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tasks and expected qualities  \n1  \nOverview of the presentation  \n• The curriculum – key knowledge and key skills  \n• Internal assessment  \n• External assessment  \n3  \nReading and to texts  \nSection A  \nresponding  \n4  \nKey knowledge and skills  \n‒ the features of analytical writing in response to a text, including the use of appropriate metalanguage  \nThe purpose of the key knowledge and the key skills is to provide opportunities to students to develop their understanding and capacity.  \n‒ the conventions of small group and whole class discussion, including ways of developing constructive interactions and building on ideas of others in discussion  \n‒ comprehension strategies to develop fluent listening  \n‒ the conventions of discussion and debate  \n‒ the conventions of syntax, punctuation and spelling of Standard Australian English.  \n5  \n\n| Reading & responding to texts | But the key skills also offer explicit reference to assessment and assessment tasks. |\n| --- | --- |\n| \u003Cbr>• explore and analyse the impact of the vocabulary, text structures and language features on a text and how these elements shape meaning\u003Cbr>• plan, construct and edit analytical writing that:\u003Cbr>• responds explicitly to set topics\u003Cbr>• develops and sustains ideas\u003Cbr>• explores and refines the organisational structures of analytical writing\u003Cbr>• demonstrates knowledge of a text\u003Cbr>• uses key evidence from a text to support ideas and analysis\u003Cbr>• demonstrates understanding of purpose, audience and context\u003Cbr>• listen to a spoken text relevant to the wider study of a text\u003Cbr>• apply appropriate listening comprehension strategies to support understanding of a set text through engagement with a spoken, audio or audio visual source\u003Cbr>• use the appropriate conventions of syntax, punctuation and spelling of Standard Australian English. |  |\n\n7  \nReading & responding to texts  \nKey skills  \n‒ apply reading and viewing strategies to a text  \n‒ read and engage with a text for meaning  \n‒ engage in discussions to clarify, test and extend views about a text  \n‒ employ appropriate metalanguage  \n‒ explore and analyse:  \n􀀐 the dynamics of a text including characters’ motivations, the tensions in relationships, the function of settings, the complexities of plot and the role of point of view  \n􀀐 the ideas, concerns and conflicts in a text  \n􀀐 the historical context, and the social and cultural values in a text  \n􀀐 explore and analyse the impact of the vocabulary, text structures and language features on a text and how these elements shape meaning  \nThese skills invite deep engagement and transferable skills.  \n6  \nReading and responding to texts  \nKey knowledge  \n‒ reading and viewing strategies to draw out meanings in a text  \n‒ the dynamics of a text including characters’ motivations, the tensions in relationships, the function of settings,  \nThe exam task and specifications are drawn from the study  \nthe complexities of plot and the role of point of view  \n‒ ideas, concerns and conflicts in a text  \n‒ vocabulary, text structures and language features in a text used to construct meaning  \n‒ the historical context, and the social and cultural values in a text  \ndesign, specifically the key knowledge and the  \nkey skills.  \n8  \nInternal assessment is focused on the outcome statement  \n• Listen to and discuss ideas, concerns and values presented in a text, informed by selected vocabulary, text structures and language features and how they make meaning.  \nAnd a particular form of assessment:  \nComprehension of an audio/audio visual text focused on historical, cultural and/or social values in a set text through (Task 2)  \n• Short-answer responses Or  \n• Note form summaries  \nStudents are awarded:  \n• 20 marks  \nInternal assessment has a different purpose to that of external assessment. It can be cohort specific, broad, diverse in conditions, offer deep feedback, shared wit","cbCaihAIpXlYv3Si","https://ap.wps.com/l/cbCaihAIpXlYv3Si","pdf",1215343,"English","# Overview of the presentation\n## The curriculum – key knowledge and key skills\n## Internal assessment\n## External assessment\n# Reading and to texts\n## Section A: responding\n## Key knowledge and skills\n## Reading & responding to texts: Key skills\n## Reading and responding to texts: Key knowledge\n# Internal assessment\n## Focus and task options\n# Section A – sample topics\n# Section A – sample exam\n# Assessment Criteria\n## Criteria for Section A\n# Creating texts Section B\n## Key knowledge and key skills","[{\"question\":\"What key knowledge and skills are emphasized for Section A reading and responding?\",\"answer\":\"The document highlights strategies to read and view for meaning, analyze text dynamics (motivations, tensions, settings, plot, point of view), and use vocabulary, structures, and language features to shape meaning. It also emphasizes analytical writing features and appropriate metalanguage.\"},{\"question\":\"How does internal assessment differ from external assessment in this examination?\",\"answer\":\"Internal assessment focuses on listening to and discussing ideas, concerns, and values from a text, informed by selected vocabulary and language features. It can use formats such as short-answer responses or note-form summaries, and it supports deeper, feedback-rich cohort conditions.\"},{\"question\":\"What assessment criteria are used to mark Section A?\",\"answer\":\"Section A is assessed for knowledge and understanding of the text and ideas it explores, development of a clear analysis aligned to the topic, use of evidence from the text, and control of English language conventions to convey meaning.\"}]","VCE English as an Additional Language Examination 2024 - Exploring Study Design Links, Examination Tasks and Expected Qualities | PDF",1789903529,23]