Contents

Getting Started
Purpose and Study Skills Framework	Purpose of this handbook	3
Getting organised, test and assignment planning chart	3-4
How to use this handbook	5
The Information Literacy Process	6
Defining the task - graphic organisers	7-8
Plagiarism	9
Selecting and organising information - Cornell Notes	10
Organising information - T-Chart, paragraph	11
Getting the tone right	12
The effective paragraph	12
A paragraph – planning template	13
Tips on how to link ideas	14-16
Assignment Types
Essays Persuasive Writing	Essay writing	18
Comparative essay - Years 7/8 example	19
Essay planning template	20
Literature essay - Years 7/8 example	21
Persuasive essay - Years 7/8 example	22
Persuasive essay - planning example	23
Persuasive essay - planning template	24
Persuasive letter - planning template	25-26
Resume - planning template	27-28
Resume - planning example	29-30
Creative response	Creative response and rationale	31
Creative rationale – planning template	32
Procedural and Instructional Writing	Procedural/Instructional writing	33
Science practical report - Years 7/8 example	34-35
Science practical report - Years 7/8 template	35-36
Science practical report - Years 9/10 template	37-38

Explanations and Information Reports	Explanation and information reports	39-40
Explanation and information reports - examples/excerpts	40-41
Explanation and information reports - template	41-43
Recounts	Recount - example	44
Recount - template	45
Journal writing - example	46
Journal writing - template	47
Newspaper report	48
Newspaper report - example	49
Newspaper report - template	50
Reviews	Writing reviews, book review - template	51
Film review - template	52
Short Stories	Short stories	53
Examples, planning and brainstorming	54
Short story - template	55
Posters and Brochures	Creating posters	56-58
Brochures	59
Oral and Audio-visual Presentations	Oral presentations	60-61
Audio-visual presentations	62
Mathematics tips	64-65
Setting out a bibliography	67-68
Reviews and Appeals	69-70
Assessment and Reporting	71-72
Bibliography, acknowledgements and endnotes	72-73

Purpose of this Handbook

The aim of this handbook is to help you in class and at home. It is your study skills guide.

It outlines the main assignment types taught at Calwell High School (CHS).

It provides research steps, definitions, examples, and templates to guide you.

You won’t use them all at once.

Ask your teacher which research steps, graphic organisers, examples, and templates to use with each assignment.

When needed, ask your teacher for further clarification and assistance.

For each subject, your teacher consults the curriculum and plans a series of lessons and assignment tasks. This handbook provides tips on how to start and complete assignments.

Getting Organised

Suggestions

Check your term outlines for test and assignment due dates.

Make a list. You could make a copy of the planning template on page 4 and/or use a diary.

Write the due date for each assignment and test in the relevant week.

Add other commitments such as sport, excursions, etc.

This will give you a visual overview of key school commitments.

Refer to page 5 ‘How to use this Handbook’.

For example

Week	Test and Assignment Due Dates
4	SOSE notes, Fri. 19th - start novel for English
5	draft rock formation report, edit
6	Essay draft Rock report due Wed. 31st
7	Science Test, Thurs. 8th Maths Test, Fri. 9th
8	Art excursion 12th SOSE Test, Wed. 15th
9	Social Metal assign. 23rd

Test and Assignment Planning Chart

Week	Tests, Assignments, Due Dates
1
2
3
4
5
6
7
8
9
10

How to use this Handbook

Begin with your assigned task/s.

As you read the instructions and rubric for each assignment, refer to Step 1 of the Information Literacy Process as it gives tips on how to tackle the assignment instructions (p. 6).

Determine the type of task:

If it is an explanation or information report, see pages 39-40.

For journals, see pages 46-47.

Refer to the ‘Table of Contents’ (p. 1-2) for other assignments.

For example, take the Science Practical Report:

Turn to page 34.

Read the definition and overview.

Skim and scan the example (p. 34) and the template for your year group.

Ask your teacher for clarification and guidance if you are unsure about any details. Also, ask for a copy of the template. You might need several copies so that you can draft and redraft as you learn.

Compare the writing samples with others of the same genre.

Note that the instructions in the left-hand column of the templates can be used as checklists. Tick them off as you go.

Your teacher may modify some assignment definitions and/or templates. That is fine. Ask

your teacher how their version is similar or different from the one in the handbook. What has changed, been added or left out?

Refer to the Information Literacy Process on page 6 and follow the required steps. Whenever you see this symbol in this handbook it suggests a return to the Information Literacy Process (p. 6).

Start assignments early and do small amounts of study frequently.

Seek guidance when needed.

The Information Literacy Process- a great way to begin

This number refers to an endnote. See p. 73 at the end of the booklet. This process provides a systematic way to tackle assignments. Keep in mind that you may need to go back and forward and repeat steps.

Step 1: Defining the task Read and reread the task and underline/highlight key words and main ideas. Make notes on your assignment sheet; write the topic in your own words and discuss it with others. Brainstorm. Make notes on what you already know about the topic (see pages 7-8). Write focus questions on what you need to find out. Write down keywords that could be good search terms. Make a plan or a timeline to keep you on track.
Step 2: Locating the information Think about the sources that suit your needs. Consider sources you already have. Search the library catalogue and the internet for other resources. Refine search terms to make your search broader or narrower. Evaluate the quality of the information source. Ask the following questions: ‘How current is it?’ ‘How reliable is the author and is it relevant to the task?’
Step 3: Selecting your information Use indexes, tables of contents and headings. Select information by skimming and scanning resources. Leave out unwanted information. Make notes using note making strategies and focus questions (see an example on page 10). Collect relevant quotes to use in your essay, report, explanation, etc. Think about the validity of the information. Be aware of bias, prejudice and inconsistencies. Record author, year, title, date accessed, URL, publisher, place and page number for your bibliography, page citation and/or endnotes.
Step 4: Organising your information Determine the importance and relevance of the information. Look for gaps in the information collected. Check you have enough. Return to ‘Locating the information’ if needed. Combine data from different sources. Recall and retell to construct meaning, identify trends, interpret data, and draw conclusions. Compile a bibliography.
Step 5: Presenting your assignment Consider the requirements of the task: refer to your assignment sheet, rubric, and the relevant section/s of this handbook. Keep your audience and purpose in mind (see pages 11). Decide on the best method to use and communicate the information. Begin a draft. Seek feedback and guidance and edit your work. Complete the final copy or prepare and present the information.
Step 6: Reflecting and evaluating your process Evaluate how well you addressed the task and list what you have learned. Listen to and respond to feedback. Evaluate how successful you were by writing down three things you did well, three you could improve on, and three you could try next time. Set personal goals for improving your information skills.

For more suggestions about how to apply this process, see the planning sheet at <http://blchicentre.wikispaces.com>

Step 1: Defining the task – graphic organisers

Graphic organisers are tools that can help you gather, expand upon and sort ideas. There are many different types. More ideas on brainstorming and note making can be found at http://blchicentre.wikispaces.com

A KWL Chart (Ogle, 1986) is helpful because it gets you thinking and asking questions before you begin to research a topic. The K stands for Know, W stands for What, and L stands for Learn. You don’t always need a template. You can rule one up in your subject book.

KWL Chart

Know What I already know about the topic	What What I need to find out	Learn What I have learned
Questions I have …

Concept Maps

A brainstorm/concept map is another excellent strategy. You can do one for most topics and assignments, such as orals, reports and essays. To prompt your thinking, it is helpful to use the words who, what, when, where, why and how. For example:

Who were they? What they did When was the Empire at its height? Where - geographical location Daily life Beliefs Food Government, rulers Legends: Romulus and Remus Extent of the Empire Dress Latins – tribes, farmers, shepherds, soldiers Hair How they organised their armies How they built their roads Gods Why they believed in these Ancient Rome

Making a coffee table Who for? Where? Which materials? pine, jarrah Which tools and equipment should I use? When do I need to do this? Timeline starting date due date Create it - indoor - outdoor Why? purpose How will I construct it? Compare materials, pluses and minuses Safety skills – what do I need to learn?

T-Charts and Venn Diagrams

These provide a structure for comparing and contrasting information - working out what is similar and what is different.

T-Chart Advantages	Disadvantages	Venn diagram – e.g. Pine vs Jarrah Differences Pine Differences Jarrah Similarities

T-Chart Causes of Disasters: Natural vs Human	Natural	Human

T-Chart Rome vs Egypt: Hairstyles	Rome	Egypt

Timelines and Life Cycles

These help to

visualise sequences

summarise facts in a chronological order

find patterns, make connections, organise and make sense out of information, recognise cause, effect, and recurring patterns (Moline, 1995, p. 80).

Once you have completed your graphic organiser/s, you should have a better understanding of the topic, and which information you need to locate and select.

Plagiarism

Avoid plagiarism when you are developing your assignments.

‘Plagiarism is the copying, paraphrasing or summarising of work, in any form, without acknowledgement of sources, and presenting this as your own work.’

http://languagearts.phillipmartin.info/la_plagiarism.htm

How to avoid plagiarism:

Acknowledge your sources, for example

put quotation marks around direct quotes used in your work (and acknowledge them), see the example above, and in ‘Citing examples …’ below

use endnotes (see above example)

reference paraphrased information

include a bibliography (see pp. 67).

do not copy from other students

Check you have referenced the sourced materials properly.

Check that your quotes, paraphrases and summaries are correct, that you have copied the quote accurately, or have interpreted the source information correctly.

Present web images, photos or sounds with acknowledgement.

Citing examples within the writing

… Sally Morgan gives an example of this in her childhood years (Morgan, 2007, p. 22). She …

… When asked to billet Willie, he agreed only because it was ‘obligatory … for the war

effort’ (Magorian, 1996, p. 2).

… white linen woven from flax (Hart, 1995, p. 40).

… is unusual in that it ‘shrinks when heated and expands when compressed’ (Gary, 2011, p. 52).

The group photo, ‘Competitors’ (McLarty, 2005, p. 96) shows …

Become aware of the consequences of plagiarism at this school. Ask your teachers for details.

Note - the Information Literacy Process (p. 6) outlines study skills that foster genuine learning and understanding. It provides tips on how to avoid plagiarism, such as reminding you to record bibliographical details as you do your research.

Steps 3 & 4: Selecting and organising information

Source: book, internet, other
Author:	Publication date:
Title:
Place of sponsor or publisher:
Date viewed:	URL or Database:

Cornell Notes
Main ideas, keywords, questions	Dot point summary of useful information – write as you read
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………. …………………………………………………………………………………………….
Summarise your notes - this should be shorter than the notes above, but contain specific information, facts and vocabulary. These will probably be your main paragraph points. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Step 4: Organising information

Now that you have done the first three steps of the Information Literacy Process, you are ready to draft your assignment. This may be a poster, brochure, newspaper report, speech or explanation. You may wish to skip to the assignment templates or instructions.

