Sample
The following sample illustrates the kind of response that students typically produce at 5.75 as they progress towards the Level 6 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 – 5.75
Excerpt 1 from Speaker One: “Sports in school offers the students who aren’t so good in academic fields to excel in their chosen areas, while schools also have so many opportunities for students who are good in academic areas to succeed.”
The student elaborates upon the reasons for opinions in some depth and presents ideas in a coherent and persuasive manner.
Key element of Speaking and listening Level 6
(Students) … provide and justify other points of view.
Speaking and listening – 5.75
Excerpt 2 from Speaker One: “… for students who are being bullied at school then maybe finding a sport that they excel in is going to give them a chance to build their self-confidence and self-esteem.”
The student reaches conclusions that take account of a range of views, and provides effective rebuttal of an opposing point of view.
Key element of Speaking and listening Level 6
(Students) … provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
Speaking and listening – 5.75
Excerpt 1 from Speaker Two: “You may feel way more confident around people who aren’t just in your class because you may not like those people …”
The student maintains the focus of the debate and provides some reasons and evidence but some material lacks relevance.
Key element of Speaking and listening Level 6
(Students) … reach conclusions that take account of aspects of an issue.
Speaking and listening – 5.75
Excerpt 2 from Speaker Two: “It’s just, ‘Oh yes, we have a good marriage because I’m good at sport!’”
The student attempts to gain the audience’s interest through deliberate use of emphasis and tone of voice.
Key element of Speaking and listening Level 6
(Students) … presenting complex issues or information imaginatively to interest an audience.
This task has a speaking component only.
Context
With the help of a discussion guide, students worked in small groups to discuss the poem Teaching Practice, and to compare the poem with a recording of an interview with Leon Wolk, who established an anti-racism program in a juvenile detention centre. A nominated student from each group made a presentation to the class that included an interpretation of the poem and a comparison of the two texts.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 6
(Students) analyse critically the relationship between texts …
(Students) … provide and justify other points of view, and reach conclusions that take account of aspects of an issue.
(Students) … make effective use of structures and features of spoken language to deal with complex subject matter …
(Students) … present … complex issues or information imaginatively to interest an audience.
Stimulus
Poem
TEACHING PRACTICE By Mick Gowar
Thwack! “Go on, get out of
here, and don’t come back!
…I treat them all like that, that’s all they understand-
And they respect you for it, mark my words
In forty years I’ve never had a rowdy class – not once!
Forget that nonsense that they teach you in your
Education Course. Those lecturers don’t know the score,
The simple fact that most kids just aren’t human beings at all,
They’re animals. They don’t respond to kindness, trust –
A whip and chair is more their mark. You’ve got to scare
The little brutes. Yes, scare them rigid, make them live
In fear of you. That’s discipline…
Hey – you!… did you see that? The little beast was spying,
Listening to every word I’ve said. Go on – yes, run!
Quick!…Bring him back. – See me tomorrow morning after play.-
That’s how it’s done! You’re learning fast –
You’ll be all right.”
Discussion guide
TEACHING PRACTICE DISCUSSION GUIDE
Sample
The following sample illustrates the kind of response that student typically produce at 5.5 as they progress towards the Level 6 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 – 5.5
Excerpt 1: ‘What he’s really saying is that kids need discipline and if they’re not given this discipline they will act like animals and be irresponsible which isn’t really true… Our group doesn’t agree with his attitudes and values and we haven’t really put a reason.’
The student represents a simple literal reading of the poem which is not well supported.
Key element of Speaking and listening Level 6
(Students) … provide and justify other points of view …
Speaking and listening – 5.5
Excerpt 2: ‘I think Leon Wolk and the teacher have been brought up differently, that’s why they have different viewpoints. Their mum or dad or their parents might have been hard on them, so in turn they were hard on kids and Leon Wolk might have had great parents.’
The student presents several interpretations of the behaviour and motivations of Leon Wolk and the teacher which indicates an ability to identify a range of perspectives and an attempt to grasp some more complex issues, but they are never fully elaborated.
Key element of Speaking and listening Level 6
(Students) … reach conclusions that take account of aspects of an issue.
Speaking and listening – 5.5
Excerpt 3: ‘Leon Wolk speaks long sentences and is very nice and informal with the way he speaks; whereas the teacher, he sort of actually speaks more violent language and in an anger language. I’ve no idea what that means.’
The student is more descriptive than analytic when comparing the language used in the poem and the interview, and ideas are not clearly articulated.
Key element of Speaking and listening Level 6
(Students) analyse critically the relationship between texts …
Speaking and listening – 5.5
Excerpt 4: ‘I don’t think the poem is meant to be taken seriously at all, as it sounds it’s actually laughable with the kinds of things he says in it, and it’s not nice to hit people.’
The sentence structure and choice of vocabulary tends to be simple but becomes more varied as the student attempts to explain some more complex issues.
Key element of Speaking and listening Level 6
(Students) … make effective use of structures and features of spoken language to deal with complex subject matter …
Speaking and listening – 5.5
Excerpt 5: ‘And that’s the end.’
There is limited evidence of shaping the account to have an impact on the audience; the student speaks clearly but hesitates and laughs self-consciously at times.
Key element of Speaking and listening Level 6
(Students) … present complex issues or information imaginatively to interest an audience.
This task has a listening component only.
Context
For this task students listened to a recording of an interview with Leon Wolk, who established an anti-racism program in a juvenile detention centre.
Students were given 20 minutes to answer a series of questions about the interview. 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 tape 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 6
(Students) … reach conclusions that take account of aspects of an issue.
(Students) … justify other points of view …
(Students) … make effective use of the structures and features of spoken language …
Listening Stimulus
Listen to the interview between Leon Wolk and Phil Kafcaloudes
The audio tape is available on CSF II English Annotated Work Samples CD-ROM and is included on the VELS section (Support Materials) of the Student Learning DVDs.
Sample
The following responses to questions 5, 6 and 8 represent the kinds of responses that students typically produce at 5.25 as they progress towards the Level 6 standard.
Answers to questions 1–4 and 7 illustrate typical responses of students working at the Level 5 standard. Refer to the sample at Level 6 for the kind of response that students typically produce when they have achieved elements of the standard addressed by this task.
5. Explain the principles of Leon Wolk’s anti-racism program in the Juvenile Detention Centre.
6. How does Leon Wolk feel about the kids he works with in the juvenile detention centres?
Support your answer by referring to the interview.
8. Here is the interviewer’s closing statement:
‘Leon Wolk, who is one of the heroes I suppose, goes into juvenile detention centres and tries to preach anti-racism to kids who have had this thing indoctrinated into them for quite some time.’
In your view what would Leon Wolk think of this statement?
Annotation
Speaking and listening – 5.25
Question 5: The student describes Leon Wolk’s actions without explaining the nature of the program.
Key element of Speaking and listening Level 6
(Students) … reach conclusions that take account of aspects of an issue.
Speaking and listening – 5.25
Question 6: The student shows little appreciation of the nature of the issue and the complex feelings that arise from it.
Key element of Speaking and listening Level 6
(Students) … justify other points of view …
Speaking and listening – 5.25
Question 8: The student does not consider Leon Wolk’s position and how this might affect his response.
Key element of Speaking and listening Level 6
(Students) … make effective use of the structures and features of spoken language.
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