dumb ways to die …as a teacher new to year 12 english!

Dumb ways to dieDumb ways to die

…as a teacher new to Year 12 English!

1. You don’t know the VCAA requirements

At the end of today you will:

1. Have seen the entirety of the course

2. Have considered the assessment requirements

3. Have access to some practical planning and teaching tools to help get you started.

2. You take student results personally

You can lead them to water,

but you can’t make them drink.

We will look at the importance of:1. Cross-marking

2. Assessment rubrics

3. Effective feedback

3. You forget to have a life

If you aren’t enjoying it, they won’t be either.

A quick glance at:1. Creating positive learning environments

2. Working with young adults

3. Managing stress – yours and theirs.

The big picture

Unit 3 English

- Outcome 1: Reading and responding

- Outcome 2: Creating and presenting

- Outcome 3: Using language to persuade

Unit 4 English

- Outcome 1: Reading and responding

- Outcome 2: Creating and presenting

Final examination - 30th October 2013

1. VCAA Requirements

AssessmentUnit 3 Overall 25%

- Outcome 1 30 marks Written analysis

- Outcome 2 30 marks Written response (1 longer or 3 smaller)

- Outcome 3 20 marks Oral presentation

20 marks Written analysis

Unit 4 Overall 25%

- Outcome 1 50 marks Written analysis

- Outcome 2 50 marks Written response (1 longer or 3 smaller)

Examination Overall 50% Three essays


GAT & Indicative grades

• The GAT is used to predict how students will perform and is a back-up for calculating a result if there are any unforeseen circumstances.

• Indicative grades must be submitted:This grade indicates how you expect your students to perform in their final examination.

• You should receive a statistical analysis of these results for the cohort and for your individual class.

Outcome 1: Text study

Analysing a text for:• Meaning• Character• Plot• Literary devices• Themes

Assessment: Formal analytical essay


Maximising outcomes

Deliberately teach essay structure, including TEEL.Specific examples, including quotesKnowing the context of the writing and the author’s

intention.Deliberate use of metalanguageExtended vocabulary


Outcome 2: Creating & Presenting

• Imaginative landscapes• Encountering conflict• Exploring issues of identity and belonging • Whose reality?

• Assessment: Written response – expository, persuasive and/or imaginative.


Maximising outcomes

Covering a wide variety of issues within the contextEmpowering students to find their writing strength

Expository essayPersuasive essayImaginative

Stressing the importance of actually answering the question they are given.


Outcome 3: Using language to persuade

Analysing various media genres• Articles• Blogs• Speeches• Opinion pieces• Advertising

Identifying • Overall issue• Main contention• Tone• Style• Visual• Supporting arguments• Persuasive techniques• Impact on the reader.


Maximising outcomes

Stressing the importance of argument and impact.Don’t define the techniques but do use examples that

show you understand what they mean.Strong essay structure – no formal conclusion, simply

analyse the conclusion of the piece.Commenting on any visuals – ignoring the visuals will

lose you marks.Examination strategy: Read the article/piece for

Outcome 3 during the Reading time


Final Examination: 30th Oct • Three essays in three hours: one for each of the

outcomes.• Preparation• Timed responses• Making the most of the September break• Practice exam• Example pieces

• Keeping up with the marking• Marking like you are an assessor – out of 10, using a

bell curve, where 5 is average.


Examination strategies

• During Reading time:• Read the questions for your texts only.• Read the written piece for Outcome 3 and begin

planning in your mind – don’t touch your pens.• Make sure you read the Background information given

for Outcome 3 – it will often tell you about the issue and the target audience

• Answer Outcome 3 first• Be disciplined about time: 1 essay per hour (5

minutes planning, 55 minutes writing).


Cross-marking2. Student results

Assessment rubrics2. Student results

Effective Feedback

• Commenting on student work• Keep it positive• Be specific• Give them something they are doing right• Something they can continue to do next time they write• Something to work on for next time

2. Student results

Effective feedback2. Student results

Creating positive learning environments

• The better prepared you are, the better things will go.• Knowing what you are aiming to do each lesson will

keep you on track• Help students verbalise what they have learned in

that class by setting aside 5 minutes at the end to go around the room and have everyone say “What I learned today was…”• This gives you immediate feedback of any

misunderstandings• Gives you the opportunity to affirm students.

3. Having a life

Working with young adults

• They aren’t kids, don’t treat them like they are.• Show respect and expect respect in return.• Be interested in what they like.• Be open to learning from them – they have terrific

ideas.• Be ready to laugh (at yourself and with them)• Don’t take it personally – you don’t really know what

life is like for them.

3. Having a life

Managing stress – yours and theirs

• It’s stressful.• Remember to give yourself permission to not think

about it.• Be aware of when you are getting sick – take time off.• Don’t say it. • Occasionally remind them that their lives don’t

actually hinge on this one exam.• Remember: chocolate makes everything better

3. Having a life

Thank you for listening

dumb ways to die …as a teacher new to year 12 english!

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