The example below shows the drafting process in action:

The T-Chart contains notes gathered during Steps 2 and 3 of the Information Literacy Process (p. 6).

It makes it easier to compare the information.

This information is from two sources. However, it is better to extend your research and take notes from additional sources, especially in the senior years.

T-Chart - example

Compare hairstyles in Ancient Rome and Ancient Egypt

Rome	Egypt
slaves spent hours dressing their mistresses’ hair dyed and perfumed curling tongs, coiled it into small buns wore blond wigs, hairpins often changed their styles what about the slaves?	men and women paid attention to their hair dyed with henna (plant extract) some wore hair long, some cut it short, others shaved it off and wore wigs the wealthy and the peasants wore wigs to protect them from sunstroke wealthy owned elaborate wigs, wore them at festive occasions

From T-Chart to paragraph

Topic/point sentence Both the Ancient Romans and Egyptians spent time grooming their
hair. In Rome, slaves spent hours dressing their mistresses’ locks.
They used dyes, perfumes, curling tongs and hairpins. Blond wigs and
Evidence/examples hairpieces were also popular among the wealthy (Roberts, 1999, p. 19).
By contrast, the Egyptians used henna to dye their hair. Some wore
their hair long while others cut it short or shaved their hair off
Concluding sentence and wore wigs. To protect themselves from the sun, both the wealthy
Egyptians and the peasants wore wigs (Hart, 1998, p. 41). While the
styles differed in these civilizations, hairstyles were of some importance.

Getting the tone right

Each speaking and writing task has a purpose and an intended audience. When you start drafting your assignment, ask:

What is the purpose?

Who is the intended audience?

Who will read or listen to this?

Which style of language is required: formal or informal?

Formal writing is expressed in a clear and concise manner with no shortened words (e.g. cannot, I am, would have, instead of can’t, I’m, would’ve). Accurate grammar, punctuation and spelling are expected.

Informal writing is a more conversational, everyday style. It is used in conversations between characters in stories and plays, on postcards and in letters to family and friends, etc. Shortened words can be used, but don't overdo it. Standard grammar, punctuation and spelling are expected, although changes can apply when using colloquial words.

The effective paragraph

The basic paragraph provides a structured way to write. The structure is widely used, especially in essays, information reports and narratives.

A basic paragraph focuses on one main idea, and has three or four sentences of various lengths. Each sentence has a job to do. To create longer and more complex paragraphs, add additional sentences containing more evidence and analysis.

In brief – can use the PEA approach

P is the point stated in your topic sentence

E is the evidence used to justify your point

A refers to your analysis and an explanation of what your evidence shows

The topic sentence is your first sentence it states what the paragraph is about this is your Point

The developing sentence not always needed in short essays expands on the topic sentence clarifies and narrows the focus
Supporting sentences your Evidence/examples that support and justify your point. This may include facts, figures, a quote, etc. your Analysis and explanation detailing what your evidence shows

Concluding sentence sums up your point links to the essay topic rounds off your paragraph

A Paragraph Template

This structure can be used for a variety of purposes such as explanations, information reports, essays, recounts, letters and some creative writing.

Topic sentence states what the paragraph is about can be a broad statement

Expanding sentence usually comes just after the topic sentence focuses, clarifies and narrows the topic not always necessary

Supporting sentences provide evidence, details and examples followed (in some cases) by comments about the example/s

Concluding sentence the final sentence rounds off the paragraph not always needed, for example in creative writing, personal letters, etc.

Tips on how to link ideas

This section suggests how to:

Use another brainstorming framework	8. Add a contrasting idea

Introduce a paragraph	9. Indicate cause and effect

Introduce your first main point	10. Introduce an example

Link to a subsequent point	11. Analyse and explain the evidence

Add another point	12. Sum up, conclude

Sequence ideas	13. Indicate degree of certainty

Make comparisons

How do I tackle a topic and get ideas for writing?

Below are two frameworks for developing an argument. They can be applied to numerous topics, subjects and types of writing. Try brainstorming a topic using a framework.

Personal – how the topic relates to the individual Logical – the facts and impact on community, organisations, government Ethical – what this means to humanity, universal themes, values The past The present The future

2. How do I start an introductory paragraph? The current debate regarding … In discussing the issue … Before deciding whether … There are advantages and disadvantages … The three leading causes of … were … It is often said …
It is often said that the characters in stories develop and change. However, the Michelle Magorian novel Goodnight Mister Tom clearly shows that while this is the case for some characters it is not true of all.

How do I introduce my first main point? First … Firstly … At first … To begin …
The first cause of … was …

How do I move to my next and subsequent points? Secondly … Thirdly … In addition … However … Despite this … The fundamental question is … More importantly … Another view …
Secondly, plastic shopping bags should be banned because … Finally, a total ban is the ethical solution. It is an environmental ... The next significant reason was …

How do I add another point? Further … In addition … Then … Not only … Furthermore … Also …
Further, cloth bags are more durable …

How do I show the sequence of my ideas? At first … Then … Next … Soon after … Previously … Prior to this … Not long after … Eventually…
The first step was to … After that … The next requirement was … …resulting in …

How do I make a comparison? Similarly … Likewise … In comparison … Both … Meanwhile …
Similarly, Carnarvon Gorge was created by erosion over millions of years.

How do I move to a contrasting idea? In contrast with … Unlike … On the other hand … Nevertheless … Although … Whereas … On the contrary … Alternately …
… whereas … is composed of sedimentary limestone ...

How do I indicate cause and effect? For this reason … Because of this … As a result … Therefore … Consequently … Accordingly … Hence … Thus …
As a result, the 300 metre basalt cap formed a protective layer …

How do I introduce an example? For example … Such as … For instance … … including …
… For example, shopping bags made of cloth are …

How do I explain or analyse what my evidence shows? This shows … This highlights … This clearly demonstrates … This leaves no doubt … Because of this … Hence …
Scientists have shown that plastic bag waste has …

How do I sum up and conclude? In conclusion … On balance … As a result … Therefore … Consequently … For this reason … Accordingly … Thus … … or just state your conclusion as shown in the examples on pages 17 and 20.
On balance, the three most significant causes were … Therefore, society has no other choice but to …

How do I show how certain I am or how certain I wish to sound?

Tentative	Moderate	Certain
It is likely … Perhaps … It may be the case …	It is possible … Probably … The likely outcome will be …	Definitely … Certainly … It is obvious that …
It might be a good game.	It should be a good game.	Clearly, it’s a great game.

Assignment Types

Essay Writing

An essay is a common assessment item that requires a written response to a topic or question. Essays have a particular structure and provide opinion, evidence and explanations. Some essay topics require you to:

Discuss an issue or topic	(p. 21)

Compare and contrast information	(p.19)

Show cause and effect	(p.15)

Take a stand for or against	(p.22 )

Weigh up and consider different perspectives, the advantages and disadvantages.

Some topics:

SOSE	That plastic shopping bags should be banned.

SOSE	What role did luck play in the Battle of Hastings, 1066?

Science	Earth is different from other planets.

PE	Technology has revolutionised sport.

Art	‘Blue Poles’ is an impressive painting.

English	Characters develop and change.

Before launching into an essay:

Refer to the Information Literacy Process (p. 6).

Follow the required steps.

Try using a thinking framework when developing your ideas (see p.14).

Check with your teacher if you are unsure.

Overall Structure	Language - e.g.
Points presented in a logical/cohesive order, see essay template (p. 20) An introduction A main body of two or three paragraphs, see ‘The effective paragraph’ (p. 12) A conclusion Sentences – a variety of lengths and structures Argument frameworks (see p. 14) Past, present, future Personal, social, universal	Vocabulary Right tone for your audience and purpose (see p.12) Precise and technical words (e.g. Australian National Gallery, Rome, Photorealism, scale, pharaohs, an ordinary man) Pronouns (e.g. he, she, him, her, it) Adjectives and phrases (e.g. amazing, impressive, remarkable features) Words and phrases to introduce and connect ideas (e.g. it would seem, might consider, we should always, firstly, secondly, thirdly, because) Punctuation Capital letters at the beginning of sentences and proper nouns Full stop at the end of each sentence Persuasive devices All essays have an element of persuasion, but some are highly persuasive and contain techniques such as Exaggeration (e.g. Everybody knows …, The nation has no choice …, It is a well-known fact …) Rhetorical questions (Who can pass by without stopping to wonder? Whoever heard...? Why wait?) Metaphors (a cloud of nonsense, a flood of ideas) Similes (like a flood of ideas)

Comparative Essay - Example

Years 7/8 Studies of Society and the Environment (SOSE)

Introduction Indicate your point of view (thesis) Three main points to be developed	The ancient civilizations of Rome and Egypt were highly sophisticated. They developed systems of government, had complex religious practices and established daily customs. While their customs were similar, there were many differences.
Body paragraph 1 A topic sentence Evidence about both topics Linking words to connect ideas (e.g. by contrast, similarly, also, in addition, while) Analysis/explanation Concluding and linking sentence	Powerful rulers led both the Ancient Egyptian and Roman civilizations. For around 3000 years, a dynasty of pharaohs ruled Egypt. Their rule continued through the family lineage. By contrast, the series of kings who ruled Ancient Rome achieved their power through various battles. However, this changed around 510 BC when Rome rejected the reign of the last Etruscan king. They switched to a republican form of government with a senate, led by two elected consuls. The Republic lasted for hundreds of years, but eventually collapsed and Augustus became the first of Rome’s many emperors. The rule of the pharaohs was on the decline when Rome was becoming powerful. Egypt suffered successive invasions from Nubia, Assyria and Persia. Then in 332 BC, the Greeks, led by Alexander the Great, took over Egypt followed by the Romans in 30 BC. Both civilizations were ruled by a series of powerful leaders and both experienced political upheaval.
Body paragraph 2 A topic sentence Evidence about both topics Linking words to connect ideas (e.g. by contrast, similarly, also, in addition, while) Analysis/explanation Concluding and linking sentence	Religion played a key role in Ancient Rome and Egypt. ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… …………………………………………………………………
Body paragraph 3 A topic sentence Evidence about both topics Linking words to connect ideas (e.g. by contrast, similarly, also, in addition, while) Analysis/explanation Concluding and linking sentence	Life in Rome and Egypt revolved around daily customs. ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ………………………………………………………………… …………………………………………………………………
Conclusion Restate thesis, issue/topic being compared Sum up argument – weigh up key differences and similarities Finish with a final thought	The Ancient Egyptians and the Romans developed impressive empires. Both had complex political systems and religious beliefs, and well established daily customs. However, these differed significantly.

Essay Planning Template

Write your essay topic here and underline the key words. Determine what you are required to do - this is Step 1 of the Information Literacy Process (p. 6). ....................................................................................................................................................................................................................................................................................................................................................................................................................................... …………………………………………………………………………………..................

Introduction	Indicate your point of view (thesis) Use words from the topic Note the three main points to be developed
Body paragraph 1	Topic sentence Developing sentence Evidence/examples to justify/support your case Analysis/explanation Concluding sentence
Body paragraph 2	Topic sentence Developing sentence Evidence/examples to justify/support your case Analysis/explanation Concluding sentence
Body paragraph 3	Topic sentence Developing sentence Evidence/examples to justify/support your case Analysis/explanation Concluding sentence
Conclusion	Restate your thesis Sum up your argument to persuade a reader Not the place to introduce new information Finish with a final thought

Years 7/8 Literature Essay - Example

Essay topic: Characters develop and change. Discuss

with reference to Goodnight Mister Tom, by Michelle Magorian.

Topic sentence states what the paragraph will be about Sample main body paragraph

Connecting words to show sequence - since, when, at first, however, first, then, soon after, this Inverted commas to show quotes from the text Examples from the novel to develop the point and argue the case Quotes from the text embedded where relevant Sentences - various lengths Citation example Pronouns - his, her, he, she Proper nouns Willie’s arrival had a positive impact on Tom. Since his wife Rachel and baby son had died 40 years earlier, Tom had become reclusive and gruff. When asked to billet Willie, he agreed only because it was ‘obligatory… for the war effort’ (Magorian, 1996, p. 2). At first, he ‘glared’ at Willie and spoke ‘harshly’ and ‘abruptly’ telling him to hurry at things because he ‘ent got all day’ (p. 3). However, upon noticing Willie’s threadbare clothes, flimsy shoes, bruises and malnourished state, Tom softened. First, he adjusted a coat peg so Willie could reach it. Then he pulled out blankets that had been packed away since his wife died. Soon after, he visited his neighbour Mrs Fletcher and asked her to knit Willie a ‘thick jersey’ and he even inquired about some ‘good, stout boots’

(p. 25). This sudden change in Tom’s behaviour surprised Mrs Fletcher so much that when he left her, she ‘stood quite motionless and stared after him’ (p. 25). Then she hurried off to tell her neighbour calling out ‘Madge, you’ll die when I tell you …’ (p. 25). Willie’s arrival had stirred this change.

Concluding sentence to round off the paragraph

Years 7/8 Persuasive Essay – Example

One-sided case

Topic: ‘Bob 1970’ by Chuck Close is an impressive piece of art.

Introduction Adjectives extraordinary photographic spacious The Australian National Gallery has many extraordinary works of art, but ‘Bob 1970’ by Chuck Close is a standout. Its scale, photographic style and subject matter demand attention.

Evidence - examples Connecting and linking words Topic sentence Concluding sentence Topic sentence The size of this portrait is impressive. It stands 275.0 cm tall and 213.5 cm wide. Even in the spacious gallery with its towering walls, high ceilings and various other large paintings, it dominates the space. No one can miss it.

Evidence - examples Repetition Technical, precise words Explanation Another notable feature is that it looks like a giant photograph. This artwork is an example of Photorealism. It is a portrait painted to look like a photograph with precise and realistic details: facial features - skin, pores, blemishes, hair and glasses, which look lifelike, even up close. It is a great example of this genre and highlights the artist’s skill and expertise. People are constantly amazed when they realise it is a painting, not a photograph.

Modality looks as though could be cannot Evidence - examples Topic sentence Explanation The everyday subject is also appealing. It is a painting of an ordinary man wearing a casual T-shirt, rumpled hair and imperfect glasses. He looks as though he could be someone’s father or brother. This shows that great portraits are not restricted to images of the rich or famous; they can also be about ordinary people in everyday life.

Conclusion – restate, sum up, finish with a final thought ‘Bob 1970’ is a remarkable painting. It is large, easy to relate to and looks like a photograph. You cannot pass by without stopping to wonder.

Persuasive Essay - Planning Example

Introduction	Indicate your point of view on the topic (thesis). Let the reader know the points you will be writing about in the main body paragraphs 1, 2 and 3. Great art at the Australian National Gallery - Chuck Close’s painting of ‘Bob 1970’ is a standout: Its size Just like a photograph About an ordinary guy
Why should readers believe you? Give reasons to convince your reader.
Write an opinion/point about the topic in each space below. These form your topic sentences.	Write reasons to justify each point. You could begin, ‘This is because …’ This becomes your evidence.
Body paragraph 1	Its size	because it is a huge portrait 275.0 cm high 213.5 cm wide stands out even in a large space
Body paragraph 2	Like a giant photo	because of Photorealism precise, realistic detail realistic facial features, pores, blemishes, hair and glasses reflective light on the glasses
Body paragraph 3	Casual subject	because looks like an ordinary person casual clothes: T-shirt, rumpled hair, glasses portraits not just of famous celebrities
Conclusion	Restate your point of view (thesis). Sum up your three paragraphs to persuade and convince the reader. Finish with a final thought. Fascinating painting, large, realistic, easy to relate to Everyone is amazed when they realise it’s a painting not a photograph

Persuasive Essay Planning Template

Before starting, refer to the Information Literacy Process (p. 6).

Follow the required steps.

Try using a thinking framework when developing your ideas (see point 1, p. 14).

Introduction	Indicate your point of view on the topic (thesis). Let the reader know the points you will be writing about in the main body paragraphs 1, 2 and 3 (see example on page 19).
Why should readers believe you? Give reasons to convince your reader.
Write an opinion/point about the topic in each space below. These form your topic sentences.	Write reasons to justify each point. You could begin, ‘This is because …’ This becomes your evidence.
Body paragraph 1
Body paragraph 2
Body paragraph 3
Conclusion	Restate your point of view (thesis). Sum up your three paragraphs to persuade and convince the reader. Finish with a final thought.

Persuasive Letter Planning - Template

The aim of a persuasive letter is to influence the reader. It could be about an issue, a product trying to find a market, or the return of faulty goods. It is written for a specific reader as opposed to a larger audience. It needs to have the right tone, be impressive and convincing.

Overall Structure	Language – e.g.
Follow prompts on the template An introductory paragraph stating the purpose Paragraphs that include a topic sentence followed by evidence/detail to justify the claim/s A strong concluding paragraph A closing thought	Personal pronouns (I, my) Present tense Connectives (e.g. first, secondly, consequently, furthermore, moreover, for this reason) Emotive language (e.g. No one can deny …, Some people believe …, I am sure that …) Statistics (… more than 50%) Rhetorical questions (Who wouldn’t be interested?)

Sender’s name, school address Date Recipient’s title and name Company’s name Address Opening salutation: Dear Ms/Mrs/Mr, last name or if unknown, job title, or if unknown write Sir/Madam, or To Whom It May Concern

……………………………………………

……………………………………………

……………………………………………

……………………………………………

……………………………………………

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Introduction	State the purpose of your letter. List your main ideas without stating ‘I am writing’. …………………………………………………………………..………………… …………………………………………………………………..………………… …………………………………………………………………..………………… …………………………………………………………………..…………………
Why should the reader believe you? Give reasons to convince him/her.
Body paragraph 1	The main point to be discussed in each paragraph.	Reasons why you believe this, ‘This is because …’

Body paragraph 2
Body paragraph 3
Conclusion	Restate your point of view. Sum up your main points and end with a closing thought.

Yours faithfully, ……………………………………….…… ……………………………………….…… Signature (sign in blue or black pen) Closing salutation Your name (printed)

Your title (if applicable, printed)

Enclose any documentation needed to support what you have written in your letter.

Resume

A RESUME is a persuasive document as its purpose is to get you a job interview. To the employer, your resume IS YOU, so make sure it presents an outstanding first impression.

Focus on achievements. Explain your achievements, not just your responsibilities. Just listing your duties does not show the ‘standard’ of your work. Only your achievements show your ability.

You should be able to substantiate everything on your resume by producing the relevant certificate, award, etc., or by a referee who can back up what you say.

Your resume should be tailored to the needs of the job advertisement. This may mean updating/altering your resume when applying for different jobs.

Resume Planning Template

Personal details: Name: Postal address: Age: Preferred contact:
Educational qualifications: Start with your highest qualification. Depending on the job, decide which is most relevant. Year: School: Year Level:
School and community involvement, skills: Not just SRC Rep., write - regularly represented my peers’ views at the Student Representative Council (SRC) meetings; successfully planned and managed school socials and fundraisers for all students. Not just helped in the canteen, write - worked under time pressures to present healthy food to students, handled large amounts of money and balanced cashbox. Other transferable skills, for example: I have excellent time-management skills and am a diligent worker. I complete assignments by the due dates. For example, in Term 2 … showing I can set goals and manage competing commitments. I get along with others. I have shown this through my involvement in teams and groups. For example, in Physical Education … Also, in English and Maths I … highlighting my ability to communicate effectively with my peers and teachers in different situations. I follow directions, complete relevant tasks, set goals. For example, … I can collate information, think innovatively, and readily accept responsibility. For example, … I am polite and considerate of others. For example, … I am punctual and reliable as demonstrated by my sound attendance record.
Work experience: (if applicable) Date: Organisation: Position held: Summary of achievements: Explain your achievements, not just your responsibilities Just listing your duties does not show the ‘standard’ of your work Your achievements show your ability to work in a team, punctuality and reliability
Other achievements: Other relevant achievements in your life to highlight a well-rounded, socially effective young person, for example: Christmas charity work at the soup kitchen Basketball coaching of an Under 12 Girls basketball team three times per week Awards (academic, sport, etc.)
Sport and recreation: Sporting involvement Clubs (Scouts, tae kwon do, etc.)
Referee/s: A referee is someone who is willing to give potential employers details of your experience, work habits and personal qualities. You could include up to three referees. If you have not had a job, you could ask a teacher, coach or club leader. If applicable, include a previous employer. Name: Position held: (e.g. teacher, canteen manager, store manager) Organisation: Contact number:	1. 2. 3.

I am keen to obtain part-time work in order to develop my work related skills and to save money for a trip to Vietnam next year. I believe it will be beneficial for my personal development to have a part-time job. I am keen to begin a career in retail sales as it is my goal to eventually own and manage my own retail outlet. A Career Goal/Personal/Work statement could be included after your personal details. For example,
A sample resume but consider other layouts …

Resume Planning Example

Personal Details:

NAME:	Cal Well

POSTAL ADDRESS:	1 High School St, Calwell, ACT, 2905

AGE:	16

PREFERRED CONTACT:	add preferred contact

Educational Qualifications:

Year	School	Year Level
2008 - 2011	Calwell High School, Calwell	Currently studying in Year 10
2001 - 2007	Calwell Primary School, Calwell	Completed 6 years of schooling

Skills:

Excellent interpersonal and communication skills

Able to work in a team and accept responsibility

Hard working, reliable and punctual

Positive attitude

Leadership skills as a Quest Leader, in sporting teams, and as a tae kwon do class assistant

Sound IT skills

Work Experience:

Salesperson: Green Grocers food supermarket (2010-current) - customer service, balancing cash register

Waitress: Food Catering - communication with clients, food services, kitchen hand duties

Tae kwon do: class assistant - led lessons for younger clients

Babysitting for family and friends - responsible for meals, engaging children in activities such as reading, board games and puzzles, and general supervision

Community Involvement – voluntary work:

2008-2009, Dance Festival - planned props, costumes and member of performance team

2007-2009, Christmas charity work - served Christmas dinner at Charity House

2007-2009, Charity Depot, Lakeside- sorted clothing and assisted manager

Awards and Achievements:

Quest Student Leader, CHS	2011

Senior Sports Person of the Year, CHS	2010

Junior Sports Person of the Year, CHS	2009

Age Champion, CHS, swimming	2008, 2009, 2010

Age Champion, CHS, athletics	2009

Visual Art Exhibition, CHS	2008, 2009

CHS Awards, academic	2008-2011

Sport and Recreation:

Soccer (outdoor): 9 years

Tae kwon do: brown belt, black stripe

Swimming: squad, 4 years

Referees:

Mat Hematics	Supervisor at Green Grocers

Contact: add business contact

Karyn Education	Family friend and teacher at Canberra College

Contact: add preferred number – check with your referee

A Sample Statement of Interest

Set out on a separate page to submit with a resume

Dear Sir/Madam	(or find out the person’s name and title to make the greeting more specific)

I am a full-time student at Calwell High School (CHS). I am very interested in working for your company as I have a friend who currently works at the Lakeside Stadium and she has nothing but praise for your organisation.

I am a very reliable, loyal, and hard-working student and employee, which my referees can confirm. Working at Green Grocers has given me confidence and great communication skills. I have had experience in customer service, and I pride myself on my ability to remain professional in all situations involving clients and customer service. When asked to handle finances or complete demanding tasks, I do so with the utmost integrity.

I am currently saving to travel overseas later this year with my soccer team. Being employed by your company on a casual basis in the evenings and on weekends will allow me to complete the payment for this trip without my parents’ assistance. This is my ultimate aim.

I look forward to your favourable response to my application.

Yours faithfully,

Cal Well

Creative Response and Rationale

A creative response is an assignment that requires you to think critically about a piece of literature such as a film, song, artwork or a topic being studied in class, and produce a thoughtful response. You should use your imagination to produce an original piece of work that reveals your understanding of the themes, characters or issues. This response might be in the form of a model, a piece of artwork, a song, a music score or a piece of writing (e.g. letter, story, journal, etc.).

Some examples:

SOSE: A model of a WW1 trench or a series of diary entries from the perspective of a soldier along with personal artefacts, photos and letters to convey themes and ideas.

English: A piece of artwork that conveys the key theme or message in a piece of literature, film or issue.

Art: A story or song inspired by the mood, atmosphere and/or theme in a painting or sculpture.

Music: A model, story or visual artwork inspired by the ideas in a song.

Always

Read your assignment outline and the rubric carefully.

Ensure your response links to the specific area of focus.

Discuss your ideas with others, especially your teacher.

Ask yourself

Who is the intended audience of my creative response?

What is my purpose?

What argument and/or message will I try to express (e.g. themes, moods, atmosphere, values, etc.)?

What method/s will I use to convey my message?

How will I express my message?

How will I demonstrate my ideas?

What materials will I use and how will I use them?

What colours, shapes, devices, words or musical notes will I use to represent or symbolise the themes, ideas, values, mood or atmosphere.

How will I ensure that my response relates to the stimulus material?

Rationale

You will usually be asked to produce a rationale in which you explain and describe the thinking and reasoning you experienced while producing your creative response. The rationale should describe what you have created and how it relates to the stimulus material (e.g. the topic of study, the novel, short story, scene in a play, artwork, etc.). Explain your purpose and the messages or argument you want to express and justify the relevance of your materials, techniques, devices and symbols. Finally, it will evaluate to what extent your creative response demonstrates your message. Also, remember to relate what you have done to the stimulus material or topic.

For example

SOSE:

Describe your model of a WW1 trench.

Explain its relevance to the WW1 unit.

Explain your purpose for using certain materials, techniques, devices, symbols, colours, inferences and state how these convey the message/s, themes, issues, ideas you wished to express and how these relate to the topic.

Evaluate how well your creative response demonstrates your message.

Rationale Template

Your description and why I have created ... It is relevant to the topic because …	………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………
Your argument / message My purpose was to … It relates to the topic by showing, or because …	………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………
Your analysis Explain how you have created and expressed your message and how it links to the topic. For example: The materials, techniques, devices, symbols, inferences I have used … This relates to the topic by, because … This represents the theme of … by (e.g. symbolising, creating atmosphere, mood, etc.) The colour … symbolises … because … The words, devices … express …	………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………
Your evaluation Explain to what extent your creative response demonstrates the message or argument you wanted to express My creative response shows … It conveys the theme … well by … which is a major idea in …	………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………

Procedural/Instructional Writing

Procedural writing explains how to do something, or reports on how something was done. It states the aim, the materials and equipment needed, as well as the method and steps required. It features precise detail, logical and concise instructions so that the task can be repeated.

These texts include:

Instructions (e.g. rules for games, how to play soccer, basketball or make a coffee table)

Recipes

Science practical reports

Directions (e.g. how to get somewhere)

How to do something (e.g. paint a mural)

Begin with the Information Literacy Process (p. 6).

Follow the required steps.

Language
Precise, concise technical words relevant to the topic Verbs (e.g. stir, sift, mix, collect, place) Adverbs (e.g. gently, carefully, slowly) Nouns (Petri dish, magnet) Tense, check with your teacher Adjectives (glass cylinder, oblong magnet) Time connectives to indicate sequence (next, then, after)

Key Features of Procedural/Instructional Writing
Title:
Introduction: A brief statement of the aim	Visual:
Materials or equipment: A list of materials, equipment Sizes, quantities
Method: Logically sequenced A new line for each new step Tense – check with your teacher Labelled diagrams, photographs, map, etc.
Conclusion: A summary or final comment

Years 7 & 8 Science Practical Report - Example

Title: (of the experiment)	Froth and Bubble	Date: 27 April, 2013
Aim: (of the experiment)	To see what happens to sultanas when they are placed in a mixture of vinegar and bicarbonate of soda.
Hypothesis: What you think will happen in the experiment - an educated guess	I think the sultanas will drop to the bottom of the mixture and become soggy.
Materials: List all of the important materials, equipment and chemicals needed for the experiment, and sizes of the various pieces of equipment Use adjectives and nouns (e.g. one column magnet)	Vinegar Bicarbonate of soda Spatula Stirring rod 50 ml measuring cylinder Sultanas Plastic tray
Labelled diagram: Draw a labelled diagram of the experiment	Stirring rod Dropping in the sultanas Bicarbonate of soda and vinegar mixture 50 ml measuring cylinder
Method: State what was done in the experiment Use the exact order in which the experiment was performed Number each step Write in past tense Do not use ‘I’ statements Use passive voice (e.g. The sand was placed in the Petri dish.) Use verbs (e.g. collected, placed) Use adverbs (e.g. gently, slowly)	A 50 ml measuring cylinder was placed on the table. 30 ml of vinegar was poured into the cylinder. A spatula of bicarbonate of soda was added to the vinegar. Eight sultanas were added to the mixture. Observations were made.
Results and observations: Include a complete list of the measurements and observations you took during the experiment Always use the past tense in this part of your report Timing Include a table of results with columns and rows to explain your findings	Froth formation happened after two minutes. Bubbles formed on the surface of the sultanas. Sultanas repeatedly rose and sank in the mixture. Slight discolouration of the mixture - a light tinge of brown. After some time, there was less movement. Fewer sultanas rose to the surface of the solution and the majority of the sultanas settled on the bottom of the cylinder.
Discussion of the results: Significant findings Errors How to improve next time	Initially, the sultanas moved up and down in the cylinder, but after 12 minutes, they sank to the bottom. This was significant because it showed that the chemical reaction had taken place. The error was that I dropped all of the sultanas in at once. Next time, to improve this experiment, I will ensure that I add the sultanas more slowly to allow for better observation.
Conclusion: Link back to the aim of the experiment Write one or two sentences giving an answer to the aim	The aim of the experiment was to test how the sultanas reacted in this solution. The outcome was that the sultanas reacted for up to 12 minutes then sank to the bottom.

Years 7 & 8 Science Practical Report – Template

Title: (of the experiment)	Date:
Aim: (of the experiment)
Hypothesis: What you think will happen in the experiment - an educated guess
Materials: List all of the important materials, equipment and chemicals needed for the experiment, and sizes of the various pieces of equipment Use adjectives and nouns (e.g. one column magnet)
Labelled diagram: Draw a diagram of the experiment Label the diagram Include a table of results with columns and rows to explain your findings
Method: Write a report about what was done in the experiment Use the exact order in which the experiment was performed Number each step Write in the past tense Do not use ‘I’ statements Use the passive voice (e.g. The sand was placed in the Petri dish.) Use verbs (e.g. collected, placed) Use adverbs (e.g. gently, slowly)
Results and observations: Include a complete list of the measurements and observations you took during the experiment Always use the past tense in this part of Your report
Discussion of the results: Significant findings Errors How to improve next time
Conclusion: Link back to the aim of the experiment Write one or two sentences giving an answer to the aim

Years 9 & 10 Science Practical Report - Template

Your report should include the following headings:
Title:	Date:
Abstract: Briefly describe your experiment and your main findings Write this when you have completed the rest of your report
Introduction: Background information about your topic Why you chose to investigate this topic Why it is important or relevant
Aim: The purpose of your investigation
Hypothesis: Based on your prior knowledge and research, make an educated guess about what you will find out from your investigation
Materials and method: Describe in detail how you carried out your investigation List the equipment, materials and the quantities of substances you used Describe the variables that you have controlled in the experiment Use past tense Use passive voice Do not use ‘I’ or ‘we’

Labelled diagram:
Results: Can be collected in a number of ways but usually in a tabular form, or in graphs Quantitative: A collection of data, sets of numbers presented in table and/or graph form Formulae - showing the workings out Qualitative: General observations that may include descriptions, pictures, diagrams Descriptions should be written in scientific terminology and the past tense
Conclusion: A sentence or two which gives an answer to your aim Is based on your results

Explanations and Information Reports

Explanations and information reports present detailed information about a topic. They explain something and show how and why things work. They help to develop your understanding of the world around you and can be about issues like:

Types of wood used in furniture making	- Healthy eating

How volcanoes are formed	- The formation of a geological landmark

The water cycle	- The history of photography

An author	- How glass is made

Medieval times	- The Olympics

Refer to the Information Literacy Process (p. 6).

Follow the required steps.

Try using a thinking framework when developing your ideas (p.14).

Determine the best way to present your information:

Make headings and write relevant information under these

Paragraphs, dot points

Adequate visuals such as a timeline, a cycle, statistics, tables, graph/s, diagrams or images

Include appropriate labels with your graphics to connect them to the information in your paragraphs

Interesting facts – information grabs (e.g. ‘Did you know?’)

Check that all parts of your assignment connect and are relevant to the topic.

Check that you have included the appropriate structure and language features outlined below.

Pay particular attention to your use of language. Use precise words and ensure your tone is appropriate for your intended audience (p .12).

Ask your teacher, a parent/guardian or tutor to check your draft and provide feedback.

Prepare your good copy.

Overall Structure	Language
Title (e.g. How do plants grow? What is gravity?) Headings and subheadings – could address what, how, when, why The opening paragraph/statement defines the topic or process Emphasis on the process Paragraphs that describe how and why, cause and effect Concluding paragraph Visuals (e.g. labelled diagrams, photographs, illustrations, graphs)	Definition Precise concise technical vocabulary (e.g. temperate climate, mass, gravity) Nouns (e.g. names of people, places, things) Adjectives that are factual (temperate climate) Consistent tense, usually continuous present (e.g. The asteroid is travelling) Cause and effect words (e.g. so, then, as a result, if, because) Linking words (e.g. while, in addition)

Explanation and Information Reports – Examples/excerpts

Year 9 Science

Tasmania’s Climate

Facts and figures Technical terms Statement about the topic Tasmania has a temperate climate, which means the summers are hot and mild, but the average temperature does not usually get above 25°C. The winters are cold and rainy, and snow is often seen in the mountains and occasionally in the cities. In winter, the average temperature ranges from 5°C to 12°C. Spring is the windiest time of the year. Overall, the average yearly rainfall is 1145.7 mm and, on average, it rains on 201 days of the year. While rainfall occurs throughout the year, August is particularly wet.

Gravity What is gravity? Gravity is a pulling force that draws things towards the Earth, stopping them from floating off into space. Gravity keeps the Earth in orbit around the sun and the moon in orbit around the Earth. How was it discovered? Gravity is invisible, but that did not stop mathematician Sir Isaac Newton from discovering its force. Apparently, after observing an apple fall from a tree, he wondered what made the apple fall down instead of going in another direction. This led him to define the law of gravitation in the late 1600s. How does gravity work? Newton's law of universal gravitation explains that gravity is the force that occurs between two objects with mass. Mass ... Main banner heading

Subheadings

Questions Present tense

Definition

Technical terms

Explanation of how it works and the process

Explanation and Information Reports – Template

Refer to the Information Literacy Process (p. 6).

Follow the required steps.

Try using a thinking framework when developing ideas (p.14).

Title:
Introduction: General statement about the topic Definition
Explanation: A series of paragraphs set out in a sequential or logical order that explain what, how and why. The order and format may vary but you will most likely address: What it does What it is used for How it works How the parts go together When it is used Where Why Who … details about experts, inventors, etc.	Subheading 1
Subheading 2
Subheading 3
Graphics, for example: Timeline Graph Cycle Photos Label these and include captions
Information grabs: Fun facts, e.g. ‘Did you know?’
Conclusion: Summary General comment about use, process or history A final thought

Recounts

A recount gives an account of something that has already happened. The events are retold in the same order that they occurred. It could be about an experience such as an excursion, a holiday or other event. You recount information every day when you tell others what you have done. For example, ‘Metalwork was great today!’ Other recounts include letters, postcards, news reports, diaries, blogs, speeches or stories: ‘My Life as a Plant!’

Structure	Language
Chronological order Paragraphs Introduction - who, what, when, where Main body - events retold in order of occurrence Conclusion - final thought Sentences - a variety of lengths and structures	Tone - this depends on the audience and purpose ( p. 12) Proper nouns (e.g. who was there, people, organisations and places Other nouns (e.g. entertainment, biscuits, toys, comics) Adjectives, descriptive words Past tense retelling what happened (e.g. I visited, I bought) Future tense when referring to future events (e.g. I hope it will be on again next year.) First person (e.g. I did, I thought) Pronouns (e.g. it, they, we, he, she) Time words to show sequence (e.g. first, after, then, next, soon after)

Recount- Example

Introduction - when, what, where, why Market Day Celebration at CHS

Personal pronoun for the writer - ‘I’

Past tense when describing what happened Yesterday, a Market Day celebration was held in the main quad. It was great! There were loads of food stands, hands-on activities and entertainment.

Examples in each paragraph	The first thing I did was line up for a sausage sizzle. The BBQ was set up near the entrance to the main building. At first, the queue was really long and I thought they might run out of sausages before my turn, but the line moved quickly and there were plenty of sausages for everyone.

Linking words show sequence - first, after that, then, overall Each body paragraph - who, what, where, thoughts, ideas, opinions	After that, I visited the stalls near the gym. I bought a cupcake from the stall run by a year 8 Tutor Group. They were also selling biscuits, toys and comics. Just beside them was the Well Being stand, which had brochures and giveaways, I didn’t collect any brochures but my friend did.

Colloquial language relevant to the topic and audience Concluding statement - final thought	Then I saw the sponge-throwing stall where teachers were actually volunteering to get wet. It was funny seeing Eva and Mrs Smith getting soaked. Many kids threw soapy sponges at them, some missed but many hit their target showering them in soapy white suds. This was funny, but it was a bit windy so I hoped they weren’t cold.

Overall, I had a great time. Not only did I get out of class, there were loads of things to do and heaps of giveaways. I hope it’ll be on again next year.

Recount Template

Title:

Introduction: Who? When? Where? Why?

Events retold in the order that they occurred What took place, where, facts, opinions, outcomes, reflections

Event 1

Event 2

Event 3

Conclusion: an evaluative comment, final thought

Journal Writing

Journals are similar to recounts in that they recall personal experiences. However, while journal entries are organised in date order, the discussion within an entry may or may not be sequential. Journals encourage thoughtful, personal reflection of experiences, ideas, opinions and feelings. One of the biggest hurdles is making the leap from simply summarising what you have learned, or done, to reflecting on it.

Journal features:

Date and name of each entry

Consideration of your audience

Responses to the words who, what, when, where, why and how

Explanation of the purpose of the task, lesson, excursion, activity

Responses to focus questions

Reflections

how it went, what you learned, problems you overcame

‘A-ha’ moments, e.g. while working on a choreographed piece for dance you noticed that you got better results when you visualised a movement before practising

Your understanding so far

Predictions and plans for next time.

Tip! Complete journals promptly to record the experience while still fresh.

Journal - Example

Maths Journal

Mon. 7/3/13, Line 2

Introduction - who, what, when, how where, why Personal pronoun for the writer - ‘I’

Purpose- working out how to do better at Maths tests Reflection What I now need to improve on is to not overlook things in questions and try to remember everything so that I don’t make small but stupid mistakes that I will regret. I also need to work at getting faster. I always push the time limit in tests and I never have enough time to check my answers. If I did have time then I might be able to pick up on some of my mistakes. It is really annoying to get back a test where an answer is marked wrong Words to indicate thinking , and you can clearly see the mistake made, but when it really mattered during the test, you messed up, weren’t thinking straight, and was rushing too much to get the question right….

There are two other instances that I can see you would get a question wrong. The first is that because it is a test, and everyone gets anxious and nervous in a test, you become flustered and when you see a question, you don’t think right and solve it in a completely wrong way using the wrong formulas …..

The other way that I can see that you would make a mistake would be if you don’t actually know how to answer a question, you haven’t learnt what to do and don’t understand the Maths behind it.

Journal Writing Template

Activity:	Date: Lesson:
Description of activity:
Who was involved:
Timing:	Place:
Purpose, reflection:
Experience, reflection:

Newspaper Reports

Newspaper reports inform readers about current and topical events. They are set out in an inverted pyramid:

Refer to the Information Literacy Process, p. 6.

Follow the required steps, but adapt for this assignment.

If you are writing a news report about a character in a short story or novel, etc., Steps 3 and 4: ‘Locating’ and ‘Selecting your Information’ may refer to the text you are studying in class, but you might need to do some background research.

Overall Structure	Language
Bold headline By-line contains the reporter’s name First paragraph has a summary of the most important information (e.g. who, what, when, where) Body (subsequent paragraphs) gives details about how and why combining facts, opinions and background information Tail (final paragraph) may give a conclusion, refer to future events, and/or provide contact details Least important information placed last as it may be cut if space is tight Paragraphs are short, often containing one sentence Graphics (e.g. photograph, graph, table, map) Caption - explains the graphics, may summarise the report Source of graphic or name of photographer Set out in columns Eyewitness accounts, comments from experts	Headline in present or past tense, use of puns and alliteration Facts, not writer’s opinion People’s names Third person (e.g. he, she, they, it) Direct and reported speech of witnesses, interested parties and experts to add human interest Inverted commas for direct quotes Concise, specific language Use verbs, doing words (e.g. the stadium was crowded, the water gushed, the siren squealed, the traffic built up) Emotive language, strong adjectives (e.g. the courageous guard, the brave bystander, the patient musicians) Time connectives (e.g. yesterday, last night) Usually written in past tense Present tense may be used to describe the present situation

Newspaper Report - Example

Text structure

Language features July 22, 2013

Alliteration cat caught Bold headline Cat caught red pawed

Pun caught red pawed, play on caught red handed Graphic photograph

Caption

Cheeky at home following his capture.	Picture: Marinade

By-line

By Violet Leghorn

Direct speech shown in inverted commas Lead containing who, what, when, where Yesterday, a grey cat was caught while allegedly stealing drumsticks from the Fowler Butchery and Delicatessen in Gristle.

Verbs, doing words was caught placed examined Body containing how and why The proprietor Ronnie Rissole said that his premium chicken drumsticks had been disappearing from the cool room overnight. ‘It’s been going on for at least a month,’ he said.

As there was no sign of forced entry,

Mr Rissole said that he set up security cameras and was ‘shocked’ when the footage showed a cat sneaking in via an external air-conditioning duct and making off with the goods.

Specific names, proper nouns Fowler Butchery and Delicatessen Gristle Ronnie Rissole Mrs Gadori Ms Moore Cheeky Constable Brown Eyewitness accounts Mr Rissole held a stakeout. He set up a cat cage in the cool room, placed one of his premium drumsticks inside and within hours, snared the cat.

Local vet Mrs Gadori examined the cat and said it was in excellent health. After reading its microchip, she contacted the owner.

Short paragraphs of about 30 words, often one sentence Ms Moore identified her cat Cheeky. ‘I’m shocked,’ she said. ‘But this explains his recent weight gain.’ She has promised to keep Cheeky indoors at night.

Third person pronouns he, she Tail link to the future Police spokesperson Constable Brown said, ‘It’s a relief to catch the suspect,’ but said that it couldn’t have gone on much longer as Cheeky’s almost too big to squeeze through the duct.

Constable Brown confirmed that no charges would be laid despite the foul deeds.

Newspaper Report Template

Headline:

Graphic - a photograph, a graph, etc. By-line:

Lead - who, what, when, where

Caption: Source:

Next most important point Tail-least most important point

Body - next most important point - how, why

Tail - least important point

Writing Reviews

A review describes and evaluates something of interest. It can be about a song, a film, a book, a play, a computer game or a visit to a restaurant.

Book Review Template

Title:
Author: Illustrator: (if applicable) Publisher: Number of pages: Price: (if known)
Reviewer’s name:
Where it is set, when, time and place: ‘Set in inner city Sydney …’ ‘Set in the year 2150 on the planet …’
Who - main character/s: ‘The story is about …’ ‘... is a boy living …’ ‘… is a 13 year old orphan who is sent to live with …’
What - plot/storyline: But don’t give away the ending or major surprise events
Main theme/idea: ‘Survival was the main idea …’
Language style: Formal, informal
What you enjoyed most about the book
What aspect you least enjoyed: ‘Although I found the book interesting, the ending was …’ ‘The story moved quickly at first …’
Recommendation: ‘Science fiction fans will enjoy this book …’ ‘… should be liked by teenagers …’ ‘You won’t be able to put this one down …’

Film Review Template

Title:
Starring:
Rating:
Reviewer’s name:
Opening sentence - a general statement about the film: ‘The director … has …’ ‘… is a clever and often humorous …’
The main character/s: Name/s Role/s in the film
Where and when - time and place:
Type of film (genre): Comedy, action, adventure, animation, fantasy
What - brief plot summary: A glimpse of what happened Don’t give away the ending or key surprise events
Particulars about the film: Direction Acting Special effects Set design Music Costumes Give examples
Your overall reaction: ‘This film surpassed the book …’ ‘If you’ve read the book, this movie is not for you …’ Opinion of the film’s quality Overall recommendation

Short Stories

Short stories can be about real or imagined events. They can entertain, make an audience think, teach a lesson or do all of the above.

Stories can be

in different genres: science fiction, mystery, adventure, fantasy, horror, historical fiction, etc.

written as novels, short descriptive pieces, diaries, comics, storyboards, children’s books and so on.

Short stories are usually structured sequentially with an orientation, a complication, a series of events, obstacles for the main character to overcome, a crisis point, and a suitable resolution.

The length varies depending on the purpose. However, many are around 250 to 1500 words.

A short story needs a consistent voice or point of view and tense. There are options, as the table below shows, but maintain consistency.

Tense	Person	Pronouns	Examples
Present	1st	I, we	I am freezing. We are shivering.
2nd	You	You tremble.
3rd	He, she, it, they	He is shivering. They are shivering.
Past	1st	I, we	I was sweltering. We were melting.
2nd	You	You shivered.
3rd	He, she, it, they	He was trembling. They trembled.
Future	1st	I, we	I shall pack warm clothes.
2nd	You	You will be taking warm clothes.
3rd	He, she, it, they	She will be wearing warm clothes.

Overall Structure	Language
Orientation and complication A series of plausible events and obstacles for the main character to overcome Crisis and suitable resolution 1 - 3 characters: a protagonist (main character), an antagonist (the baddy), minor peripheral characters The antagonist may be another character or a situation that the protagonist struggles against When and where - time and place Theme - big idea running through a story, or its message Paragraph lengths vary A new paragraph/line for each new speaker, or when the speaker changes Sentence lengths vary Sentence beginnings vary	Nouns (e.g. names of characters, places, things) Pronouns (e.g. he, she, him, her, they, we) Adjectives, descriptive words (e.g. faded, yellow, corrosive, dilapidated, rickety, weather-beaten) Verbs, action and thinking/feeling Tense consistency Adverbs (e.g. carefully, quickly, cautiously) Imagery (metaphors, similes, symbolism) Conjunctions (and, because) Dialogue in inverted commas and a new paragraph/line for each new speaker, or when the speaker changes Punctuation (e.g. start each sentence with a capital letter and end with a full stop)

Example showing how to punctuate dialogue - dialogue must suit the character and story.

New line when the speaker changes Inverted commas to indicate speech

‘Have you seen Sonny?’ asked Craig.

Note - characterisation through actions and their words Note - placement of commas, question marks, etc. ‘Nope,’ replied Winnie, dropping her backpack on the pavement. Reaching into her pack, she pulled out a worn tennis ball.

‘Said he’d be here,’ Craig added.

Winnie shrugged and bounced the ball.

‘Who’s in?’

Example short story opening – with an orientation, the introduction of a fictional character, setting, mood, and a complication.

Who

Raising questions Why did the lift stop and the lights go out? What Jerry climbed the stairs, leaping two at a time. Round and round they wound, up and up he soared. He was a cross-country runner and didn’t tire easily, but as he neared the top, even he was puffed.

Complication Where It was hot and stuffy up there. The drumming of the lift grew louder and more discordant with each step. At the street level, it had sounded smooth and quiet, but now he had to cover his ears to block out the din. When he placed his foot on the last step, the hard concrete step, the lift stopped, the lights flickered and went out.

As with non-fiction, before launching into your piece, begin with a brainstorm. Copy this grid into your exercise book – give yourself space to write.

Planning/Brainstorm

What? Who?

Idea ………………

Where?

When?

Why?

Descriptive words to include What if – plot twist

Short Story - Template

The orientation: A beginning that captures attention and makes the reader curious Where it is set - time and place Presents one or more characters - who Sets a mood
The complication: A problem occurs Can be imagined, psychological or physical
Sequence of events - no more than five: What happens A series of plausible events and obstacles for the main character to overcome Character overcomes some obstacles Suspense and tension mount Reaches crisis point
Resolution: A solution or outcome is reached Could be an unexpected twist (not waking up and realising it was all a dream)

Creating Posters

2. Consider Purpose Target audience Text structure Language features Layout and design Make it eye-catching and purposeful! What are posters? Posters are versatile and purposeful visual texts that are usually displayed on vertical surfaces such as walls used to promote, inform, persuade, educate, or just be decorative. There are two main types: the information summary which needs text boxes a message that needs large print and a limited number of words.

3. Research your topic Use the Information Literacy Process (p. 6). For example: Define your topic Locate suitable information Take notes, summarise, combine information and retell Compare various posters, then consider your presentation. 4. Consider layout Headings Subheadings Written information organised into blocks Bullet points, numbers or arrows Visuals - photographs, graphs, maps, illustrations, symbols Large font to be read from several metres Labels, captions, URLs Balance, simplicity – less is more

Rows 1 4 5 2 6 7 3 8

8. Font styles and print size Avoid italicized fonts and CAPITAL LETTERS - they are more difficult to read from a distance of 3 to 5 metres. Use no more than two completely different font styles. Large font for the major heading, smaller font for subheadings and even smaller for the paragraphs or dot points Pythagoras (48)	The Egyptians (24)	The Romans (size 18) 5. Colours are important Choose colours that complement and/or contrast well. Make sure that the colours do not obscure the writing. Too many colours will look busy and cluttered. Red on blue, and blue on red look blurred; it is hard to see yellow on white. Consider spaces - make good use of clear spaces. Look at examples for the use of colour. 6. … more about colour Coloured backgrounds can unify your poster, but beware of busy backgrounds. Muted colours or shades of grey are best for backgrounds. Use more intense colours as borders or for prominence, but use sparingly. Two or three related background colours can be used in different sections. Create an additional frame by mounting your poster onto another poster board so that just a thin edge shows. 7. Visuals Visuals add interest and communicate information quickly, for example graphics, photographs, tables, diagrams and/or symbols. They need to be clear and of reasonable quality. Don’t clutter your poster; choose visuals carefully. Remember, the clear spaces are important. Include labels and captions for all charts, figures and tables. If you insert visuals from the web, include the URL as part of your caption.

Posters continued …

9. Language features, for example: Concise, clear messages Little or no jargon Puns used sparingly in the heading/s, and perhaps some alliteration Appropriate tone for the audience and purpose (see page 12) Active voice Precise, technical language Persuasive techniques Words that summarise the message.

Poster Checklist

Planning and editing – I have	Visual features – I have used
Referred to the Information Literacy Process (p. 6) Followed the required steps Looked closely at the instructions on pages 58	Visuals effectively
Completed my research and written notes	White or clear spaces effectively
Planned my poster	Harmonious colours
Written my draft Asked for some feedback	Indicators to show the logical direction of my information
Edited my writing to correct spelling, grammar and punctuation	Balanced elements
Done the best I can
Subject matter – I have	Finally – my poster
Written explanations	Can be read from 3 to 5 metres
An eye-catching heading and subheadings	Is neatly presented
Dot points and/or paragraphs	Will be submitted by the due date

Brochures

Brochures are designed to be read quickly. They advertise events, products or services. Like posters, they aim to be attention grabbing with short, direct messages.

Refer to the Information Literacy Process (p. 6).

Follow the required steps. For example:

- audience and purpose

- tone and the message you want to convey.

Collect and compare brochure samples.

Consider the layout: bi-fold or tri-fold, written content, font style/s and sizes, visuals, colour scheme, use of clear spaces and eye-catching features.

Back of the tri-fold during construction

Main front page – when turned over Back - middle panel

Subheading Place important information in this panel; it is the first part seen when opening a brochure. It could contain Prices Graphics (e.g. photos, symbols, graphs) Appeals ‘Come and see!’ ‘Get your tickets …’	Subheading The middle back panel usually contains details about where the reader can get more information Contact details Email address Web address Phone numbers Post office box and/or street address Smaller print - Information in paragraphs or dot points - Harmonious colours - Bibliography, URLs	Relevant images, graphics, etc. Can be anywhere on the panel Balance your use of graphics and words Include URLs for web images Concise introductory comments Attention grabbing main heading

Inside - middle panel Inside of the tri-fold

Another image can be anywhere on the panel Subheading Facts Short concise paragraphs Persuasive language Verbs (e.g. enjoy, participate, meet, watch) Nouns, proper nouns (e.g. … basketball at Pinnacle Stadium …) Rhetorical questions	Smaller subheading More important facts Dot points Smaller print - Information could be in paragraphs - A contrast colour	Another subheading More facts and details Smaller print - Attention grabbing conclusion Another relevant image A picture tells a thousand words Dot points

Oral Presentations

Tips for preparing your presentation:

Clarify your topic, the purpose and target audience.

Refer to the Information Literacy Process (p. 6).

Follow the required steps.

A thinking framework might help when developing an approach (see point 1, p. 13 for examples).

Do sufficient research on your topic.

Organise your material. For example;

using your notes, write headings and subheadings then add relevant examples and evidence;

write a draft, review it deleting irrelevant information and/or adding new material where necessary;

if you don’t fully understand something, leave it out;

prepare any audio-visual aids.

Rewrite your speech in a logical and concise manner, then summarise it on palm cards. This will

help you to avoid reading your speech straight from the script. Good palm cards should:

have key words, phrases and/or dot points;

be numbered in case they are dropped;

be small enough to fit into the palm of your hand;

be clearly marked to show any accompanying visual aids, so that the right

PowerPoint slide shows at the right time.

Practise before you deliver your speech. Time it!

Practise again.

Speech structure

Introduction: Tell them what you are going to tell them	Greet the audience, for example, ‘Good morning ladies and gentlemen.’ Introduce yourself only if this has not been done for you. You could begin with an attention grabbing statement, a quotation, fact, or a rhetorical question related to your topic. Then refer to your main points.
Body: Then tell them	Put your key points in a logical order. Use headings and subheadings and find evidence and examples to go with each of these. Link your ideas using words such as firstly, secondly, as a result, as well, in addition, this shows, from this, so, but and however.
Conclusion: Summarise what you have told them	Refer to the ideas in your introduction, summarise your main points, give some final thoughts. Try to relax - you’ve done the research and preparation.

If possible, practise at the place you will be giving your talk using the relevant equipment to get used to the space.

Speak clearly - don't mumble, whisper or speak too loudly.

Don't rush, express your words clearly.

Deliberately pause at key points - this can help you to emphasise a particular point.

Vary the pitch of your voice.

Use your hands to emphasise points but don’t do too much hand waving. Ask a trusted friend, teacher, or other adult for feedback on your style.

Eye contact. Look at the audience as much as possible, but don’t fix on an individual - it can be intimidating. If you are nervous, look towards the back of the audience, just above the audience members’ heads. This gives the impression that you are making eye contact.

Stay within the time limit.

At the end of your presentation, it may be appropriate to ask if there are any questions.

Don’t say ‘thank you’; the audience needs to thank you with their applause.

Group presentations

Practise your order.

Aim for smooth transitions between the group members.

During practice, give each other some constructive feedback to improve your overall presentation.

Audio-visual Presentations

A PowerPoint is an oral presentation with pictures, so read the preceding pages on oral presentations and skim over the poster details.

Keep the design of your slides consistent to link your presentation.

Limit the number of words on each slide. Write only the main ideas, usually in dot points using a maximum of five points per slide.

Use a font size that can be read from a distance.

Use a variety of features where appropriate to the content (e.g. different fonts, graphics or sound).

Add pictures to capture attention and relate to the context; the audience prefers pictures rather than words.

Avoid clutter by using words, visuals and colours carefully.

Avoid using distracting special effects.

Reference quotes and graphics.

Do a spell-check.

What is a comet? A comet is a ball of rocky and metallic particles, ice and frozen gases. It has three main parts: nucleus coma tail Lofts, G. et al., 2000 Keep it simple - less is more.

Coma Tail

Nucleus

While using PowerPoint

Face the audience not the screen.

Check that everyone in the audience can see the screen.

Place yourself away from the wall and slightly to one side.

Don’t dazzle yourself by looking into the projector’s bright light.

Don’t read what is on the screen; your audience is well educated and may have read it as you placed it up.

As a personal reference, you could print out your PowerPoint in the ‘Handout’ format.

Technology problems happen; have a backup plan. Place your presentation on a USB. If you are nervous, have a spare USB or email the presentation to yourself. The computers may not be as new as your home computer so save a second copy on the version used at the school. Check the facilities before your presentation day. Check your presentation on the big screen as colours and images can be distorted.

Try to relax. You’ve done the research and preparation and will (usually) know more about the topic than the audience.

Mathematics

Mathematics Tips

Assessment items in Mathematics include:

Term Tests

Assignments and Investigations

Homework

Classwork.

All mathematics requires careful attention to the setting out of your work. Writing a solution to a problem is rather like writing a paragraph, using special symbols including numbers, instead of words. You need to show a reader your thought processes in a clear and logical manner. Remember to show what you are doing and how you arrived at your solution, include units of measurement if necessary, and ensure that your work is neat and legible.

TESTS

There may be a variety of question types: multiple-choice, short answer, and longer problems that are more complex. It is essential that you prepare well for your term tests.

Know when the test is, and exactly what is being tested.

Review the classwork that you have completed in your workbook. You may want to write out definitions, special terms, and particular diagrams – often several times – to feel confident.

Redo problems, either the examples that your teacher gave you, or ones that you have completed successfully. Quite often, not all parts of questions are done in class or for homework; this means that you have alternative questions to use for preparation.

Avoid spending time on the earlier questions in an exercise; it is better to practise the processes that you are less familiar with than repeat the ‘easy parts’ several times.

The best way to learn new concepts or techniques is to do them, often. It is the repeated practice that makes the work easier.

Keep up with homework. Work and rework regularly. This will put you in the best position as you prepare for a test.

Spread your revision over several days; do not expect to prepare adequately the night before, or within just a few minutes.

Look for other help: parents and siblings, a ‘study buddy’, school tutorials, your teacher and on-line tutorials are all alternative sources of guidance and support.

Be prepared on the day; have the correct equipment, including a calculator. Mobile phones or other similar technologies will not be allowed.

ASSIGNMENTS

These may involve some research or an investigation. They are often designed to get you thinking about everyday things in a slightly different way. They may also not be obviously connected to the work you are doing in class and may draw upon a variety of skills and concepts.

Establish what you are being asked to do in each section or task. Look for key words, and consider how the sections might link together. Plan your time well.

Begin any research (via books, the internet, your textbook, other people), mathematical modelling, experiments or collection of data early. Keep a record of your research; create a bibliography, make diagrams, and keep your planning and preparation notes.

You will present a report, which will include:

An introduction – what the assignment is about

The assignment tasks and your responses

A conclusion – a brief summary of your results and findings

A bibliography.

In most cases, the assignment itself becomes the body of the report. However, you may be asked to submit a separate report, perhaps to accompany a model, or a poster. Always make sure you know exactly what is required.

It is important that you show all of your working clearly. Often the way you reach an answer or conclusion is just as interesting as the actual answer itself.

Draft and edit your work. Show a draft to your teacher and seek advice. This may come in the form of further questions designed to stimulate your thinking.

Decide on an appropriate method of presentation. You may be asked to present a poster, or make a model, for example. Do not write the answers on the question sheet unless you are specifically asked to. In most cases, you will need to submit your assignment on a separate paper.

Be prepared to be surprised by your work and to look for something interesting or unusual as you work through your assignment. There may be no ‘right’ answer, or there may be several different answers to some problems. The process by which you arrive at your answer is often just as important as the answer, the product, itself.

This booklet offers you a great deal of valuable advice and approaches that you might take, especially in the planning of your work. There are a number of processes that you will be able to use or adapt for your assignment work in Mathematics.

Referencing

Setting out a Bibliography

A bibliography is an alphabetical list of the sources used in an assignment. It may include books, magazines, newspapers, websites and more.

It is important to provide the sources of our information to

give credit to whoever created it

let our reader look at our sources

show that the ideas we have are accurate.

Your teacher can provide you with a grid to fill out. It shows how to format the details. When you are learning to create a bibliography it is useful to use the grid. However, as you become more proficient your teachers will expect you to write a bibliography as shown in the example below.

A bibliography goes at the end of your assignment. It can be set out in alphabetical order or listed in groups then arranged in alphabetical order.

Sample bibliography using the Harvard System

Bibliography

Books

The art book 1997, Phaidon Press, London.

Butler, M & Mills, J 2001, Physics 2, Macmillan Education Australia, South Yarra.

Healey, J (ed.) 2005, Wealth and inequity, Issues in Society, vol. 226, The Spinney Press, Thirroul, NSW.

Morgan, S 2007, My place, Fremantle Press, Perth.

Websites

Snowboarding: How did it evolve? 2007, viewed 11 April 2011,

<http://www.ifyouski.com/snowoard/ride/>.

Weart, S 2005, The discovery of global warming: timeline of milestones, viewed 24

February 2010, <http://www.aip.org/history/climate.htm>.

Other media

Holes 2003, DVD, Walden Media & Disney, USA.

How your memory works 2009, television program, ABC, Sydney, 15 May.

Kerbaj, R 2006, ‘Brother of terror suspect speaks’, The Australian, 9 February, p. 4.

Low, T 2006, ‘Sweet country’, Australian Geographic, January-March, p. 68.

Reference generator:http://www.schools.ash.org.au/dckc/refgen/refgen.html

BLCH iCentre:ttps://blchicentre.wikispaces.com/

Bibliography - Formatting Grid

When you are learning to do a bibliography you might find it helpful to set it out on a grid like the one below. Ask your teacher for a blank copy. As you become more proficient you will not need the grid but check with your teacher.

Books

Author: surname first	Year of publication	Title in italics or underline it if handwritten	Publisher	Place of publication	Page number/s
Morgan, S	2007	My place	Fremantle Press	Perth

Magazine Articles

Author’s name	Year of publication	Title of article in single quotation marks	Publication	Month	Page number/s
Low, T	2006	‘Sweet country’	Australian Geographic	January-March	p. 68

Newspaper Articles

Writer’s name and initial	Year of publication	Title of article in single quotation marks	Publication	Date	Page number/s
Kerbaj, R	2006	‘Brother of terror suspect speaks’	The Australian	9 February	p. 4

Websites

Author, person, organisation or title if these are not known	Site date (last updated)	Title of page - use italics	Date viewed	URL
Weart, Spencer	2005	The discovery of global warming: timeline of milestones	24 February 2006	http://www.aip.org/history/climate.htm

TV Programs and DVDs

Title in italics or underlined if hand written	Year	Format: television program, film, DVD	Name of production company	Place produced	Transmission date	Credits
Holes	2003	DVD	Walden Media & Walt Disney	USA

Reviews and Appeals

Students have the right to seek a review against achievement grades and do so by following these procedures in the order listed. Also, keep your parent/guardian informed of your review or appeal.

Review of results by teachers

Discuss the problem informally with the class teacher as soon as possible after receiving the semester report. In most cases, the issue is resolved at this level. It is possible for clerical errors to occur or for the student to overlook a factor such as assignments or other pieces of work which were not submitted. It is good to have evidence as to why a grade is appealed.

Review of results by Executive Teachers

Discuss the problem with the Executive Teacher of the faculty, providing evidence of why the problem has not been resolved.

Review of results by Principal

If the matter is still unresolved, the Principal must be notified in writing of the student’s intention to seek a review of results. This is normally expected on the day following the issue of reports or soon after.

The Principal calls a meeting of the parties involved in which the student presents any further evidence. This is the highest level of review for students in Years 7 and 8.

Appeal to the Chief Executive

Students in Years 9 and 10 may subsequently request a System Level Appeal. Such an appeal may be made against particular assessments on the High School Record or against a decision not to award a Year 10 Certificate. Appeals against the non-awarding of a Year 10 Certificate should be made before the end of the school year. An ACT Department of Education & Training leaflet issued to all students gives information about appeals and is available at the school. Further information may be obtained from

Educational Performance and Reporting Section

Department of Education and Training

GPO Box 158

Canberra ACT 2601

All appeals must be made by the student not a second party acting on their behalf.

Late work

Adequate time will be given for the completion of all assessable work. A late penalty will apply unless an extension is granted. This penalty is 5% of the possible marks for each working day late for the first 10 days. If late work has not been submitted by day 10, the teacher may set a new task so that he/she can return the work to the rest of the class.

Extensions

If students experience difficulties completing tasks, they should negotiate an extension with the teacher prior to the due date. Lack of organisation or leaving things until the last minute is not

an acceptable reason for an extension. When requesting an extension, students should show evidence that they have the work in progress. Students are expected to make up work missed while absent from classes for excursions or sporting events.

Return of student work

Teachers are required to mark and return student work promptly. Students must be provided with formative feedback. A two-week turnaround on returning student work is realistic. An exception to this may be a moderated task.

Consideration

Consideration may be provided following advice from the year coordinator, school executive and/or the counsellor. This is applied when a student has been absent, ill or experiencing difficulties outside school and this has affected their ability to complete the set work.

Status

Status is awarded to those students who have recently enrolled or have had prolonged absences from school and have provided a legitimate reason (e.g. doctor’s certificate). It is only awarded when the student’s assessment has been adversely affected by their absence. If enough assessable work has been completed a pro rata grade may be calculated. Teachers are expected to assess students against the relevant learning outcomes and comment on the student’s level of ability and skill development. The decision to award a status grade can only be made by the Principal.

Letters of Concern

Letters of concern or contact are made to parents/carers in weeks four or five of Terms 2 and 4 to inform them that their son/daughter is at risk of receiving an unsatisfactory grade because of poor attendance, test results or a failure to submit the required assessment pieces. It may also be opportune to discuss issues affecting grades. Late work can be submitted, but penalties still apply.

Students with Special Needs

Students with special needs have an Individual Learning Plan (ILP) and these are available for teachers to view on the ‘Tree of Opportunity’ on G drive. Some students on an ILP require assessment tasks to be modified and Learning Support (LS) staff are available to assist with this. Special Needs students may receive support from the LS staff to meet the assessment requirements. Teaching staff will acknowledge that a grade has been achieved with support from the LS staff.

Calwell High School Assessment and Reporting Policy

Assessment

A primary purpose of assessment is to enhance learning and to enable the reporting of students’ achievement. Assessment practices have a powerful impact on learning and teaching. Assessment uses both summative and formative evaluations to monitor each student’s progress. Assessment is a broad term covering items of student work tasks, tests and assignments. For example, these could be written compositions, oral presentations and performances, practical tasks, book and classwork. Students are assessed according to the degree to which they achieve in relation to the unit outcomes and assessment criteria.

Assessment at CHS should

be conducted in all units studied throughout the year

provide valid information on the ideas, processes, products and values expected of students

make a positive contribution to student learning

be demonstrably fair to all students

have explicit criteria so that judgement is clear

be based on multiple sources of evidence.

Unit Outlines

Within the first three weeks of a semester, students will be issued with unit outlines for each subject. The outline will document the assessment outcomes for the unit, assessment tasks, the weighting of each assessment item and the week the item is due. The assessment components may include - but are not limited to - tests (given to an individual class or to all classes studying the same unit), written assignments, practical work, homework, group work, oral presentations, bookwork and participation in the classroom. The late work policy also appears on the unit outline.

Where more than one class is studying the same subject at the same level, moderation procedures are used. This may be through administration of common tests, marking of selected items by a number of teachers or an exchange of information between the teachers involved.

Other assessment commitments for ACT school students can include the

National Assessment Program - Literacy and Numeracy (NAPLAN) in Years 3, 5, 7 & 9

OECD Programme for International Student Assessment (PISA) of 15-year-olds

Trends in Mathematics and Science Study (TIMSS) international assessment, Years 4 & 8

National academic competitions (e.g. Computing, English, Languages, Maths, Science).

Reporting

Reporting can be both informal and formal. Informal reporting to parents/guardians might include telephone calls, emails, student-led conferences, parent-teacher conferences, open days, assemblies, and the use of journals and homework books. Formal reporting occurs four times a year.

Mid-Semester Reports

These are issued to all students towards the end of Terms 1 and 3, prior to Parent/Teacher evenings. Teachers report on

Achievement – the student’s assessment in class

Application – how the student is applying him/herself to learning in the classroom - either satisfactory or causing concern.

Teachers must ensure sufficient assessment has been completed to make a realistic judgement of a student’s progress before mid-semester reporting to parents/guardians occurs. Teachers are encouraged to phone parents/guardians where this is not possible.

Semester Reports

These are issued to every student at the end of Terms 2 and 4.

Grades

Teachers are required to submit grades to their Executive Teacher prior to the finalisation and communication of grades to the students.

Grades for each subject studied are awarded for achievement through the descriptors in the table below. In Years 9 and 10, these grades are transferred to the Year 10 Certificate or to their High School Records if they leave the school during Years 9 & 10.

At Calwell High the 7–10 grades are defined by the following descriptors.

GRADE	DESCRIPTOR GUIDELINES
A or Outstanding Achievement is demonstrated by	The student has demonstrated a comprehensive understanding of all knowledge, skills and applications and has extended their understanding beyond the stated unit outcomes
B or High Achievement is demonstrated by	The student demonstrated a comprehensive understanding of all knowledge, skills and applications stated in the unit outcomes.
C or Sound Achievement is demonstrated by	The student demonstrated a fundamental understanding of the knowledge, skills and applications stated in the unit outcomes.
D or Limited Achievement is demonstrated by	The student demonstrated an emerging or beginning understanding of the knowledge, skills and applications stated in the unit outcomes.
E or Very Limited Achievement is demonstrated by	The student has not provided evidence of or demonstrated understanding of the knowledge, skills and applications stated in the unit outcomes.
S or Status	Awarded to students where unavoidable circumstances have prevented assessment of an A - E grade

NB: the related EDT policies that this policy includes are

Reporting on Student Achievement and Progress to Students and Parents

Certification Year 10 Certificate and the Appeals Process document

Bibliography and Acknowledgements

Thank you to the

High School Literacy Field Officers: Marg Klee, Pam Blakeley, Kellie Keefe, Danielle Banks and Rebecca Platten and especially Marg Klee who made an outstanding contribution to the creation of this handbook. Thanks to Donna Sullivan for the front cover design and to Merle Forster for help with editing.

ACT DET 2009, INSINC Reading to learn book 3, ACT Department of Education and Training, Canberra.

ACT DET 2009, INSINC Writing in context book 4, ACT Department of Education and Training, Canberra.

ACT DET 2009, INSINC Writing in context book 5, ACT Department of Education and Training, Canberra.

Dickson College, ‘Oral presentations’ brochure, ACT.

Andrews, C, Naidu, S & Laidler, G 2002, Active science: skills and experiments book 2, Oxford University Press, Melbourne.

Andrews, L & Young J 1999, English interactions 1, MacMillan, South Yarra, Vic.

Banks, D, Keeffe, K & Platten, R 2011, Effective writing guide, in-school publications, Melba, Wanniassa & Kaleen High Schools, Canberra.

Calandra, A & Ciavarella G 1996, SOSE, Studies of society and the environment, Jacaranda, Melbourne.

Derewianka, B 1990, Exploring how texts work, Primary Teaching Association, Rozelle, NSW.

Education Department of WA 1997, First steps writing resource book, 1st ed., Rigby Heinemann, Western Australia.

Education Department of WA 2007, First steps writing resource book, 4th ed., Rigby Heinemann, Western Australia.

Education Department of WA 2005, Writing constructing and crafting meaning, stepping out, Western Australia.

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Websites

Board of Senior Secondary Studies (BSSS) ACT 2009, What’s plagiarism? How you can avoid it, viewed 30/7/11, <http://www.bsss.act.edu.au/__data/assets/pdf_file/0007/157750/

plagiarism_-_students_13_12_10.pdf>.

Hess, G R, Tosney, K & Liegel, L 2010, ‘Creating Effective Poster Presentations’, viewed 25/3/2011, <URL=http://www.ncsu.edu/project/posters>.

Lockhart J & Coetzee, A 2001, Information Literacy, viewed 15/4/2011,	<http://www.lib.uct.ac.za/infolit/poster2a.htm>.

Open Clip Art Library 2004, viewed 21/7/11,

<http://www.openclipart.org/detail/125899/affiche--poster-by lmproulx>.

Phillip Martin 2011, ‘Free clipart for teachers and students’, viewed 20/7/11,	<http://reading.phillipmartin.info/index.htm>.

Tham, M 2009, ‘Communication Skills – making oral presentations’, viewed 20/7/11,

<http://lorien.ncl.ac.uk/ming/dept/tips/present/comms.htm>.

Off and running… Endnotes

. Adapted from ‘The Information Literacy Process’, handout <http://palmdps.act.edu.au/resource_centre/info_lit/process.htm>

. Board of Senior Secondary Studies (BSSS) ACT 2009, What’s plagiarism? How you can avoid it, viewed 30/7/11,	<http://www.bsss.act.edu.au/__data/assets/pdf_file/0007/157750/plagiarism_-_students_13_12_10.pdf> p. 4.

. ACT DET 2009, INSINC Writing in context book 5, ACT Department of Education and Training, Canberra, pp. 12 & 24.

. Adapted from Education Department of WA 2005, Writing constructing and crafting meaning, stepping out, Western Australia,

p. 146.

. Calandra, A & Ciavarella, G 1996, SOSE, Studies of society and the environment, Jacaranda, Melbourne, p. 30.

. Roberts, Dr P C 1999, Ancient Rome, Allen and Unwin, St Leonards, NSW, p. 10.

. Adapted from Banks, D, Keeffe, K & Platten, R 2011, Effective writing guide, in-school publications, Melba, Wanniassa & Kaleen High Schools, Canberra p. 58.

. Lofts, G & Evergreen, M J 2000, Science quest 1, 2nd ed., Jacaranda, Milton, Qld, p. 30.